Do More with Less: Self-Regulation Training in 3 Steps

Report
Brad Chapin MS, LCP, LMLP
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?
Self-Regulation
Age
External
Regulation
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?
Level of
Care Model
At Risk
Prevention
& Management
Self-regulation Training Framework
Cognitive-behavioral
Psychology
Provides Evidence Base
Self-Regulation
Strategies
Physical, Emotional, Cognitive
Regulation Skill Domains
Academic Performance
Aggression/Violence
Anger
Anxiety
Attention
Attribution
Cognitive Flexibility
Depression
Emotional Control
Executive Function
Impulse Control
Learned Helplessness
Locus of Control
Longevity
Happiness
Oppositional Defiance
Motivation
School Safety
Self-efficacy
Self-esteem
Social Interaction
Success
Trauma
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
My Warning Signs

One of the first steps in
diffusing emotional upset is
successful recognition of the
physical changes that take place
in the body.
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.
© 2010 Chapin Psychological Services, LLC
Melting 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.”

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.
© 2010 Chapin Psychological Services, LLC
Cooling the Flame Worksheet – Version 1
Physical Regulation Skill-Training


Do:

Remove Stimulation

Practice and Prevention
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Reduce Stress

Give Space

Calming Exercises
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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 selfregulation often do not
understand the power they have
over their own emotions.
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
Free Healthy Expression Worksheet

Children who struggle with
self-regulation often have
difficulty expressing the
feelings they have in
healthy ways
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 selfregulation 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.
Defiance 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. ______________________________________________________________________
______________________________________________________________________
© 2010 Chapin Psychological Services, LLC
Domino Effect Worksheet

Those who struggle with selfregulation often have difficulty
understanding the fact that
they can control their own
emotional and behavioral
outcomes for events that take
place in their lives
Let’s look at how you can control the outcome.
Activating Event
Decision points (interventions)
1.
2.
3.
4.
Positive Pro-active Ending
End Result (Negative)
Jimmy



8 years old
ADHD Diagnosis
Developmental delays
Assessment
Behaviors
To Address
1st
Rating
(1-10)
Strategy
Used
Response
Outcome
Rating
(1-10)
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
Uses skills 80% of
the time
8
Physical
My Safe Place

Cognitive Deficits

Behaviors at school and at
home

Anger Outbursts

Poor Social Skills
Emotional
Identifies feelings
Recognizes
responsibility and
ability to change
Expresses Emotions
in healthy ways
Cognitive
Replaces Unhealthy
thoughts with
healthy beliefs
Uses Cognitive
strategies to
problem-solve
Reports all emotions as
anger or frustration
2
Feelings Clip Art
Names feelings
accurately 90% of
the time
9
Blames others for his
emotional responses
1
You Can’t Make
me Laugh
Understands his
emotions are his
to control
10
Draws his feelings
out on paper
8
Hits, Yells, Pushes,
Throws things
1
Struggles with
consistent beliefs
about himself and
others
1
No healthy cognitive
strategies
1
Strengths: Can be helpful, likes computers
Challenge
Software
Free Emotional
Expression
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

[email protected]
Collaborative Information

Psych Challenge Blog


http://psychchallenge.blogspot.com
Email

[email protected]

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]

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