self-regulation strategies for school-age children

ENGAGING STRATEGIES

by Brad Chapin LCP, LMLP

FOR SOCIAL,

EMOTIONAL

ANDBEHAVIOR

ALISSUES

Overview

Framework Assumptions Categories Strategies Individualized or Small Group

Curriculum

© 2010 Chapin Psychological Services, LLC www.cpschallenge.com [email protected]

What’s it All About? Time Constraints Limited Resources Need to Show Outcomes Changing, Challenging &

Complex Populations Abundance of Research &

Information Choosing an Intervention DO MORE WITH LESS


Question

What are the issues you find yourself working with? What are the most common? What are the most challenging? What is a current situation that you’re

struggling with?


Importance of a Framework

When you have a solid Framework: Efficiency Efficacy Evidence-base

When you don’t: Confusion Frustration Failure


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

That Solid Evidence-base Really Needs to be SOLID

Cognitive-behavioral psychology Has taken the best from both worlds

Behaviorism Cognitive Psychology

Now over 450 Randomized Studies indicating the efficacy of CBT

Next Step is to APPLY it…..


What do you mean by Self-regulation Training?

Broadly defined Skill-building Scaffolding Learning to regulate one’s own Physical,

Emotional, and Cognitive processes in healthy, pro-active ways to be successful

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


“The Missing Link”Between Behavior & Academic

Performance

Behavior Academics Self-regulation


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.

Self-regulation and Life Expectancy

Dr. Grossarth-Maticek's Longitudinal Experiment http://www.attitudefactor.com/srexper.htm

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

Advantages of the Self-regulation Training Framework Does More With Less – Academics &

Social/Emotional Brief intervention model Provides Solid Evidence Base Simple Three-step process Easily incorporates your favorite

interventions and strategies Flexible Lends itself to individualized plans© 2010 Chapin Psychological Services, LLC www.cpschallenge.com [email protected]

Assumptions of this Framework

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

One must be physically calm to effectively engage in problem-solving and learning (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 this 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.


Three Functional Categories of Self-regulation Skill Training

Physical

Emotional

Cognitive


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.


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© 2010 Chapin Psychological Services, LLC www.cpschallenge.com [email protected]

Emotional Regulation Goals of Emotional Strategies:

Accurately identify emotions; our own and those of others

Own and accept responsibility for our feelings

Expressing feelings in healthy, appropriate ways

Emotional Strategies Include: Labeling Expression training Responsibility for feelings


Cognitive Regulation Goals of Cognitive regulation:

Problem-solving skills Engaging higher cortical areas of the brain Planning and organization skills Insight and Understanding

Cognitive Strategies include: Specific training to problem areas Insight-oriented teaching to promote

understanding Learning about his/her own patterns of

behavior© 2010 Chapin Psychological Services, LLC www.cpschallenge.com [email protected]

Johnny 10-year-old boy Often disruptive in class with frequent anger outbursts When angry, he stays agitated for over an hour and

continues to struggle in class Can be triggered by other students or the teacher 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

Grades are C’s and D’s and cognitive abilities are average for his age

Single-parent home with similar behaviors being reported at home


BehaviorsTo Address

1st Rating(1-10)

Strategy Used

(See Matrix)

Response OutcomeRating(1-10)

PhysicalRecognizes physical

signsExplosive outbursts,

poor recognition 2

Uses healthy calming strategies

successfully

Stays escalated for extended periods,

Needs development

1

EmotionalIdentifies feelings Only Anger, Needs

development 1

Recognizes responsibility and ability to change

Blames others 2

Expresses Emotions in healthy ways

Yells, throws things, hits others

Needs development1

CognitiveReplaces Unhealthy

thoughts with healthy beliefs

Confused, thinks others are against himNeeds development

1

Uses Cognitive strategies to

problem-solve

Needs development1

Strengths: Likes music, smart, has friends, good at sports

Barriers: Rigid thinking, anger has built up, difficult to build rapport with

Johnny’s Baseline Assessment


Creating an Individualized Planfor Change

1. Complete baseline assessment2. Select Physical, Emotional and

Cognitive Strategies to match child’s interests and behaviors

3. Engage child and parents if possible4. Sell the change

- Simple- Just a few meetings


Session 1 Introduction and Contract Physical Strategy

“My Warning Signs” One of the first steps in diffusing emotional upset

is successful recognition of the physical changes that take place in the body.

Assign homework: At the next session, the child will give two examples of situations when he/she was able to recognize his warning signs.


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:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Session 2 Quickly review the homework assignment from Session 1. Continuing to focus on the Physical skills, complete the

Melting Freeze strategy together. 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.

