Presentation on theme: "Self-regulation Training in 3 Steps"— Presentation transcript:
1 Self-regulation Training in 3 Steps Do More with Less:Self-regulation Training in 3 StepsBrad Chapin MS, LCP, LMLP
2 Why is He so Excited? Collaboration It’s all driving toward: Helping us get the most out of our effortsHelping all of the children in our community reach their full potential
3 Overview The Need for a Framework Why Self-regulation = Success? Self-regulation Skill-training
4 Framework Essentials Broad Flexible Fundamental Simple & Easy to implementMakes senseSolid empirical foundationEfficientEffective
5 Goals of a Consistent Framework ConsistencyContinuityCommon LanguageImproved Coordination of ServicesGives a way to evaluate and introduce New toolsEfficiency – Doing More with LessHelpful from Assessment through InterventionImproved Outcomes
6 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
7 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?
8 The answers to All 3 questions include Self-regulation Beg for Applause here.If nothing but crickets chirping, KEEP MOVING!
9 Self-Regulation… What’s He Talking About Anyway? Very, Very Broad InterpretationSelf-controlSelf-efficacyResponsibility & AccountabilityHomeostasisAppropriate RespondingModerating BehaviorEffortful control – Proactive vs. Reactive
10 Working definitions of Self-regulation Learning to regulate one’s own Physical, Emotional, and Cognitive processes in healthy, pro-active ways to be successful across several domains of lifeHealthy, adaptive and “appropriate” responding to internal and external events
11 Self-regulation is Directly related to Success in many areas including: LearningAcademic PerformanceSocial InteractionOverall HealthSafetyDevelopmental IssuesIn short…. Self-regulation = SuccessPoor Self-Regulation is also related, but in a negative way.
12 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 ExtremesExtreme thoughtsExtreme behaviors
13 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),
14 NEWS FLASH! Self-regulation isn’t just for children with special needs
15 Self-regulation and Life Expectancy Dr. Grossarth-Maticek's Longitudinal Experiment
16 What is the Goal?Self-RegulationAgeExternalRegulationAge
17 Integrating Our Efforts to Promote Self-regulation: A Common Message The Opportunities for sharing a common framework are all around usMental health in schoolsRTI and MTSSEffective Classroom ManagementPositive Behavior SupportsCross-trainingPartnerships between organizationsHealth Care Reform
18 Drawing Parallels & finding the Golden Thread: What Can Work at All Levels? Level ofCare ModelAt RiskPrevention& Management
20 Assumptions of the Self-regulation Framework Children will do well if they can (Green & Ablon, 2006).
21 Assumptions of the Self-regulation Framework 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).
22 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.
23 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?
24 Three Functional Categories of Self-regulation Skill Training PhysicalEmotionalCognitive
25 What is Physical Regulation? When the Physical response is triggered (Fight/Flight/Freeze):Lower Brain is in commandHigher thinking not engagedBody is ready for actionPerformance requiring thought is compromisedLearning is decreasedProblem-solving is decreasedYelling, screaming, pushing, hitting, kicking, biting, throwing things, spitting, “shutting down”, etc.People can get hurt
26 Physical Regulation Skill-training Goals of Physical Strategies:Moderate the Fight/Flight/Shut-down ; Autonomic systemMove back “up” from the brain-stemReturn body to baselinePromote a Feeling a Safety and SecurityPhysical Strategies include:Repetitive movementsStretchingChange of physical positionBreathingRelaxationDistractionBiofeedbackCan take advantage of Imagination and Visualization – Suggestion, Association
30 Physical Regulation Skill-Training Do:Remove StimulationPractice and PreventionReduce StressGive SpaceCalming ExercisesRhythmic Repetitive Movements and StretchingDo Not:Try to teachArgueLectureTry to WinProve a point
31 What is Emotional Regulation? Goals of Emotional Strategies:Accurately identify emotions; our own and those of othersOwn and accept responsibility for our feelingsExpress feelings in healthy, appropriate waysEmotional Strategies Include:Identification and LabelingExpression trainingResponsibility for feelings
34 What is Cognitive Regulation? Goals of Cognitive regulation:Problem-solving skillsIncorporate Psychological Needs/MotivesEngaging higher cortical areas of the brainPlanning and organization skillsInsight and UnderstandingForming healthy beliefs about ourselves and the world around usCognitive Strategies include:Specific training to problem areasInsight-oriented teaching to promote understandingLearning about his/her own patterns of behavior
36 The Domino EffectThose 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
37 Jimmy 8 years old ADHD Diagnosis Developmental delays Cognitive DeficitsBehaviors at school and at homeAnger OutburstsPoor Social Skills
38 ChallengeCan you think of any situations you have struggled with that don’t involve Self-Regulation in some way?
39 Getting a Good StartEvaluate and Organize your favorite interventions/activities into:PhysicalEmotionalCognitiveSpeak the LanguageDuring AssessmentDuring Discussion of Problem AreasDuring Intervention SelectionDuring Implementation
40 Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area
41 Collaborative Information Psych Challenge BlogFacebook – search Challenge SoftwareTwitter id = chapin55Book – “Helping Young People Learn Self-regulation”By Brad Chapin LCP, LMLP & Matthew Penner, LMSWWill be available at in December, 2011ThankYou