At The Interface of Social-At The Interface of Social-Emotional and Academic Emotional and Academic

Achievement: Neurocognitive Achievement: Neurocognitive assessments of EF, Emotion assessments of EF, Emotion Regulation and Attention Regulation and Attention

Control Control

Mark T. GreenbergMark T. Greenberg

Prevention Research Center, Penn Prevention Research Center, Penn State UniversityState University

www.prevention.psu.eduwww.prevention.psu.edu

What I will discuss

• Developmental Model of Integrated Developmental Model of Integrated Development Across Cognition, Emotion Development Across Cognition, Emotion and Behaviorand Behavior

• The Importance of Language and The Importance of Language and Regulation for Learning and Social Regulation for Learning and Social OutcomesOutcomes

• Intervention Trial Findings with the PATHS Intervention Trial Findings with the PATHS Curriculum on School Age and Preschool Curriculum on School Age and Preschool ChildrenChildren

Poor School Poor School AchievementAchievement

Poor Mental HealthPoor Mental HealthAggression/ViolenceAggression/ViolenceSubstance Use/AbuseSubstance Use/Abuse

Impulsive Action

Emotion Dysregulation

Insecure Relations

Undesired Related Undesired Related OutcomesOutcomes

Underlying Shared Underlying Shared ConstraintsConstraints

The Big Picture: Public Health The Big Picture: Public Health Outcomes Outcomes

Cognitive AbilitiesCognitive Abilities

Self-Control/Emotion Self-Control/Emotion Regulation Regulation

Relations with peers and Relations with peers and adults adults

Resilience Factors that may be Resilience Factors that may be Targets of Preventive Targets of Preventive

InterventionsInterventions

As Environmental Supports and Social Control Diminish, Individual Cognitive-Affective Systems become more crucial in determining well-being and reducing psychopathology

What is Social and Emotional Learning ?

The process of acquiring the competencies The process of acquiring the competencies to:to:

Recognize and manage emotionsRecognize and manage emotions

develop caring and concern for others develop caring and concern for others

make responsible decisions make responsible decisions

establish and maintain positive relationships establish and maintain positive relationships

handle challenging situations effectively handle challenging situations effectively

SEL SKILLS REQUIRE SEL SKILLS REQUIRE

SELF-REFLECTIVE FUNCTIONSSELF-REFLECTIVE FUNCTIONS

Language/CommunicationLanguage/Communication

Inhibition/Self ControlInhibition/Self Control

Planning and Problem- Solving Planning and Problem- Solving

Pre Frontal FunctionsPre Frontal Functions

• REGULATIVE (Self-Control)REGULATIVE (Self-Control)INHIBIT AND MODULATE ATTENTIONINHIBIT AND MODULATE ATTENTION

• EXECUTIVE (Problem Solving)EXECUTIVE (Problem Solving) PLANNING AND GOAL-SETTING PLANNING AND GOAL-SETTING

(Working Memory) (Working Memory)

• SOCIAL (Effective Action in SOCIAL (Effective Action in Context)Context)

INTEGRATION OF EMOTION ANDINTEGRATION OF EMOTION AND

REASON FOR SOCIAL DECISION-MAKINGREASON FOR SOCIAL DECISION-MAKING

The first effect of every mediation of an The first effect of every mediation of an impulse is to check or arrest that impulse. impulse is to check or arrest that impulse. Reflection means postponement; it is delayed Reflection means postponement; it is delayed action. Through this delay the impulse is action. Through this delay the impulse is brought into connection with other impulses, brought into connection with other impulses, habits, and experiences. Now that a due habits, and experiences. Now that a due balance is kept, the result is that the original balance is kept, the result is that the original impulse is harmonized with the self, and, impulse is harmonized with the self, and, when expressed, it realizes not only its partial when expressed, it realizes not only its partial nature but that of the whole self (p.244).nature but that of the whole self (p.244).

John Dewey, 1894John Dewey, 1894

ABCD ModelABCD Model(Affective-Behavioral-Cognitive-(Affective-Behavioral-Cognitive-

Developmental)Developmental)Stages of Developmental IntegrationStages of Developmental Integration

1. Infancy: (Birth to 18 months) * Emotion = Communication * Arousal & Desire = Behavior

2. Toddlerhood: (18 months to 36 months) * Language supplements Emotion = Communication * Very initial development of emotional labeling * Arousal and Desire = Behavior

3. Preschool Years: (3 to 6 years) * Language develops powerful role * Child can recognize/label basic emotions * Arousal & desire > symbolic mediation > behavior * Development of role-taking abilities * Beginning of reflective social planning & problem-solving

Words provide a moment of Words provide a moment of recognition and delay in which recognition and delay in which discomfort over feeling might have a discomfort over feeling might have a chance of being handled in ways other chance of being handled in ways other than denial or immediate discharge than denial or immediate discharge through action. Words facilitate through action. Words facilitate coping-emotions that are identifiable, coping-emotions that are identifiable, known to and shared by others. known to and shared by others.

