Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Self Regulation

No description
by

Lisa Sears

on 11 July 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Self Regulation

Self Regulation
and Resiliency

What is self-regulation?
Definition
Assessment
Self-regulation is the ability to manage your own energy states, emotions, behaviours and attention, in ways that are socially acceptable and help achieve positive goals, such as maintaining good relationships, learning and maintaining wellbeing.
Dr. Stuart Shanker
1) Observations of Overt Behavior
To capture ongoing actions
Can be coded and scored
2) Interview Evidence
Unstructured interview
Structure interview
Semi-structured interview
Stimulated recall
3) Think ALouds
Student verbalizes self-regulation strategies while solving a problem
Director of the Milton and Ethel Harris Research Initiative (MEHRI) and Distinguished Research Professor of Philosophy and Psychology at York University in Toronto, Canada.
His book “Calm, Alert and Learning: Classroom Strategies for Self-Regulation” was recently published by Pearson Canada.
4)

Diary
Self-reflection diary to record thoughts and feeling
5)Occupational Therapy Referral
Referral for sensory profile
6) Self-Regulation Checklist
ABC Charts
Scatter Plot
Self-Regulations Programs
~ Friends for Life
~ Mind Up
~ Zones of Regulation
~ Superflex
~ The Alert program
~ Brain Gym
~ Play is the Way
What is it?
Research and Benefits
MindUp Overview
Zones of Regulation
Research and Benefits
Conclusion
References
BC First Wave Districts

School District 36 (Surrey)
School District 37 (Delta)
School District 41 (Burnaby)
School District 45 (West Vancouver)
School District 54 (Bulkley Valley)
School District 68 (Nanaimo Ladysmith)
School District 61 (Greater Victoria)

Questions?
Presented by:
Lisa Sears
Carlie Pellett
Kristin Engleson
CSRi - The Canadian Self Regulation Initiative
www.self-regulation.ca
There are four key practices that children's services staff can undertake in order to enhance children's development of self-regulation.
BE A DETECTIVE
EXERCISE
MINDFULNESS PROGRAMS
PLAY
Self-regulation refers to both unconscious and conscious processes that affect the ability to control responses.
Cognitive Self-Regulation
Social-emotional Self-Regulation
Cognitive self-regulation is the degree to which children can be self-reflective, and can plan and think ahead.


Social-emotional self-regulation is the ability to inhibit negative responses and delay gratification.
What is resiliency?
Developed in Australia
Introduced in BC in 2004
Classroom-based
Used to build resiliency
Delivered universally K/1, 4/5, 6/7
Teacher Implications
The 4 Pillars:
1. Social Emotional Learning
2. Neuroscience
3. Mindfulness
4. Best Practice Teaching
K-8 Program - K-2, 3-5 &6-8
15 Lessons
Core practice - breathing
Instruction that involves movement, problem solving and discussion
Teacher modeling
Conflict resolution
Role modeling between peers
. Dr. Kimberley Schonert-Reichl and colleagues
found that children who participated in the MindUp program:
1. reported increase in optimism, self concept, happiness and a sense of belonging
2. improved in social emotional competence
3. all reported that they learned something
4. feel better about their focus and attention

Teachers all felt there were positive gains in:
social emotional development
attention and regulation
math achievement
changes in student behaviors very quickly
reduction of teachers own stress through having the students more regulated.

Easy to implement in the classroom
Can connect the program to the curriculum
Works quickly
Reduces stress and anxiety of both the teacher and the students
Reduces behavior problems
Teaching techniques to students that they can use to self regulate for their whole lives
It increases attention leading to increased learning
Boekaerts, M., Corno L., (2005). Self-regulation in the classroom: a perspective on assessment and intervention. Applied psychology 54 (2), 199-231.
Oberle, E., Schonert-Reichl, K.A., Lawlor, M.S., & Thomson K.C., (2012). Mindfulness and Inhibitory Control in Early Adolescence. The Journal of Early Adolescence 32 (4), 565-588.
Schonert-Reichl, K.A. & Lawlor, M.S. (2010). The Effects of a Mindfulness- Based Education Program on Pre- and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness DOI 10.1007/s12671-010-0011-8
The Hawn Foundation. The MindUP Curriculum Grades 3-5: Brain Focused Strategies for Learning – and Living. New York, NY: Scholastic Inc.

