Brad Chapin MS, LCP, LMLP

A Collaborative Framework:

Self-regulation = Success

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? A Simple Framework for

Success

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 a Collaborative 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 Answer to All 3 Questions includes

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 =

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

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

Integrating Our Efforts

It’s happening 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:What Works 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

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 Physical response is triggered:

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 Goals of Physical Strategies:

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

Move back “up” from the brain-stem Return body to baseline

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

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

What is Cognitive Regulation?

Goals of Cognitive regulation: Problem-solving skills 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

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

© 2010 Chapin Psychological Services, LLC

Challenge Can you think of any situations you have

struggled with that don’t involve Self-Regulation in some way?

Getting a Head 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

Collaborative Information

Psych Challenge Blog http://psychchallenge.blogspot.com

Email Brad.chapin@cpschallenge.com

Facebook – search Challenge Software

Twitter id = chapin55

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

Thank

You

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

© 2010 Chapin Psychological Services, LLC