Fred Pine (1985)Fred Pine (1985)

A verbal sign (a) selects, detaches a meaning A verbal sign (a) selects, detaches a meaning from what is otherwise a vague flux and blur; from what is otherwise a vague flux and blur; (b) retains, registers, stores that meaning; (b) retains, registers, stores that meaning; and (c) applies it, when needed, to the and (c) applies it, when needed, to the comprehension of other things. Combining comprehension of other things. Combining these various functions in a mixture of these various functions in a mixture of metaphors, we may say that a linguistic sign metaphors, we may say that a linguistic sign is a fence, a label, and a vehicle--all in one.is a fence, a label, and a vehicle--all in one.

a.\The word as a Fence.\Everyone has a.\The word as a Fence.\Everyone has experienced how learning an appropriate experienced how learning an appropriate name for what was dim and vague cleared up name for what was dim and vague cleared up and crystallized the whole matter. Some and crystallized the whole matter. Some meaning seems almost within reach, but is meaning seems almost within reach, but is elusive; it refuses to condense into definite elusive; it refuses to condense into definite form; the attaching of a word somehow (just form; the attaching of a word somehow (just how, it is almost impossible to say) puts limits how, it is almost impossible to say) puts limits around the meaning, draws it out from the around the meaning, draws it out from the void, makes it stand out as an entity on its void, makes it stand out as an entity on its own account.own account.

John Dewey (1931)John Dewey (1931)

4. School Years: (6 to 12-13 years) * Thinking in language has become habitual * Increasing ability to reflect on & plan sequences of action * Developing ability to consider multiple consequences of action * Increasing ability to take multiple perspectives on a situation

5. Adolescence (12-13 years and beyond) * Utilize language in service of hypothetical thoughts * Ability to simultaneously consider multiple perspectives

ABCD Model(Affective-Behavioral-Cognitive-

Developmental)

The parent who labels feelings for the The parent who labels feelings for the child brings them into the region of child brings them into the region of social communication--they are shared, social communication--they are shared, the child is not unique and alone with the child is not unique and alone with them, they are capable of being them, they are capable of being understood, the power of words and understood, the power of words and the psychological achievement words the psychological achievement words facilitate can be applied to them.facilitate can be applied to them.

John Dewey (1894)John Dewey (1894)

®

The PATHS CurriculumThe PATHS Curriculum

Five Central GoalsFive Central Goals

• The conscious awareness of emotional states in The conscious awareness of emotional states in oneself and othersoneself and others

• The ability to put these feelings into wordsThe ability to put these feelings into words• The ability to calm oneself down when feeling The ability to calm oneself down when feeling

highly emotionally arousedhighly emotionally aroused• The ability to plan ahead and consider the The ability to plan ahead and consider the

effects of your behavior on otherseffects of your behavior on others• Developing greater empathy/compassion for Developing greater empathy/compassion for

othersothers

Essential Components for PATHS

• Skill Building for Both Students and TeachersSkill Building for Both Students and Teachers

– Very explicit materialsVery explicit materials– Specific time for skills developmentSpecific time for skills development

• Provide sufficient Technical Support to teachersProvide sufficient Technical Support to teachers– See other teachers doing it wellSee other teachers doing it well– CoachingCoaching

• Generalization: Create opportunities to use these skills Generalization: Create opportunities to use these skills throughout the daythroughout the day

• Provide students feedback and recognition for performanceProvide students feedback and recognition for performance• Integrate into other Academic SubjectsIntegrate into other Academic Subjects

• Involve ParentsInvolve Parents

Learning to Calm DownLearning to Calm Down

The Turtle Story and the 3 Steps for Calming Down

Problem-Solving OutlineProblem-Solving OutlineWhen you notice upset feelings:When you notice upset feelings:

1. STOP and think.

2. Identify the PROBLEM. (collect lots of information)

3. Identify the FEELINGS. (your own and other peoples')

4. Decide on a GOAL.

5. Think of lots of SOLUTIONS.

6. Think about what MIGHT happen next. ER

7. Choose the BEST solution. (evaluate all the alternatives)

8. Make a PLAN. (think about possible obstacles)

9. TRY your plan.

10. SEE what happens. (evaluate the outcome)

11. TRY another plan or solution if your first one doesn't work.

• Does the Intervention alter Does the Intervention alter Executive Function?Executive Function?

