Self-regulation, Stress, and Children s Behaviour

Transcription

1 Dr. Susan Hopkins, Ed.D. Executive Director The MEHRIT Self-regulation, Stress, and Children s Behaviour An Introduction to Self-Reg for ECEs1

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3 Shanker Self-Reg: 5-step process for understanding STRESS and managing TENSION and ENERGY.

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8 Reframing bad choices

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10 What is..

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12 When we go RED Brain: What happens in preparation for Fight or Flight? Hair stands on end Adrenaline raises heart rate, blood pressure and rate of breathing Dilated pupils Tunnel Vision Endorphins released Alertness and reactivity enhanced Cortisol metabolizes fat from fatty cells and glucose from liver Sweat glands open

13 RED Brain: Functions dimmed in Fight-or Flight Immune System Reproduction Digestion Peripheral vision Changes in hearing Cellular Repair Language and Communication Prefrontal Cortex

14 Neuroception Reptilian brain responds to alarm signals from limbic system Hierarchy of stress response 1. social engagement 2. fight or flight 3. Freeze

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20 5 Domain of Stress

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24 Stressors and Memory Cabin Banana Magazine Desk Bird Telephone Television Map Bed Frog Pancake Park Novel Sink Monkey Vase Peach Radio

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26 Allostatic Overload: 4 Signs (McEwan) responses 2. Overreaction 3. Long To Cool Off 4. Volatility/ Emotional Lability

27 Oh if it were only this simple.

28 Self-Reg Self-Control Self- Control focus Self Reg focus expect children to be in blue brain states expect children to inhibit impulses, suppress emotions, and manage behaviors Recognize blue brain and red brain states effect ability to demonstrate self-control Recognize when self-control is not available Ask why and why now Reduce stressors at root of learning, mood, and behaviour challenges

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34 Is it Misbehaviour or Stress Behaviour? Misbehaviour Stress Behaviour Blue brain rational state Blue brain directs the energy resources and can act like a brake on impulses. Social state: Behavior or action is an intentional choice. Red brain limbic state Red brain sounds the alarm triggers the redirection of the energy resources Survival state: Individual has limited capacity to act differently Stress behaviour results from the stress backpack outweighing resources.

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36 Behavior is Communication that we can easily misinterpret.

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38 The Interbrain: Communication Pathways in Co-regulating Relationships Such as: *Sound *Vision *Smell *Touch *Taste *Proprioception * Shared Emotion

39 Regulation Co- Regulation Self- Regulation

40 Shared with permission of Susan Hopkins and The MEHRIT Centre (self-reg.ca) for use in presentations by children/graduates of The Shanker Method, Self-Reg Level 2 Facilitators training.

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43 Adopt a Self-Reg First philosophy. Self-Reg is infused throughout the day: in the everyday routines; through relationships; problems that emerge, are worked through, and resolved; and, the growth that happens over time. Think upstream (preventative) vs. downstream (crisis). In your predictable routines include consideration for transition time. Take children outside whenever you can.

44 20 Self-Reg Start Here Strategies Scan your space for the Self-Reg friendly places children can choose to go. Create a microenvironment plan Apply a necessary for some, good for all as a strategy to guide the planning: Consider the expectations around the use of microenvironments. Physical/Emotion Nexus: help the children begin to become aware of the connection between their physical state and the emotions they experience.

45 Welcome tears as cortisol cleansers that serve a purpose. Amplify experiences of positive emotions. Nurture a positive bias. Allow space for the emotions whatever they are. Find ways to build sense of safety such as face-timing with caregiver

46 Have parents, grandparents or siblings make personal video clips, write letters or make pictures that child can visit for comfort when needed. Watch for the signs of where students naturally go when given the opportunity to choose, look for the Self-Reg within that choice. Allow choice to opt out if you use whole group calming strategies. Think like a researcher: Trial and error, test out all strategies Start a personal Self-Reg journal and document your own Self-Reg, energy and tension, and/or experiences of Stressors in the 5 domains throughout the school day.

