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Self-Regulation: the Role of Responsive Caregivers

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Self-Regulation: the Role of Responsive Caregivers Learner Objectives Self-Regulation: Attendees will learn: Definition of self-regulation and examples in early The Role of Responsive childhood settings. Overview of how self-regulation develops from birth Caregivers and ways to support the growth and maturation of self-regulation. Why relationships are key instruments in the development of self-regulation. Tracy Schreifels, MS, LMFT Specific calming strategies to teach children and Mental Health Specialist unique techniques recommended for: anger Reach Up Inc outbursts, anxiety, attention problems, mood 320-253-8110 [email protected] disorders, struggling with social skills, and children with sensory issues. SELF-REGULATION = THERMOSTAT WHAT IS SELF-REGULATION? Person’s ability to provide control over his or Thermostat Self-regulation her emotional responses to arousing Senses and measures Evaluate what you hear, see, situations temperature smell, touch, and taste Compares reading to Compare to what you Being able to do something because it is setting already know Communicates to furnace needed Communicates to motor and Active, intentional process language systems Includes being able to: (have to choose what temp Requires intentional Inhibit automatic responses to set it at) decisions (“I will not hit Control one’s emotions Device actively monitors Andrew”) and active the environmental temps processes (sit on one’s hands) Control attention and cognitive processes Monitors conditions to Monitors conditions to Plan and control behavior maintain optimal temp maintain optimal arousal for Delay gratification given task WHAT DOES IT LOOK LIKE? WHERE DOES SELF-REGULATION COME FROM? Child stops playing and begins Genetics cleaning up when asked Inherited traits and be changed (aren’t predestined) Construction workers pour cement Home & parenting practices outside the window but student can Emotional support ignore it and focus on their work Meaningful praise, affection, sensitivity to child’s Child is teased but is able to ignore needs, encouragement instead of criticism, the comment and walk away coldness, and indifference Cognitive Support In order to do this they must have Intellectual stimulation from parents & resources regulated thoughts, emotions and (asking questions, reflection, reading books, behavior playing with toys) Well-structured and consistent rules 1 HOW DOES THE BODY RESPOND? THE BRAIN (LION, LIZARD, LEARNING) Happens in the same part of the brain as reward and Lizard (brain stem-not the smartest emotion processing (prefrontal cortex) Learning part) Lion - midbrain – the body’s fire Emotional responses happen on 3 levels alarm (the lion gets out of its cage Bodily response (body’s reaction to the emotion) sometimes and get out of control - need to learn how to put the lion Increased blood pressure, increase heart rate, back in its cage) adrenaline rush, cortisol release if you make a fist and put your thumb behind your fingers it acts Behavioral (outward expression seen by person’s Lion like the lion for a kid metaphor actions) Lizard Learning brain - prefrontral Experiential (internal experience of an emotion) cortex - thinking spot - it goes on vacation when the fire alarm Example: You almost get in a car accident goes off - needs time to get the alarm turned off and thinking brain to come back from vacation DYSREGULATION IS LIKE THE BRAKES WHAT IS DYSREGULATION? LOCKING UP IN A CAR Emotional responses that are out of one’s 3 things that unlock the brain’s brakes: control Muscle movement Volcano example Breathing Most children know they are supposed to “use Rehydrating (water goes directly to their words” instead of fighting, but only the brain) children with self-regulation skills are actually able to use them. Suggesting that a child goes for a walk to get a drink takes care of all 3! WHAT DOES RESEARCH TELL US HOW IS REGULATION LEARNED? ABOUT SELF-REGULATION? It isn’t present at birth therefore it must be 30% of children entering kindergarten learned lack the social and emotional skills to be Stages: “ready” for school (up to 40% in low- ◦ Infant (requires parent to help calm) income families) ◦ Attachment figure acts as a template for emotion processing in the brain Learning socially disruptive patterns of behavior can evolve into physical aggression ◦ Mutually influence the state of each other and bullying ◦ Toddlerhood (begin to use language to communicate needs and wants) If self-regulatory behaviors aren’t ◦ May be able to respond and comply with directives introduced at a young age the brain areas ◦ Can use some distraction and help-seeking abilities may not develop to their full potential 2 HOW IS