Brad Chapin MS, LCP, LMLP
Do More with Less:Self-regulation Training in 3
Steps
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
Overview
The Need for a Framework
Why Self-regulation = Success?
Self-regulation Skill-training
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
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
Beg for Applause here.If nothing but crickets chirping, KEEP MOVING!
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
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 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
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.
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
http://www.attitudefactor.com/srexper.htm
What is the Goal?
Age
Self-Regulation
ExternalRegulation
Age
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
Drawing Parallels & finding the Golden Thread:What Can Work at All Levels?
At Risk
Prevention& Management
Level of Care Model
Cognitive-behavioral Psychology
Provides Evidence Base
Self-RegulationStrategies
Physical, Emotional, CognitiveRegulation Skill Domains
Self-regulation Training Framework
Academic Performance Emotional Control MotivationAggression/Violence Executive Function School SafetyAnger Impulse Control Self-efficacyAnxiety Learned Helplessness Self-esteemAttention Locus of Control Social InteractionAttribution Longevity SuccessCognitive Flexibility Happiness TraumaDepression Oppositional Defiance Well-being
© 2010 Chapin Psychological Services, LLC
Assumptions of the Self-regulation Framework
Children will do well if they can (Green & Ablon, 2006).
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).
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.
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
http://www.youtube.com/watch?v=trPuXkbTpok
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 Strategies include:
Repetitive movements
Stretching
Change of physical position
Breathing
Relaxation
Distraction
Biofeedback
Can 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 SignsMy Warning Signs
Common Warning signs Draw Yourself Here
1. Upset stomach
2. Headache
3. Clinched fists
4. Loud voice
5. Red face
6. Restless, fidgety, twitchy
7. Heart beating faster or louder
8. ___________________________
9. ___________________________
10. ___________________________
How I Calm down when these changes happen:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
© 2010 Chapin Psychological Services, LLC
Children who do not regulate well have difficulty calming down physically when they are upset.
Melting FreezeMelting Freeze Worksheet
“Pretend 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.”
© 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.
Cooling the Flame Worksheet – Version 1
© 2010 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
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.
You Can’t Make Me Laugh
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:
1. _____________________________________________________ 2. _____________________________________________________ 3. _____________________________________________________
© 2010 Chapin Psychological Services, LLC
Free Emotional Expression
Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways
Free Healthy Expression Worksheet
What are some things you are interested in?
1. _______________________________ 2. _______________________________ 3. _______________________________ 4. _______________________________
Healthy ways I can Express my:
Anger
1. Talk with someone about it 2. __________________________________________ 3. __________________________________________
Sadness
1. Talk with someone about it 2. __________________________________________ 3. __________________________________________
Fear/Worry
1. Talk with someone about it 2. __________________________________________ 3. __________________________________________
Happiness
1. Share it with someone 2. __________________________________________
__________________________________________
© 2010 Chapin Psychological Services, LLC
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
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
Defiance TrapDefiance Trap Worksheet
First, draw yourself in the trap below.
Next, list the Freedoms or Privileges you would like to earn:
1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________
Write in thoughts or rule-breaking behaviors that are keeping you from reaching your goals:
1. ____________________________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________________________
The Domino Effect 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
Domino Effect Worksheet
Let’s look at how you can control the outcome.
Decision points (interventions)
1.
2.
3.
4.
Activating Event End Result (Negative)
Positive Pro-active Ending
Jimmy
8 years old
ADHD Diagnosis
Developmental delays
Cognitive Deficits
Behaviors at school and at home
Anger Outbursts
Poor Social Skills
Assessment
Behaviors To Address
1st Rating (1-10)
Strategy Used
Response Outcome Rating (1-10)
Physical
Recognizes physical signs
Does not recognize signs
1 My Warning Signs
Name warning signs and triggers 75% of the time
7
Uses healthy calming strategies
successfully
Has no calming skills. Wants to sleep after
outbursts
1 Cooling the Flame
My Safe Place
Uses skills 80% of the time
8
Emotional Identifies feelings Reports all emotions as
anger or frustration 2 Feelings Clip Art Names feelings
accurately 90% of the time
9
Recognizes responsibility and ability to change
Blames others for his emotional responses
1 You Can’t Make me Laugh
Challenge Software
Understands his emotions are his
to control
10
Expresses Emotions in healthy ways
Hits, Yells, Pushes, Throws things
1 Free Emotional Expression
Draws his feelings out on paper
8
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
Challenge
Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?
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
Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area
Collaborative Information
Psych Challenge Blog
http://psychchallenge.blogspot.com
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 www.youthlight.com in December, 2011
www.cpschallenge.com [email protected]
Thank
You