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48 Continue your learning: self-reg.ca

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50 Parenting and Self-Regulation Microenviroments: The 5 Domains of Stress Self-Reg for ECEs1 Dr. Susan Susan Hopkins, Ed.D. Executive Director The MEHRIT Centre @self_reg

51 Shanker Self-Reg: 5-step process for understanding STRESS and managing TENSION and ENERGY.

52 Children in a chronic stress state: Seem to be sad a lot of the time, or don t demonstrate any emotion at all Develop a hair-trigger (easily disrupted) response to stress, like a car alarm that goes off when a leaf lands on it See neutral facial expressions and even friendly remarks as threats Have problems regulating strong negative emotions not just anger, but also fear, sadness, loneliness and shame Demonstrate a significant increase in impulsivity and distractibility Have trouble anticipating consequences and evaluating risk Are prone to withdrawal or aggression Don t seem to feel empathy or have a sense of right and wrong.

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54 21 st Century Stressors & Mismatch Theory (Peter Gluckman) Sensory Issues Social Media Job Stress Social Anxiety Video games Lack of community Maladaptive coping strategies Superstimulants Loneliness Lack or poor quality sleep Lack of exercise Family stress

55 Self-Reg Stress Detecting

56 5 Self-Reg Domain Examples of Stressors Biological Emotion Noises, crowds, too much visual stimulation, not enough exercise, lack of sleep, junk food Strong emotions, both positive (over-excited) & negative (anger, fear) Cognitive Difficulty processing certain kinds of information Social Prosocial Difficulty picking up on social cues, or understanding effect of behaviour on others Difficulty coping with other people s stress; sense of injustice

57 Think of a Your Context...

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63 Build Havens Change Rivers

64 Parenting and Self-Regulation Explosive Behaviours Through a Self-Reg Lens Self-Reg for ECEs1 Dr. Susan Susan Hopkins, Ed.D. Executive Director The MEHRIT Centre @self_reg

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72 Adult s State As a Co-Regulator Dysregulated Capable of Co- Regulating? No Will be dysregulating Regulated And Regulating

73 Signs I am dysregulated o feeling rushed o easily frustrated o anxious o craving sweet and salty foods o drinking too much coffee o forgetful o feeling frazzled o feeling tired Signs I am dysregulating oi am feeling judgey & frustrated o I expect the worst oi am not connecting with students. o My attempts to have students take more accountability don t work o My responses to students seem to escalate anxiety. o The students don t seem happy. o Teaching doesn t feel fun. Signs I am regulated o I just feel good. o My energy feels ready. o I am enjoying my time with students. o I am organized & ready for the day. o I feel like eating healthy. o I feel like socializing with my colleagues on the breaks. Signs I am regulating o My students are mostly thriving. o My presence seems to have a calming effect on students. o The students in my class know I care about them and that they can count on me to be in their corner. o When a problem arises, we work through it together.

74 Self-Reg is all about Relationships

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77 S implify your language It s SMARTEST to Co-Regulate M ovement slow down your actions A ffect match the child s affect R eflect the child s emotional intent T one of voice modulate for the situation E yes and ears listen with both S top wait for the child to initiate T ogether join the child in their intent

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81 Point of Entry into Self-Reg: Energy-Centred Teaching (ECT) 1. ProtECT: It starts with safe. Turn off the limbic alarms. Learners need to feel safe in every way. 2. ConnECT: Build relationships. Co-regulation relies on the interbrain connections. 3. ColleECT: Learn about stress, energy and tension. The brain-body science offers new answers to problems that used to be addressed with management techniques. 4. DetECT: Begin stress detecting. Consider all 5 domains: social, cognitive, emotion, prosocial, biological. Ask why this student and why now From Optimizing Learning Outcomes, Shanker & Hopkins, 2017

82 Self-Reg WE TIME W: Work goes away E: Electronics off T: Together time I: Use your Imaginations M: Mindful of needs E: Every day

83 Self-Reg Enhancers Look for strengths, find the laughter, seek joy. Soft Eyes for all: children, parents, colleagues, self Strengthen routines and build rituals Find your in the moment pause strategies (such as extending exhales): Why and why now? Take time-outs when you need them; but gift (to others) time-fors Scaffold self-regulation: Reg to Co-Reg to Self- Reg Beware the Self-Control Mindset (shoulda coulda woulda) Model Oops Prioritize your own sleep: amount & quality