The How To’s Yukon Education: Student Support Services Self Regulation.
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Transcript of The How To’s Yukon Education: Student Support Services Self Regulation.
The How To’s
Yukon Education: Student Support Services
Self Regulation
What do we mean by self-regulation?
2
http://youtu.be/QDlN_9fSAis
1.To wake up in the morning, I …
2.When I have to listen at the staff meeting, I …
3.When I need to concentrate, the environment includes…
4. What I like best about my home…
5. When I am feeling stressed out I tend to __________ to help me feel better
Personal Sensory Tools
Yukon Context
We live in a northern harsh climate
Resiliency—darkness (hibernation) and re-emergence
Intergenerational Trauma – black and white thinking; “for” or “against” – look for nuance
We do same (must be in class)
Can’t force but must guide energy (empty arbitrary requests)
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Definition
“Self-regulation is the ability to manage your own energy states, emotions, behaviours and attention, in ways that are socially acceptable and help achieve positive goals, such as maintaining good relationships, learning and maintaining wellbeing.”
Stuart Shanker
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Definition
Recent studies show that children have far too much stress in their lives, because of biological, social, psychological, and/or environmental reasons
How a child responds to a stressor and recovers from the effort
In order to regulate we need to change intensity of stimuli (environment or adult)
Gives lens for understanding child and it empowers the child
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Self Regulation
Recognizing and managing arousal levels Executive functioning: inhibit impulses and
attention Children acquire the ability to self regulate by
first being regulated A newborn has no capacity to self regulate Some kids will need more external regulation
from school due to an inability to internalize regulation techniques
To Co-regulate- we need to be regulated ourselves as well, have relationships + Right Strategy
Self Regulation
All behaviors are regulatory in nature Some impede with social interactions or learning
Arousal levels are adjusted to meet task demands emotions, behaviors, and attention
Everyone has different baselines of arousal & are affected by different stressors and stimuli (two children might expend very different amounts of energy in order to engage in the same activity) Different levels of energy expended to engage in a similar
activity
Energy expended depletes our resources which affects the attention span and ability to keep up with a lesson May lead to anger, withdrawal and/or anxiety
Continuum of Arousal
Range of Optimal
Self-Regulation
CalmCommunicati
veLearning
Hypoactive State
Hyperactive Stateup-
regulatingdown-regulating
GOAL: To Recognize + Manage Arousal
Self Regulation
A child with good self regulation knows:Step 1: What it looks like to be calmly focused and alert in each domain
Breathing/MINDUP
Step 2: How to recognize stressors and how to return to the optimal state of regulation
How do children learn?
Observation: modeling
Collaborative practice: Doing it together
Supported practice:Doing it with guidance
Independent practice
Continuum of support
NEED TO DOWN-REGULATE FOR LEARNINGAdult regulation of environment
Turn down lights, create quiet & calm Adult co-regulation
Modeling down-regulating, doing together Adult support
Reminders, guidance Check-in support
Prompts for self-reflection, make connections, plans
FOCUS ON BIOLOGICAL DOMAIN
5 DOMAINS OF SELF-REGULATION
5 DomainsWhat does Calmly Focused look like?
Biological
Emotion Cognitive
Social Pro-social
Health
Nutrition
Sleep
Exercise
Sensory inputs
Modulate emotions
Sustain & switch attention
Appropriate task and language demands
Perspective
Impact of actions on others
Development of empathy:Doing the “right” thing
Self-Regulation along the 5 Domains:
1. Matching energy level to the demands of a task or situation.
2. Monitoring and managing emotions.
3. Focusing attention and ignore distractions.
4. Understanding and engaging in social interactions.
5. Connecting with and caring about others.
Baumeister & Vohs
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Biological Domain
Refers to activity or the level of energy in the human nervous system.
Levels of energy vary widely from person to person, situation to situation, and across the day.
Levels are influenced by individual personal sensory profile.
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Key Attributes of a Well Regulated Biological
Domain
Physical health.
Sufficient energy across the day; it is finite
Ability to recoup energy after taxing experiences.
Ability to follow healthy daily routines.
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INITIAL STRATEGIES FOR SCHOOLS AND TEACHING STAFF:
Behavioral Domain
IMPLEMENTING SELF-REGULATION
What does Calmly Focused look like?
Self Regulation - Biological Domain(adapted from Stuart Shanker)
Modulate the intensity of stimuli in order to engage & sustain the child’s attention
Reduce visual stimuli Reduce auditory
stimuli Create a safe place Create a class climate
Provide additional external tools and strategies to a student following a referral by the School-Based Team to an occupational therapist and other consultants.
