Zones of Regulation
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The Zones of Regulation curriculum teaches students to identify and manage their emotions and sensory needs using four colored zones (blue, green, yellow, red). The goal is to help students recognize what zone they are in and use strategies to self-regulate their emotions and behaviors to stay in the optimal green zone. Students learn tools for each zone like deep breathing, movement breaks, or talking to an adult. When upset, students and teachers identify the problem zone and work on strategies until the student calms down. Over time, students generalize the skills to understand triggers and how their behaviors impact others.
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Zones of regulation presentation 2019
This document provides an overview of Zones of Regulation, a cognitive-behavioral curriculum designed to help students learn self-regulation skills. It discusses how self-regulation develops in students from infancy through elementary school. The Zones of Regulation framework teaches students to recognize their feelings and how their behavior affects others by identifying four zones (blue, green, yellow, red) corresponding to different emotional states. The document outlines how schools can implement this approach school-wide with staff training, student lessons, and tiered supports. It emphasizes that teaching self-regulation benefits all students and promotes future success.
Zones power point
The document describes the Zones of Regulation curriculum, which teaches students to identify and regulate their emotions. It discusses the four zones - blue, green, yellow, and red - and explains what emotions correspond to each zone. The curriculum includes lessons to help students recognize emotions in themselves and others. Implementing this program may help students spend more time actively engaged in learning by improving their ability to self-regulate emotions.
Zones of Regulation
A brief overview of the Zones of Regulation program and how it is a teaching tool to allow students to learn the process of self-monitoring behavior and sensory needs.
In the Zone: Emotion Regulation in the Classroom
This document summarizes an action research project that evaluated the impact of providing emotion regulation interventions to third grade students. The intervention included guidance lessons teaching the Zones of Regulation curriculum and establishing classroom "Regulation Stations" for students to use. Data was collected from student and teacher surveys before and after the interventions. Results from Cycle 1 showed decreased negative emotions but no significant changes on student surveys. Teacher feedback was positive. Cycle 2 provided targeted intervention and data collection for 10 students, finding statistically significant improvements in teacher ratings of students' emotion regulation abilities. The research highlights the potential for classroom-based interventions to support students' social-emotional learning and academic success.
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Session 3 Emotion Coaching Strategies
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Managing emotions
The document discusses managing emotions. It provides questions and links to resources about emotions. Some key points include:
- Emotions influence learning and performance, with positive emotions associated with better outcomes and negative emotions hindering performance.
- Social and emotional intelligence involves understanding one's own and others' feelings and responding appropriately based on that awareness.
- Emotions drive decision making, with emotions like greed, fear, altruism, envy, pride and shame influencing whether and how quickly people make purchases and choices.
- Changing one's focus or perspective can alter emotional states, like focusing on smiling people when presenting to feel more confident, or being less optimistic to feel less anger. Managing emotions is important for well
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This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
Recommended
Zones of regulation presentation 2019
This document provides an overview of Zones of Regulation, a cognitive-behavioral curriculum designed to help students learn self-regulation skills. It discusses how self-regulation develops in students from infancy through elementary school. The Zones of Regulation framework teaches students to recognize their feelings and how their behavior affects others by identifying four zones (blue, green, yellow, red) corresponding to different emotional states. The document outlines how schools can implement this approach school-wide with staff training, student lessons, and tiered supports. It emphasizes that teaching self-regulation benefits all students and promotes future success.
Zones power point
The document describes the Zones of Regulation curriculum, which teaches students to identify and regulate their emotions. It discusses the four zones - blue, green, yellow, and red - and explains what emotions correspond to each zone. The curriculum includes lessons to help students recognize emotions in themselves and others. Implementing this program may help students spend more time actively engaged in learning by improving their ability to self-regulate emotions.
Zones of Regulation
A brief overview of the Zones of Regulation program and how it is a teaching tool to allow students to learn the process of self-monitoring behavior and sensory needs.
In the Zone: Emotion Regulation in the Classroom
This document summarizes an action research project that evaluated the impact of providing emotion regulation interventions to third grade students. The intervention included guidance lessons teaching the Zones of Regulation curriculum and establishing classroom "Regulation Stations" for students to use. Data was collected from student and teacher surveys before and after the interventions. Results from Cycle 1 showed decreased negative emotions but no significant changes on student surveys. Teacher feedback was positive. Cycle 2 provided targeted intervention and data collection for 10 students, finding statistically significant improvements in teacher ratings of students' emotion regulation abilities. The research highlights the potential for classroom-based interventions to support students' social-emotional learning and academic success.
Self-regulation Strategies for School-age Children
Brief, practical framework for addressing Physical, Emotional, and Cognitive skills for increased Self-regulation.
Session 3 Emotion Coaching Strategies
‘I have found it
really useful to help
children to understand
their emotions and how to
deal with them in a
positive way’.
‘It has helped me to
understand the child’s
perspective better and
respond in a more
constructive way’.
‘I have noticed a
reduction in
challenging
behaviour and
improvements in
relationships’.
‘It has helped me to
reflect on my own
reactions and responses
to children’s emotions’.
‘It has helped me to
understand the child
better and build a
stronger relationship’.
‘I feel more confident
in my ability to handle
emotional situations
constructively’.
