The Edmonton Educator’s Workshop Series | HANDOUTS

Workshop #1: Proven and Effective Interventions to Enhance Executive Skills in Children & Adolescents | Peg Dawson, Ed.D., NCSP

Workshop #2: Optimizing Self-Regulation and Managing Big Emotions | Caroline Buzanko, Ph.D., R. Psych

Workshop #3: Working with Highly Emotionally Dysregulated Children & Adolescence | Eboni Webb, Psy.D., HSP

Executive Skills Questionnaire

Peg Dawson & Richard Guare

Step I: Read each item below and then rate that item based on the extent to which you agree or disagree with how well it describes you. Use the rating scale below to choose the appropriate score. Then add the three scores in each section. Use the Key on page 2 to determine your executive skill strengths (2-3 highest scores) and weaknesses (2-3 lowest scores).

Item

1. I don’t jump to conclusions

2. I think before I speak.

3. I don’t take action without having all the facts.

4. I have a good memory for facts, dates, and details.

YOUR TOTAL SCORE:

5. I am very good at remembering the things I have committed to do.

6. I seldom need reminders to complete tasks

YOUR TOTAL SCORE:

7. My emotions seldom get in the way when performing on the job.

8. Little things do not affect me emotionally or distract me from the task at hand.

9. I can defer my personal feelings until after a task has been completed

YOUR TOTAL SCORE:

Your score

10. No matter what the task, I believe in getting started as soon as possible.

11. Procrastination is usually not a problem for me.

12. I seldom leave tasks to the last minute

13. I find it easy to stay focused on my work.

YOUR TOTAL SCORE:

14. Once I start an assignment, I work diligently until it’s completed.

15. Even when interrupted, I find it easy to get back and complete the job at hand.

YOUR TOTAL SCORE:

16. When I plan out my day, I identify priorities and stick to them

17. When I have a lot to do, I can easily focus on the most important things

18. I typically break big tasks down into subtasks and timelines.

19. I am an organized person.

20. It is natural for me to keep my work area neat and organized.

21. I am good at maintaining systems for organizing my work.

YOUR TOTAL SCORE: YOUR TOTAL SCORE:

Item

22. At the end of the day, I’ve usually finished what I set out to do.

23. I am good at estimating how long it takes to do something.

24. I am usually on time for appointments and activities.

25. I take unexpected events in stride.

26. I easily adjust to changes in plans and priorities.

27. I consider myself to be flexible and adaptive to change.

28. I routinely evaluate my performance and devise methods for personal improvement.

YOUR TOTAL SCORE:

YOUR TOTAL SCORE:

29. I am able to step back from a situation in order to make objective decisions.

30. I “read” situations well and can adjust my behavior based on the reactions of others.

YOUR TOTAL SCORE:

Your score

31. I think of myself as being driven to meet my goals.

32. I easily give up immediate pleasures to work on long-term goals.

33. I believe in setting and achieving high levels of performance.

YOUR TOTAL SCORE:

34. I enjoy working in a highly demanding, fast-paced environment.

35. A certain amount of pressure helps me to perform at my best.

36. Jobs that include a fair degree of unpredictability appeal to me.

YOUR TOTAL SCORE:

• Response Inhibition: The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it. In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument.

• Working Memory: The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. A young child, for example can hold in mind and follow 1-2 step directions while the middle school child can remember the expectations of multiple teachers.

• Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior. A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform.

• Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions. A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available.

• Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours.

• Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion. A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project.

• Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important. A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job.

• Organization: The ability to create and maintain systems to keep track of information or materials. A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment.

• Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important. A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines.

• Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests. A first grader can complete a job in order to get to recess. A teenager can earn and save money over time to buy something of importance.

• Metacognition: The ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills (e.g., asking yourself, “How am I doing? or How did I do?”). A young child can change behavior is response to feedback from an adult. A teenager can monitor and critique her performance and improve it by observing others who are more skilled.

• Stress Tolerance: the ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands. We generally reserve our discussion of this skill to adults, since it seems more relevant with this population. We find it helps people understand the kind of work environment they do best in.

1. Brings gym clothes on days student has gym class.

2. Homework and worksheets may be placed in any number of notebooks, books, or folders.

3. Sharpens pencil, chats with classmates or takes long bathroom breaks before getting down to work on in-class math assignment.

4. Able to do classroom presentations despite fear of public speaking.

5. Wants to make the 1st string soccer team but can’t bring himself to practice ball handling skills.

6. Figures out the steps to follow to get a summer job.

7. Decides to improve math grade and increases study time for tests and quizzes.

8. Out of seat frequently during independent work time.

9. Takes notes in lecture classes and asks relevant questions.

10. Builds in extra time to complete a given task knowing there could be an interruption.

11. Struggles with creative writing assignment because can’t think of anything to write about.

12. Does work carefully and checks answers before handing in test/assignment.

13. Writes down homework but doesn’t think to check assignment book when gets home.

14. Chronically late for school.

15. Finishes an entire homework assignment before taking a break.

16. Shuts down when criticized by teacher

17. Student places documents in appropriately labeled folders on her computer.

18. Frequently makes faulty assumptions about assignment directions and doesn't check with teacher before starting the assignment.

19. Friend bails on afterschool activity; student adjusts with back-up plan.

20. Says rude or hurtful things to kids.

21. Starts homework without prompting from an adult.

22. Given 4 homework assignments on a given night, can’t figure out what to do first.

EXECUTIVE SKILL

RESPONSE INHIBITION

WORKING MEMORY

EMOTIONAL CONTROL

FLEXIBILITY

SUSTAINED ATTENTION

TASK INITIATION

PLANNING/PRIORITIZING

ORGANIZATION

TIME MANAGEMENT

GOAL-DIRECTED PERSISTENCE

METACOGNITION

Executive Skill

Possible Strategies

Response Inhibition Post home or classroom rules and review regularly

Arrange for in vivo practice or behavioral rehearsal

Wristband reminder (e.g., to raise hand to talk)

Talking stick (cue to talk)

Sit near teacher

Working Memory

To-do lists (paper, white board to post prominently)

Colored wristbands to remind student of homework assignments

Post-it reminders

Laminated lists (e.g., by door at home or on inside of locker door) to remind kids what they need to take with them

Songs and rhymes as memory aids

Ask student what cues they think work for them (e.g., how they might use smart phone to provide cues)

Prompts in advance about expected behavior

Visual cue on desk to remind them to work quietly

Help student build in technology breaks rather than combining homework with technology use Sticky notes to write something down rather than interrupting

Teach Principle of “off-loading”

Off-loading: This refers to the idea that the brain doesn’t have to work as hard when you can find a way to “offload” some of the tasks we’re asking it to do. Examples: the brain doesn’t have to allot space to remembering homework assignments when we write them down. It doesn’t have to work at remembering something we have to do after school if we build an alarm into our smart phone to remind us…

Emotional Control

Help student write a script to follow

Have a “cooling off” space

Prepare student by asking them to predict what will happen/how they will handle it

Review expectations in advance

Teach students to label emotions

Teach kids: “respond don’t react”

Teach kids to recognize situations or early signs

Teach coping strategy

Rehearse the strategy repeatedly until it is internalized

Teach mindfulness meditation

Self-talk to plan in advance (If/Then: If this happens, then I will….)

Executive Skill Possible Strategies

Flexibility

“Normalize” errors

Preview changes in schedule

Praise kids for being flexible

Role play handling situations that require flexibility

Sustained Attention

Task Initiation

Planning

Reduce distractions (seating arrangements, white noise)

Modify/limit task length or demand (end in sight)

Build in variety/choice

Help student choose best time of day to work on effortful tasks

Use fidget toys such as stress balls

Movement breaks

Wiggle cushions/study carrels; dead headphones; listen to iPod; quiet desk/noisy desk/standing desk; “theraband” on front two legs of chair to allow movement

Establish set time to do non-preferred tasks

Teach 1-2-3-Start strategy (student lists the first 3 things they need to do in a work session and then they do them in order)

Make a list and break into bite-sized chunks

Use alarm on smart phone to remind student to start (If they’re not ready to start, have them hit “Snooze” rather than turning the alarm off)

Teach to use a planning template

Help student design a plan/template

Start with big picture; plan backwards

Help student find planning tools that work for them

(calendar, agenda book, apps)

Break task down with a visual (e.g., dividing reading assignment into pages per day)

Put each step of a project on a separate index card or post-it and rearrange to create the right sequence

Use language to showcase flexibility

(stuck/unstuck; big deal/little deal; Plan B)

Do It Later folder (for kids who have trouble leaving a task undone)

Time Timer (make time visible)

Sand timer (real or app)

Identify distractors and figure out how to remove or work around them

Have the child identify something to look forward to doing after work is done

Teach to track time on task using index card or sticky note

Have students set goals (how long can you go before you need a break?)