Whole Class Individual
Reduce Visual Stimuli
Limit extraneous visual material on walls
Use natural lighting and lamps
Keep clutter to a minimum curtains over
shelves
Reduce Auditory Stimuli
Arrange your classroom so that noisemaking activities are in one area and quiet activities are in another
Tennis balls on legs of desks/chairs to reduce noise
Reduce unnecessary noises (fans, computers left on, door clacking, bell buzzer vs. music or chime)
Create a Safe Place
Set up a safe space for down-regulation tent pillow pile rocking chair Plants
Whole School Yoga , and active room
and others cheer on Have a “go to” person
for re-regulate (soothing); explicit teaching
Create a Regulated Class
Offer different seating options including yoga ball, cubby hole, standing up at desk, beanbag chair, exercise bike
Tools to Try Supporting our Learners Individual Needs
Enclosure, tent and curtains
The most common ways to maintain attention or refocus ourselves e.g. go for a run/walk, stretching, tapping feet, wiggling leg, position changes.
Back & forth, slow, rhythmical movement = calming
Up and down, fast, un-rhythmical movements = alerting
Movement Tools
Biological Strategies
Build in movement breaks: http://youtu.be/bJj6icP_mQ4: Be Smart Boogie Break
http://www.youtube.com/watch?v=rPvv5HqYc60: Adventure to Fitness
http://www.youtube.com/watch?v=2cNjAj_o0SI Cosmic kids yoga
Build in brain breaks:
http://www.youtube.com/watch?v=Zx9a7sxVeNM&feature=share&list=PLA9680D909A10CDEA slap hand math
http://youtu.be/3OM0pWnxnAA - Rock, paper, scissors
Movement Strategies
"Brain Break" sticks! Each popsicle stick has an activity on it (e.g. like spin 3x, jump rope, Macarena dance, jumping jacks, chair push-ups, seat swap, etc...}.
http://3rd-grade-thoughts.blogspot.com/
In the Classroom - Movement
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HOWEVER…
Motion activities may result in dysregulated state. Follow up with breathing or proprioceptive input
Motion combined with cognitive tasks may reduce dysregulation
Motion combined with deep pressure helps to organize and refocus Chair pushup Wall presses
Daily Practice Whole class
Language
Up-regulation
Down-regulation
Self-control games
Simon Says
Green light, red light
Freeze tag
Martial arts
Following directions, patterns, recipes
Peaceful music
Yoga
Bean-bag chair
Breathing
Reading
Dimmed lights
Movement Breaks
Exercise/boot camp
Brain Gym
Stimulation
Oral stimulationvolume and hydration stations
Tone of voice
Volumne
Pace
Rhythm
Words we use
Introducing the Language of Regulation
Ensure that self-regulation concepts are clearly understood by the students Use age-appropriate vocabulary that develops
a common understanding around self-regulation
Students need to understand the vocabulary terms before they can be expected to use them For example, what do the terms Calm or Excited mean for the age
group/developmental level you are working with? Match language length to comprehension level
Teach the words, model their use, BEFORE expecting the students to use these words
Introducing the Language of Regulation
What do you need vs. what are you doing?
Remember tone of voice and voice levels, pace and rhythm
2 Languages to teach:
Analyze body language: Increase body awareness
Increase emotional language
but WHERE do I start?
.
With yourself
in the BIOLOGICAL DOMAIN
Teacher Wellness
Self-care – helping ourselves first What pushes my buttons & why? Balance our lives– being self aware &
managing
Self-regulation Be aware of biological influences on your
functioning Regulate your biological domain Respond rather than react, being mindful
Contagion Effect Be aware of how the relationships are
affecting you Be aware of how you affect your students
as regulated adults better able to help students achieve optimal regulation
Regulated adults are better able to help kids achieve optimal regulation.
Wait…
How does this work with the social-emotional learning programs like Mind-Up and Zones of Regulation?
The short answer: All of these programs
help to improve self-regulation!
First Steps
Take care of self by recognizing on regulatory needs
Shift the environment: adaptations, visual/auditory stimuli
Self-regulation areas in classrooms (up and down regulated areas)
Scheduled movement and down regulated activities
Use of self-regulation language (what do you need?)
Mornings: integrate: food, sleep, talking circle, and yoga
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Websites
Canadian Self-Regulation Initiative (S. Shanker) http://www.self-regulation.ca (webinar 7, 8, 9 & 11)
Brenda Whittam Neary - series of videos (lesson 3) http://www.youtube.com/watch?v=ve1D3U6zM7Y
The Zones of Regulation http://www.socialthinking.com)
Doodles, Dances and Ditties: A Somatosensory Handbook, Mount St. Vincent http://www.msvhome.org)
Thank you!