The ACT Matrix: How to Transform Social-Emotional Learning with All Students in Difficult Times

A Step by Step Guide to Promoting Awareness, Connection, and Collaboration with Students and Teachers in Classrooms and Schools in Challenging Times

Students Who Disengage, Disconnect, and Appear Disinterested are Stuck. Becoming Mindful leads to Healthy Living and Learning

Each day we learn more about the benefits of mindfulness and its beneficial effects on mental health and our ability to lead an active and meaningful life. This course is designed to introduce an evidenced-based, mindful approach to help all students when they struggle socially or emotionally, buld resilience and overcome obstacles to living and learning.

Step One: The Invitation

You begin with an invitation. You will learn how to quickly generate interest and engagement with those you serve.

Step 2: Connection

The process of promoting mindful awareness in the classroom establishes and deepens workable connections with staff and students at all levels.

Step 3: Collaboration

When mindful connections happen, the group is ready for collaboration and working together for common goals, including those who were resistant. Everyone pulls together.

The ACT Matrix is a Mindful Diagram and A Powerful Tool to Promote Interest, Engagement, and Prosocial Behavior

ACT rests on a behaviorally based theory of language and cognition known as Relational Frame Theory. Relational Frame Theory sits on a philosophy of science, Functional Contextualism. You do not need to know about RFT and Functional Contextualism do use the ACT Matrix.

What is the ACT Matrix? 

The ACT Matrix is a visual representation of the cognitive-behavioral approach to values-based behaviors. It is a simple diagram with two crossed lines. The vertical line is the experience line. In each moment, we are experiencing the world with our five senses (top of the vertical line). We also have experiences that show up in our minds (bottom of the vertical line) as thoughts, feelings, memories, and urges. We use language to make connections between our outside and inside world. Then we use what we learn and share it with others.

The horizontal line points to the directions in which our behaviors move us. We experience the feeling of satisfaction when we move toward important people in our lives or complete tasks. We also experience relief when we move away from or seek to reduce uncomfortable inner experiences like fear, anger, worry, and sadness. Mapping these experiences onto the Matrix promotes mindfulness so are better able to learn what works wherever we are.

Where did the ACT Matrix come from?

The ACT or Prosocial Matrix is based on science. It is the a process developed by Dr. Kevin Polk and his research from Acceptance and Commitment Therapy and Training (ACT). Dr. Polk made it simple to learn and practice ACT. Through my training with Dr. Polk, I am bringing the Prosocial Matrix (I use the term "prosocial" to highlight that the Matrix is a prosocial intervention) to many schools and classrooms. They are using it to make a difference for all students and especially those who struggle.

...Using the Prosocial ACT Matrix

Mindfulness is simply being aware of the present moment. Everyone benefits from being more mindful and it is something anyone can do. The more aware students are of what is going on around them and inside of us, the better they are at learning, growing and getting where they want to go. Especially students who struggle! This also true for the educators and caregivers whoserve them. Everyone benefits. The prosocial matrix is a simple way to be mindful and to have happy and healthy classrooms and schools.

THE PROBLEM

Everyone struggles. We get stuck in our heads and then in our behaviors. Then we do less of what matters to us. This is just being human. You can use the prosocial matrix to invite learners to notice, to be aware. As they do, they are noticing their actions and where their actions take them. They learn to choose different actions and results for themselves. They learn to make smart choices. This is vitally important for all of us in the challenges that lie ahead.

The ACT Matrix Sets the Context for Productive Learning

Everything we say, do, think, and feel occurs within a context. A context of productive learning sets up conditions where learners are curious and then naturally want to learn more. Learning occurs within the individual as new behaviors show up and are attempted. The ACT Matrix is a context for productive learning in any setting as it sets up conditions for individuals and groups to be self-directed in what they learn and apply.

How to Set the Context for a Powerful Prosocial Classroom.

