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Self-Regulation Strategies

Self-Regulation Strategies. Terri Cooper SEDNET Region 13 Cooper_s1@hcsb.k12.fl.us NCTHS ESE Professional Development 10-7/8- 14. Today’s Objectives. Define Regulation/ Dysregulation Explore causes of Dysregulation Discuss strategies to help students develop Self-Regulation.

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Self-Regulation Strategies

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  1. Self-Regulation Strategies Terri Cooper SEDNET Region 13 Cooper_s1@hcsb.k12.fl.us NCTHS ESE Professional Development 10-7/8-14

  2. Today’s Objectives • Define Regulation/Dysregulation • Explore causes of Dysregulation • Discuss strategies to help students develop Self-Regulation

  3. Essential Question What kind of outcomes can I expect after teaching my students Self-Regulation Skills?

  4. What is Self-Regulation ? • The ability to manage and tolerate stress • Regulated students….. • Participate in class • Follow directions • Ignore distractions • Make positive choices • Accept corrections

  5. What is Dysregulation ? • The inability to tolerate stress • Dysregulated students… • Can be impulsive • Can be argumentative • Can be withdrawn • Can be noncompliant • Can have emotional outbursts

  6. What Causes Stress for Adults ? • Physical threats • Co-Workers • Big crowds • Deadlines • Lost keys • Holidays • Relationships • Health • Bills • Losing a job • Crime • Teenagers • Being late to work • Mental health • Death of a loved one • Natural disasters • Foreclosure • Paying for college • Traffic • Technology

  7. What Causes Stress for Students? • Hunger • Learning disabilities • Abuse • Bullying • Peer Pressure • Lack of sleep • Health • Relationships • Mental health • Teachers • Parents • Tests • Homework • Chronic chaos at home • Physical threats • Neglect • Academic problems • Exposure to violence • Social isolation

  8. “One out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior.” The National Child Traumatic Stress Network(NCTSN)

  9. Regulated Student Dysregulated Student Stimulus Stimulus Time and Space Response Time and Space Response

  10. Bad Decisions

  11. Is It OK To Be Angry ? • Sure !!!!! • Anger is a natural, healthy human emotion

  12. Anger is not O.K. when…. • It’s too frequent • It’s too intense • It lasts too long • It’s destructive • It hurts • It disrupts the learning environment

  13. It’s O.K. to be Angry, but…. • Students need to learn appropriate ways to express anger (self-regulate) • We need to…. • Help students identify the causes of their anger • Anticipate situations that might trigger anger • Identify regulation strategies that will help students stay calm • TEACH, TEACH, TEACHregulation strategies

  14. Self-Regulation Strategies Teaching self-regulation is a two step process that has to be done simultaneously • Eliminate unproductive responses to stress • These may be very entrenched patterns of behavior (“go to” behaviors) • TEACH productive replacement behaviors • Persistent • Research says that it takes 21 days of repetition to learn a new behavior • Be Proactive

  15. TEACH TEACH TEACH Feel better for a long time Positive Coping Strategies Persistent Proactive Stress You feel _____ Negative coping Strategies Feel better for a short time ELIMINATE

  16. “It’s impossible to teach a child to swim in stormy seas.” anonymous

  17. The Top 10 Ways to Teach Self-Regulation List • Most will work for most of the students most of the time • Not all will work for all students all of the time • NONE will work for any of the students if we don’t PRACTICE, PRACTICE, PRACTICE, PRACTICE

  18. “If all you have is a hammer, everything looks like a nail.” Abraham Maslow

  19. #10. Help Students Recognize Dysregulation • Recognize Events that create Dysregulation • Frustration with school work? • Peer/Social interactions? • Recognize Physical Changes • Heart pounding/Breathing faster • Face may feel hot and turn red • Muscles become tight and tense • Angry Face • Clinched teeth and fists

  20. #9. Deep Breathing • Gets oxygen to the brain • Decreases the amount of adrenalin that’s being produced • Engages the Relaxation Response

