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1 Grades 7-12 Presented by: Brad Chapin, LCP, LMLP Please Ask Questions Via Chat! Why Is He So Excited? Collaboration It s all driving toward: Helping us get the most out of our efforts Empowering teens & adults with skills that equal success! Helping all of the people in our communities reach their full potential Overview The need for a solid framework Why self-regulation = success? Self-regulation skill-training Regulation webinar. 1

2 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 Schoolwide, like Positive Behavior Supports It s easy to get side-tracked or revert to old habits Regulation webinar. 2

3 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 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 Regulation webinar. 3

4 Working Definitions of Self-Regulation Learning to regulate one s own physical, emotional, and cognitive processes in healthy, proactive ways to be successful across several domains of life Healthy, adaptive and appropriate p 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 Regulation webinar. 4

5 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), News Flash! Self-regulation isn t just for children with special needs. Self-regulation isn t just for children. Self-Regulation What are children learning about self-regulation these days? Tila Tequila Regulation webinar. 5

6 Yeah, Yeah We Hear What You Are Saying. Now What? 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 Healthcare reform Regulation webinar. 6

7 Self-Regulation Training Framework Cognitive Behavioral Psychology Provides Evidence Base Self Regulation Strategies Physical, Emotional, Cognitive Regulation Skill Domains Academic Performance Emotional Control Motivation Aggression/Violence Executive Function School Safety Anger Impulse Control Self-efficacy Anxiety Learned Helplessness Self-esteem Attention Locus of Control Social Interaction Attribution Longevity Success Cognitive Flexibility Happiness Trauma Depression Oppositional Defiance Well-being 2010 Chapin Psychological Services, LLC A Moment on Cognitive-Behavioral Psychology Cognitive Psychology Change Beliefs to Change Behavior Activating Event Belief Consequence Behavioral Psychology - Change Trigger or Consequence to Change Behavior Antecedent (Trigger) Behavior Consequence 3 Assumptions from the Self-Regulation Framework People will do well if they can (Green & Ablon, 2006). 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). Regulation webinar. 7

8 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? Better relationships? Who s tired of being told what to do all of the time? Who wants to be successful? The Keys to My Success Three Functional Categories of Self-Regulation Skill Training Physical Emotional Cognitive Regulation webinar. 8

9 What is Physical Regulation? When the Physical response is triggered (Fight/Flight/Freeze): Threat Response 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 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 Regulation Skill-Training Physical Strategies include: Repetitive movements Stretching Change of physical position Breathing Relaxation Distraction Biofeedback Take advantage of imagination and visualization suggestion, association Regulation webinar. 9

10 The Warning System One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body when we perceive a threat. My Warning Signs Recognition of our own personal Physical Warning Signs is key. Physical Strategies The cure for threat is getting calm and safe. How do we learn to do that for ourselves? Remember it s a skill. Safety Script Guided Imagery Regulation webinar. 10

11 Stretching and Movement Guide Physical Movement Distraction Prevention Patterned/Rhythmic & Repetitive Physical Regulation Skill-Training Do: Remove stimulation Practice and prevention Reduce stress Give space Calming exercises Rhythmic repetitive movements and stretching Physical Regulation Skill-Training Do not: Try to teach Argue Lecture Try to win Prove a point Regulation webinar. 11

12 What is Emotional Regulation? Goals of emotional strategies: Accurately identify emotions; our own and those of others Express feelings in healthy, appropriate ways Own and accept responsibility for our feelings Emotional strategies include: Identification and labeling Expression training Responsibility for feelings Feelings Playlist Labeling Healthy Expression Free Emotional Expression Individuals who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways. Regulation webinar. 12

13 Expression Style Quiz Learning our own style of healthy expression using our own personal strengths and interests is key. Who s in Control? Ownership Accountability Responsibility 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 Regulation webinar. 13

14 More Dirty Words Identify and Challenge Extreme, Unhealthy Thinking Extreme thoughts lead to extreme feelings and behaviors Often not accurate or healthy Getting What You Really Want How to get our psychological needs met in healthy ways It s a skill. 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 Regulation webinar. 14

15 Self-Regulation Training Resources Ipad App Collaborative Information Psych Challenge Blog Facebook: Search Challenge Software Twitter Regulation webinar. 15

16 Scoring Instructions for Self-Regulation Student Self-Report Questionnaire Questions 1-10 are each worth 5 points and scored on a scale of 1-5 with Almost Never receiving a score of 1 and Almost Always receiving a score of 5. Questions 3, 6 and 7 are reverse-scored. Question 11 requires some judgment about which responses to accept. Do not accept physical feelings such as tired or hungry. We are looking for emotions like happy, sad, excited, lonely, disappointed, loss, mad, angry, hopeless, hopeful, embarrassed, frustrated, jealous, surprised, content, scared, worried, nervous, etc. 0 or 1 correct responses receives 1 point. 2 or 3 correct responses receives 3 points. 4 correct responses receives all 5 points. Question 12 is scored 0 or 5 points. C is the best answer and receives a score of 5 points. All other answers receive a score of 0.