The Prosocial Matrix brings people together. We are all easily excited, scared, or difficult to be with at times, but with a gentle hand and a welcome, non-judgemental stance we can learn to work with each other rather than against others and our own best interests.

  1. The first steps involve introducing the ACT Matrix as a flexible point-of-view. You can do this in the context of the classroom with everyone since everyone benefits from being mindful. You can also do this individually or anytime a little psychological flexibility is needed.
  2. There is no coercion or force used. Students quickly learn they have a choice and that leads naturally to less resistance and more cooperation. 
  3. Letting go of judgements and discussions of right and wrong allows and your students to take full advantage of the natural human instinct to connect. They will work with you rather than against you.
  4. Since the Matrix is for everyone, no one is singled out. It is inclusive as participants will readily engage in a process they choose to participate in with no harmful side effects, conditions or consequences. Collaboration evolves easily and natrually.
  5. The group models connection and cooperation in real time. This creates a highly rewarding, proscial connection that feels good. They will want more.

Begin with an Invitation!

Ask your students: "Is It Okay if I Show You My Point of View?"

1. Have The Matrix Out For Everyone to See.

You can write it on a chalkboard, whiteboard or smartboard. You can also give everyone a paper copy to fill out. You want to have it ready for use.

 

2. Ask "Who is Important to You?"

You can model by saying " My wife/partner/child/ is important to me" and write that down.

Listen carefully and acknowledge the learners' responses. Write them down or they can write their own down in the lower right quadrant. Get curious as they recall their important people. They may also tell you what is important to them. Write that down too. The people and things that are important to them are what motivates them ( and us ). Thinking about them feels good. Everyone can notice how it feels to do this.

3. Ask them about "The yucky stuff that shows up on the inside sometimes" 

  1. Moving to the lower left, you say, "Over here, I put the yucky stuff that shows up inside of me. Stuff like fear. It shows up inside of me and feels yucky". You write "Fear" in the lower left of the diagram. You are promoting awareness awareness of yucky feelings, thoughts, etc. 
  2. You then ask them what yucky stuff shows up inside of them. All of that goes out on the diagram under fear. You are simply making a list of yucky thoughts and feelings   without having to do anything about it.

4. Now you ask about what we do to seek relief from all of the yucky feeling stuff. These are actions or behaviors you or they can see someone doing.

  1.  You say, "When yucky stuff shows up, we have an immediate urge to get away from it. We want to lessen the feeling or eliminate the thought. So when fear shows up inside of me, I might run to get relief from the feeling of fear. You then write "Run" in the upper left quadrant. You can also draw a line with an arrow from "Fear" to "Run".
  2. You then invite others to talk about what they do to seek relief from unwanted yucky stuff inside of us. We write everything down. We are helping them mindful of our actions. We are not telling them to be mindful. They just are. They are learning how to talk and be mindful of the yucky stuff and what they do to move away from it. There is no judgment or evaluation. These are things everyone does to seek relief.

5. We complete our mindful loop around the matrix by asking "What do you do to achieve Satisfaction with the People/Things that are Important to You?"

You want to keep it simple. I say, "I like to have lunch with my wife" to get things going.

As you have been doing, you write the actions/behaviors they do to seek satisfaction with their important people. They are mindfully aware of these actions as well.

Congratulations! You and your learners have just experienced your first matrix together. 

You have been noticing about who and what is important, noticing about the yucky stuff that may be showing up, noticing what is done get relief from yucky stuff and noticing what can be done to feel satisfaction with who is important.

Now You Write the Word "Noticing" in the middle and Say, "Do you think you might have the opportunity to notice important stuff, yucky stuff, what you do to seek relief and what you do to seek satisfaction in the next few days or so? What do you think?

I like to add, " I think I will too and we can notice all of this together!"

