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Teaching Children  Self-regulation Presented by Heather Lagace, LPC, NCC, CPC Counselor, Educator and Life Coach
Self-regulation: Executive Skills <ul><li>“ Executive skills allow us to organize our behavior over time and override imme...
Brain Development <ul><li>Brain development impacts the ability to think, act, and feel. </li></ul><ul><li>The brain in ch...
Relationship of Mutual Respect Power with vs Power over Modeling: do what I do Coaching: offering advanced guidance Acknow...
Power <ul><li>From  The Courage to Teach  by Parker Palmer </li></ul><ul><li>“ External tools of power have occasional uti...
Modeling <ul><li>“More is caught then taught.” </li></ul><ul><li>Children learn what they know in their environment. </li>...
Self-directed <ul><li>All behavior is an attempt to meet a need. </li></ul><ul><li>All people need … </li></ul><ul><li>To ...
Will this choice lead you closer to where you want to go or further away? Help people to meet their needs in more producti...
Offering an Acknowledgment I observed your  patience  while you waited for your turn. Thank you for your  peacefulness   w...
Offering Guidance: What you wish someone to do <ul><li>Please be respectful by not interrupting me when I make this phone ...
Offering Correction: assisting others in getting back on track <ul><li>1.  Debrief: “What happened?” </li></ul><ul><li>2. ...
Supporting the Growth of Self-regulation <ul><li>Offer guidance in anticipation of a challenging  situation. </li></ul><ul...
Suggested Reading <ul><li>Executive Skills in Children and Adolescents </li></ul><ul><li>by Dawson and Guare </li></ul><ul...
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Teaching Children Self Regulation

Helping Children self-regulate

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Teaching Children Self Regulation

  1. 1. Teaching Children Self-regulation Presented by Heather Lagace, LPC, NCC, CPC Counselor, Educator and Life Coach
  2. 2. Self-regulation: Executive Skills <ul><li>“ Executive skills allow us to organize our behavior over time and override immediate demands in favor of long-term goals.” </li></ul><ul><ul><ul><ul><li>-Peg Dawson & Richard Guare </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Plan and organize activities </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Sustain attention </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Persist to complete a task </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Manage our emotions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Monitor our thoughts </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Regulate our behavior </li></ul></ul></ul></ul>
  3. 3. Brain Development <ul><li>Brain development impacts the ability to think, act, and feel. </li></ul><ul><li>The brain in childhood weighs approximately 13 oz; in adolescence it increases to 3 lbs. </li></ul><ul><li>Brain growth is due to rapid generation of nerve cells that become connected one another to send and receive messages from other cells. </li></ul><ul><li>The frontal and prefontal cortex along with connections to adjacent areas make up the neurological base for executive skills. This area of the brain is one of the last to develop- late adolescence </li></ul>
  4. 4. Relationship of Mutual Respect Power with vs Power over Modeling: do what I do Coaching: offering advanced guidance Acknowledging: believing in their potential
  5. 5. Power <ul><li>From The Courage to Teach by Parker Palmer </li></ul><ul><li>“ External tools of power have occasional utility in teaching, but they are no substitute for authority, the authority that comes from the teacher’s inner life. The clue is in the word itself, which has author at its core. Authority is granted to people who are perceived as authoring their own words, their own actions, their own lives, rather than playing a scripted role at great remove from their own hearts. When teachers depend on the coercive powers of law or technique, they have no authority at all.” p. 33 </li></ul>
  6. 6. Modeling <ul><li>“More is caught then taught.” </li></ul><ul><li>Children learn what they know in their environment. </li></ul><ul><li>Demonstrate self-regulation </li></ul><ul><li>Demonstrate respect </li></ul><ul><li>Demonstrate balance </li></ul>
  7. 7. Self-directed <ul><li>All behavior is an attempt to meet a need. </li></ul><ul><li>All people need … </li></ul><ul><li>To be nurtured </li></ul><ul><li>To have physical needs met </li></ul><ul><li>To grow </li></ul><ul><li>To express themselves </li></ul><ul><li>To realize their potential </li></ul><ul><li>To engage in meaningful relationships </li></ul><ul><li>Biological Heritage p. 44 Working with People </li></ul>
  8. 8. Will this choice lead you closer to where you want to go or further away? Help people to meet their needs in more productive ways.
  9. 9. Offering an Acknowledgment I observed your patience while you waited for your turn. Thank you for your peacefulness when you used your words instead of your body. I appreciate your helpfulness in picking up your toys as soon as I asked.
  10. 10. Offering Guidance: What you wish someone to do <ul><li>Please be respectful by not interrupting me when I make this phone call. </li></ul><ul><li>What would help you find your patience while waiting? </li></ul><ul><li>I need to call upon your friendliness by saying hello to our guest. </li></ul>
  11. 11. Offering Correction: assisting others in getting back on track <ul><li>1. Debrief: “What happened?” </li></ul><ul><li>2. What quality was missing in your behavior? </li></ul><ul><ul><li>Patience </li></ul></ul><ul><ul><li>Self-discipline </li></ul></ul><ul><ul><li>Compassion </li></ul></ul><ul><ul><li>Kindness </li></ul></ul><ul><ul><li>Next time when you see someone is struggling, how could you use your compassion ? </li></ul></ul><ul><li>What is a courteous way to disagree with what you have heard? </li></ul><ul><li>You need to use your self- discipline to get your work in on time. </li></ul><ul><li>3 . Next time what could you do differently? </li></ul><ul><ul><li>4 . Make amends. </li></ul></ul>
  12. 12. Supporting the Growth of Self-regulation <ul><li>Offer guidance in anticipation of a challenging situation. </li></ul><ul><li>Teach coping strategies ( breathing, visualization, time out ) </li></ul><ul><li>Teach self-coaching </li></ul><ul><li>Teach them how to avoid distracting & disturbing situations </li></ul><ul><li>Teach them how to notice and adjust to their self-clues. </li></ul><ul><li>Teach children helpful perspectives </li></ul>
  13. 13. Suggested Reading <ul><li>Executive Skills in Children and Adolescents </li></ul><ul><li>by Dawson and Guare </li></ul><ul><li>Family Meetings by Heather Lagace </li></ul><ul><li>Respectful Parents, Respectful Kids </li></ul><ul><li>by Hart and Kindle Hodson </li></ul><ul><li>The Family Virtues Guide and The Virtues Project Educators Guide by Linda & Dan Poppv </li></ul>

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