Stroop – (Inhibition)Stroop – (Inhibition)

Verbal Fluency (Working Memory)Verbal Fluency (Working Memory)

• Do changes in Executive Function Do changes in Executive Function mediates the relation between mediates the relation between intervention and decreased intervention and decreased aggression or internalizing aggression or internalizing problems?problems?

Research Question Research Question

Language and EmotionLanguage and EmotionVerbalizing our feelings makes our sadness, anger and pain less intense by altering brain activity

Increased Activity in the Amygdala

Labelling the emotion “Angry”

Decreased AmygdalaIncreased Right Ventro-lateral Pre-Frontal Brain

Lieberman, 2008

Does PATHS Intervention alter Does PATHS Intervention alter Executive Function?Executive Function?

If it does, does it Explain how PATHS If it does, does it Explain how PATHS Improve Behavior?Improve Behavior?

Stroop Test – Part 1Stroop Test – Part 1

Stroop Test – Part 2 – Inhibitory ControlStroop Test – Part 2 – Inhibitory Control

ParticipantsParticipants

• 318 regular education students in the Seattle 318 regular education students in the Seattle School District.School District.

• Random assignment of four schoolsRandom assignment of four schools

• Mean age = 8 years (2Mean age = 8 years (2ndnd and 3 and 3rdrd grade students). grade students).

• 55% White, 33% African-American, & 12% Asian-55% White, 33% African-American, & 12% Asian-American, Native American, or “Other.”American, Native American, or “Other.”

PretestPretest 9-mo post9-mo post 1-yr follow-up1-yr follow-up

Hypothesized PATHS Mediational Hypothesized PATHS Mediational ModelModel

PATHS

Inhibitory Control

Externalizing Internalizing

Behaviors

α β

γ

Riggs, et al. (2006)

PretestPretest 9-mo post9-mo post 1-yr follow-up1-yr follow-up

Test of PATHS Mediational ModelTest of PATHS Mediational ModelExternalizingExternalizing

PATHS

Inhibitory Control

Externalizing Behavior

.15**

-.17***

-.14**

ns

** = p < .01; *** = p < .001Sobel Test for Indirect Effects z = 2.06, p < .05

PretestPretest 9-mo post9-mo post 1-yr follow-up1-yr follow-up

Test of PATHS Mediational ModelTest of PATHS Mediational ModelInternalizingInternalizing

PATHS

Inhibitory Control

Internalizing Behavior

.15**

-.14**

-.15**

n.s.

** = p < .01 Sobel Test for Indirect Effects z = 2.07, p < .05

PATHSPATHS Universal Universal Intervention Intervention

End of 2End of 2ndnd/3rd Grade (1 Year of /3rd Grade (1 Year of Intervention)Intervention)

Block Design (WISC-R IQ Test)Block Design (WISC-R IQ Test)

56789

1011121314

Pre Post 1 year

Intervention Control

Students Receiving PATHS in Grade 2 and 3 significantly increase on their cognitive skills on the WISC-R subtest of Block Design

Preschool Head Start Preschool Head Start InterventionIntervention

(Bierman, Domitrovich, Welsh, Nix, (Bierman, Domitrovich, Welsh, Nix, Gest, etc) Gest, etc)

RCT Using RCT Using Preschool PATHSPreschool PATHS Dialogic ReadingDialogic Reading Phonological/Rhyming ActivitiesPhonological/Rhyming Activities

Significant Effects on Significant Effects on BehaviorBehaviorSocial CognitionSocial CognitionWorking Memory (Dimensional Card Sort)Working Memory (Dimensional Card Sort)

Teaching Teaching Self-Self-

Control Control with the with the Turtle Turtle

TechniqueTechnique

Target Target CardsCards

Test Test CardsCards

“Let’s play the shape game: If it’s flower, then put it here; but if it’s a car, then it goes there.”