Noticing is Mindfulness Made Easy and Leads to Happy and Healthy Classrooms

1. Noticing is done for a reason or purpose. 2. Noticing is an engaging process and a move toward connecting with self and others. 3. Noticing sets teachers and learners up for success and less struggle with yucky stuff. 4. Noticing can be done as often as necessary. 5. Anyone and everyone can notice.

"Noticing" is a tool for perspective-taking and helpling learners develop their own "Big Picture" view of themselves.

Once you have the shown everyone the mindful matrix point of view, everyone has the opportunity to extend mindful moments throughout their day and experiences....

  1. As a teacher, you could say, " I am teaching ___, and it feels satisfying to me." or a learner could say, " I am noticing that we are all following directions." Of course, anyone could notice yucky stuff and relief moves as well, like taking a break to relieve stress.
  2. We are just noticing without labeling things good or bad, right or wrong. We are practicing being in the present moment with whatever we are noticing.

The ACT Matrix Leads Learners and Educators to the question, "Is what I'm doing working to get me where I want to go ?"

We call this the workability question. Workability is all about how your actions are working to move you toward the life you want. Depending on the situation, moving toward satisfaction may work. Moving toward relief and away from yucky feeling stuff may work too. We learn to ask the question "Is this working?". The workability question does not require a verbal response. It simply allows us to notice what we are up to and where our actions are leading. 

Like bike riding, we learn from our experience. No verbal analysis is needed to ride a bike. We simply notice what we are doing and how our actions work to help us ride. Each student or educator can ask themselves the workability question anytime and notice what shows up next. Also like riding a bike, workability occurs over time. No one master's bike riding on the first try. Learning requires engaging both in actions that work as well as those that don't work. We notice what works and use our experience to inform us as we go along

You are Now Ready to Help Yourself and Your Learners Make Wise Decisions with the Prosocial Matrix for Groups

Once everyone has experienced the matrix point of view and how it works, you can use the prosocial matrix to ramp up mindfulness and help your class work and learn together toward what matters to them.

Enter the Prosocial Matrix for Groups...

6. Get the Prosocial Group Matrix Up and In Front of Your Group.

The Prosocial Matrix is the second loop around the matrix ( I will explain later ). This is the matrix for the group and will use the noticing skils from the first loop to get everyone puling together. You will also change the question in the lower right. READ ON!

7. Now you will ask your group, "What is our shared purpose?"

This is the most important question for groups. Here you and your learners will be sharing why you have come and what you are here to do. It is a conversation that you can have many times.

There may be  more than one purpose and whatever their purpose is for being there is fine. Again you will be writing responses onto the matrix. All are welcome to respond.

8. The next question is "What yucky stuff can show up inside members of our group/class when we are being and working with others?"

This will be similar to the first loop. Any manner of yucky thoughts, feelings and urges can show up inside of people. Getting the yucky stuff out in the open and onto the Matrix allows it be a natural experience we all share. The bonus is you are making it okay for them to speak of and acknowledge social yucky stuff.

9. You will now go to the upper right and write actions/behaviors they or others might say/do to seek relief from the yucky stuff when they are with others.

You say something like "And when this yucky stuff shows up, what do we or others do to seek relief?" I add, "For me, I might seek relief from fear by not talking". You and your group can have fun writing down their favorite relief moves when they are part of a group.

10. We complete the second loop by asking the question "What can members of the group do to achieve satisfaction with the shared purposes ?".

Here you will be looking for actions that group members will take to move toward the shared purposes you have discussed below. I like to add, "And something that all groups do move toward satisfaction with shared purposes is communicate". I will put that in the upper right. Once again, you keep it simple and everyone is encouraged to share.

11. You once again come to the center and write Noticing

Now you can ask, "Do you think we might have opportunities in the next few days to notice our shared purposes, notice yucky social stuff, notice doing relief moves, and notice doing things to move toward satisfying things we do for our shared purposes?"

You have now completed two loops around the matrix. You have established a powerful way of collaborating with your learners and together you can go on and discover what works to keep you moving.