Process the differences and the similarities in the two

calming techniques. Assign homework: Practice Melting Freeze two times before

the next session. © 2010 Chapin Psychological Services, LLC www.cpschallenge.com [email protected]

http://www.cpschallenge.com/

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.”

Session 3 The focus for the next two sessions is on feelings identification,

emotional controllability and expression

Quickly review the homework assignment from the last session.

Complete Feelings Clipart together. Help the child recognize feelings other than Anger that he may

be experiencing. 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.


Session 4 Quickly review and process the homework assignment from the

last session.

Complete the Emotional Knots strategy together. Discuss how important it is to be able to express our feelings.

Complete the Free Healthy Expression strategy together to identify appropriate outlets with the child.

Introduce child to the Challenge Software Program Scenarios

Assign homework: Be prepared to report one time that you were able to express Anger/Frustration in a healthy way.


http://www.cpschallenge.com/

Session 5 The goal for the next two sessions is to increase

awareness and problem-solving strategies. Keep in mind that some children may not be

developmentally ready for this stage.

Quickly review and process the homework assignment from the last session.

Complete Blank Thought Strategy

Complete 2 or 3 Scenarios on the Challenge Software Program


Session 6 Identify a Cognitive Strategy specific to the child’s

identified problem areas

Complete the Defiance Trap strategy

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.

Assign homework: Ask the child to teach a Physical calming exercise to another person.


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.


Defiance Trap Defiance 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. ____________________________________________________________________________________________________________________________________________

Session 7 The final two sessions focus on putting all of the self-regulation

skills together and reinforcing the new behaviors.

Role-play two of the following Events together. You can use an Event Processing Worksheet as a guide: You are not picked for a team to play in a game at recess and

have to sit out Another child laughs at you for dropping your books on the floor A child bumps into you while lining up for lunch You were told “No” when you asked to do something

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.


Session 8 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.

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.

Discuss the progress the child has made over the past few weeks. Complete the Self-regulator Certificates and celebrate the success.

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?

Complete Assessment


BehaviorsTo Address

1st Rating(1-10)

Strategy Used

(See Matrix)

Response OutcomeRating(1-10)

PhysicalRecognizes physical signs Explosive outbursts, poor

recognition 2My Warning Signs Completed first week,

continue to practice 8

Uses healthy calming strategies successfully

Stays escalated for extended periods, Needs development

1 Cooling the Flame, Melting Freeze

Mastered after 3 weeks, Calms down much

quicker7

EmotionalIdentifies feelings Only Anger, Needs development 1 Feelings Clip Art

& Free Healthy Expression

Much better at labeling and expression

8

Recognizes responsibility and ability to change

Blames others 2 You Can’t Make Me Laugh & Challenge Software

Enjoyed activity, and asks to use computer

program

8

Expresses Emotions in healthy ways

Yells, throws things, hits othersNeeds development 1

Free Healthy Expression Will process when calm, not yelling or hitting

7

CognitiveReplaces Unhealthy thoughts

with healthy beliefsConfused, thinks others are

against himNeeds development

1Blank Thought

Challenge SoftwareLearning impact of

thoughts on emotions/behaviors

7

Uses Cognitive strategies to problem-solve

Oppositional and Defiant,Needs development 1

Defiance Trap Processes well after, working on predicting

ahead of time

5

Strengths: Likes computers, smart, has friends, good at sports Barriers: Rigid thinking, anger has built up, difficult to build rapport with

Johnny’s Assessment after 8 sessions:


Strategies

Anger & Aggression

Anxiety &Worry

Self-esteem & Sadness

Social Interaction & Bullying

Oppositional & Impulse

Control

PHYSICAL

Cooling the FlameS R R S

Melting Freeze S S R S

Warning Signs S S S R S

Take a Hike S S R S S

I am Safe R S R S

Animal StretchesS S R

EMOTIONAL

You Can’t Make Me Laugh S S S R

Feelings Clip Art S S S

The Emotional Safe S S S

Emotional Rain Gauge S S R

Emotional Knots S S S S REmotional Balloon

S R R R

Free Emotional Expression S S S S S

COGNITIVE

Don’t Take the Bait S R S S

Defiance Trap S S

Blank Thought S S S

The Domino Effect S S S S S

Magnetic Thoughts R S S R

Target Practice S S S R

Problem/Strategy MatrixS = Specifically designed to target problem areaR = Related and useful for problem area

© 2010 Chapin Psychological Services, LLC

Collaborative Information

Challenge Software www.cpschallenge.com

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

Brad’s Email [email protected]

Facebook – search Challenge Software Twitter id = chapin55


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