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TRANSCRIPT
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 1
Presented by: Brad Chapin MS, LCP, LMLP
Please Ask Questions Via Chat!!
Developmental Resources Proudly Presents
Why Is He So Excited?
• Collaboration
• It’s all driving toward:
• Helping us get the most out of our efforts
• Empowering children & adults with skills that equal success!
• Helping all of the children in our communities reach their full potential
Overview
• The need for a solid framework
• Why self-regulation = success?
• Self-regulation skill-training
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 2
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
11/10/2011
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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
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
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 4
Working Definitions of Self-Regulation
• Learning to regulate one’s own physical, emotional, and cognitive processes in healthy, proactive 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
11/10/2011
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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
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Self-Regulation
• What are children learning about self-regulation these days?
Tila Tequila
Yeah, Yeah…We Hear What You Are Saying….
Now What?
What is the Goal?
Age
Self‐Regulation
ExternalRegulation
Age
11/10/2011
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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
• Healthcare reform
Drawing Parallels & Finding the Golden Thread:
What Can Work at All Levels?
At Risk
Prevention& Management
Level ofCare 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
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 8
A Moment on Cognitive-Behavioral Psychology
• Cognitive Psychology – Change Beliefs to Change Behavior
• Behavioral Psychology - Change Trigger or Consequence to Change Behavior
Activating Event
Belief Consequence
Antecedent (Trigger) Behavior Consequence
Assumptions of the Self-Regulation Framework
• Children will do well if they can (Green & Ablon, 2006).
• 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.
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 9
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
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 10
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 Regulation Skill-Training• Physical Strategies include:
• Repetitive movements
• Stretching
• Change of physical position
• Breathing
• Relaxation
• Distraction
• Biofeedback
• 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.
© 2010 Chapin Psychological Services, LLC
My Warning Signs
11/10/2011
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• Children who do not regulate well have difficulty calming down physically when they are upset.
© 2010 Chapin Psychological Services, LLC
Melting Freeze
• 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
Physical Regulation Skill-Training
• Do:
• Remove stimulation
• Practice and prevention
• Reduce stress
• Give space
• Calming exercises
• Rhythmic repetitive movements and stretching
11/10/2011
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Physical Regulation Skill-Training
• 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
• Children struggling with self-regulation often do not understand the power they have over their own emotions.
© 2010 Chapin Psychological Services, LLC
You Can’t Make Me Laugh
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 13
Free Emotional Expression
• Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways
© 2010 Chapin Psychological Services, LLC
The Challenge Software Programwww.cpschallenge.com
Healthy• Maybe she
didn’t see me. • It’s really not
that big of a deal. I will get to where I’m going.
Unhealthy• I can’t stand
this. I’ll get even.
• People shouldn’t do that. I have to teach her a lesson.
Conflict Resolved in a
Game
Video
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
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 14
• 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 Trap
• 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.
The Domino Effect
Jimmy• 8 years-old
• ADHD diagnosis
• Developmental delays
• Cognitive deficits
• Behaviors at school and at home
• Anger outbursts
• Poor social skills
Assessment/Progress Monitoring
Behaviors To Address
1st Rating (1‐10)
Strategy Used
Response OutcomeRating (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
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 15
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
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
• Available at www.youthlight.com
www.cpschallenge.com [email protected]
Presented by: Brad Chapin MS, LCP, LMLP
Please Ask Questions Via Chat!!
Developmental Resources Proudly Presents
11/10/2011
©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 16
AVAILABLE BYBrad Chapin, MS, LCP, LMLP
© YouthLight, Inc. l 7
IntroductionSection 1
Diagram of Self-regulation Training Philosophy
Evidence BaseCognitive-behavioral Psychology
Strategies TargetSelf-Regulation
3 Regulation Skill DomainsPhysical, Emotional, Cognitive
Academic PerformanceAggression/ViolenceAngerAnxiety Attention Attribution Cognitive FlexibilityDepression
Emotional Control Executive Function Impulse Control Learned Helplessness Locus of ControlLongevityHappinessOppositional Defiance
MotivationSchool SafetySelf-efficacySelf-esteemSocial interactionSuccessTraumaWell-being
© YouthLight, Inc. l 27
Worksheet
My Warning Signs Common Warning signs
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:
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Draw Yourself Here
24 l © YouthLight, Inc.
Worksheet
Melting Freeze “Pretend that your muscles are like water. Now we are going to change the form of ourmuscles to frozen (tense) like ice and then back to melted (relaxed) like water.”
70 l © YouthLight, Inc.
Worksheet
Domino Effect
Let’s look at how you can control the outcome.
Decision points (interventions)
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
Activating Event
Positive Pro-active Ending
End Result (Negative)
62 l © YouthLight, Inc.
Worksheet
Defiance Trap
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. ________________________________________________________________________
________________________________________________________________________
© YouthLight, Inc. l 55
Worksheet
Free HealthyExpression
What are some things you are interested in?
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
Healthy ways I can Express my:
ANGER
1. Talk with someone about it2. ______________________________________________________________________
3. ______________________________________________________________________
SADNESS
1. Talk with someone about it2. ______________________________________________________________________
3. ______________________________________________________________________
FEAR/WORRY
1. Talk with someone about it2. ______________________________________________________________________
3. ______________________________________________________________________
HAPPINESS
1. Share it with someone2. ______________________________________________________________________
3. ______________________________________________________________________
© YouthLight, Inc. l 39
Worksheet
You Can’tMake 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 appropriate3. Have fun!
Strategies used:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
© YouthLight, Inc. l 101
Appendix B
Assessment/Progress Monitoring Tool
PHYSICAL
Recognizes physical signs
Uses healthy calmingstrategies successfully
EMOTIONAL
Identifies feelings
Recognizes responsibilityand ability to change
Expresses Emotions in healthy ways
COGNITIVE
Replaces Unhealthythoughts with healthybeliefs
Uses Cognitive strategiesto problem-solve
Behaviors
To Address
Strategy Used
(See Matrix)
Response1st Rating
(1-10)
Outcome
Rating (1-10)
STRENGTHS: BARRIERS:
Rate each on a scale of 1 to 10 with 10 being well-developed.