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Collaborative Framework for Self-regulation to help Educational and Mental Health Professionals work together to teach self-regulation skills. Self-regulation is highly correlated with Academic performance, social success, personal well-being and many other issues including school safety. Also consistent with the principles of Positive Behavior Supports and MTSS.

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Collaborative framework self-regulation for slideshare

  1. 1. A Collaborative Framework:Self-regulation = Success<br />Brad Chapin MS, LCP, LMLP<br />
  2. 2. Why is He so Excited?<br />Collaboration<br />It’s all driving toward:<br />Helping us get the most out of our efforts<br />Helping all of the children in our community reach their full potential<br />
  3. 3. Overview<br />The Need for a Framework<br />Why Self-regulation?<br />A Simple Framework for Success<br />
  4. 4. Framework Essentials<br />Broad<br />Flexible <br />Fundamental<br />Simple & Easy to implement<br />Makes sense<br />Solid empirical foundation<br />Efficient<br />Effective<br />
  5. 5. Goals of a Consistent Framework<br />Consistency<br />Continuity<br />Common Language<br />Improved Coordination of Services<br />Gives a way to evaluate and introduce New tools<br />Efficiency – Doing More with Less<br />Helpful from Assessment through Intervention<br />Improved Outcomes<br />
  6. 6. A Framework is a Guide for the Long-term<br />School-wide like Positive Behavior Supports<br />It’s easy to get side-tracked or revert to old habits<br />
  7. 7. Questions that lead to a Collaborative Framework: <br />Based on your experience, what is the Golden Thread that leads to overall Success?<br />Can we identify one set of skills that predicts success across many domains?<br />If you had to choose one set of skills for your own children to learn, what would it be?<br />
  8. 8. The Answer to All 3 Questions includes Self-regulation<br />Beg for Applause here.<br />If nothing but crickets chirping, KEEP MOVING!<br />
  9. 9. Self-Regulation…What’s He Talking About Anyway?<br />Very, Very Broad Interpretation <br />Self-control<br />Self-efficacy<br />Responsibility & Accountability<br />Homeostasis<br />Appropriate Responding<br />Moderating Behavior<br />Effortful control – Proactive vs. Reactive<br />
  10. 10. Working definitions of Self-regulation<br />Learning to regulate one’s own Physical, Emotional, and Cognitive processes in healthy, pro-active ways to be successful across several domains of life<br />Healthy, adaptive and “appropriate” responding to internal and external events<br />
  11. 11. Self-regulation is Directly related to Success in many areas including:<br />Learning<br />Academic Performance<br />Social Interaction<br />Overall Health<br />Safety<br />Developmental Issues<br />In short…. Self-regulation = Success<br />Poor Self-Regulation is also related, but in a negative way.<br />
  12. 12. Self-regulation & Academic Performance<br />Duckworth, A.L., & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.<br />
  13. 13. NEWS FLASH!<br />Self-regulation isn’t just for children with special needs<br />Self-regulation isn’t just for children<br />
  14. 14. Self-regulation and Life Expectancy<br />Dr. Grossarth-Maticek's Longitudinal Experiment<br />http://www.attitudefactor.com/srexper.htm<br />
  15. 15. Integrating Our Efforts<br />It’s happening all around us<br />Mental health in schools<br />RTI and MTSS<br />Effective Classroom Management<br />Positive Behavior Supports<br />Cross-training<br />Partnerships between organizations<br />Health Care Reform <br />
  16. 16. Drawing Parallels:What Works at All Levels<br />Level of<br /> Care Model<br />At Risk<br />Prevention<br />& Management<br />
  17. 17. Self-regulation Training Framework<br />Cognitive-behavioral Psychology<br />Provides Evidence Base<br />Self-Regulation<br />Strategies<br />Physical, Emotional, Cognitive<br />Regulation Skill Domains<br />Academic Performance Emotional Control Motivation<br />Aggression/Violence Executive Function School Safety<br />Anger Impulse Control Self-efficacy<br />Anxiety Learned Helplessness Self-esteem<br />Attention Locus of Control Social Interaction<br />Attribution LongevitySuccess<br />Cognitive Flexibility HappinessTrauma<br />Depression Oppositional Defiance Well-being<br />© 2010 ChapinPsychological Services, LLC <br />