Help student make a plan for doing the task and include the start time

Practice getting started in isolation start with a short, easy task and just practice starting it at the planned start time

Help student figure out what’s preventing them from getting started and design an appropriate strategy (see Form in Task Initiation folder in Dropbox)

Make a road map

Help student select a graphic organizer that meets the need

Walk through the planning process (use a template)

Have them plan a simple task and gradually prompt to do more of the planning themselves

Ask questions to get student to prioritize (What do you need? What should you do first?)

Executive Skill

Time Management

Goal-Directed Persistence

Create a color-coded chart showing student their weekly schedule and where the discretionary time is (school; sports or extracurricular activities; travel to and from school; chores or family obligations; study time)

Practice estimating how long it takes to do something.

Make sure the goal or benchmark is in sight—post it visually (e.g., a picture of the reward they’re working for)

Help them set “Personal Best” goals (i.e., incremental improvement) and teach them about Outcome Goals (“Last week I got a 75 on my math quiz. This week I’ll shoot for a 78.”) and Process Goals (“Last week I studied 20 minutes for my math quiz. This week I’ll study for 30 minutes.”) Talk about the advantage of focusing on Process Goals.

Strategies

Write each task on a post-it and place it on a large dry erase calendar so that it can be moved as needed.

Use a dry erase board for planning with columns for Task, This Month, This Week, Today, Done. Have student move post-its from left to right.

For students who are resistant to goal setting:

Define a goal as something that people want to get better at or to change.

Start with helping them set a goal for something they want to do outside of school.

Skip the word “goal” and talk with them about making a plan (starting with one thing they want to do before the next coaching session)

Metacognition

Help student create sample to match or error monitoring checklist

Embed metacognitive questions into instruction/conversations

Help student decide on how performance will be evaluated

Have the student evaluate their own performance Model thinking aloud to solve problems

Use different strategies—ask kids to evaluate which worked best Use Problem Solving Template

Teach students to ask questions

o What’s my problem?

o What’s my plan?

o Am I following I my plan?

o How did I do?

Optimizing Self-Regulation &Managing BigEmotions

Dr.CarolineBuzanko,R.Psych. caroline@korupsychology.ca drcarolinebuzanko.com

Self-regulationisImportantfor:

UnderstandingSelf-regulation Affects:

Self-RegulationFoundationalforOverallSuccess

•Adaptivefunctioning

•Learning

•Emotionregulation

•Communication

•Socialfunctioning

•Long-termhealthandwell-being

•Vocationalsuccess

•Managingselfwithoutothers

Independence

UnderstandingSelf-Regulation

Theabilitytoprocessandmanage thoughts,feelings,impulses,and behaviours.

Self-Regulation:ManagingSelftoAttainaGoal

Anyaction studentsdirect themselvesto

Createchange intheir behaviour

Changethe likelihoodof future consequence/ attaingoal

Toadjust, weneedto beaware of:

•Changesinourenvironment

•Howwearefeeling

•Howwearebehaving

•Howtorespondadaptivelywhenupset

•Howtobeflexibleandadapttoasituation

•Howtoresistanemotionaloutburst

Self-regulation

Rangeofskillsthat helpstudentsto adapttoasituation ormeetacertaingoal (flexibilitykey!)

BehaviourSensoryProcessingEmotiondevelopment

Self-regulationBuildingBlocks Executive functions

Attention Planningand sequencing

Receptive languageSocialskillsWorking memory

Self-RegulationInterconnectedDomains

Biological Physiological responseto stimuli. Largely automatic,but canbe influencedby factorssuchas hunger,fatigue, andillness.

Emotion Affective responsessuch asanxiety, sadness,or frustration.

Cognitive Focus, planning,and problemsolvingabilities.

Social Social interactionand understanding thesubtleties ofhuman relationships.

Prosocial Empathy, kindness,and connectionwith others.

Emergesat2months

2monthsRudimentaryselfsoothing

Awareofexpectations

By18months

Self-regulationStarts Early&Develops OverTimeinto Adulthood

Changebehaviourwith direction–adultsstill nearby

2yearsFollowestablishedrules evenwithnoadults

3years

Self-regulation

Acthowtheythink otherswouldwantthem to

Isvoluntaryand effortful/intentional response

Effortful

Rememberrules+anticipate consequences…

…tomanagethoughtsand emotions…

…toguidebehaviourandmake positivechoicesaboutwhattodo next

Prerequisites!

Internalself-talktoguide behaviour

Thinkbeforeacting, rememberrulesand considerconsequences

Lookbackwardor forward Mentallymanipulate/visualize events Imitatecomplexbehaviours

Effortfulcoping

Useinternalresourcestomanage effectively

Managingenergylevels

Self-regulationDifficulties

•LowCONFIDENCEtoregulateemotions

•Limitedknowledgeandclarityabout emotions

•Poorgoal-directedbehaviourwhenupset

Self-regulationDifficulties

•Subjectivereactionstoevents

•Difficultycovertlyemotingandmotivating Difficultywithdelayedgratification

•Difficultywithperseverance

•Sensorysensitivities Daydreaming

•Tiredeasily

•Poorattentionandeasilydistracted Poormotorskills

•Poorsleep

•Pickyeater Hygienetasksdistressing

•Seekmovement/pressure

•Poorsocialcommunication Rigidities

•Immature&socialdifficulties

•Emotionalrollercoaster

Theyneedhelp!

Ifstressistoooverwhelming, studentscan’tself-regulateon theirown. Reserveandreplenishtheir resourcesasmuchaspossible!

ConsiderBrainDifferences!(Makesself-regulationevenharder)

Sensory Processing

•Sensoryoverload

•Unabletomodulateemotionalresponsesto sensorystimuli

•Caninterferewithself-soothingcapacity

•Difficultiesexpressingemotions

•Miscommunication

•Limitedemotionalvocabulary,which Languageimpedesrecognizingandregulatingfeelings

Executive Functioning

•Poorimpulsecontrol

•Poorplanningandorganizationthatcanlead toprocrastinationandlast-minutestress

•Workingmemoryessentialforself-regulation

•Limitedflexibility

Examples

SensoryProcessing

Language

ExecutiveFunctioning

•Sensory-friendlyenvironment

•Sensorybreaks •Visualschedules(toprepareforsensory-richactivitiesor transitions)

•Sensorytoolsandaccommodations

•Effectivecommunication

•Visualsupportsandcues,prompting •Simplifiedlanguage •Repetitionandclarification •Alternativecommunication(AAC)devices

•Visualorganization •Timemanagementtechniques •Breaktasksdown •EFcoaching •Routinesandpredictability

Can’tlearn

Can’tremember

Brainseekspleasure(stop trying/puttingineffort)

Reactiveresponse (fight/flight/freeze)

Whenstressed, self-regulationis nearimpossible

Intenseemotions

Behaviouraland emotionaloutbursts

Impulsivity

Rigidity

Noself-reflection

Unabletotake perspectives

Disengagement

•Awareofbehaviourand rules

•Withintheircapacityto actdifferently

Noneofthesecapacities: Behavioursservetoprotect

Self-esteem

•Falsemessagestoavoidrejection

•Sohappy!

•Sobeautiful!

•“Likes”worsensself-esteem Otherswon’tlikethe“real”them.

Associal media time Increases Perceived exclusion and social isolation also increases

Massive-Scale Emotionalcontagion

•Webegintoexperiencethe sameemotionsasothers withoutourawareness

•Long-lastingmoods(e.g., depression)canbetransferred throughsocialnetworks

Mostimportantrelationshipfor bondingandoverall development

Discovering: •Self •Values •Personality •WorldFamilyConnection

Nolonger turningto parentsto debriefday andhurts

Screensarereplacing parentsanddisrupting familydevelopment

Technostress

•Hardtodetach= chronicstress

•Shame&stigmaIfnot connected 33

Bullying doesn’t happen privately anymore



Sendingunsolicitedand/orthreateninge-mail.

