BICS Self-Regulation Parent Presentation
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This document discusses self-regulation and its importance in daily life. It begins by defining self-regulation as the way the brain maintains physiological stability through feedback mechanisms. Self-regulation involves matching one's energy level to the task, monitoring emotions, focusing attention, understanding social interactions, and connecting with others. The document outlines five domains of self-regulation: biological, emotional, cognitive, social, and pro-social. It then provides examples of a daily routine, including mornings at home and school arrival, the school day flow, going home, pre-and post-dinner times, and bedtime routines. The document stresses the importance of dealing with both expected and unexpected events throughout the day.
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BICS Self-Regulation Parent Presentation
- 1. A Day in the Life of… Self-Regulation and Daily Life Bowen Island Community School February 11, 2016
- 3. Self-Regulation: A Working Definition Different groups talk about the importance of the concept of Self-Regulation as it relates to their field. So we encounter everything from ‘emotion-regulation’ to ‘self-control’ to ‘self- regulated learning’. But the underlying or core concept of Self-Regulation refers to the manner in which the brain maintains physiological stability through complex feedback mechanisms. S. Shanker, 2014
- 4. Self-Regulation is: 1. Matching energy level to the demands of a task or situation. 2. Monitoring and managing emotions. 1. Focusing attention and ignore distractions. 1. Understanding and engaging in social interactions. 1. Connecting with and caring about others. Baumeister & Vohs, 1994
- 6. Co-Regulation is: a form of coordinated action between participants that involves a continuous mutual adjustment of actions and intentions. Fogel & Garvey, 2007
- 9. CREATING OPTIMAL LEARNING CONDITIONS THROUGH Emotional Self-regulation is living in balance. Cognitive Self-regulation is living strategically. Social Self-regulation is living with others. Pro-Social Self-regulation is living together. Self Regulation Self-regulat ion is the ability to adapt your energy, emot ions, t hinking skills, social skills, and empat hy for ot hers to the needs of a situation or problem. Biological Self-regulation is living in wellness.
- 10. The BICS Self-Regulation Journey
- 12. Morning Routine at Home How does your day begin? How does your child’s day begin? • Getting up • Getting ready • Getting out the door
- 13. Arriving at School How do you physically arrive at school? What greets you when the day begins? • Routines • Structures • Expected vs. Unexpected
- 14. Flow of the School Day
- 15. Going Home How does the school day wrap up? • Routines • Structures • Nutrition • Notions of ‘Winding Down’ and ‘Winding Up’
- 16. Pre-Post Dinner Time What happens before dinner? What happens during dinner? What happens after dinner?
- 17. Getting Ready for Bed How does the day wrap up? • Routines • Structures • Sleep hygiene • Technology • Notions of ‘Winding Down’ and ‘Winding Up’
- 19. Dealing with the Expected and the Unexpected
- 20. Keep in touch Maureen Lee mlee@wvschools.ca Moray Mclean moray.mclean@bc-cfa.org Sandra-Lynn Shortall sshortall@wvschools.ca
Editor's Notes
- Key words – PHYSIOLOGICAL STABILITY… keep yourself calm, alert, focused and ready to learn
- Co-Regulation is ‘a form of coordinated action between participants that involves a continuous mutual adjustment of actions and intentions’ (Fogel & Garvey, 2007). Co-Regulation is not a one-way street, it is an ‘interpretative dance’. It involves back & forth exchanges with each participant adjusting their response based on the response of the other. Humans utilize both Co-Regulation and Self-Regulation throughout our lifetime. Co-Regulation is not a one-way process or a stepping-stone to Self-Regulation but is something that is both interactive and chances & evolves over time as we grow and mature. D. Bellford, 2012 Nature can co-regulate humans as well…
- In our district, we have adopted Stuart Shanker’s model of Self-regulation from “Calm, Alert and Learning”, because of it’s all encompassing framework. This framework is useful to help explain how different influences in our lives and in our days affect how we function. The stresses in the 5 domains all add or take away energy. They are interdependent and all affect how we feel and operate. BIOLOGICAL Refers to activity or the level of energy in the human nervous system. Levels of energy vary widely from person to person, situation to situation, and across the day. EMOTIONAL Defined as processes responsible for controlling emotional reactions in order to meet a goal. Monitoring, evaluating and modifying the intensity and timing of emotional responses. Emotional resiliency-recovery from challenges (Grit) COGNITIVE Mental processes such as memory, attention, the acquisition and retention of information and problem solving. The development of executive functioning is critical (importance of metacognition and motivation). SOCIAL Understanding, assessing, and acting on particular social cues Social Intelligence – capacity to understand social situations and function optimally in them PRO-SOCIAL Refers to those behaviours that are positive, helpful, and intended to promote social acceptance and friendship. Encompasses empathy, altruism and morality.
- THE CANON BALL AFFECT****** Feeling safety or at risk (level of stress) determines the brain’s capacity to function from one level to the next Survival trumps everything else and a number of systems are slowed or shut down Digestion Cellular repair Metabolism Immune system Hearing of the human voice Prefrontal cortical functioning “Just get over it” and “Don’t be silly” aren’t helpful the dysregulated youngster It’s not about willpower or strength of character; It’s not about “good kid/bad kid”; Reward and punishment don’t make the difference; Our neuro-physiology determines the outcome EXECUTIVE FUNCTION --- Stanislas Dehaene of the College of France in Paris calls the prefrontal cortex and its functions a ‘neuronal workspace’ whose main purpose is to ‘assemble, confront, recombine and synthesize knowledge’ allowing ‘our behaviour to be guided by any combination of information from past or present experience.’ So when we talk about trauma – we need to remember that although the term ‘trauma’ describes many types of experiences, common across all trauma exposures is the initiation of biologically driven ‘fight-flight-freeze’ responses to help the organism survive. Among children exposed to intense or repeated traumas, these responses are likely to be triggered by minor stresses, even in response to cues that, objectively, do not signify actual danger.
- This is the end in mind…. Creating OPTIMAL learning conditions for every child… Moray’s comment about special needs and the assumption of once one, is now many Contexts that support kindness and compassion result in humans who are resilient and able to regulate in the most challenging of contexts (M. Greenberg, 2014)
- Nathan – Bowen history
- Each new day brings new beginnings and opportunities to start fresh
- Andrea and Heather???? Scott --- this is what happens in our building?
- Allison
- Mode of transportation Arrival at home or at after-school care
- The Unexpected Joy on the Subway in Copenhagen