Self-regulation Strategies for School-age Children

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Brief, practical framework for addressing Physical, Emotional, and Cognitive skills for increased Self-regulation.

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Self-regulation Strategies for School-age Children

  1. 1. Engaging strategies<br />for<br />Social,<br />Emotional<br />And<br />Behavioral<br />issues<br />by Brad Chapin LCP, LMLP<br />
  2. 2. Overview<br />Framework<br />Assumptions<br />Categories<br />Strategies<br />Individualized or Small Group Curriculum<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  3. 3. What’s it All About?<br />Time Constraints<br />Limited Resources<br />Need to Show Outcomes<br />Changing, Challenging & Complex Populations<br />Abundance of Research & Information<br />Choosing an Intervention<br />DO MORE WITH LESS<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  4. 4. Question<br />What are the issues you find yourself working with?<br />What are the most common?<br />What are the most challenging?<br />What is a current situation that you’re struggling with?<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  5. 5. Importance of a Framework<br />When you have a solid Framework:<br />Efficiency<br />Efficacy<br />Evidence-base<br />When you don’t:<br />Confusion<br />Frustration<br />Failure<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  6. 6. 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 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  7. 7. That Solid Evidence-base Really Needs to be SOLID<br />Cognitive-behavioral psychology<br />Has taken the best from both worlds<br />Behaviorism<br />Cognitive Psychology<br />Now over 450 Randomized Studies indicating the efficacy of CBT<br />Next Step is to APPLY it…..<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  8. 8. What do you mean by Self-regulation Training?<br />Broadly defined<br />Skill-building<br />Scaffolding <br />Learning to regulate one’s own Physical, Emotional, and Cognitive processes in healthy, pro-active ways to be successful<br />Healthy, adaptive and “appropriate” responding to internal and external events<br />© 2010 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  9. 9. “The Missing Link”Between Behavior & Academic Performance<br />Behavior<br />Academics<br /> Self-regulation<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  10. 10. 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 />
  11. 11. Self-regulation and Life Expectancy<br />Dr. Grossarth-Maticek's Longitudinal Experiment<br />http://www.attitudefactor.com/srexper.htm<br />
  12. 12. Advantages of the Self-regulation Training Framework<br />Does More With Less – Academics & Social/Emotional<br />Brief intervention model<br />Provides Solid Evidence Base<br />Simple Three-step process<br />Easily incorporates your favorite interventions and strategies<br />Flexible<br />Lends itself to individualized plans<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  13. 13. Assumptions of this Framework<br />Children will do well if they can (Green & Ablon, 2006).<br />One must be physically calm to effectively engage in problem-solving and learning (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 />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  14. 14. Assumptions of this 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 />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  15. 15. Three Functional Categories of Self-regulation Skill Training<br />Physical<br />Emotional<br />Cognitive<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  16. 16. 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 />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  17. 17. 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 />© 2010 Chapin Psychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  18. 18. 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 />Expressing feelings in healthy, appropriate ways<br />Emotional Strategies Include:<br />Labeling<br />Expression training<br />Responsibility for feelings<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  19. 19. 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 />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 />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  20. 20. Johnny<br />10-year-old boy <br />Often disruptive in class with frequent anger outbursts <br />When angry, he stays agitated for over an hour and continues to struggle in class<br />Can be triggered by other students or the teacher<br />believes that “things have to be a certain way or else” and it is obvious that he does not believe he has control over his actions and he believes that others “make” him angry and can be openly defiant<br />Grades are C’s and D’s and cognitive abilities are average for his age<br />Single-parent home with similar behaviors being reported at home<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  21. 21. Johnny’s Baseline Assessment<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  22. 22. Creating an Individualized Planfor Change<br />Complete baseline assessment<br />Select Physical, Emotional and Cognitive Strategies to match child’s interests and behaviors <br />Engage child and parents if possible<br />Sell the change<br /> - Simple<br /> - Just a few meetings<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  23. 23. Session 1<br />Introduction and Contract<br />Physical Strategy<br />“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 />Assign homework: At the next session, the child will give two examples of situations when he/she was able to recognize his warning signs. <br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  24. 