What are the Zones of Regulation?

Used to teach self-regulation by categorizing emotions into four zones. The Zones program provides strategies to teach students to become more aware and independent in controlling their emotions and managing their sensory needs. It teaches children to problem solve conflicts.
Teaching Implications
K-12 program
18 lessons
Easy to implement in small groups class settings or whole class
Teaches self regulations strategies and tools students can implement
Lessons are sequenced and colorful reproducible are provided with the program
Extenstion activities
Lessons from Michelle Garnier Superflex Social Thinking Curriculum
New program (2011) and studies are in progress.

Teaching Practices
Zone Apps
18 lessons
Instruction to integrate sensory processing, emotional regulation and understanding the perspective of others.
Social Behavior Mapping
Exploring Sensory Tools
Exploring Tool-Thinking Strategies
Self-regulation Processes
Resiliency is an individuals ability to properly adapt to stress and adversity.

Stress and adversity can come in the shape of family or relationship problems, health problems, etc.
"Rearchers Santor, Short, and Ferguson (2009) report that (in order)
anxiety and mood problems (including a sense of helplessness, low self-esteem
and suicide), conduct problems, oppositional behavior and violent outbursts
and substance use were identified as the four highest priority student
mental health issues. Alongside this list appears a most troubling observation,
particularly given the amount of time children spend at school:
67% of the administrative leaders rated teachers as being not at all,
or only a little, prepared to identify and manage student health needs"
(Schwean and Rodger, 2013).
Why is resiliency important?
Teaching Implications
A scripted program
Teachers attend 1-day training
Research supported
Easy to implement in the classroom
Can connect the program to the curriculum
Reduces behavior problems
Teaching techniques to students that they can use to self regulate for their whole lives
Follows a routine providing a schedule for students
Parent involvement
Other Practices
encourages awareness of the importance of promoting positive mental health within school communities
builds upon the supportive environment which schools offer
an excellent first line intervention, suitable for delivery by teachers
reduces anxiety and low mood levels
promotes positive self esteem within classes
Bandy, T. and Moore, K. (2010). Assessing Self-Regulation:A Guide for Out-of-School Time Program Practitioners. Child Trends.
Barrett, P. (2004). Friends For Life Program. Australian Academic Press.
Liddle, I. and Macmilan, S. (2010). Evaluating the FRIENDS programme in a Scottish setting. Educational Psychology in Practice, 26 (1), 53–67
Rose, H., Miller, L. and Martinez, Y. (2009)."FRIENDS for Life": The Results of a Resilience-Building, Anxiety-Prevention Program in a Canadian Elementary School.Professional School Counseling, 12 (6), 400-407.
Schwean, V. and Rodger, S. (2013). Children First: It's Time to Change! Mental Health Promotion, Prevention, and Treatment Informed by Public Health, and Resiliency Approaches.Canadian Journal of School Psychology, 28 (1),136-166.
Shanker, S. Building Healthy Minds: It takes a Village
Shanker, S. (2012). Calm, Alert and Learning: Classroom Strategies for Self-Regulation.
Shanker, S. Emotion regulation through the ages.
York University.
Zumbrunn, S. (2011). Encouraging Self-regulated Learning in the Classroom: A Review of Literature.Metropolitan Educational Research Consortium.
Self-regulation Booklet by Stuart Shanker
Cooper, P. (2007)Teaching Young Children Self Regulation Through Childrens Book.
Early Childhood Education Journal,34 (5), 315-322.
Kuypers, Leah.
The Zones of Regulation
. San Jose, Calfornia: Social Thinking Publishing,2011.
Reid, R, Trout, A, Schwartz, M. (2005) Self-Regulation for Children with Attention Defecit Disorer and Hyperactivity Disorders.
Council for Expectional Children, 71(4), 361-377.
The Zones of Regulation App
The app triggers each of the zones
Students are asked to identify tools to identify triggers
The app is heavily text based, which can be difficult for children learning to read.

Young children need to develop self regulation skills to be successful in life.

Positive outcomes may include:
Higher academic achievement
School engagement
Peer social acceptance
Avoidance of negative behaviours
Healthy eating patterns
Happy mind and body
Full transcript