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Brad Chapin MS, LCP, LMLP. Why is He so Excited?Why is He so Excited?  Collaboration  It’s all driving toward:  Helping us get the most out of our.

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Presentation on theme: "Brad Chapin MS, LCP, LMLP. Why is He so Excited?Why is He so Excited?  Collaboration  It’s all driving toward:  Helping us get the most out of our."— Presentation transcript:

1 Brad Chapin MS, LCP, LMLP

2 Why is He so Excited?Why is He so Excited?  Collaboration  It’s all driving toward:  Helping us get the most out of our efforts  Helping 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 EssentialsFramework Essentials  Broad  Flexible  Fundamental  Simple & Easy to implement  Makes sense  Solid empirical foundation  Efficient  Effective

5 Goals of a Consistent FrameworkGoals 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

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 Interpretation  Self-control  Self-efficacy  Responsibility & Accountability  Homeostasis  Appropriate Responding  Moderating Behavior  Effortful control – Proactive vs. Reactive

10 Working definitions of Self-regulationWorking 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 life  Healthy, adaptive and “appropriate” responding to internal and external events

11 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.

12 A Moment on Safety & Self-regulationA 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

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), 939-944.

14 NEWS FLASH!NEWS FLASH!  Self-regulation isn’t just for children with special needs  Self-regulation isn’t just for children

15 Self-regulation and Life Expectancy  Dr. Grossarth-Maticek's Longitudinal Experiment 

16 What is the Goal?What is the Goal? Age Self-Regulation External Regulation Age

17 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  Health Care Reform

18 Drawing Parallels & finding the Golden Thread: What Can Work at All Levels? At Risk Prevention & Management Level of Care Model

19 Cognitive-behavioral Psychology Provides Evidence Base Self-Regulation Strategies Physical, Emotional, Cognitive Regulation Skill Domains Self-regulation Training Framework Academic PerformanceEmotional ControlMotivation Aggression/ViolenceExecutive FunctionSchool Safety AngerImpulse ControlSelf-efficacy AnxietyLearned HelplessnessSelf-esteem AttentionLocus of ControlSocial Interaction AttributionLongevitySuccess Cognitive FlexibilityHappinessTrauma DepressionOppositional DefianceWell-being © 2010 Chapin Psychological Services, LLC

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  Physical  Emotional  Cognitive

25 What is Physical Regulation?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 

26 Physical Regulation Skill-trainingPhysical 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 Strategies include:  Repetitive movements  Stretching  Change of physical position  Breathing  Relaxation  Distraction  Biofeedback  Can take advantage of Imagination and Visualization – Suggestion, Association

27  One of the first steps in diffusing emotional upset is successful recognition of the physical changes that take place in the body. © 2010 Chapin Psychological Services, LLC

28  Children who do not regulate well have difficulty calming down physically when they are upset. © 2010 Chapin Psychological Services, LLC

29  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. © 2010 Chapin Psychological Services, LLC

30 Physical Regulation Skill-TrainingPhysical Regulation Skill-Training  Do:  Remove Stimulation  Practice and Prevention  Reduce Stress  Give Space  Calming Exercises  Rhythmic Repetitive Movements and Stretching  Do Not:  Try to teach  Argue  Lecture  Try to Win  Prove a point

31 What is Emotional Regulation?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

32  Children struggling with self- regulation often do not understand the power they have over their own emotions. © 2010 Chapin Psychological Services, LLC

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

34 What is Cognitive Regulation?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

35  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. © 2010 Chapin Psychological Services, LLC

36  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

37 Jimmy  8 years old  ADHD Diagnosis  Developmental delays  Cognitive Deficits  Behaviors at school and at home  Anger Outbursts  Poor Social Skills

38 Challenge  Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?

39 Getting a Good StartGetting 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

40 Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area 

41 Collaborative InformationCollaborative Information  Psych Challenge Blog   Email   Facebook – search Challenge Software  Twitter id = chapin55  Book – “Helping Young People Learn Self-regulation”  By Brad Chapin LCP, LMLP & Matthew Penner, LMSW  Will be available at in December,

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