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Emotional Regulation: Practical Understanding

Greg Rix

Bsc (Hons) Natural Sciences (Open);

PGCertEd Physics and Mathematics; QTS; MCCT

Reading @ Brighton PGCert (Autism)

www.gregrix.uk

James Gross:

Disclaimer:

Not intended as medical advice, but rather a sharing of knowledge based on research and experience, this information is presented for educational purposes only and as a starting point.

Leah Kuypers:

Disclaimer

Speak to your student / child / ward and respect permission or refusal, respect 'No'

Stephen Fleming:

I am one autistic (Aspie) voice, not every voice.

NB: Some communities still use Aspie / Asperger's despite diagnostic manuals.

Outside-in view

Extrinsic Modeling

#1

Situation

#1 Techniques for situational awareness

Delayed Gratification

(AKA the duty free perfume shop)

Avoiding one bad experience becoming 'bad places' & paradoxic triggering

Use the marshmallows!

Social stories

& pre-warning

Not avoiding discomfort

(Discomfort is positive at times!)

Social stories needs training!

Can go wrong!

#2

Attention

#2 Techniques for Emotional Attention

Introception:

- Heartbeat

- Temperature

- Salivation

- needing W/C

Time to notice how the individual feels.

Naming and communicating emotional states

(See intrinsic modeling)

Negative bias to emotional response:

Excited or Anxious?

#3

Appraisal

#3 Techniques for managing Appraisal / Escalation

What if?

The worst happens

The best happens

Prepare

Plan

Probable

Outcome

amygdala hijack may be about to occur

avoid complex processes or reasoning

Sensory Grounding

Time and space

Model behavior that communicates "calm"

Stress and coping: Transactional Model (Richard Lazarus)

#4

Response

#4 Response: Meltdown / Shutdown

SAFETY FIRST

FOR THEM

FOR OTHERS

FOR YOU

https://beaconhouse.org.uk/resources/

#4 Response: Meltdown /

Reasoning 'Turned off'

1. Don't respond positively or negatively - just can't process it even 'are you ok?' could amplify.

2. Model a scaffold of regulation

(if a child is melting down over putting a coat on, model putting your coat on, and leave their coat - do not force)

3. Don't punish but do allow natural consequences - if meltdown makes you miss the bus, explain that you'll have to wait for the next one.

4. Restrain only when really really neccessary and never as punishment or compliance.

#4 Response: / Shutdown

Meltdown often becomes shutdown

1. Time & Space

2. Non-vocal does not mean non-communicative

3. Continue to model, try commentating with simple "I am going to ..... "

#5

Depression

#5 Depression

intense physical, mental or emotional exhaustion, often accompanied by a loss of skills

Non-vocal expression

Reassurance,

Not Consequences

Amygdala is still active 'powering down'

Grounding sensory & Introceptive

Similar to Step 2, use awareness and planning.

Remove from situation if needed (not as reward for 'behaving')

#6

Recover / Restart

#6 Recovery / Restart

Afterwards, it feels awful to have lost control of oneself, it's important to be reassured of my value.

Can trigger another meltdown if missed out of something - but this is a natural consequence. Explain and plan

Smart Choices:

Would you like to:

- return to class for 20 mins

- doodle for 5 mins

THEN:

- breaktime

- reassess

- reflect

Reflection:

- explaining brains

- saying 'sorry my Amygdala was naughty / jumpy / overactive'

- next time I am triggered I will ....

Meta-cognition

Inside-Out View

Intrinsic Modeling

Self-agency:

The right to develop

NB: If autism isn't part of the curriculum for autistic students

it should be!

Autistic people have the need to understand autism

Self-agency

The right to be wrong

The right to choose

The right to say no

Interoception

How are you feeling? (Literally!)

Introception

For me:

Humidity, Weather, temperature, hayfever, hormonal cycle (yes guys have one too!), proximity to coffee

Cognitive Indicators

(for me)

Slowing of sentence construction

Executive function confusion

(Now -> next -> later)

Cognitive Indicators

Flapping / jumping / fiddling

Difficulty with fine motor skills

Identifying Emotion

Don't assume!

Questions to help

Small, Medium or Big?

Sad,

Sleepy,

Sick, or

Stressed?

Solutions or sympathy?

Identifying

emotion

Inside-Out View

Questions

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