This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.

1. Do More with Less: Self-regulation Training in 3 Steps Brad Chapin MS, LCP, LMLP

2. 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

3. Overview The Need for a Framework Why Self-regulation = Success? Self-regulation Skill-training

4. Framework Essentials Broad Flexible Fundamental Simple & Easy to implement Makes sense Solid empirical foundation Efficient Effective

5. 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

6. 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

7. 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?

8. The answers to All 3 questions include Self-regulation Beg for Applause here. If nothing but crickets chirping, KEEP MOVING!

9. 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

10. 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

11. 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.

12. 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

13. 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.

14. NEWS FLASH! Self-regulation isn’t just for children with special needs Self-regulation isn’t just for children

15. Self-regulation and Life Expectancy Dr. Grossarth-Maticek's Longitudinal Experiment http://www.attitudefactor.com/srexper.htm

16. What is the Goal? Self-Regulation Age External Regulation Age

17. 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

18. Drawing Parallels & finding the Golden Thread:What Can Work at All Levels? Level of Care Model At Risk Prevention & Management

19. Self-regulation Training Framework Cognitive-behavioral Psychology Provides Evidence Base Self-Regulation Strategies Physical, Emotional, Cognitive Regulation Skill Domains Academic Performance Emotional Control Motivation Aggression/Violence Executive Function School Safety Anger Impulse Control Self-efficacy Anxiety Learned Helplessness Self-esteem Attention Locus of Control Social Interaction Attribution LongevitySuccess Cognitive Flexibility HappinessTrauma Depression Oppositional Defiance Well-being © 2010 ChapinPsychological Services, LLC

20. Assumptions of the Self-regulation Framework Children will do well if they can (Green & Ablon, 2006).

21. 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).

22. 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.

23. 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?

24. Three Functional Categories of Self-regulation Skill Training Physical Emotional Cognitive

25. 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

26. 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

27. 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. © 2010 ChapinPsychological Services, LLC

28. Melting Freeze Children who do not regulate well have difficulty calming down physically when they are upset. © 2010 ChapinPsychological Services, LLC

29. Cooling the Flame 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 ChapinPsychological Services, LLC

30. Physical Regulation Skill-Training Do: Remove Stimulation Practice and Prevention Reduce Stress Give Space Calming Exercises Rhythmic Repetitive Movements and Stretching Do Not: Try to teach Argue Lecture Try to Win Prove a point

31. 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

32. You Can’t Make Me Laugh Children struggling with self-regulation often do not understand the power they have over their own emotions. © 2010 ChapinPsychological Services, LLC

33. Free Emotional Expression Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways © 2010 ChapinPsychological Services, LLC

34. 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

35. Defiance Trap 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 ChapinPsychological Services, LLC

36. The Domino Effect 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

37. Jimmy 8 years old ADHD Diagnosis Developmental delays Cognitive Deficits Behaviors at school and at home Anger Outbursts Poor Social Skills

38. Challenge Can you think of any situations you have struggled with that don’t involve Self-Regulation in some way?

39. 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

40. Contact Brad for Helping Implementing the Self-regulation Training Framework in Your Area Brad.chapin@cpschallenge.com

41. Collaborative Information Psych Challenge Blog http://psychchallenge.blogspot.com Email Brad.chapin@cpschallenge.com 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 Thank You www.cpschallenge.com brad.chapin@cpschallenge.com