24. 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 www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  25. 25. Session 2<br />Quickly review the homework assignment from Session 1. <br /> <br />Continuing to focus on the Physical skills, complete the Melting Freeze strategy together.<br /> <br />Introduce the child to the Cooling the Flame (paper or online version) exercise and make a plan for this strategy to be available to the child if he/she needs to use it.<br /> <br />Process the differences and the similarities in the two calming techniques. <br /> <br />Assign homework: Practice Melting Freeze two times before the next session. <br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  26. 26. Melting Freeze<br />Children who do not regulate well have difficulty calming down physically when they are upset. <br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  27. 27. Session 3<br />The focus for the next two sessions is on feelings identification, emotional controllability and expression<br />Quickly review the homework assignment from the last session.<br />Complete Feelings Clipart together. <br /> <br />Help the child recognize feelings other than Anger that he may be experiencing.<br /> <br />Assign homework: Ask the child to bring in one example of a time where he recognized his warning signs, identified the feeling(s), and used a calming technique.<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  28. 28. Session 4<br />Quickly review and process the homework assignment from the last session.<br />Complete the Emotional Knots strategy together. Discuss how important it is to be able to express our feelings.<br />Complete the Free Healthy Expression strategy together to identify appropriate outlets with the child.<br /> Introduce child to the Challenge Software Program Scenarios<br />Assign homework: Be prepared to report one time that you were able to express Anger/Frustration in a healthy way.<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  29. 29. Session 5<br />The goal for the next two sessions is to increase awareness and problem-solving strategies. <br />Keep in mind that some children may not be developmentally ready for this stage. <br />Quickly review and process the homework assignment from the last session.<br />Complete Blank Thought Strategy<br />Complete 2 or 3 Scenarios on the Challenge Software Program<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  30. 30. Session 6<br />Identify a Cognitive Strategy specific to the child’s identified problem areas<br />Complete the Defiance Trap strategy<br />If time allows, select a 3rd Cognitive strategy that relates to the child’s situation or let him interact with the Challenge Software Program, suggest a scenario. <br />Assign homework: Ask the child to teach a Physical calming exercise to another person.<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  31. 31. 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 www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  32. 32. Session 7<br />The final two sessions focus on putting all of the self-regulation skills together and reinforcing the new behaviors. <br />Role-play two of the following Events together. You can use an Event Processing Worksheet as a guide:<br />You are not picked for a team to play in a game at recess and have to sit out<br />Another child laughs at you for dropping your books on the floor<br />A child bumps into you while lining up for lunch<br />You were told “No” when you asked to do something <br />It’s important to role-play through each of the strategies selected to insure that the child is able to identify the physical, emotional and cognitive strategies he/she chooses to use. Monitor how the child progresses through each strategy. This will give you valuable information about what concepts may need to be reviewed. <br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  33. 33. Session 8<br />Use the Event Processing Worksheet to process the real life example situation. Encourage the child to lead as much as he/she is able to. <br />Draw specific attention to the Physical, Emotional, and Cognitive strategies the child decides to implement to cope with the situation. Transfer the child’s favorite strategies to the My Self-regulation Strategies worksheet for the child to use as a quick reference.<br />Discuss the progress the child has made over the past few weeks. Complete the Self-regulator Certificates and celebrate the success. <br />Make plans to touch base over the next few weeks to review continued progress. Complete the Assessment Tool to re-assess progress by re-rating problem areas. WOULD THEY BE A GOOD LEADER FOR YOUR NEXT GROUP?<br />Complete Assessment<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  34. 34. Johnny’s Assessment after 8 sessions:<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />
  35. 35. Problem/Strategy Matrix<br />S = Specifically designed to target problem area<br />R = Related and useful for problem area<br />© 2010 ChapinPsychological Services, LLC<br />
  36. 36. Collaborative Information<br />Challenge Software<br />www.cpschallenge.com<br />Psych Challenge Blog<br />http://psychchallenge.blogspot.com<br />Brad’s Email<br />Brad.chapin@cpschallenge.com<br />Facebook – search Challenge Software<br />Twitter id = chapin55<br />© 2010 ChapinPsychological Services, LLC www.cpschallenge.com brad.chapin@cpschallenge.com<br />

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