helping young children learn self-regulation: doing more with less

Brad Chapin MS, LCP, LMLP

Do More with Less:Self-regulation Training in 3

Steps

Why is He so Excited?

Collaboration

It’s all driving toward:

Helping us get the most out of our efforts

Helping all of the children in our community reach their full potential

Overview

The Need for a Framework

Why Self-regulation = Success?

Self-regulation Skill-training

Framework Essentials Broad

Flexible

Fundamental

Simple & Easy to implement

Makes sense

Solid empirical foundation

Efficient

Effective

Goals of a Consistent Framework

Consistency

Continuity

Common Language

Improved Coordination of Services

Gives a way to evaluate and introduce New tools

Efficiency – Doing More with Less

Helpful from Assessment through Intervention

Improved Outcomes

A Framework is a Guide for the Long-term

School-wide like Positive Behavior Supports

It’s easy to get side-tracked or revert to old habits

Questions that lead to an Exceptional Framework:

Based on your experience, what is the Golden Thread that leads to overall Success?

Can we identify one set of skills that predicts success across many domains?

If you had to choose one set of skills for your own children to learn, what would it be?

The answers to All 3 questions include

Self-regulation

Beg for Applause here.If nothing but crickets chirping, KEEP MOVING!

Self-Regulation…What’s He Talking About Anyway?

Very, Very Broad Interpretation

Self-control

Self-efficacy

Responsibility & Accountability

Homeostasis

Appropriate Responding

Moderating Behavior

Effortful control – Proactive vs. Reactive

Working definitions of Self-regulation

Learning to regulate one’s own Physical, Emotional, and Cognitive processes in healthy, pro-active ways to be successful across several domains of life

Healthy, adaptive and “appropriate” responding to internal and external events

Self-regulation is Directly related to Success in many areas including:

Learning

Academic Performance

Social Interaction

Overall Health

Safety

Developmental Issues

In short…. Self-regulation = Success

Poor Self-Regulation is also related, but in a negative way.

A Moment on Safety & Self-regulation

Poor Self-regulation leads an individual to feel like they have “no control”

What do individuals who feel that they are being controlled tend to do?

Those that regulate poorly are more likely to be victims of bullying (Macklem, 2003)

Poor Self-regulation leads to Extremes

Extreme thoughts

Extreme behaviors

Self-regulation & Academic Performance

Duckworth, A.L., & Seligman, M.E.P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.

NEWS FLASH!

Self-regulation isn’t just for children with special needs

Self-regulation isn’t just for children

Self-regulation and Life Expectancy

Dr. Grossarth-Maticek's Longitudinal Experiment

http://www.attitudefactor.com/srexper.htm

What is the Goal?

Age

Self-Regulation

ExternalRegulation

Age

Integrating Our Efforts to Promote Self-regulation: A Common Message

The Opportunities for sharing a common framework are all around us Mental health in schools

RTI and MTSS

Effective Classroom Management

Positive Behavior Supports

Cross-training

Partnerships between organizations

Health Care Reform

Drawing Parallels & finding the Golden Thread:What Can Work at All Levels?

At Risk

Prevention& Management

Level of Care Model

Cognitive-behavioral Psychology

Provides Evidence Base

Self-RegulationStrategies

Physical, Emotional, CognitiveRegulation Skill Domains

Self-regulation Training Framework

Academic Performance Emotional Control MotivationAggression/Violence Executive Function School SafetyAnger Impulse Control Self-efficacyAnxiety Learned Helplessness Self-esteemAttention Locus of Control Social InteractionAttribution Longevity SuccessCognitive Flexibility Happiness TraumaDepression Oppositional Defiance Well-being

© 2010 Chapin Psychological Services, LLC

Assumptions of the Self-regulation Framework

Children will do well if they can (Green & Ablon, 2006).

Assumptions of the Self-regulation Framework

One must be physically calm to effectively engage in problem-solving and learning (Goleman, 1998, Macklem, 2008 ,Yerkes & Dodson, 1908).

Human beings have little control over their environment, but a great deal of control over their responses to their environment (Ellis, 1962).

The relationship is likely the most important variable when trying to help someone change (Hubble, Duncan & Miller, 1999).

Assumptions of the Self-regulation Framework

Cognitive-behavioral psychology works (Beck & Fernandez, 1998; Butler, Chapman, Forman & Beck, 2006).

Effective Self-regulation is critical for success and happiness (Baumeister, Heatherton, & Tice, 1994; Duckworth & Seligman, 2005; Masten & Coatsworth, 1998).

In order to be effective, we need to meet children where they are currently functioning (Greene, 2006; Bailey, 2001).

Do not assume that children have learned anything about how to regulate their own behaviors in a healthy way.

Selling Self-regulation: The Challenge of Engagement

Who wants to live longer?

Who wants to be happier?

Who wants to make more money and be more successful? What does that mean to you?

Who wants to have more friends?

Who’s tired of being told what to do all of the time?

Who wants to be successful?

Three Functional Categories of Self-regulation Skill Training

Physical

Emotional

Cognitive

What is Physical Regulation? When the Physical response is triggered (Fight/Flight/Freeze):

Lower Brain is in command

Higher thinking not engaged

Body is ready for action

Performance requiring thought is compromised

Learning is decreased

Problem-solving is decreased

Yelling, screaming, pushing, hitting, kicking, biting, throwing things, spitting, “shutting down”, etc.

People can get hurt

http://www.youtube.com/watch?v=trPuXkbTpok

Physical Regulation Skill-training

Goals of Physical Strategies:

Moderate the Fight/Flight/Shut-down ; Autonomic system

Move back “up” from the brain-stem

Return body to baseline

Promote a Feeling a Safety and Security

Physical Strategies include:

Repetitive movements

Stretching

Change of physical position

Breathing

Relaxation

Distraction

Biofeedback

Can take advantage of Imagination and Visualization – Suggestion, Association

One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body.