Encouragingotherstosende-mailortooverwhelmthevictim

Posting/spreadingrumours.

Makingdefamatorycommentsonline

Sendingnegativemessages

Sexualremarks

Postingthevictim’spersonalinformation

Hatespeech

Impersonatingthevictimonline

Harassingthevictim

Leavingabusivemessagesonline,includingsocialmediasites

Sendingthevictimpornographyorothergraphicmaterial thatisknowinglyoffensive

Creatingonlinecontentthatdepictsthevictiminnegative

Immigrantsvs. DigitalNatives

factors influenceour abilitytocope

Self-regulation

Pyramid

Individualfactors

Opportunities

Supportive environment

Socialconnection

Supportiveadult relationship

GREATESTSUCCESS: CHANGETHEWORLD (Multiplesystems)

Connection

•Fundamentalpriority

•Physiologicallyconstantlyseeking connection

•Criticalforself-regulation

Optimize Self-Regulation ThroughRelationship

Down-regulate“negative” emotions

•Being

•Tolerating

•Validating

•Avoidpassing ownstresson tokids!!! Adult self-regulation

AdultEmotion-RelatedBehaviours

Safeenvironment Supports Validates

Stressis Contagious

•Whatisgoingonforme?

•AmIbeingpatient?Warm? Responsive?

•CO-REGULATIONcritical!!!

Needto manageour ownstress, perceptions &responses tobuild relationship andprovide: Choice Context Connection

Choice

•Nocontrol=fight/flight

•Choiceisempowering&stimulatesinnersecurityandwisdom (Showtrustintheirownexpertiseandinternalresources)

Offerchoicesininteractions

Lotsofopportunitiestoestablishcontrol

Choicethroughelicitingtheirinnerwisdom

Getmeta!

Getmindful(noticingnow)&followthat

ContextBuildsSafety

Nervoussystemalwaysonalert

•Arewesafe?

•Isitsafetoengage?

•DoIneedtorunaway?Orshutdown?

Reframe

Thoughtsaboutthechildand theirbehaviours

AbilitytoSelf-Regulateis RelatedtoIdentity

•Identityandself-concept areco-created!

•Self-evaluationisbasedon theirexperiencesand others’appraisals

•Whataretheconsistent, repeatedcuestheyreceive overtime?

Consider feedbackloops

Nosuchthingas badkids.

behaviours?

EmotionsLeadtoBehaviouralResponses

FunctionofEmotions

Behaviours often adaptive forthem

•Togetlove,aneedmet, orsupport…because theydon’tknowhowto getitanyotherway

•Toprotectthemselves fromperceivedlackof safety(emotionalor physical)

GreatestpredictorofODD: Adultstress+negative perceptionsofthechild

Remember!

•Strongemotionslimitflexibilityand perspectivetaking

•Emotionsguidebehavioursthatseem mosthelpfulinthemoment

•Tohitthepeerwhobumpedinto them

•Toavoidsomethingthatcouldmake usvulnerable

Perceive Students forTheir FULL Potential

Ourjobistocreateasenseofbelongingandconnection. Thisisthebasisofeverystrategyweuseinanycontext. Theonlyrealbehaviour

RelationshipMajorProtectorFactor

Positivephysicalandmentalhealth

Motivation

Academicoutcomes

Academicself-efficacy

Reducesriskoutcomes

•Violentbehaviour,Schoolfailure,Substanceabuse, Depressionandothermentalhealthchallenges, Suicidalideation,Unwantedpregnancy

Majorpredictoroflong-termhappiness

TeacherRelationship

•Promotesemotionalwell-being

•Reducesproblembehaviours

•Improvesschoollikingandengagement

•Providesasenseofbelonging

•Criticaldifferenceinoutcomesfor kidswithbehaviourdifficulties

•Greatlysupportsself-regulation

•Greatestpredictoroflong-term happiness

Safe,nurturingrelationships…

Relationship: Howdoyoushowup?

Onesmallchangeinyourinteractionscanbeagamechanger.

Youhavelessthan 6minutes

•Studentsneedtofeelliked andrespected

•WhatcanyouDOto strengthenyour relationshipwithyour studentseveryday?

•Standjustinsideoroutsidethe doororgoaroundtheroom

•Greeteachstudentbyname

•Haveashortpositiveinteraction

•Followstudent’slead Handshake,fistbump,highfive, pinkieshake

•Directthemtothefirstactivity

Emotion Coach

Always remember

•Focusonconnection

•Connectbeforecorrect!

Connection:Staypresent

Bigemotionsdisruptstheirabilityto staypresentandconnected

•Wemustcreatethespacetodothis

•Ourpresencealoneisoftenbetter thanwords

Givespaceforregulation

Whatdoyouneed fromotherswhen dysregulated?

Weallneeddifferentthingswhen we’redistressed

Evenifthey challenge,we stillhaveto workhard

OpenSupportiveCommunication=Connection

Feelheard Feelseen Feelvalued

Positiveenergyin therelationship

Mythoughtsand feelingsare worthwhile Trust Accepted/ Nonjudgmental

ConnectiontoAction

Listening Demonstrating understanding Valuingtheir perspective& what’simportant tothem

Responding consistently Demonstrating warmthand positiveregard MeetTHEIRneeds

EffectiveCommunication

Adultsdon’ttendto understandchildren’s experiencesand needs.

Ourbestintentionscanworkagainstus

Weminimizeornegatetheirfeelings

Weexcuseawaytheirfeelings

Kidsmaybelievewedon’twanttohear howtheyfeel

Wemightsendthemessageweknow best

Thebenefitfromourhindsightislost

Wedisruptourconnectionwithkidswhen weshareadviceoropinions

Effective CommunicationDisarm

Keyto Success: Validation!

Validation Helps Disarm

Theyneedtofeelheardwithout judgmentorcriticism!

•Acknowledgethetruthoftheirexperience

•Recognizeandaccepttheirthoughtsand feelings(eveniftheydon’tmakesenseor seemabsurd!)

Validation

Fullattention/nodistraction

Staycalm Show Interest

Leanin&nonverbals

Paraphrase

Clarify

Ensureyouunderstandtheir perspective Reflect content

Behesitant!

Acknowledgenonverbals

Beprepared!

Effective Communication WhattoAvoid!

Ensureyouunderstandhowtheyfeel Reflect feelings

Validate the situation

Makessense,giventhissituation Nowonderyoufeelthisway!

LetmeseeifIgotthat.Yousaid…

DidIgetit?

Istheremore?

Thatmakessense…

•Talkingtoomuch

•Emotionalescalation

•Nagging,lecturing,fixing,yeahbutting

•Powerstruggles

•Jumpinginwithouragenda

•Takingthingspersonally

•Negativity

•Judgment

•Becomingdysregulatedourselves

EffectiveCommunication

Activelylisten

Acknowledgetheirfeelings

Acknowledgetheirperspective

Respectfulandcaringattitude

Respecttheirautonomy

Ensuretheyfeelheard

Self-regulateownemotions

UnhelpfulCommunication

Ignoretheirfeelings

Ignoretheirperspective

Disrespectfulanduncaringattitude

Talktoomuch

Emotionalescalation

Lecture,teach,orfixthesituation

Nagging,yeahbutting

Powerstruggles

Jumpinwithouragenda

Negative Judgment

Dysregulatedourselves

Effectivelyexpressing thoughts,feelings,and needs

Verbalangernotdirected toanyone

Verbalaggressiontowards others

Physicalaggression towardsobjects

Physicalaggression towardsothers

Whenwehavea strongrelationship &knowhowto respond effectively

WECAN CO-REGULATE

Self-regulationlookslike:

EarlyChildhood(2-5)

•Briefattention.

•Userulesandstrategiestoguidebehaviour.

•Delaygratificationforlonger.

•Perspectivetakingandempathy.

•Languagebeginstocontrolemotional responses.

Early Childhood Co-regulation Considerations

Adultrelationship

•Keyforeffectiveemotionregulation

Teach

•Expressingemotions&problemsolvingthrough directinstruction,modelling,andcoaching

Identify&Label

•Observedemotions

Model

•Appropriateemotionmanagement(e.g.,self-talk)

Prompt&reinforce

•Tofollowthesameprocess.

•Self-regulationsupportedthroughexternal consequences.

