Self-Regulation for Faculty and Students

Understanding the mechanics of the stress/energy system

Brenda Smith-Chant November 2015

Self-Regulationo System to manage energy resourceso Calorieso Physical movementso Attention & Perceptiono Motivationo Goal attainment

Over 447 different definitions of ‘self-regulation’

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Important! How does the system know where and how to use energy resources?

ENERGY NEED = STRESS

o Stress causes tension that tells the body where to expend energy—aka self-regulation

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Berman, Green, & Shanker (2015)

Identified 5 domains of self-regulation1.Physiological: Environmental stressors (e.g., visual, auditory, tactile)

2.Emotional: Strong positive as well as negative emotions

3.Cognitive: Thinking, planning, problem solving

4.Social: Co-regulation, using others to self-regulate

5.Prosocial: development of empathy, dealing with others’ stress

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Our stress systemo Very primitive systemo Evolved to protect from harm, deal with lions/tigers/bears, times of low/high food, cold/heat, etc.o Part of a very early brain system…

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Neuroception

“Reptilian brain” responds to “alarm signals” from mammalian (limbic system)

Hierarchy of stress response:o Social Engagement (really)o Fight-or-flight o Freeze

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8Neal Halfon

04-212

SoundVisionSmell

TouchProprioceptionTaste

What is Self-Regulation?

How effectively and efficiently a person deals with stress and then recovers

• Brain responds to stress with processes that consume energy• Followed by restorative processes to recover from energy expenditure

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PSNPSN SNSSNS

Tropotrophic/Ergotropic Shift

(Porges) Tropotrophic: Energy is directed at internal states (PSN)

• Metabolism• Cellular repair• Immune system• Body temperature

Ergotropic: energy is directed at external stimuli (SNS)• Threats• targets

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Under prolonged stresso Allostatic Load Conditions

o Body cues to prepare for prolonged negative conditions

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Allostatic Load Conditions

• sudden transitions between energy states • prolonged over-activation of SNS and/or PNS• inappropriate activation of SNS or PNS (i.e., in situations not warranting a heightened stress response)• diminished ability to return to baseline after activation of the stress response

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Effects of Allostatic Load

• Disrupts learning (hippocampus; HPA pathway)• Person becomes chronically hypoaroused or hyperaroused• Finds it difficult to stay focused and alert• Poor interception/exteroception

• Tendency to see things as more threatening/negative

• Heightened impulsivity or numbing

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Why does this matter? Students: More stressed

o TDSB surveyed high school studentso 75% reported symptoms associated with allostatic load

Post-secondary◦ Georgian Brown College: 35% of drop-outs are A students◦ Trent: Period of greatest drop-out for 1st year◦ Procrastination: 90% report◦ Irritable/negative/confrontational/over-sensitive behaviour

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Self-reg strategy1. REFRAME BEHAVIOUR: Distinguish between misbehavior

and stressed behaviour

2. IDENTIFY STRESSORS: Consider stressors can occur in all 5 domains (bio, emotional, cognitive, social, prosocial)

3. REDUCE STRESSORS: Calming

4. REFLECT: Look for impact, adjustment, share

5. RESPOND: Acknowledge

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Student & Faculty Stressors at Trent

Biological◦ Visual, auditory, tactile, smell, taste◦ Sleep, eating, environmental

Identify, share

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Student & Faculty Stressors at TrentEmotional Stressors

◦ Strong positive or negative emotions

Identify, share

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Student & Faculty Stressors at Trent

Cognitive ◦ Demands to plan, think, strategic thinking

Identify, share

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Student & Faculty Stressors at Trent

Social◦ Co-regulation stessors◦ Impact of the need to regulate others or use others

to regulate self

Identify, share

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Student & Faculty Stressors at Trent

Prosocial◦ Empathy, social pressures

Identify, share

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Self-Rego Brenda is the new ‘Director of Research’ with the Self-Regulation Instituteo Sister to: The MEHRIT Centre (www.self-reg.ca )o Materialso Online courses

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