Developmental Resources Inc. May be reproduced by attendees of Self Regulation webinar. 1

Size: px

Start display at page:

Download "Developmental Resources Inc. May be reproduced by attendees of Self Regulation webinar. 1"

Madeline Spencer
5 years ago
Views:

Collaboration It s all driving toward: Helping us get the most out of our efforts Empowering children & adults with

1 Developmental Resources Proudly Presents Presented by: Brad Chapin MS, 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 children & adults with skills that equal success! Helping all of the children 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

introduce new tools Efficiency doing more with less Helpful from assessment through intervention Improved outcomes A Framework Is a

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 School-wide 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 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

Self-Regulation & Academic Performance Duckworth, A.L.

Self-discipline outdoes IQ in predicting academic

Psychological Science, 16(12), 939-944. NEWS FLASH!

needs Self-regulation isn t just for children

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 and Life Expectancy Dr. Grossarth-Maticek's Longitudinal Experiment Regulation webinar. 5

6 Self-Regulation What are children learning about self-regulation these days? Tila Tequila Yeah, Yeah We Hear What You Are Saying. Now What? What is the Goal? Self Regulation Age External Regulation Age Regulation webinar. 6

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

Level of Care Model At Risk Prevention & Management Self-Regulation Training Framework Cognitive Behavioral Psychology Provides Evidence Base Self Regulation Strategies Physical, Emotional, Cognitive

7 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 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 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 Regulation webinar. 7

8 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 Assumptions of the Self-Regulation Framework Children 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). 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. Regulation webinar. 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?

9 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 Regulation webinar. 9

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

position Breathing Relaxation Distraction Biofeedback Take advantage of imagination and visualization suggestion, association One of the first steps in diffusing

10 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 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 2010 Chapin Psychological Services, LLC Regulation webinar. 10

11 Children who do not regulate well have difficulty calming down physically when they are upset. Melting Freeze 2010 Chapin Psychological Services, LLC Cooling the Flame 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 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 Regulation webinar. 11

12 Physical Regulation Skill-Training 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 You Can t Make Me Laugh Children struggling with self-regulation often do not understand the power they have over their own emotions Chapin Psychological Services, LLC Regulation webinar. 12

Free Emotional Expression Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways 2010 Chapin Psychological Services, LLC The Challenge

13 Free Emotional Expression Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways 2010 Chapin Psychological Services, LLC The Challenge Software Program Video Healthy Maybe she didn t see me. It s really not that big of a deal. I will get to where I m going. Conflict Resolved in a Game Unhealthy I can t stand this. I ll get even. People shouldn t do that. I have to teach her a lesson. 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 Defiance Trap 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 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. The Domino Effect Jimmy 8 years-old ADHD diagnosis Developmental delays Cognitive deficits Behaviors at school and at home Anger outbursts Assessment/Progress Monitoring Behaviors 1 st Strategy Response Outcome To Address Rating Used Rating (1 10) (1 10) Physical Recognizes physical Does not recognize 1 My Warning Name warning 7 signs signs Signs signs and triggers 75% of the time Uses healthy Has no calming skills. 1 Cooling the Uses skills 80% of 8 calming strategies Wants to sleep after Flame the time successfully outbursts My Safe Place Emotional Identifies feelings Reports all emotions as 2 Feelings Clip Art Names feelings 9 anger or frustration accurately 90% of the time Recognizes Blames others for his 1 You Can t Make Understands his 10 responsibility and emotional responses me Laugh emotions are his ability to change to control Challenge Software Expresses Emotions Hits, Yells, Pushes, 1 Free Emotional Draws his feelings 8 in healthy ways Throws things Expression out on paper Poor social skills Cognitive Replaces Unhealthy thoughts with healthy beliefs Struggles with consistent beliefs about himself and others 1 Uses Cognitive strategies to problem solve No healthy cognitive strategies 1 Strengths: Can be helpful, likes computers Barriers: Developmental delays, family involvement Regulation webinar. 14

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

15 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 Collaborative Information Psych Challenge Blog Brad.chapin@cpschallenge.com Facebook search Challenge Software Twitter id = chapin55 Book Helping Young People Learn Self-Regulation By Brad Chapin LCP, LMLP & Matthew Penner, LMSW Available at brad.chapin@cpschallenge.com Developmental Resources Proudly Presents Please Ask Questions Via Chat!! Presented by: Brad Chapin MS, LCP, LMLP Regulation webinar. 15

16 AVAILABLE BY Brad Chapin, MS, LCP, LMLP Regulation webinar. 16

Attribution Cognitive Flexibility Depression Emotional Control Executive Function Impulse Control Learned Helplessness Locus of Control

17 Section 1 Introduction Diagram of Self-regulation Training Philosophy Evidence Base Cognitive-behavioral Psychology Strategies Target Self-Regulation 3 Regulation Skill Domains Physical, Emotional, Cognitive 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 YouthLight, Inc. l 7

18 My Warning Signs Worksheet Common Warning signs 1. Upset stomach Draw Yourself Here 2. Headache 3. Clinched fists 4. Loud voice 5. Red face 6. Restless, fidgety, twitchy 7. Heart beating faster or louder How I Calm down when these changes happen: YouthLight, Inc. l 27

19 Melting Freeze Worksheet Pretend that 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. 24 l YouthLight, Inc.

20 Worksheet Version 1 Cooling the Flame YouthLight, Inc. l 21

21 Worksheet Domino Effect Let s look at how you can control the outcome. Activating Event End Result (Negative) Decision points (interventions) Positive Pro-active Ending 70 l YouthLight, Inc.

Worksheet Defiance Trap First, draw yourself in the trap below. Next, list the Freedoms or Privileges you would like to earn: 1.

22 Worksheet Defiance Trap First, draw yourself in the trap below. Next, list the Freedoms or Privileges you would like to earn: Write in thoughts or rule-breaking behaviors that are keeping you from reaching your goals: l YouthLight, Inc.

23 Free Healthy Expression Worksheet What are some things you are interested in? Healthy ways I can Express my: ANGER 1. Talk with someone about it SADNESS 1. Talk with someone about it FEAR/WORRY 1. Talk with someone about it HAPPINESS 1. Share it with someone YouthLight, Inc. l 55

You Can t Make Me Laugh Worksheet Take turns using funny

24 You Can t Make Me Laugh Worksheet 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. No touching or invading personal space during this game 2. Keep words and actions appropriate 3. Have fun! Strategies used: YouthLight, Inc. l 39

25 Appendix B Assessment/Progress Monitoring Tool Rate each on a scale of 1 to 10 with 10 being well-developed. Behaviors To Address 1st Rating (1-10) Strategy Used (See Matrix) Response Outcome Rating (1-10) PHYSICAL Recognizes physical signs Uses healthy calming strategies successfully EMOTIONAL Identifies feelings Recognizes responsibility and ability to change Expresses Emotions in healthy ways COGNITIVE Replaces Unhealthy thoughts with healthy beliefs Uses Cognitive strategies to problem-solve STRENGTHS: BARRIERS: YouthLight, Inc. l 101

AccuTrain Corporation. May be reproduced by attendees of Teen Self Regulation webinar. 1

AccuTrain Corporation. May be reproduced by attendees of Teen Self Regulation webinar. 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