RoleofLanguage

Receptiveandexpressiveskillsrelatedtoexecutivefunctions&impulsecontrol

•Parentverbalskillsalsopredictiveofimpulsecontrol

Languagealsoimportantinlearningstrategiesforself-regulation

•Explainrulesandtalkthroughproblems

•Learnrationaleforbehaviours

•Interpersonalcommunication

•Negotiateadultdemandsandpeerconflict

•Verbalself-instructiontointernalspeechandlaterthoughts

•Labelemotionshelpsappraisetheirexperienceandhowtoreact

EarlyChildhood Co-regulationtoSelf-regulation

•Guidedchoicestopromoteasenseofcontrol

•Establishconsistentdailyroutinestoprovide asenseofsecurityandpredictability.

•Usestoriesorplaytodiscussfeelingsand appropriateresponsestodifferentsituations.

•Engagechildreninplayactivitiesthatrequire turn-takingandsharingtonaturallyteachselfregulationinasocialcontext

•Encouragethemtosolveminorproblemson theirownwithverbalguidance,fosteringearly decision-makingskills.

EarlyChildhood

Co-regulationtoSelf-regulation

Ideasforintheclassroom

•Visualandverbalcuestosignal transitionsbetweenactivities,helping childrenprepareforchangesand reducinganxiety.

•Providestructuredchoicesduring activitiestopromoteautonomywhile ensuringthechoicesalignwith educationalgoals.

•Modelappropriatesocialand emotionalresponses.Userole-playto practicetheseskillsinacontrolled setting,providingimmediatefeedback.

Self-regulationlookslike: MiddleChildhood(6-12)

•Notalotofgrowth

•Stillanimportanttimeforskilldevelopment

•Internalspeechtoguidebehaviour

•Reflectingonone’sownthinking(tomodifyasneeded)

•Increasedself-awarenessofbehaviour

•Attention,flexibility,controllingimpulsesandemotions

•Understandandrespondtoothersappropriately.

•Socialproblem-solving

•Self-regulationbecomingmoreindependent

•Co-regulationstillneededtomanagedifficultfeelings,problem-solvesocialsituations, andlearnexecutiveskills

•Morespacetomakedecisionsandself-monitorwithinstructureandconsequences

Middle Childhood

Co-regulation

Considerations

Adultrelationship

Teachproblem-solving.

Modelconflictresolution.

Providetimeandspacetomanageemotions.

Model,prompt,andreinforcedevelopingskills.

Encourageindependenceintaskcompletionwith externalconsequencesasneeded.

MiddleChildhood Co-regulationtoSelf-regulation

•Explicitteachingofspecificstrategies -Managingemotions,managingtime,monitoring workandbehaviour,focusingattention,andbeing moreindependentthroughtheday.

•Scaffoldingforcomplextasks:step-by-step guidance,graduallyreducingsupportastheir skillsimprove.

•Positivereinforcementfordesired behavioursthatpromoteself-regulation.

•Collaborativelyproblem-solve -Encouragethemtogeneratepotentialsolutions, considerdifferentoptionsandconsequences

MiddleChildhood Co-regulationtoSelf-regulation

Ideasforintheclassroom

•Implementclassroommanagement strategiesthatencourageself-regulation, suchasaplacetoresettheirbatteryora pointsystemforself-monitoringbehaviour.

•Usegroupprojectstoteachcooperative skills,turn-taking,andconflictresolution, requiringchildrentoregulatetheir behaviourinsocialcontexts.

•Teachskillsdirectly

•E.g.,organization-howtokeepatidydeskor useanassignmentnotebook,providing regularcheck-insandsupportasneeded.

Selfregulation lookslike:

Adolescence(13-18+)

•Increasedfocus,selfmonitoring,andtask completion.

•Strategiestomanage distress.

•Reward-seeking.

•Poordecisionsinthe moment.

Adolescence

Co-regulation

Considerations

Morereactivetostress

•Increaseinrewardsensitivityandsensationseeking

•Strongerthancognitiveregulation

•Lowimpulsecontrol

•Peercontextincreasesriskybehaviours

•Reducedavoidancebehaviour

•Experimentationandnoveltyseeking

=Self-regulationisoutofbalance

Morevulnerabletoanxiety,depression,andrisk behaviours

Adolescence

Co-regulationto Self-regulation

Adolescence

•Relationship

•Effectivecommunication-alwayssupportiveso theyfeelsafetoexpressandmanagetheir emotion

•Invitationsandseedsofguidanceoncoping mechanisms.

•Coach

•EFskills&healthystressmanagement

•Collaborativelyproblemsolve

•Encouragedecision-makingwhenregulated

•Setandreviewgoals

•Setlimitstoreducereward-seekingbehaviours

•Monitortaskcompletion

Adolescence

Co-regulationtoSelf-regulation

•Encourageprojectsthatrequireplanning,research, andexecutionoverlongerperiods.

•Teachandmodeleffectivetimemanagement strategies.

•Workwiththemtosetpersonalgoalsrelatedtoselfregulationandactionablestepstoachievethesegoals.

•Graduallyincreasetheirautonomyoverdailychoices andresponsibilities,providingguidanceasneeded whileencouragingindependentproblem-solving.

•Fosteranenvironmentforopendiscussionsabout emotionsandstruggleswithoutjudgment, emphasizingcollaborativesolutions.

•Encourageself-reflectionabouttheirbeliefs,values, andgoalsforidentitydevelopment.

Adolescence Co-regulationtoSelf-regulation

Ideasforintheclassroom

•Provideopportunitiesforstudentsto assesstheirownworkandsetpersonal learninggoals.

•Offerproject-basedlearning opportunitiesthatrequireindependent research,planning,andexecution,withthe teacheractingasafacilitatorratherthana director.

•Incorporatelessonsonstress management,mindfulness,andcoping strategiestohelpstudentsmanage academicpressuresandpersonal challenges.

•Relationshipandsafety

•Explicitandconsistentexpectations

•Positivelyreinforcedesired behaviours

Focusoneffortandimprovements

•Mindfulness

TipsforAllAges

•Relationshipandsafety

•Explicitandconsistentexpectations

•Positivelyreinforcedesired behaviours

Focusoneffortandimprovements

•Mindfulness

•Monitoringtheircapacityandcoregulatingasneeded

Self-RegulationBatteryExample

SignsforBilly’s energylevel

Optimalparticipation

Communicatesneeds

Easilytransitions

Engaging

Smiles

Followsrequestseasily

Followsrules

Self-regulation Plan/supportsforBilly

Self-regulationsupport

•Adultsmonitoringhis energylevels&providing supportasneeded

•First-thenforless preferredactivities

•Regularbreakstodo energyrestoringactivities

Stillneed support!!

SignsforBilly’s energylevel

OKParticipation

Seeks attention/connection

Canchooseandengage intaskswithfrequent check-ins

Respondstostrategies offered

OKwithfollowingrules

Transitionswithsupport

Negotiates-cancometo agreement

Self-regulation Plan/supportsforBilly

Self-regulationsupport

First-then

Visualschedule

Choices

Hands-onactivitiesout andavailabletouse

Socialacknowledgment whenrequested

Frequentbreakswith energyrestoring activities

Regularlymonitoring signsofstress

Needmore support!!

SignsforBilly’s energylevel

Strugglingtoparticipate

Echolalia

Grabs

LessagreeableLittle patience/hardtowait

Impulsive

Saysheis“bored”

Stompsfeet

Movesawayfromgroup

Maynoteatwhen needed/hungry

Self-Initiatingbreaks

1:1supporttodoactivities

1:1supporttotransition

Rigidnegotiations

Anxiety

Self-regulation Plan/supportsforBilly

Co-regulationsupport

First-then

Modifyexpectations

Followinghisleadabout calmingactivities

Physicalactivities

1:1quiettime

Self-regulationsupportsInto routines

Connectbeforedirect

Reducestressorsdraining energy

Energyboostingactivity

Needalot ofsupport!!