REGULATION LEARNED? THE SKILLS…LET’S BREAK THEM DOWN ◦ Preschool (reflective, begin to be able to do it on Co-regulation (adult helps to regulate the their own) child) ◦ May require cues and support as they learn to Usually infants require this type of calming calm themselves ◦ School-age (guided by sense of self and the Children with attachment disorders may not environment) have had the opportunity to experience this ◦ Know to talk about what they are excited about type of regulation instead of jumping up and down Modeling ◦ Adolescence (hormones re-enter and creates Demonstrate the appropriate behavior upheaval) Adult labels the feeling and calms ◦ By this age self-regulation is an internalized skill themselves and then helps the child calm down BREAK THEM DOWN SOME MORE Using hints and cues Adult points to pictures of calming strategies as a reminder to child Reminders about holding hands in lap while giving directions to help focus attention WHAT CAN TEACHERS Gradually withdraw adult support Child begins to internalize the skill AND CAREGIVERS DO Child can self-regulate in many situations TO HELP Child may still need adult reminders and ? support as well as practice BUILD RELATIONSHIPS WITH CHILDREN WHAT DO YOU NEED TO DO? Why is it important? • They are at the foundation of everything we do. CALM YOURSELF FIRST • Children learn and develop in the context of Teaching self-regulation to young children relationships. requires strong caregiver self-regulation • Children with the most challenging behaviors Be aware of where children’s social-emotional especially need these relationships. development is at • Adults’ time and attention are very important to children. Build meaningful relationships with the children • Parents and other colleagues are critical partners in Without the relationship it will be very difficult building children’s social emotional competence. to help the child learn self-regulation skills • We should all work together to ensure children’s success and prevent challenging behavior. 3 RELATIONSHIP BUILDERS IF YOU MAKE A MISTAKE… Greet every child by name. Give compliments liberally. Post children’s work around Call a child after a difficult How do you want someone to handle your the room. day and say, “I’m sorry we mistakes? Call/tell a child’s parent in had a tough day today. I front of them to say what a know tomorrow is going to A calm, warm correction and redirection of great day she is having or be better!” students are more likely to prevent further send home positive notes. Find time to read to impulsive or challenging behaviors than a Give hugs, high fives and individual children or a few rebuke that makes the student feel bad… thumbs up accomplishing children at a time. Do you think they woke up this morning tasks. Find out what a child’s wanting to make that mistake? When a child misses school favorite book is and bring it tell him how much he was along on a visit or read it to missed. the whole class. Acknowledge children’s Play with children, follow efforts. their lead. WHAT CAN CAREGIVERS DOTOHELP? WHAT CAN CAREGIVERS DOTOHELP? Provide stability and consistency Talk about your own feelings Clear rules, limit-setting, routines Model for children how to express and cope with Accept the child’s emotions and emotional big feelings responses Remember you are a model Emotional outbursts aren’t intentional ◦ How do you handle your own emotions? Everyone is entitled to their emotions ◦ Children learn from what they see adults doing Identify triggers and use them to teach problem around them solving Encourage kids to “take a calm down break” Help children be aware of the stages in the build Praise their efforts to regulate their emotions up of tension Aggressive and impulsive children receive more Encourage children to talk about feelings negative feedback and less praise, even when they are behaving appropriately Point them out in books, classroom, faces, etc TEACHING BASIC EMOTIONAL EMOTION CHART STATES Label emotions as you Feelings matching see them games Start with the 4 basic Children’s books emotions Posters of feelings Happy, sad, angry, Photo emotion cards afraid 4 WHY SHOULD WE TAKE TIME TO TEACH IT? YOU DON’T NEED A CURRICULUM TO TEACH SELF-REGULATION Children develop the foundational skills for self- regulation in the first 5 years of life Sensitive teachers and staff were consistent, It can be incorporated into ordinary activities positive, warm, and appropriately responsive to Children need many opportunities to experience and children’s cues practice the skills with responsive adults and capable Making the changes will help the children who peers have lower self-regulation abilities Improved learning abilities and future reading and Make environmental changes (adapt to meet math scores
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