Self-Regulation: Moving From Chaos to Calm · • Conscious Discipline Brain State Model:...

Self-Regulation: Moving From Chaos to Calm

Presented by Vicky Hepler Conscious Discipline Master

Instructor

Presented by Vicky Hepler, Conscious Discipline Master Instructor

©2018 Loving Guidance, Inc. All rights reserved. 1-800-842-2846 www.ConsciousDiscipline.com

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• Conscious Discipline Brain State Model: Understanding that state dictates behavior. • Adult Composure: Using the skill of Active Calming. • Teaching children breathing techniques to change upset to calm. • Using the language of empathy to change an upset state to a calm state. • Creating visual routines for teaching calming strategies. • Meaningful connections literally wire the brain for impulse control and willingness. • Using visual routines to reduce chaos.

TraditionalDiscipline ConsciousDiscipline®

External Model: Stimulus-response-paradigm

Internal Model: Stimulus-pause-response

It is possible to control others through environmental manipulations.

Controlling and changing ourselves is possible and has a profound impact on others.

Rules govern behavior: Rewards and consequences are the foundations for

changing behavior.

Connectedness governs behavior: Relationships are the foundation for change and govern willingness.

Avoid conflict; it is a disruption to the learning process. Conflict is a missing social or emotional skills and creates opportunity to teach life skills.

Experiencing the Brain Smart® Start CHECK IN

Energy Level Focus Level 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

COMMITMENT Our group commitment is to S.T.A.R. when the

world is not going our way: Smile (or Stop), Take a breath, And Relax.

Signature: _______________________________________ Individual Commitment: Today I am going to:

_____________________________________

Signature: _____________________________

Brain Smart© Building Codes for Success

Moving from Chaos to Calm



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Self-Regulation and the Brain State Dictates Perception, Perception Dictates Intent/Action

INTENT TRIGGER SKILLS



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Active Calming Using the “Power” of the Pause

S.T.A.R. (3 X - exhale longer) ‣Smile ‣Take a deep breath ‣And ‣Relax

I’m safe. Keep breathing. I can handle this. Wish Well ‣Become the inner state you hope the child will achieve.

SMILE – Turns off the alarm so that all areas of the brain stay open. Just push the corners of the mouth up. That’s all it takes. TAKE A DEEP BREATH – Brings fresh oxygen into the body. Oxygen is brain food. AND RELAX – By relaxing your muscles, you’re able to further turn off the fight, flight, or surrender response. It helps to keep the executive state open and functioning so that you can problem solve.

Download Breathing Icons at: www.consciousdiscipline.com Tab: Free Resources: Self-Regulation Icons

Teaching "Active Calming,” Creating safe classrooms require an adult who uses the skill of active calming, responding rather than reacting to life’s events. “When we are not conscious of our actions, we can become reactive rather than proactive. The stimulus equals an automatic reaction. Putting the PAUSE between the stimulus and the response is at the core of Conscious Discipline®” (Bailey, 2014)



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Attachment and Self-Regulation

DESCRIBE: “Your arm went like this.” Describe and mirror the emotional signals the child’s body and face are providing. Notice without judgment. When child looks in your direction, take a deep calming breath to cut the intensity of the moment. NAME: Name the feeling being communicated. “You seem angry.” Name the feeling using your best educated guess. ACKNOWLEDGE: End the process by acknowledging the child’s positive intent and desire. “You wanted _____” or “You were hoping_____.” Attribute positive intent so that we see the best in others and they remain in the higher centers of the brain.

Quality of Response: D.N.A. (Describe, Name, Acknowledge)

The DNA process enables us to deal with the emotional state first and the behavior second



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Notes:

Self-Regulation: Moving From Chaos to Calm · • Conscious Discipline Brain State Model:...

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