SignsforBilly’s energylevel

Strugglingtoparticipate

Unresponsive

Doesnotfollowingprompts connectedtoroutines

Pinchingself

Runsawayfromgroup

Hyper,giggly,silly,highpitchedsqueal

Arguing

Noncompliant

Rigid

Tryingtogetcontrolofthe situation

Throwingthings

Anxious

Self-regulation Plan/supportsforBilly

Calmingco-regulation support:

Calmtoneofvoice

Listenvs.talk

Focusonconnection

Reducestressorsdraining energy

Acknowledgeemotions

Saythereforsupport

Providelowenergyoptions forexpectations

Cuddles

SignsforBilly’s energylevel

VeryChallenging Behaviours

Physicalaggression

Verbalaggression

Runningaway

Screaming

Hitting

Faceturningred

Crying

Self-regulation Plan/supportsforBilly

Emphasizingcuesofsafety

Positionbodylowerthan his

Minimaltalking

Lethimknowyouarethere withhim/theretohelphim Ifneeded

Givetimeandfollowhis leadforspaceor connection

Keephimsafe

Especiallywith Dysregulated Students

•Strugglingstudentsareofteninan environmentthatismismatchedwiththeir interestsandabilities

Whenthingsare goinggood= certainconditions aremetto supporttheir success

Environmentto bringouttheir innerstrengths

Accommodationsagreatwaytostart

Anychangesinthephysicalorsocialenvironment, taskmodifications,andalteringadultinteractionsto supportEFskills.

•Movementincreasesbloodflow tothebrain.

•Improvesperformance,creativity, attention,andfocus. Nevertakeawayrecess.Givemore!

HelpfulEngaging(interests)

Immediateconsequences

Frequentfeedback

Personallyimportantorrelevant

Early Supervised 1:1

Structured Clearexpectationsandjobs

Closetoneededmaterials

Quiet/lowarousal

Choices

Notso helpful

Boringtasks

Delayedconsequences

Infrequentfeedback

Lowimportancetasks

Lateintheday

Unsupervisedsettings

Groupsituations

Unstructuredactivities

Uncertainty

Needtosearchformaterials

Loud/higharousalenvironments

Excessivemultitaskingrequirements

Overloadedsensorystimuliwithoutarelevanteducationalfocus

Suddenchangesinscheduleorexpectationswithoutpreparation

Overemphasisoncompetitionratherthancooperation

Poorrelationshipswithpeers

Poorrelationshipswithteachers

Importanttomatchexpectations towhattheycando

Starttheday offright

Self-control,willpower,& motivationdon’twork

Whatismoreimportantare thestudent’scircumstances

Structurethe environment forsuccess

8ForcesofMotivation

ConductaPraise Assessment!

•Howdoyoulikereceivingpraise?How doyouhatereceivingpraise?

•Createadevelopmentallyappropriate assessmentformwithamenuoflotsof feasibleoptions

•Praisestudentsbasedontheir preferences Reflectandadjust!

Effective Teaching

Considerbasicdemands putonsomestudents

You’reonlylimitedbyyourowncreativity!

PASSTHEBALL–childwithballtossesballtoanotherchildwhois thenextonetoansweraquestionfromtheteacher

TEAMPLAY–Makeanacademicactivityafriendlycompetition

Getthemcurious!

•Curiositypiquesinterestandlearning Ourbrainshungerforinformation Rewardvalueinthebrainforlearning Itchyneedtoknow!

•Intereststartstodepleteintodeprivation aroundthe7min.markformoststudents Evenshorterforkidswithself-regulation challenges. MUSTgetinterestpiquedrightaway.

EffectiveTeaching

•Intentional,explicit,andtransparent

Kidsneedtoknow:

•Whattheyarelearning

•Whyitisimportanttolearnit

•Whatstrategieshelpstrengthen learning/success

Strengths based EffectiveTeaching

•Incorporatesstudentinterestsand preferences

•Allowsstudentchoice

•Multimodalinstructionanddemonstration ofknowledge

•Studentshelpdesignassessmentcriteria

•Acceleratedcontent

•Passionprojects

•Reallife

•Successhour

•Balancethedaywithopportunitiesforkidstocomplete taskstheycandoalready

Self-regulationPyramid

Opportunities

Supportive

Individualfactors

Opportunities

Socialconnection

Supportiveadult

Exercise!!!

•Strengthensthebrain

•Chemicalscalmbrain duringstress

•Stresschemicals releasedtohelp stressedoutsystem recoverefficiently Promotesattentionand otherkeyskills

Sleep!!!

•Criticalforlearning:gluefor remembering

Needgoodnightsleepbeforeexam

Needgoodsleepafterstudyingfor exam!

•Helpsmanagestress

•Helpseatbetter

Moresleep=

•Bettergrades&standardizedscores

•Lessdepression

•Increasedattendance

•Lesscarcrashes

•Lessimpulsivity

•Morecontroloveremotions

•Lessaggression

•Fewersymptomsandillnesses

4/18/2024

Important Considerations

DevelopingSelf-Regulation

Continuousdevelopment Affectedby:

•Environmentalexpectations

•Teaching

•Experience

Self-Regulation

Oftenunawaretheyareofftask/engaging inproblematicbehaviours

Thatiswhyexplicitteachingiscritical

Interconnecteddomains

Cognitive

Plan

Prioritize

Timemanagement

Breaktasksdown

Remembergoal(vs.goingtofriend’shouse)

Knowingwhattodowhen

Knowingwhatstrategiesworkbest

Knowinghowonelearnsbest

Emotion

Managestress

Staycalmtofocus

Managedisappointmentorself-criticism

Affectsattentionandmotivation

UsingtheEmotionalBrain

Emotional brain

•Emotionisastronger motivatorthanreason

•Whenitwins:

•Connectionsstronger

•Dopamineincreased

•Increaseslikelihoodwill winagain

Howtomanage theexperienceof emotions

Emotion regulation

Emotion Dysregulation

Awareness,understanding,and acceptanceoffeelings

•Modulateemotionalarousal

•Actinexpectedwaysregardlessof emotions

Inabilitytocopewithelevated emotions(positiveornegative)

EmotionRegulation

It’snotaboutavoiding,ignoring,orsupressingemotions

It’saboutbeingawareofthem, acknowledgingthem,co-existing,and respondinginhelpfulways

Coreskills

MindfulemotionawarenessCognitiveflexibility

Increasingawareness andtoleranceof physicalsensations

Identifyingand modifyingproblematic emotionalbehaviours

Curiosityisakey responseto emotional experiences

Howdo emotions showup?

Emotions

(Andtheyonlylast90seconds!)

EmotionalLiteracy

Studentswithstrongexpressiveabilities arebestabletoself-regulate.

•Expressfeelingsadaptively

•Comfortabletalkingaboutfeelings

•Know/figureoutwhattodonext

Emotioncoachingtosupporttheseskills

EmotionalLiteracy

Nameittotameit

•Buildsconfidence

•Helpswithstaying present

Sayingitoutloud givesusmorepower

Toexpose

Tousecopingstrategies

Emotionsare OKand Adaptive! Tellus something aboutreality

Anger

•Alertsustothreatsorinjustices Protectourwell-being

Fear

•Alertsustodanger

•Protectsusfromharm

•Positivereinforcementfordoingthingsthatpromoteourwellbeingandsurvival Joy

Shame

•Promptsself-reflection,processing,andchange

•Maintainssocialharmony

Sadness

•Alertsustoloss,separation,orunmetneedsandallowsusto processtheevent

•Promotespersonalgrowthanddeepersocialconnections

Excitement

•Propelsresilienceandgrowth

•Fosterscuriosity,creativity,learning,andadaptability

EmotionsHelpUsNavigateSituations

Keepussafeormoveustowardsgoals

Externalize

Youarenotyouremotions (Sneakytrickstertryingto makeyouthinkthereis somethingwrong…)

Externalize Theyarenottheirbehaviour

Thingstowatchfor: Mindrobbers

Braindrainers

FreakingoutFran

MeanJean

ExplosiveBob

WorryWanda

DistractingDan

YellingMcGee

•Whendoesitshowup?

•Howdoesitshowup?

•Whatcanyoudo?

•Whatsupportdoyouneed?

Exposeit

Remindhowemotionsworks

Yep,there’sBob,that’swhatitdoes.

Wow,itisreallyworkinghardto makemefreakouttoday!

Yeah,weknewit’dshowupnow.It doesn’twantmetowritethetest.

Itwantsmetoavoidnewthings.

Itreallyknowshowtotrytostress peopleout.

EmotionsManifest Physically

MUSThavephysicalreactionstoalert ustowhatishappening (Cannotchangereactionswithoutthis understanding)

•Mostpowerful

•Usuallyshowsupfirst

•Triggersemotionalresponsebeforewe evenrealizeit

•Helpsustopreparetoreacttothe situation Ourbraindoesn’tcareif

Whenthealarmgoesoff,thebodygetsreadytofightorrun

Evenwhenitisafalsealarm!