Managing emotions
The document discusses managing emotions. It provides questions and links to resources about emotions. Some key points include:
- Emotions influence learning and performance, with positive emotions associated with better outcomes and negative emotions hindering performance.
- Social and emotional intelligence involves understanding one's own and others' feelings and responding appropriately based on that awareness.
- Emotions drive decision making, with emotions like greed, fear, altruism, envy, pride and shame influencing whether and how quickly people make purchases and choices.
- Changing one's focus or perspective can alter emotional states, like focusing on smiling people when presenting to feel more confident, or being less optimistic to feel less anger. Managing emotions is important for well
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This document provides information on different parenting styles and tips for effective parenting. It discusses hands-on parenting, hands-off parenting, and half-hearted parenting. It includes worksheets to help identify your parenting style based on factors like involvement in your child's activities and communication. The document then covers topics like knowing your child's strengths, building their confidence, teaching social and cognitive skills, effective communication, discipline, and being a role model. It emphasizes the importance of family bonding, encouraging creativity, and using compassion when parenting.
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The document discusses why managing emotions is important and provides tips for doing so. It states that the two basic emotions are love and fear, and all other emotions are variations of these. It also notes that emotions are primary elements of social interaction and are personal. The document provides steps for dealing with emotions, which include identifying emotions, analyzing situations, deciding what can be changed, selecting positive reactions, and learning from situations. Key messages are that emotions are natural, how they are expressed matters more than having them, and managing emotions is an important part of personal development.
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The pathway for emotional intelligence starts in the brain, at the spinal cord. Your primary senses enter here and must travel to the front of your brain before you can think rationally about your experience.The awareness that emotional intelligence has become an important job skill, even surpassing technical ability, has been growing over the last number of years.As teamwork becomes increasingly important in the workplace, people who are able to understand, get along with and work well with others will become increasingly sought after. Highly emotionally intelligent people have well developed people skills allowing them to develop relationships with a diverse range of personalities and people from various cultures and backgrounds. People who are able to work well with others have sought after attributes in an increasing globalization and evolving diverse workplace.
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Zones of Regulation
- 1. Teaching Emotional Control Using the Zones of Regulation
- 3. Goal: • To help students successfully self- regulate emotions in various situations • To help students visually and verbally self identify how they are functioning
- 4. What is self regulation? • 1. Regulating sensory needs • 2. Emotions • 3. Impulses • 4. Reaching one’s goals • 5. Behaving in a socially appropriate way
- 5. Sensory processing- How you take in and make sense of the information taken in by your sensory receptors ( hearing, seeing, smelling, touching, tasting) Executive functioning- Cognitive process which involves the conscious control of thoughts and actions ( planning, organizing, inhibition etc) Emotional regulation- Controlling your emotional reaction in order to reach your goal. This includes monitoring, evaluating, and modifying the intensity and timing of your emotional response ****All 3 of these components depend on one another and MUST EXIST in order to successfully self-regulate!!!! When one area is diminished it will affect a person’s functioning in a negative way!
- 6. “Children Do Well If They Can” ( The Explosive Child, Ross Greene, 2005 ) Common misperception: Children do not behave because they are not motivated. Reality: Children often do not behave because they do not know HOW to. Solution: Teach kids strategies and tools to decrease their maladaptive behaviors and increase their positive interactions.
- 7. Help is on the way……………… Introducing the “Zones of Regulation” A curriculum designed to foster self- regulation using a cognitive behavioral approach Students learn to consciously regulate their actions which leads to increased control and problem solving abilities
- 8. What are the Zones? 4 different colored feelings zones which help students identify their mood or emotions. The zones can be compared to traffic colors: Blue Zone - Moving slowly, tired, sad, sick or bored ( rest area) Green Zone - Ready to learn, focused, happy , calm, feeling okay ( green light means go!) Yellow Zone - Nervous, frustrated, losing control, worried, excited, silly/wiggly ( caution, slow down!) Red Zone - Mad/Angry, Terrified, yelling, hitting, elated, out of control ( Stop!!!!)
- 10. How to Use the Zones Learn what each color stands for Learn tools or strategies to use for various zones Put posters up in classrooms and in common areas of school with written tools for each zone as a visual
- 11. When a student has an issue or is upset: Identify which zone the student is in Suggest a tool or ask student what they need to return to “Green Zone” Use strategy/tool until student calms down
- 12. Tools/Strategies for Zones Tools can be: Sensory supports ( exercise, food, fidget toy, ball seat, ear phones etc.) Cognitive strategies ( size of the problem, inner coach vs. inner critic, Superflex vs. Rock brain) Calming techniques ( Lazy 8 or 6 sided breathing, deep breaths,yoga, rest, count to 10, walk away etc.) Results: Calming or Alerting so the student returns to the Green Zone Better self awareness and self-confidence More self control and the ability to pay attention to academics!
- 15. Generalizing and Integrating the Zones •Use the language on a daily basis to get students familiar with it •Remind students that all the zones are neutral; there are no “bad” zones! •Gives students opportunities to guess zones of others ( characters in a book, classmates, siblings, etc. •Check in about how we affect each other’s zones •Talk about triggers, what makes us have certain feelings •What thoughts are comfortable and what thoughts are uncomfortable? •How does our behavior affect others? •Comment on students in the Green Zone!