  21. Stress vs. Relaxation Responses The stress response and relaxation response are exact opposites Relaxation Response Stress Response • Heart rate increases • Blood pressure rises • Quick Breathing • Tense Muscles • Automatic • Heart rate decreases • Blood pressure decreases • Breathing slows • Muscles Relax • Intentional Sympathetic Nervous System Parasympathetic Nervous System

  22. #8. Count to Something “When angry count to ten before you speak; if very angry, one hundred.” Horace (65-8 BC)

  23. #7. Positive Self-Talk • Words are POWERFUL !! • Helps decrease feelings of anger • Improves… • self-concept • attitude • behavior • achievement • Kill the ANTs

  24. What are ANT(s) ? Automatic Negative Talk http://ahha.org/articles.asp?Id=100

  25. Examples of Positive Self-Talk • Take 3 deep breaths. • Be happy. • I can do this. • Stay calm. • It was an accident. • I can ask for help. • Everyone makes mistakes.

  26. #6. Relaxation • Progressive Muscle Relaxation • A stress reduction technique that reduces tension and stress • A strategy that involves the tightening and releasing of major muscle groups • Developed by Dr. Edmund Jacobson in the 1920s

  27. # 5. Calming Videos/Music • http://behaviordoctor.org/material-download/ • Music at 60 beats per minute • Gary Lamb • The rate your heart beats when relaxed • Reduces stress and anxiety • Nature video

  28. #4. Change the Environment A Fritz Redl Concept For more info on Fritz Redl https://www.youtube.com/watch?v=EG5b7vEujXY • “Antiseptic Bounce” • Allows the student to calm down, move, avoid embarrassment • Volcano Pass • Allows the studentto safely “blow it” within pre-determined guidelines

  29. #4. Change the Environment • Create a “Calming Area” • Soothing colors • Bean Bag chair • Rocking chair • Stuffed animals • Fidget Tools • Calming music • Relaxing pictures

  30. #3. Rating Scales • The Zones of Regulation by Leah Kuypers • www.socialthinking.com • The Incredible 5 Point Scaleby Kari Dunn Buron

  31. #2. Physical Activity • An outlet for emotions • Changes brain chemistry • Feel happier • Feel more relaxed • Brain Gym • Boogie Breaks

  32. How are children like wet cement?

  33. Children are like wet cement. What ever falls on them leaves an impression. HaimGinott

  34. #1. Be a Role Model Show them what you do. • Stay calm • Think Aloud • Take deep breaths • Use Positive Self-Talk • Use “I” statements

  35. It is easier to build strong children than to repair broken men. Frederick Douglass

  36. More Resources • Google these Articles …… • The Powerful Impact of Stressby Victoria Tennant • Helping Children Learn to Regulate Their Emotions by Carolyn Webster-Stratton • http://prakovic.wikispaces.com/Emotion+Thermometer • How to Begin Handling Your Self Talk by Larry Iverson

  37. Essential Question What kind of outcomes can I expect after teaching Self-Regulation Skills?

  38. Thank You for your Participation Terri Cooper Cooper_s1@hcsb.k12.flus (352)797-7022 ext.213 www.sednetfl.info The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

  39. References • (n.d.). Retrieved from angermgttips.com • Anger and self-talk. www.athealth.com • Mills, Ph.D., H., Ross, Ph.D., N. & Dombeck, Ph.D., M. (2008, June 30). Progressive muscle relaxation for stress reduction. : www.mentalhelp.net • Ito, C. (n.d.). Behavior influence techniques. : www.ttac.odu.edu • www.musicintheclassroom.com • Anger management: 10 tips to tame your temper. www.mayoclinic.com • braingym.org • Forbes, H., & Post, B. B. (2010). Beyond consequences, logic, and control. Boulder, Co: Beyond Consequences Institute. • Shapiro, L., Pelta-Heller, Z., & Greenwald, A. F. (2008). I'm not bad, I’m just mad. Oakland, Ca: Instant Help Books. • http://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Resource%20Guide/SelfRegulationTipsandStrategies.pdf • Posen, D. (2012). The little book of stress relief. Buffalo, New York: Firefly Books, Inc. • Tennant, V. (n.d.). The powerful impact of stress. New Horizons for Learning, Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/Keeping Fit for Learning/stress.html • http://prakovic.wikispaces.com

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