Thebrain(andbody)cannottellthedifference.

PhysicalSymptoms areaProblem

Physicalfeelings:

->Canreinforcethereisa problem

->Canbedistressing,which theywilldoanythingtostop

Becomereactive

Misinterpret,whichincreasessensations…

Dowhatevertheycantogetridofthem…

PhysicalSensationsare SubjecttoDistortion

•Wrongcontext

•Needtolearntocorrectly interpretinteroceptivesignals

Dizzy

Racing

Tension

Achy

Sore

Hot

Cold

Tingly

Numb

Sharp

Breathless

Shivering

Sweating

Troubleswallowing

Tired

Shivers

Increasedheartrate

Weaklegs

Ringingears

Blurredvision

Muscletension

Shaking

Trembling

Chestpain

Headaches

Burningskin/sweating

Blushing

Changesinbreathing

Stomach-ache/Nausea

Relaxed

Whenwelabelthedifferentpartsof emotionsandourexperiences,we:

•Changeourinterpretationofthem

•Changehowourbodyresponds

•Dampenamygdala’sfalsealarm

•Turnonprefrontalcortex

•Makeadaptivedecisions

•Learnthatwehavecontroloverour responses Iknowwhatyouare&Iknowhowtohandleyou

•Avoidgettingsuckedin–it’sjustapiece ofinformation

NonjudgmentalAwarenessoftheNOWis Foundational

•Mustdevelopmindfulawarenessof emotions

•Otherwise,can’tworkon strengtheningmoreadaptive responses

•Therefore,needLOTSofpracticeand experiences

FocusonPhysical Sensations

•Bewithit

•Observeitvs.thinkaboutit

•Breatheintoit

•Expandit

•Allowittobethere

•Sensationsmightchangebutthey mightnot.Itdoesn’tmatter!

Teach:Physiological awareness

Knowwhatstressvs.calmfeelslike

Pairacuewordwitharelaxedbody

MoodInductionPractice

•Observereactions,whatevercomesupphysiologically,inanobjective andnonjudgmentalway

Thirdpartyreporter

FocusonthePRESENTMOMENT

•Groundingtechniques

•Debriefattheendaboutallthereactionsthathappened,inanobjective andnonjudgmentalway

Teach processto keepcortex working

HowEmotionsManifest: Thoughts

•Negativitybias Primesthemto(non-existent)danger Uncertaintymisinterpreted

Mindful Awareness& Acceptanceof Thoughts

•Infiniteamountofthoughts (4.617x10^61potentialthoughts= fourhundredsixty-oneduodecillion andsevenhundreddecillion) 187

•Constantstream

•Unawareofmostofthem

Evenwhentheyaffect howwefeel

•Easytogetstuckonone

•Ifsensitive,thebizarre oneswillalwaysstandout

Successatcontrollingobsessions

Effortintryingtocontrolobsessions

Back&forthbattlewhereobsessionstypicallyalways win…

Wecan'tcontrolour thoughts–onlyour responsetothem

Beawareandacceptitforwhatitis: Arandomthought

Sitwith,accept,&acknowledgeworries

Focusonraisingawarenesstothoughts

Recognizing them Acknowledging them DisentanglingfromthemAcceptingthem vs.tryingtochangethoughts

Mindfulness

Notaboutrelaxingor gettingridofphysical symptoms

Notaboutchanging thoughts

Mindfulness

Mindfulness

Activeprocess Payingattentiontothepresent momentinanon-judgmentalway

Beingdetectives

Mindfulness

Acceptance

•Confrontemotions

•Sitwithemotions

NOTresist,control,oreliminate emotions.

•Needtostayhereandattendtothe currentcontext

Tokeepprefrontalcortexonline

•Toattendtocorrectiveinformation

•Tolearn!

Versusgettingsuckedintoworries, whichintensifiestheemotional experienceandkeepsusstuck

ToAccept,Understand

•Emotionsareanormal partofbeinghuman

•Physicalfeelingsand thoughtsaretemporary

•Thoughtsarenotfact

Didyouknow? Fearandexcitement feelthesameinthebody? BUTHOWWETHINK ABOUTITMAKESALLTHE DIFFERENCEINTHE WORLD….

CoreSkill: CognitiveFlexibility

Ourthoughtsarenot alwaystrustworthy!

KnowledgeInfluences

SensoryInformation (e.g.,allfacesarealways convex)

•Ourknowledge/experience misleadsusintoseeingthe maskasconvex

Bottom-upsensory informationisoverriddenby top-downknowledge

•Informationfromoursenses areonlylooselyconnectedto whatweexperience

Fragmented

Ambiguous

Lotsofeffort

Mixinguptheday

Findthreewaystolearnabouta topic

Findthreewaystoshowwhatyou knowaboutatopic

StopandSwitch(e.g.,dribble,switch tomath,backtoballactivity)

PracticeFlexibility: GettingUnstuck

•Looksliketheamygdalaistryingtogetyoustuck

•Whatlittlechangecanhelp?

•Howcanyoutrysomethingdifferent?

Brainstormtobuildflexibleproblemsolving.

BuildAwareness! Externalize&GetMeta

•WhendoesStuckStanshowup? Whatiseasytogetstuckon?Whatiseasyaboutit? Whatiseasytoavoidgettingstuck?Whatiseasy aboutit?

Whathelpsyougetunstuck?Whatworkedbefore? Whatdoyousaytoyourselftogetunstuck?

•Identifyobstaclestogettingunstuck

•Collaborativelydevelopstrategiesto overcomethem

TheImportanceofMistakes

Talkaboutyourownmistakes

Talkaboutothers’experiences

Embrace mistakes

Havea“Mistakeoftheday”to share:

•Amistakeorchallengethey faced

•Howtheyfixed/handledit

•Whattheylearned

Embracingmistakes

Whatwasthisexperiencelike?

Whatdidyoulearntoday?

Whatmistakedidyoumakethattaughtyousomething?

Whatdidyoutryhardattoday?

Whatcanyoulearnfromthis?

Whatwillyoudothenexttimeyouareinthissituation?

Whatadvicecanyoutellothersbasedonthis?

Important!

Itisnotwhat theydidwrong thatcounts,but whattheydo next.

Forgingahead GetUnstuck

Noneedtoaskwhy,lecture,orexplainthe problem:Havethemthinkofhows

Howwilltheygetunstuck

Howwilltheyfixthismistake?

Howwilltheymoveon?

Howwilltheyhandle(thesituation)?

•Never,always,no matterwhat, nothingcanchange, noonelikesme

All-ornothing

•Goodandnotso good

•Thispartishard

•Iwillfocusonone stepatatime

Scalingquestions

Difficultyscale Easy Hard

Whatiseasythatmakesit9(andnot10)?

WhatcanIdotobringthisdownto7or8? 9

WhatcanIalreadydo?

Wanttoscale

WhatcanIdotobringthisupto4?7or8? 3

Whatdoyoulikethatmakesit3(andnot1)?

Coreskills

Identifyingandmodifyingunhelpful emotion-drivenbehaviours

Whatitlookslike

•Ourbodycommunicateshow wearefeeling

•HowwouldothersknowwhenI amfeelinganxiousbylooking atme?

WhenFreakingoutFranshowsup:

WhatIfeel

Disappointed

Mybodyfeels

Chestpain, headache

DisconnectedNausea

Unloved

Heartburn

HowFFwantsmeto do&interact

Getintheirface,swear, punch,yell,blame

Avoidtalkingabout whatisgoingon, retreat

Sayhurtfulthings,yell, cry,andthrowthings

Important!

MUSTunderstandhow theirbehavioursare maintaining,oreven worsening,their emotionaldiscomfort

Thebehaviouris reinforcedinthe moment,increasingthe likelihoodofusingthis strategyagaininthe future

Remember!Short-andlong-termoutcomesof maladaptivevs.adaptivecopingstrategies

Maladaptive

Adaptive Coping

EmotionalBehaviours

Function: Toreducetheintensityoftheemotion

Goal: Totoleratetheintensityoftheemotion

90%ofwhatkidslearnis fromwhatthey experience

Resilience

Abilitytoadaptwellto adversity,trauma, tragedy,threats,oreven significantsourcesof stress.

Resilientkids

Effectivelyrespondtoand copewitheverydaychallenges -Thisiswherewearegoing!

