Early Childhood Self Regulation and Mental Health What Can You Do? A KidsMatter Early Childhood webinar

Transcription

1 Early Childhood Self Regulation and Mental Health What Can You Do? A KidsMatter Early Childhood webinar If you are experiencing difficulties hearing sound from your computer: Dial: (Australia) or (New Zealand) Enter passcode: #

2 Acknowledgment of Country

3 Early childhood, self regulation and mental health what can you do? In today s webinar Learning outcomes Why focus on self regulation? KidsMatter and self regulation Approaches for supporting self regulation Final thoughts, surveys and close

4 Let s do a poll! How do you regulate your own body ready to start the day? If you are experiencing difficulties hearing sound from your computer: Dial: (Australia) or (New Zealand) Enter passcode: #

5 Learning outcomes

6 What is self regulation?

7 Why focus on self regulation?

8 The brain and self regulation

9 How does self regulation develop? Other regulated Co regulated Self regulated A developmental process which depends upon learning and maturation, is influenced by temperament and occurs within a context of relationships

10 To summarise at this point Self regulation difficulties can affect all aspects of development and learning Self regulation is seen as an important characteristic for school readiness Brain research has highlighted the significance of Self regulation for mental health

11 Early childhood mental health Early childhood mental health is seen in the capacity of a young child within the context of their development, family, environment and culture to: participate in the physical and social environment; form healthy and secure relationships; experience, regulate, understand and express emotions; understand and regulate their behaviour; interact appropriately with others, including peers, and develop a secure sense of self.

12 Relationships! Relationships! Relationships! Bigger, stronger, wiser, kind Being available Accepting Tuning in Responding Knowing

13 The role of adults?

14 Let s hear from some children. Just Breathe

15 Self regulation vs. Self control Self regulation: The ability to bring the body back to a calm and alert state in response to stressors. Self control: A learned behaviour involving the ability to manage responses to events and people. The better a child can self regulate or deal with stressors the more energy they have left to learn these self control skills. Dr Stuart Shanker

16 What does self regulation involve? Self regulation involves the ability to: 1. Attain, maintain, and change one s level of energy to match the demands of a task or situation 2. Monitor, evaluate, and modify one s emotions 3. Sustain and shift one s attention when necessary and ignore distractions 4. Understand both the meaning of a variety of social interactions and how to engage in them in a sustained way 5. Connect with and care about what others are thinking and feeling to empathize and act accordingly (Baumeister & Voh, as cited in Shanker, 2013, p.x)

17 What can we see from Chris behaviour? Boisterous 1. Attain, maintain, and change one s level of energy to match the demands of a task or situation Good at ball games Shouts out Chris Finds it difficult to sit quietly Bosses others Bites when doesn t get his way 2. Monitor, evaluate, and modify one s emotions 3. Sustain and shift one s attention when necessary and ignore distractions 4. Understand both the meaning of a variety of social interactions and how to engage in them in a sustained way 5. Connect with and care about what others are thinking and feeling to empathize and act accordingly (Baumeister & Voh, as cited in Shanker, 2013, p.x)

18 Self regulation cycle A stressor occurs Our body returns to a calm and alert state Our body responds to the stressor We work to regulate our body

19 Chris self regulation cycle A stressor occurs His body struggles to return to a calm and alert state His body responds to the stressor He doesn t know HOW to regulate his body

20 Chris stressors His body struggles to return to a calm and alert state A stressor occurs He doesn t know HOW to regulate his body His body responds to the stressor Having to match his energy level to the activity Dealing with strong emotions Ignoring distractions Being part of a two way interaction Recognising others emotions

21 How can we help? 1. Identify his needs 2. Reduce stressors where possible 3. Support him to regulate his body 4. Aim towards him being able to regulate his body independently

22 KidsMatter the four components Foundation of positive relationships Specific social and emotional skill development Individual observation and support

23 Observation and reflection chart - BETLS

24 Chris How could we help? Observe carefully, tune in, and identify needs Use words, gestures and touch as cues Chris Provide engaging opportunities for practise Demonstrate and model

25 Assist all children to develop skills to: 1. Control (regulate) emotional and physical impulses 2. Tolerate frustration 3. Delay gratification 4. Make and implement plans Forrester & Allbrecht (2014)

26 Let s do a poll! Moving forward What is one idea you will take away and use? If you are experiencing difficulties hearing sound from your computer: Dial: (Australia) or (New Zealand) Enter passcode: #

27 Everyone attending the live event gets a certificate! You will be notified by when the Webinar recording, slides and list of resources are available for download. Questions and final thoughts Stick around for the exit survey If you are watching as a group fill in the exit survey and give everyone s name and preferred to ensure certificates are delivered.

28 Continue the conversation Connect & network online KidsMatter Early Childhood B L O G kidsmatter@earlychildhood.org.au