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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:
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:
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.
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!
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?
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)
SAFETY FIRST
FOR THEM
FOR OTHERS
FOR YOU
https://beaconhouse.org.uk/resources/
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.
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 ..... "
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')
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
NB: If autism isn't part of the curriculum for autistic students
it should be!
Autistic people have the need to understand autism
The right to be wrong
The right to choose
The right to say no
How are you feeling? (Literally!)
For me:
Humidity, Weather, temperature, hayfever, hormonal cycle (yes guys have one too!), proximity to coffee
(for me)
Slowing of sentence construction
Executive function confusion
(Now -> next -> later)
Flapping / jumping / fiddling
Difficulty with fine motor skills
Don't assume!
Questions to help
Small, Medium or Big?
Sad,
Sleepy,
Sick, or
Stressed?
Solutions or sympathy?