Whenstudentsavoidormiss outonsituationsthatmake themuncomfortable,theylose thechancetopracticeand grow

Werobthemof important opportunities GetoutofTraps

Enabling

AccommodationBehaviours

Participation •Assistinchecking behaviours •Assistin avoidance •Reassure

Modification•Preventtriggering situations

CreateOpportunities: StressInoculation

•Needstudentstopracticemanaging stressorsandemotionseffectively

•Exposurewithafocusonsuccess–withintolerancewindowatfirst

Outcomes directlyrelates totheir willingnessto feelbig emotions

Coreskills

Integrationofalltheskillsthroughemotionexposure toMASTERADAPTIVERESPONSES

IntegrateSkills throughEmotion Exposure

Integrateskillstomasteradaptiveresponses

•Talkingnotenoughtochangethebrain! Doingmakesstrongermemories

Doinggivesusexperience

Quickerprogress

•ProvokeSTRONGEMOTIONS-MUSTshow upforlearningtohappen

Practicetobuild awarenessofemotions

Notbeingfirstinline Losingagame Meetingacutepuppy iPadunavailable

Someonecheatsatsoccer Makingamistake

Studentsgetstuckinnegativepatterns whenemotionsshowup

HELPFUL

UNHELPFUL

Avoidrealdanger

Becomesaproblematic learnedbehaviourthat’s hardtobreak

Neverlearn anythingnew

Excessive&incongruentwiththe context

Getsinthewayofwhat’simportantto us

Basedonshort-termgratificationvs. long-termconsequences

Thatthingsweren’taswe expected Thatfeelingspass Thatwecancope

Remember!!!

Ensuretheyseethelong-termconsequences

NooneunderstandsmeRefusetoparticipateSocialisolation

Theyhatemeandalwayscriticize me Swearwhengivenfeedback, throwthings Peoplewillstoptryingto helpme

Ican’tdoanythingright.Ripworkup,runoutofclass &slamdoors Iwillnevergetbetter Ihavetofightbackorthey’llwalk alloverme. ThreatenorbeatupMightbeafriendshipthere

IfI’mincontrol,Ican’tbehurt.Dominateinteractions,no compromise Nofriends

They’regoingtopunishme anyway,sowhybother?Breakrules

Mightnotbeintrouble(just makingitharderformyself)

DailyPractice! Focusonawareness

•Objectivelyobservewhatevercomesupinthepresentmoment

Physicalsensations

Thoughts

Behaviouralurges

HypothesisTesting

Lotsofexperimentsand experiencesneeded!

•Whatdoyouthinkwillhappen?

•Howsure?(1-10)?

•Wasthehypothesisright?

•Whatdidyoulearn?

Willingness Action Plan

Bigwhy:

ThestepsIneedto takeare: Iwilltakethefirststepon (date)at(time)

ThediscomfortIam willingtohaveto achievethisgoal:

CreateManyOpportunitiestoFocus onEmotions&WorkonitEveryday!

Speakinfrontofa smallgroup

Simulatetest-taking conditionswith practiceexamsor timedquizzes.

Makesmalltalkwith someonenew

Practicelosinga gametosomeone whocheats

Usepictures,videos, orliveencounters withfearedbugs

Role-playscenarios whereexpresstheir concernsorassert themselvesinasafe setting.

Createsituations wheretheycansafely expressangerand practicecoping strategies. Toleratingnot knowingwhat’s happeningtoday.

Engageinactivities they'vebeen avoidingdueto emotionaldiscomfort.

Experienceand toleratephysical sensationslike increasedheartrate throughexercises.

Watchsadvideo Kindierunningaway withthesoccerballin themiddleofagame

Opportunities formanaging theUnknown& Risk-Taking

Capitalizeoncurrentchallenges!

•Challengesarepartoflife&dealing withthemispartoflearning.

•Optimizeteachablemoments Letthemtry. Letthemfail(butdon’tsetthemupforfailure) Workthroughnextstepsandhowtofix things

Createchallenges!

Challengeoftheday,week,or month Workthroughthingsontheirown Mightgetfrustratedinthemomentbutthe intrinsicrewardoncesolvedisfargreater thanifhelped

https://parentsoftheyear.comhttps://bit.ly/overpoweringemotionspodc ast

CarolineBuzanko,PhD,R.Psych. KoruFamilyPsychology caroline@korupsychology.ca drcarolinebuzanko.com

Working with Highly Emotionally Dysregulated Children & Adolescents

Eboni Webb, PsyD, HSP

Rudyard Kipling

Today’s Objectives

1.

Sit and breathe

• Wait for any sense of discomfort (e.g. restlessness, an itch)

• Note the desire to move and resist it

• Notice thoughts that arise. These thoughts are just thoughts. So gently bring your attention back to your breath and bodily sensations. Note the changing position, shape and quality of the discomfort over time. Be interested in feeling it as precisely as you can. Notice how the shape and intensity changes with the cycle of the breath.

• Is it stronger during the in breath or during the out breath?

Attachment goal secure and authoritative parenting produces autonomous and interdependent adults

Attachment Rule

Attachment is not fixed or absolute. Growth and change are driven by one’s season of life.

Definition: Attachment

“An in -born system in the brain that evolves in ways that influence and organize motivational, emotional and memory processes with respect to significant caregiving figures.” (Bowlby)

Affect Regulation

Behavioral Regulation

Cognition Self-Concept

Understanding Attachment Styles

Common Types of Invalidation

Abuse and neglect

Being ignored

Open rejection of thoughts, feelings, and behaviors

Making “normal” responses “abnormal”

Failing to communicate how experience “makes sense”

Expecting behaviors that one cannot perform (e.g., due to developmental level, emotionality, or behavioral deficits

• In utero assaults

• Delivery difficulties

• Health of both parents during conception

• Mental Illness

• Abandonment via adoption

• Learning difficulties

•

•

•

Stress & Cortisol

Excessive Cortisol Effects

• Neurotoxicity to Hypothalamus

• Neuron Death

• Clogging of the corpus callosum connecting the left and right hemispheres

• Suppression of the immune system

The Powerful Amygdala

Key Features

• Reactionary

• Triggers Sensory System (Smell and Touch are the most direct pathways)

• Controls autonomic responses

What Happens During A Stress/Trauma Response?

Acute Response to Threat Study

Teenage Brain

Teenagers Change the World

Hormonal Counter to Cortisol=Oxytocin

Treatment Targets to Increase Oxytocin Without Problem Behaviors

• Hugs

• Sing in a choir

• Give a back rub/foot rub

• Hold a baby

• Stroke a dog or cat

• Perform a generous act

• Pray

• Make positive eye contact

• Breath work

• Listen without judgment

• Positive touch

• Proximity

• Laugh/Dance

The

Carl Rogers

The Biosocial Model

Emotional vulnerabilities are characterized by:

sensitivity

Emotional reactivity

- Slow return to emotional baseline

Over time emotions get sensitized, leading to a kindling” effect

This emotionality (and associated invalidation) is associated with many problems (disorders)

Emotionality leads to escape and avoidance that leads to chronicity

Biosocial Theory Coherently Guides Treatment Targets and Strategies

Validation is a primary intervention to:

Reduce acute emotionality

Provide gentle exposure to emotions

Provide a corrective validating environment (and new learning)

Create a bridge to learning self-validation

Open the client up to change interventions

Emotion regulation is taught to:

Understand how emotion happen

Reduce vulnerability to intense emotions

Increase opportunities for positive emotions

Assist in stepping out of ineffective mood-congruent behaviors

Biosocial Theory Coherently Guides Treatment Targets and Strategies

Mindfulness (non -judgment and acceptance) is taught to:

Reduce amplifying emotions

Reduce escape and avoidance of emotions

Create qualitatively different and effective experience of emotions

Distress Tolerance is taught to:

- Provide healthy ways of coping with emotions when needed

Use the theory to conceptualize the purpose of the interventions used

What to Look For

How to Help

Self-Invalidation

• Modeling failure

• Communicating validation Emotional Vulnerability

• Model self-care

• Create a safe home environment Inhibited Experiencing

• Model Emotions

• Display authentic reactions without exaggeration

Unrelenting Crises

What to Look For

• Uncontrollable Events

• Crisis -Generating Behavior

• Helplessness Active Passivity

• Willfulness, Demandingness

Apparent Competence

• Disconnect between verbal and non -verbal behavior

• Contextual Competence (mood/situational)

How to Help

Unrelenting Crises

• Control the Controllable in the Home

• Practice/Model Delayed Gratification Active Passivity

• Cheerlead

• Encourage problemsolving

• Set Personal Limits Apparent Competence

• Highlight effective behaviors observed

• Lose the assumption of how the loved one “should” behave in all contexts based upon one.