17 Self-Regulation Student Questionnaire First Name: Last Name: Birth date: Gender (M/F): Directions: Read the statements and then circle the answers that best describe you. Today s Date: 1. When I get upset, I calm down pretty quickly. Do Not Mark 2. I am able to calm myself down when I need to. 3. I hit, yell or throw things when I get upset. 4. I try to relax when I feel that I am starting to get upset. 5. I tell others how I m feeling. 6. I keep my feelings locked up inside. 7. My feelings get out of control. 8. When I have bad thoughts, I can get them out of my head. 9. When something is going wrong, I make a plan to solve it. 10. I change my thoughts to be more positive when I m upset. 11. Name 4 feelings: Please read this short story and answer the question. Tommy was sitting in class. His teacher said, It s time to line up for lunch. While Tommy was lining up, Sara bumped into him and got in front of him in the line. Tommy pushed Sara and yelled at her. The teacher sent him to the back of the line. Who or what caused Tommy to become so upset? Choose the best answer. A. Sara B. The teacher Do Not Mark C. Tommy s own thoughts D. Some other reason like he was hungry or tired SRQ-SSR v8.8.13

18 COGNITIVE EMOTIONAL PHYSICAL Self-Regulation Quick Reference Guide WHAT DO YOU SEE OR HEAR? -Crying -Avoidance -Fists Clenched -Disengaged -Yelling -Cursing -Red Face -Hiding -Running Away -Arms Crossed -Threats -Face & Head Down WHAT CAN YOU DO? -Provide Distraction -Create A Safe Environment -Maximize Predictability -Patterned, Repetitive, Movements -Utilize Calming Activities -Implement Structure and Routine WHAT DO YOU SEE OR HEAR? -Absence of Warning Signs -Non-Defensive Appearance -Appears Ready to Listen -Safely Approachable -Calm Communication -Asking Questions -Using Language to Communicate WHAT CAN YOU DO? -Reflect the Feelings You See -Support Accurate Labeling of Feelings -Provide Healthy Outlet For Expression -Listen to Healthy Expression Without Judgment -Remind Them That No Person or Event Can MAKE Them Feel A Certain Way -Reinforce Open Sharing WHAT DO YOU SEE OR HEAR? -Extreme Words Like Never, Always, Terrible, Awful -Appears Overwhelmed or Stuck -In Need of a Better Plan -Unaware of their Strengths or Supports -Needs Being Met in Unhealthy Ways WHAT CAN YOU DO? -Gently Challenge Extreme Thinking and Replace With Moderate, Healthy Thoughts -Engage Planning and Organizational Skills -Offer Basic Problem-Solving Steps -Explore Motives For Behavior -Provide Supportive Perspective -Remind Them That They Are In Control of Their Own Thoughts, Feelings, & Behaviors For more Information visit us on the web at: or Like us on Facebook

19 SR-T Scale 7-8.xlx v Self-Regulation Teacher Rating Scale Directions: Please provide each student's name, birth date and gender and your own details. Then, rate each student on a scale of 1-10 in the following areas. For each item, think about all opportunities the student had to demonstrate the concept or behave in the way described. You may use any number from For instance: -- Rate the student "1" if he/she never behaved that way -- Rate the student "5" if he/she behaved that way about half the time -- Rate the student "10" if he/she almost always behaved that way Please give your best estimate; do not leave any blanks. Teacher Name: Building: Grade: Class Period: Subject Area: Please mark: (If before 6-week training) PRE or (if after 6-week training) POST Today's Date: Student Name Date of Birth (Use MM/DD/YY format) Enter Gender (M = Male, F = Female) Demonstrates knowing his/her warning signs of becoming upset. Uses calming strategies to prevent getting upset. Demonstrates knowing healthy ways to express anger, sadness and worry. Interacts well with peers. Seeks attention and social contact in healthy ways. Follows classroom rules and directions. Demonstrates knowing a healthy calming strategy. Uses words to label and communicate basic feelings to others. Demonstrates understanding that others can t make him/her feel upset. Demonstrates knowing skills to cope with change. Is focused and alert at an ageappropriate level. e.g., Justin Applewood 11/11/00 M Is capable of improving his/her ability to self-regulate this school year.