My Warning SignsMy Warning Signs

Common Warning signs Draw Yourself Here

1. Upset stomach

2. Headache

3. Clinched fists

4. Loud voice

5. Red face

6. Restless, fidgety, twitchy

7. Heart beating faster or louder

8. ___________________________

9. ___________________________

10. ___________________________

How I Calm down when these changes happen:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

© 2010 Chapin Psychological Services, LLC

Children who do not regulate well have difficulty calming down physically when they are upset.

Melting FreezeMelting Freeze Worksheet

“Pretend your muscles are like water. Now we are going to change the form of our muscles to frozen (tense) like ice and then back to melted (relaxed) like water.”

© 2010 Chapin Psychological Services, LLC

Cooling the Flame 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.

Cooling the Flame Worksheet – Version 1

© 2010 Chapin Psychological Services, LLC

Physical Regulation Skill-Training

Do:

Remove Stimulation

Practice and Prevention

Reduce Stress

Give Space

Calming Exercises

Rhythmic Repetitive Movements and Stretching

Do Not:

Try to teach

Argue

Lecture

Try to Win

Prove a point

What is Emotional Regulation?

Goals of Emotional Strategies:

Accurately identify emotions; our own and those of others

Own and accept responsibility for our feelings

Express feelings in healthy, appropriate ways

Emotional Strategies Include:

Identification and Labeling

Expression training

Responsibility for feelings

You Can’t Make Me Laugh

Children struggling with self-regulation often do not understand the power they have over their own emotions.

You Can’t Make Me Laugh

Take turns using funny words, stories, faces or actions to try to get each other to laugh.

Time limit: Each person gets 30 seconds to get the other to laugh.

Rules:

1. No touching or invading personal space during this game 2. Keep words and actions appropriate 3. Have fun!

Strategies used:

1. _____________________________________________________ 2. _____________________________________________________ 3. _____________________________________________________

© 2010 Chapin Psychological Services, LLC

Free Emotional Expression

Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways

Free Healthy Expression Worksheet

What are some things you are interested in?

1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________

Healthy ways I can Express my:

Anger

1. Talk with someone about it 2. __________________________________________ 3. __________________________________________

Sadness

1. Talk with someone about it 2. __________________________________________ 3. __________________________________________

Fear/Worry

1. Talk with someone about it 2. __________________________________________ 3. __________________________________________

Happiness

1. Share it with someone 2. __________________________________________

__________________________________________

© 2010 Chapin Psychological Services, LLC

What is Cognitive Regulation?

Goals of Cognitive regulation:

Problem-solving skills

Incorporate Psychological Needs/Motives

Engaging higher cortical areas of the brain

Planning and organization skills

Insight and Understanding

Forming healthy beliefs about ourselves and the world around us

Cognitive Strategies include:

Specific training to problem areas

Insight-oriented teaching to promote understanding

Learning about his/her own patterns of behavior

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.

© 2010 Chapin Psychological Services, LLC

Defiance TrapDefiance Trap Worksheet

First, draw yourself in the trap below.

Next, list the Freedoms or Privileges you would like to earn:

1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________

Write in thoughts or rule-breaking behaviors that are keeping you from reaching your goals:

1. ____________________________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________________________

The Domino Effect 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

Domino Effect Worksheet

Let’s look at how you can control the outcome.

Decision points (interventions)

1.

2.

3.

4.

Activating Event End Result (Negative)

Positive Pro-active Ending

Jimmy

8 years old

ADHD Diagnosis

Developmental delays

Cognitive Deficits

Behaviors at school and at home

Anger Outbursts

Poor Social Skills

Assessment

Behaviors To Address

1st Rating (1-10)

Strategy Used

Response Outcome Rating (1-10)

Physical

Recognizes physical signs

Does not recognize signs

1 My Warning Signs

Name warning signs and triggers 75% of the time

7

Uses healthy calming strategies

successfully

Has no calming skills. Wants to sleep after

outbursts

1 Cooling the Flame

My Safe Place

Uses skills 80% of the time

8

Emotional Identifies feelings Reports all emotions as

anger or frustration 2 Feelings Clip Art Names feelings

accurately 90% of the time

9

Recognizes responsibility and ability to change

Blames others for his emotional responses

1 You Can’t Make me Laugh

Challenge Software

Understands his emotions are his

to control

10

Expresses Emotions in healthy ways

Hits, Yells, Pushes, Throws things

1 Free Emotional Expression

Draws his feelings out on paper

8

Cognitive Replaces Unhealthy

thoughts with healthy beliefs

Struggles with consistent beliefs about himself and

others

1

Uses Cognitive strategies to

problem-solve

No healthy cognitive strategies

1

Strengths: Can be helpful, likes computers Barriers: Developmental delays, family involvement

Challenge

Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?

Getting a Good Start

Evaluate and Organize your favorite interventions/activities into: Physical

Emotional

Cognitive

Speak the Language

During Assessment

During Discussion of Problem Areas

During Intervention Selection

During Implementation

Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area

Brad.chapin@cpschallenge.com

Collaborative Information

Psych Challenge Blog

http://psychchallenge.blogspot.com

Email

Brad.chapin@cpschallenge.com

Facebook – search Challenge Software

Twitter id = chapin55

Book – “Helping Young People Learn Self-regulation”

By Brad Chapin LCP, LMLP & Matthew Penner, LMSW

Will be available at www.youthlight.com in December, 2011

www.cpschallenge.com brad.chapin@cpschallenge.com

Thank

You