Developmental Resources Proudly Presents - dev … · Activating Event Belief Consequence Antecedent (Trigger) Behavior Consequence Assumptions of the ... Worksheet M5 W˜.+’+%

11/10/2011

©Developmental Resources Inc. May be reproduced by attendees of “Self‐Regulation” webinar. 1

Presented by: Brad Chapin MS, LCP, LMLP

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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

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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

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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

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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

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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

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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


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.

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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

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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.


My Warning Signs

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• Children who do not regulate well have difficulty calming down physically when they are upset.


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.


Cooling the Flame


• Do:

• Remove stimulation

• Practice and prevention

• Reduce stress

• Give space

• Calming exercises

• Rhythmic repetitive movements and stretching

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• 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.


You Can’t Make Me Laugh

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Free Emotional Expression

• Children who struggle with self-regulation often have difficulty expressing the feelings they have in healthy ways


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

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• 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.


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

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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

• 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

• 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


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


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.”


Worksheet – Version 1

Cooling the Flame


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)


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. ________________________________________________________________________

________________________________________________________________________


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


3. ______________________________________________________________________

FEAR/WORRY


3. ______________________________________________________________________

HAPPINESS

1. Share it with someone2. ______________________________________________________________________

3. ______________________________________________________________________


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. ________________________________________________________________________


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.

Documents

Developmental Resources Proudly Presents - dev … · Activating Event Belief Consequence Antecedent (Trigger) Behavior Consequence Assumptions of the ... Worksheet M5 W˜.+’+%