  18. 18. Selling Self-regulation: The Challenge of Engagement<br />Who wants to live longer?<br />Who wants to be happier?<br />Who wants to make more money and be more successful? What does that mean to you?<br />Who wants to have more friends?<br />Who’s tired of being told what to do all of the time?<br />Who wants to be successful?<br />
  19. 19. Three Functional Categories of Self-regulation Skill Training<br />Physical<br />Emotional<br />Cognitive<br />
  20. 20. What is Physical Regulation?<br />When Physical response is triggered:<br />Lower Brain is in command<br />Higher thinking not engaged<br />Body is ready for action<br />Performance requiring thought is compromised<br />Learning is decreased<br />Problem-solving is decreased<br />Yelling, screaming, pushing, hitting, kicking, biting, throwing things, spitting, “shutting down”, etc.<br />People can get hurt<br />http://www.youtube.com/watch?v=trPuXkbTpok<br />
  21. 21. Physical Regulation<br />Goals of Physical Strategies:<br />Moderate the Fight/Flight/Shut-down ; Autonomic system <br />Move back “up” from the brain-stem<br />Return body to baseline<br />Physical Strategies include:<br />Repetitive movements<br />Stretching<br />Change of physical position<br />Breathing<br />Relaxation<br />Distraction<br />Biofeedback <br />Can take advantage of Imagination and Visualization – Suggestion, Association<br />
  22. 22. My Warning Signs<br />One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body. <br />© 2010 ChapinPsychological Services, LLC <br />
  23. 23. What is Emotional Regulation?<br />Goals of Emotional Strategies:<br />Accurately identify emotions; our own and those of others<br />Own and accept responsibility for our feelings<br />Express feelings in healthy, appropriate ways<br />Emotional Strategies Include:<br />Identification and Labeling<br />Expression training<br />Responsibility for feelings<br />
  24. 24. You Can’t Make Me Laugh<br />Children struggling with self-regulation often do not understand the power they have over their own emotions.<br />© 2010 ChapinPsychological Services, LLC <br />
  25. 25. What is Cognitive Regulation?<br />Goals of Cognitive regulation:<br />Problem-solving skills<br />Engaging higher cortical areas of the brain<br />Planning and organization skills<br />Insight and Understanding<br />Forming healthy beliefs about ourselves and the world around us<br />Cognitive Strategies include:<br />Specific training to problem areas<br />Insight-oriented teaching to promote understanding<br />Learning about his/her own patterns of behavior<br />
  26. 26. The Domino Effect<br />Those who struggle with self-regulation often have difficulty understanding the fact that they can control their own emotional and behavioral outcomes for events that take place in their lives<br />© 2010 ChapinPsychological Services, LLC <br />
  27. 27. Challenge<br />Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?<br />
  28. 28. Getting a Head Start<br />Evaluate and Organize your favorite interventions/activities into:<br />Physical<br />Emotional<br />Cognitive<br />Speak the Language<br />During Assessment<br />During Discussion of Problem Areas<br />During Intervention Selection<br />During Implementation<br />
  29. 29. Collaborative Information<br />Psych Challenge Blog<br />http://psychchallenge.blogspot.com<br />Email<br />Brad.chapin@cpschallenge.com<br />Facebook – search Challenge Software<br />Twitter id = chapin55<br />Thank<br />You<br />www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  30. 30. Jimmy<br />8 years old<br />ADHD Diagnosis<br />Developmental delays<br />Cognitive Deficits <br />Behaviors at school and at home<br />Anger Outbursts<br />Poor Social Skills<br />© 2010 ChapinPsychological Services, LLC <br />

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