Transcript Do More with Less: Self-Regulation Training in 3 Steps
Brad Chapin MS, LCP, LMLP
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?
Self-Regulation Age External Regulation 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?
Level of Care Model
At Risk
Prevention & Management
Self-regulation Training Framework Cognitive-behavioral Psychology Provides Evidence Base Self-Regulation Strategies Physical, Emotional, Cognitive Regulation Skill Domains
Academic Performance Aggression/Violence Anger Anxiety Attention Attribution Cognitive Flexibility Depression Emotional Control Executive Function Impulse Control Learned Helplessness Locus of Control Longevity Happiness Oppositional Defiance Motivation School Safety Self-efficacy Self-esteem Social Interaction Success Trauma 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 Signs
Common Warning signs 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.
___________________________ Draw Yourself Here 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 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
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
Children struggling with self regulation often do not understand the power they have over their own emotions.
You Can ’t Make Me Laug h
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.
2.
3.
No touching or invading personal space during this game Keep words and actions appropriate 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.
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.
______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ © 2010 Chapin Psychological Services, LLC
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. Activating Event End Result (Negative)
Decision points (interventions)
1. 2. 3. 4. Positive Pro-active Ending
Assessment
Jimmy
8 years old ADHD Diagnosis Developmental delays Cognitive Deficits Behaviors at school and at home Anger Outbursts Poor Social Skills
Physical
Recognizes physical signs
Behaviors To Address
Does not recognize signs
1 st Rating (1-10) 1 Strategy Used
My Warning Signs
Response
Name warning signs and triggers 75% of the time
Outcome Rating (1-10) 7
Uses healthy calming strategies successfully Has no calming skills. Wants to sleep after outbursts
Emotional
Identifies feelings Reports all emotions as anger or frustration
1 2
Recognizes responsibility and ability to change Expresses Emotions in healthy ways Blames others for his emotional responses Hits, Yells, Pushes, Throws things
1 1
Cooling the Flame My Safe Place Uses skills 80% of the time Feelings Clip Art Names feelings accurately 90% of the time You Can’t Make me Laugh Challenge Software Free Emotional Expression Understands his emotions are his to control Draws his feelings out on paper
8 9 10 8 Cognitive
Replaces Unhealthy thoughts with healthy beliefs Struggles with consistent beliefs about himself and others Uses Cognitive strategies to problem-solve No healthy cognitive strategies
Strengths: Can be helpful, likes computers 1 1 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
Collaborative Information
Psych Challenge Blog http://psychchallenge.blogspot.com
Email [email protected]
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 [email protected]