Focus on Emotional Regulation

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Ashley Archibald Johns
5 years ago
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1 Focus on Emotional Regulation Presenters: Alissa Carriveau, Becky Dysland, and Jen Townsend Have you ever... Do you ever just talk at someone because you want to tell them all about your day and later realize you never asked them anything about their day? Do you ever feel like you just wanna scream and you reconsider your action because you're in the middle of a crowded room? Have you ever called so many people on your way home but not one answers? Learner Objectives Learners will define physiological regulation into two categories of self regulation and mutual regulation by identifying how regulation looks in ourselves and others. Learners will gain perspectives on how regulation differs based on neurobiological and environmental factors. Learners will explore how to observe a regulation, identify probable predictor variables that may contribute to the body s need for regulation, connect it to a regulation checklist in order to develop and teach the skills necessary to be successful.

2 Our Goal Our goal is to identify regulation that positively impacts an individual's overall well-being through one s reputation management (dignity, self-confidence and lifelong competence) by understanding how to regulate ourselves. Note: The human brain craves a sense of belonging yet if we do something that is viewed as weird, awkward, or too different for too long then we may not have the opportunity to belong. What is REGULATION? Emotional-regulation or regulation of emotion is the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. REGULATION Critical Capacities in Psychological Development Self-Regulation Mutual-Regulation The ability to solicit and accept assistance from others in regulation one s arousal. The ability to independently obtain an optimal level of arousal (by oneself).

Self-Regulation Read a book Take a drink

3 Recognise internal and external factors that might impact on self regulation and engagement Uncomfortable seating Unpleasant smells Harsh lighting Noises that are difficult to filter out stress tired confused trying to concentrate having a bad day Recognise and allow learners to initiate breaks Language overload Sudden noises Being too hot or too cold Language overload Lots of changes (c) Scot Greathead How do I REGULATE? Self-Regulation Read a book Take a drink Mutual-Regulation Talk to others Go shopping with friend How might REGULATION change? Self-Regulation Mutual-Regulation Now, when we change environmental factors what happens?

Let s Consider Across Our Lifespan REGULATION Goals Self-Regulation Demonstrate availability for learning and interacting Use strategies appropriate to developmental level to regulate arousal during

4 Let s Consider Across Our Lifespan REGULATION Goals Self-Regulation Demonstrate availability for learning and interacting Use strategies appropriate to developmental level to regulate arousal during familiar activities Regulation emotion during new and changing situations Recover from extreme dysregulation by self 2007 by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, & Amy C. Laurent. All rights reserved. REGULATION Goals Mutual Regulation Expresses range of emotions Responds to assistance offer by others Responds to feedback and guidance regarding behavior Requests others assistance to regulate emotional state Recovers from extreme dysregulation with support from partners 2007 by Barry M. Prizant, Amy M. Wetherby, Emily Rubin, & Amy C. Laurent. All rights reserved.

5 Skills of the child Somewhere In The Middle... Lies The Truth. Perspective Transparency Home Communication School Trust

6 Interpersonal Support Objectives This is how we, as a person, support a person socially and emotional Respond to a student s signals to foster a sense of competence Provide a balance between initiated and respondent turns Provides information to support emotional regulation Provide guidance for success with peers Adjusts complexity of language models to child s developmental stage Learning Support Objectives This is how the things we do support a person socially and emotionally Incorporates student s preferred learning modalities Infuses motivating materials & topics into activity Creates turn-taking opportunities and leaves space for child to fill in Provide visuals to enhance receptive understanding, to define clear beginning and end to activity to define steps within a task to support social understanding and expectations Uses support to organize segments of time across the day, to enhance attention in group activities, to foster active involvement in group activities Reference How to Support? Regulation State of Mind Support from Others

7 Resources to Support Our Thinking

S - SOCIAL C - COMMUNICATION E - EMOTIONAL R - REGULATION T - TRANSACTIONAL S - SUPPORT

S - SOCIAL C - COMMUNICATION E - EMOTIONAL R - REGULATION T - TRANSACTIONAL S - SUPPORT SCERTS Introductory Seminar! 1! Barry M. Prizant, Ph.D., CCC-SLP Childhood Communication Services, and Brown University Center for the Study of Human Development www.barryprizant.com www.scerts.com The