Dimensional Change Card Sort (DCCS)Dimensional Change Card Sort (DCCS)

Target Target CardsCards

Test Test CardsCards

“Okay, we’re not going to play the shape game anymore. Now, we’re going to switch and play a new game, the color game: If it’s red, then put it here; but if it’s blue, then it goes there”

FindingsFindings

• Components of executive function can be Components of executive function can be significantly improved by a theoretically significantly improved by a theoretically driven intervention that utilizes theory based driven intervention that utilizes theory based on developmental neuroscience (Luria) on developmental neuroscience (Luria)

• Changes in executive function are related to Changes in executive function are related to behavioral outcomes of both aggression and behavioral outcomes of both aggression and internalizing problemsinternalizing problems

• See work of Diamond (Science, 2007 – Tools)See work of Diamond (Science, 2007 – Tools)

• See work of Klingberg (Sweden – working See work of Klingberg (Sweden – working memory)memory)

Neuroscience and Prevention

• Fields have developed in isolationFields have developed in isolation• They are united by the underlying They are united by the underlying

concept of developmental concept of developmental psychopathologypsychopathology

• Integrated research has the potential Integrated research has the potential to answer critical questions for both to answer critical questions for both fields regarding plasticity and the role fields regarding plasticity and the role of environmental stimulationof environmental stimulation

Developmental Psychopathology

• Understanding developmental processes through Understanding developmental processes through the interactive study of children showing typical the interactive study of children showing typical and atypical developmentand atypical development

• Integrate the fields of child development, child Integrate the fields of child development, child psychiatry, epidemiology, neuroscience and psychiatry, epidemiology, neuroscience and additional social sciencesadditional social sciences

• Examines the interactive processes between Examines the interactive processes between domains of development (interpersonal, domains of development (interpersonal, physiological, cognitive, neural, social, and physiological, cognitive, neural, social, and cultural domains)cultural domains)

• Focus on factors that influence the development Focus on factors that influence the development of competence within social and cultural contexts of competence within social and cultural contexts

Prevention SciencePrevention Science

• Seeks to change behaviorSeeks to change behavior• Behavior can be defined as including Behavior can be defined as including

action, emotion, cognitionaction, emotion, cognition• It can also include the biological It can also include the biological

substratessubstrates

Biological SubstrateBiological Substrate• Brain FunctionBrain Function

– Structural AspectsStructural Aspects • Neuronal development and connectionsNeuronal development and connections

– Functional AspectsFunctional Aspects • Neurotransmitter action (dopamine,acetylcholine)Neurotransmitter action (dopamine,acetylcholine)

• Psychophysiological FunctionPsychophysiological Function– Parasympathetic ActivityParasympathetic Activity

• Cardiac Vagal ToneCardiac Vagal Tone

– Neuroendcrine FunctionNeuroendcrine Function• HPA Axis – GlucocorticoidsHPA Axis – Glucocorticoids

– Immunological FunctionImmunological Function• T-cells/Antibody titers to vaccinesT-cells/Antibody titers to vaccines

– Neuro-cognitive FunctionNeuro-cognitive Function

• Frontal Lobe DevelopmentFrontal Lobe Development

Closing ThoughtsClosing Thoughts

• Universal prevention programs with: Universal prevention programs with: • strong theoretical models strong theoretical models • well-trained teachers well-trained teachers • appropriate dosage (density of lessons and appropriate dosage (density of lessons and

generalization)generalization)can substantially:can substantially:

• reduce the rate of mental health problems reduce the rate of mental health problems • promote positive, healthy developmentpromote positive, healthy development• improve cognitive performanceimprove cognitive performance

• Improving the “Underlying Shared Constraints” Improving the “Underlying Shared Constraints” can significantly reduce the public health burden can significantly reduce the public health burden of poor outcomes for childrenof poor outcomes for children

Closing ThoughtsClosing Thoughts

• There is a need for an extensive research agenda There is a need for an extensive research agenda in which there is a transdisciplinary collaboration in which there is a transdisciplinary collaboration between prevention scientists, developmental between prevention scientists, developmental psychopathologists, and neuroscientistspsychopathologists, and neuroscientists

• Carefully developed studies should take us past Carefully developed studies should take us past the “black box” outcome to test the cognitive and the “black box” outcome to test the cognitive and neural mediators and moderators of change.neural mediators and moderators of change.

• This will require advances in both basic research in This will require advances in both basic research in childhood neuroscience including improvements in childhood neuroscience including improvements in both measurement and conceptualizationboth measurement and conceptualization

ThanksThanks

• ColleaguesColleagues

Karen BiermamKaren Biermam

Celene DomitrovichCelene Domitrovich

Carol KuscheCarol Kusche

Chi-Ming KamChi-Ming Kam

Rebecca CortesRebecca Cortes

Christa TurskmaChrista Turskma

Elizabeth CookElizabeth Cook

Julie QuammaJulie Quamma

Rob NixRob Nix

Janet WelshJanet Welsh

Scott GestScott Gest

• Numerous Funding Numerous Funding AgenciesAgencies

NIMHNIMHNIDANIDANICHHDNICHHDOCYF – Head StartOCYF – Head StartW.T. Grant FoundationW.T. Grant Foundation