Once you establish the matrix as a way to notice both for individuals and groups you have a visual diagram and shared language to groom cooperation, collaboration and high performance. You can then go on and use the matrix to continue noticing what is working and mindfully problem solving whenever someone or the group encounters obstacles.

Why Do We Do Two Loops?

  1. The first loop around the matrix is to promote psychological flexibity. Psychological Flexibility is the process of noticing what we are doing, what our minds are up to and what will work to get us where we want to go, even when the yucky stuff shows up.
  2. Psychological flexibility is the cornerstone of mental health and well being. We add noticing to ramp up psychological flexibility. The more we notice what is going on outside of us and inside of us, the better we are at living and learning.
  3. Psychological flexibility is the target of ACT and the ACT Matrix. The goal is to increase psychological flexibility whch increase opportunities for new behaviors to "show up" that can be used to get individuals and groups where they want to go.
  4. The second loop is for psychological safety. Psychological safety is the feeling that people "have my back" in this group. It is safe to share,. My opinion counts and I can contribute.
  5. Psychological safety is what allows us to connect with others and want to learn. Without it we are mistrustful and less willing to  be involved. 
  6. The matrix targets both psychological flexibility and safety. When teachers and students feel flexible and safe in classrooms and schools, learning takes off and groups can achieve great things. The group becomes a source of satisfaction and everyone wants to get on board and do their share.

The Prosocial Matrix harnesses the power of mindfulness with cutting-edge research and science.

It rests on three empowering design features. Check out the video below.

Next... Take Mindfulness to the Next Level with Sorting!

Sorting is as easy as it gets. All you need to do is sort your experiences and those of your learners into the Prosocial Matrix.

Sorting will ramp up Mindfulness, Engagement and Working Together.

You can take whatever someone says or does and sort it into the matrix!

The matrix is a diagram of human learning. Anything humans do can go into the matrix. Sorting is a natural skill that everyone enjoys doing and our minds love to sort things. All you need to do is ask your learners this question:

             "Where does what you are doing (or saying) go up                    here on the diagram? Where would you put it?"

  1. You ask the question with interest and curiosity. You are not being sarcastic and you really want them to tell you.
  2. Asking the question influences them to pause while increasing perspective-taking.
  3. Perspective-taking increases psychological flexibility and opportunities for new internal and external behaviors to show up.
  4. THEY do the sorting. We don't sort for them. We want them to see and feel the big picture from their point of view.
  5. There is no right or wrong with sorting. It is not important where they put it. What is important is that they sort!
  6. They are sorting for mindfulness and psychological flexibility. When they are mindful and flexible it will feel good and they will want to do more.
  7. Feel free to sort your experiences and model how to use it while increasing your own psychological flexibility at the same time.

I Recommend You Keep the Matrix visible. It is your mindfulness and sorting cheat sheet!

1. Whenever you get the urge, you or anyone else can do some noticing.  You can go to the matrix and say, " Hold on everybody, let's take a look at what we're doing. Where would we put what we are doing on the Matrix diagram up here?

2. Give them credit for whatever they notice.

3. You can also ask, "Is what we're doing working to help us move toward our shared purpose?" "Is there something else we could be doing or changing that might work better?"

4. Look for opportunities to sort the experience of both you and your learners throughout the day.

The More You Use the Prosocial Matrix, the More Mindful, Collaborative and Cooperative Your Class Becomes!

  1. Using words like "noticing", "show up", "satisfaction", and "relief" along with questions like "Who/ what is important to you?" and "Is what you or I doing working to move us toward what we are trying to do?" grooms cooperation and identity.
  2. Your learners will pick up the flexibility of the matrix and want to use it for lots of different things.
  3. As you use it, you and your learners will discover other ways it can help and will use it in other places and show it to others.
  4. Your classes will be happier and healthier with less stress!

To learn more about how I apply the ACT Matrix in schools, contact me at [email protected]

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