Helping Young Children Learn Self-regulation: Doing More with Less


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This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.

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Helping Young Children Learn Self-regulation: Doing More with Less

  1. 1. Do More with Less:<br />Self-regulation Training in 3 Steps<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 = Success?<br />Self-regulation Skill-training<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 an Exceptional 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 answers to All 3 questions include 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. A Moment on Safety & Self-regulation<br />Poor Self-regulation leads an individual to feel like they have “no control”<br />What do individuals who feel that they are being controlled tend to do?<br />Those that regulate poorly are more likely to be victims of bullying (Macklem, 2003)<br />Poor Self-regulation leads to Extremes<br />Extreme thoughts<br />Extreme behaviors<br />
  13. 13. 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 />
  14. 14. NEWS FLASH!<br />Self-regulation isn’t just for children with special needs<br />Self-regulation isn’t just for children<br />
  15. 15. Self-regulation and Life Expectancy<br />Dr. Grossarth-Maticek's Longitudinal Experiment<br /><br />
  16. 16. What is the Goal?<br />Self-Regulation<br />Age<br />External<br />Regulation<br />Age<br />
  17. 17. Integrating Our Efforts to Promote Self-regulation: A Common Message<br />The Opportunities for sharing a common framework are 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 />
  18. 18. Drawing Parallels & finding the Golden Thread:What Can Work at All Levels?<br />Level of<br /> Care Model<br />At Risk<br />Prevention<br />& Management<br />
  19. 19. 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 />
  20. 20. Assumptions of the Self-regulation Framework<br />Children will do well if they can (Green & Ablon, 2006).<br />
  21. 21. Assumptions of the Self-regulation Framework<br />One must be physically calm to effectively engage in problem-solving and learning (Goleman, 1998, Macklem, 2008 ,Yerkes & Dodson, 1908). <br />Human beings have little control over their environment, but a great deal of control over their responses to their environment (Ellis, 1962).<br />The relationship is likely the most important variable when trying to help someone change (Hubble, Duncan & Miller, 1999).<br />
  22. 22. Assumptions of the Self-regulation Framework<br />Cognitive-behavioral psychology works (Beck & Fernandez, 1998; Butler, Chapman, Forman & Beck, 2006).<br />Effective Self-regulation is critical for success and happiness (Baumeister, Heatherton, & Tice, 1994; Duckworth & Seligman, 2005; Masten & Coatsworth, 1998). <br />In order to be effective, we need to meet children where they are currently functioning (Greene, 2006; Bailey, 2001).<br />Do not assume that children have learned anything about how to regulate their own behaviors in a healthy way. <br />
  23. 23. 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 />
  24. 24. Three Functional Categories of Self-regulation Skill Training<br />Physical<br />Emotional<br />Cognitive<br />
  25. 25. What is Physical Regulation?<br />When the Physical response is triggered (Fight/Flight/Freeze):<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 /><br />
  26. 26. Physical Regulation Skill-training<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 />Promote a Feeling a Safety and Security<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 />
  27. 27. 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 />
  28. 28. Melting Freeze<br />Children who do not regulate well have difficulty calming down physically when they are upset. <br />© 2010 ChapinPsychological Services, LLC <br />
  29. 29. Cooling the Flame<br />This strategy teaches children who are angry how to take control of their anger by utilizing visualization and deep breathing to harness their emotion and pro-actively “cool” it down. In this activity the child will both Give and Receive visual images that signal the body to calm down. <br />© 2010 ChapinPsychological Services, LLC <br />
  30. 30. Physical Regulation Skill-Training<br />Do:<br />Remove Stimulation<br />Practice and Prevention<br />Reduce Stress<br />Give Space<br />Calming Exercises<br />Rhythmic Repetitive Movements and Stretching<br />Do Not:<br />Try to teach<br />Argue<br />Lecture<br />Try to Win<br />Prove a point<br />
  31. 31. 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 />
  32. 32. 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 />
  33. 33. Free Emotional Expression<br />Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways<br />© 2010 ChapinPsychological Services, LLC<br />
  34. 34. What is Cognitive Regulation?<br />Goals of Cognitive regulation:<br />Problem-solving skills<br />Incorporate Psychological Needs/Motives<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 />
  35. 35. Defiance Trap<br />Children struggling with self-regulation often have difficulty complying with rules and limits. A critical part of self-regulation is understanding that one’s own actions can dictate the amount of freedom they are granted by parents, teachers and others in authority.<br />© 2010 ChapinPsychological Services, LLC<br />
  36. 36. 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 />
  37. 37. 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 />
  38. 38. Challenge<br />Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?<br />
  39. 39. Getting a Good 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 />
  40. 40. Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area<br /><br />
  41. 41. Collaborative Information<br />Psych Challenge Blog<br /><br />Email<br /><br />Facebook – search Challenge Software<br />Twitter id = chapin55<br />Book – “Helping Young People Learn Self-regulation”<br />By Brad Chapin LCP, LMLP & Matthew Penner, LMSW<br />Will be available at in December, 2011<br />Thank<br />You<br /><br />