Key Childhood to Adolescent Disorders

Anxiety

• Anxiety is an adaptive response to threat (and the traumatized client expects threat)

• Validate the feelings and sensations as real and experientially work with the somatic experience that the feelings are intolerable

• Balance mindful acceptance of anxiety with relaxation and grounding skills(e.g., breathing, muscle relaxation, positive self-talk, self-soothing skills)

• Realign therapeutic environment that threatens to dysregulate your client.

Attention-Deficit/Hyperactivity Disorder

• Assess for history of Traumatic Brain Injury as recent studies indicate a correlation between trauma and ADHD (McIntosh, 2015)

• Hypervigilance resembles hyperactivity and might be easily misinterpreted (Littman, 2009)

• Focus on nutritional management strategies-hydration, omega-3 fatty acids, targeted amino acid therapy (TAAT) (Purvis et al, 2007)

• Assess for compromised parenting as impulsivity and compromised executive functioning inhibits proximity maintenance and structuring the environment appropriately (e.g. safe harbor)

• Target in-session activities that activate the observing mind and a restful mind state OPPOSITIONAL DEFIANT CONDUCT

BEHAVIORAL PRINCIPLES

You must become a behavioral specialist.

• Positive Reinforcement: behavior is followed by a reward, increasing the b’s frequency

• Negative Reinforcement (think avoidance learning): behavior is followed by removal of something aversive, increasing the b’s frequency

• Positive Punishment: behavior is followed by something aversive, decreasing the b’s frequency

• Negative Punishment (think response cost): behavior is followed by removal of something, decreasing the b’s frequency

• Extinction: removal of any consequence for a behavior, leading to a decline in the behavior

BEHAVIORAL PRINCIPLES

You must become a behavioral specialist.

• Shaping: reinforcing approximations to a desired behavior

• Avoidance Learning: behavior results in the cessation of an aversive stimulus (falls under negative reinforcement)

• Non-contingent Reinforcement: providing reinforcement regardless of behavior you want to decrease (but in absence of that behavior). The b then decreases as it is no longer necessary to receive the reinforcement

• Generalization: performing desired behavior outside of treatment setting

BEHAVIORAL CONTINGENCIES

• The consequences of behavior influence what we learn

• A temporally close relationship between behavior and consequence influences what will happen the next time we are in a similar situation with similar context

• Highlighting contingencies (e.g., structure, expectations, safety, immediate feedback, etc..) helps Students learn and be more effective

Best Behavioral Methods to Create Change

BEHAVIORAL PRINCIPLES: WHAT TO CONSIDER

• Are effective behaviors reinforced? On what schedule? Be careful to maintain desired behaviors!

• How are ineffective behaviors reinforced (maintained)?

• How can I shape effective behaviors while extinguishing ineffective behaviors?

• Consider relevant behavioral principals when analyzing

BEHAVIORAL CHANGE

Aim For Behaviors That Push But Do Not Exceed Student’s Capabilities

Attachment Disorders

• Stability first! Child must have skills to tolerate distress and remain in the window (e.g., work on grounding skills, distress tolerance, and emotion regulation)

• Incorporate emotion regulation strategies that hyper or hypoarousal patterns(e.g. aggressive connection or dissociated drifting to strangers)

• Develop healthy connective strategies through somatic exercises

• Teach boundaries and learning how to sense the body for child and parent

PTSD AND TRAUMA

• Stability first! Student must have skills to tolerate distress (e.g., work on grounding skills, distress tolerance, and emotion regulation

• Linehan promotes exposure techniques

• Consider other ways to handle trauma (e.g., mindfulness and presentcentered approaches)

• Incorporate Connected Child (Purvis, et.al, 2007) work into DBT work

EATING DISORDERS

• Often center on issues of identity and acceptability. Intense emotions result from self-loathing (food the focus of attention). Dialectics focus on urge indulgence vs. inhibition, helplessness vs. self-control, and acceptability of the individual to self and society.

• Validate experience -increase radical genuiness

• And develop positive identity and healthy controls (externalize disorder)

EATING DISORDERS

• Increase distress tolerance

Increase emotion regulation

Increase sensory input through mindfulness (again externalizing)

Mindful eating followed by distraction or urge surfing helpful

MINDFULNESS/ACCEPTANCE INTERVENTIONS

• Apply Core Mindfulness Skills

Have Student “sit with” emotion longer than he/she desires (i.e., exposure or desensitization)

Have Student change relationship to emotions and thoughts (not right/wrong or good/bad, but a different awareness based on acceptance and meaning making)

DEPRESSION

• Depression happens when desires are frustrated, making hope difficult and leading to greater passivity.

• Validate the mood, especially given lack of positive experiences (reduces secondary guilt and shame).

• Challenge the ineffective strategies used to deal with the mood.

DEPRESSION

• Increase positive behaviors (coaching, prompting, contracting, etc..)

Decrease mindfulness of negative experiences

• Build in self-care and emotion regulation skills

• Take dialectic approach to cognitions (explained more later)

SUBSTANCE ABUSE/DEPENDENCE

• Validate needs and challenge means of meeting those needs

Increase mindfulness of urges and then shift to external focus

Decrease environmental triggers

Increase distress tolerance and emotion regulation to deal with withdrawal and urges

STARTING OUT: COMMITMENT STRATEGIES

• Evaluate pros and cons of therapy

s advocate

• Play the devil

• Foot in the door techniques

• Door in the face techniques

• Connect to prior commitments

• Highlight the freedom to choose (especially in the absence of alternatives)

Shape stronger commitment (as therapy progresses)

• Coach and cheerlead

SQUARE BREATHING MINDFULNESS

YELLOW

“Inhaling I sense my body”

BLUE

“Holding I am here” GREEN

“Exhaling I relax my body.”

PINK

“Holding this is the perfect moment.”

SQUARE BREATHING MINDFULNESS

SKILLS STREAMING THE NEST

DBT Family Skills Format

DIALECTICAL FAMILY SYNTHESIS

Dialectics

FINDING THE MIDDLE PATH

• Acceptance and change

• Validation and challenge

• Emotion and reason (Wise Mind)

• Doing oneʼs best and needing to do better

• Active Student and active Teacher

• Goals of therapy (and/or program) and goals of Student

• Integrating research and practice (per EBP)

Dialectics in Action

Others-focus

Problem-Solving

Help-Seeking

Self-Focus Sitting With Self-Efficacy

DIALECTICAL DILEMMAS

UNRELENTING CRISIS

EMOTIONAL VULNERABILITIES ACTIVE PASSIVITY

BIOLOGICAL SOCIAL

APPARENT COMPETENCE

INHIBITED EXPERIENCING SELFINVALIDATION

Dialectics in Action

WAYS STUDENTS CAN PRACTICE DIALECTICS

• Balance of “old” self with “ new ” self

• Balance of want-toʼ s ” with have-toʼ s ”

Balance of your wants/needs with othersʼ wants/needs

Activating Wise Mind

• Considering alternative viewpoints and opinions

Weighing pros and cons

Choosing “middle path” behaviors

• Engaging willingness to shift from “stuck”

Experiential

Identify and write down one (1) dialectical dilemma you deal with in your practice or in relationships and share with the colleague next to you.

Building the Resource Toolkit

Critical Interventions: Building the Therapist’s Resource Toolkit

Validation as an Exposure Technique

Balance of Validation and Change

Slowing Down and Pacing

Levels of Validation (Linehan, 1997)

Prosodic Communication

•

The Therapeutic Space

Authoritative

In Summary

•

Questions?

ADDITIONAL RESOURCES

• Behavioral Tech, LLC -Marsha Linehan’s website: http://behavioraltech.org/index.cfm?CFID=54493378&CFTOKE N=48711039

• TCU Institute of Child Development: http://www.child.tcu.edu/default.asp

• Parenting a Child Who Has Intense Emotions-Dialectical Behavior Therapy Skills to Help Your Child Regulate Emotional Outbursts & Aggressive Behaviors-Pat Harvey & Jeannine Penzo (2009)

• Loving Someone with Borderline Personality Disorder: How to Keep Out-of-Control Emotions from Destroying Your Relationship -Shari Manning (2011) Thank-You