1. Self-Regulation and Coping Skills
Breanne Heaslip and Julie Cleary
EES School Counselors

2. What is self-regulation and Why is it important?
Self-regulation is the ability to be aware of and manage difficult feelings as they occur.
It is important because the development of self-regulation skills are essential in being able to persevere through difficult life challenges. These skills also support healthy brain growth and functioning.

3. Brain Functioning Cortex Reflective Cognition
Concrete cognition The Brain works from the bottom up:
Affiliation Attachment/Reward If there is a need in one of the areas in the lower brain, all
of the other areas will not function properly. For example if a
Limbic System child is tired they may not be able to access motor regulation,
Sexual Behavior emotional regulation, and then high order thinking.
Emotional Reactivity
Cerebellum
Motor Regulation
Arousal
Appetite/Satiety
Brain Stem
Sleep
Blood Pressure
Heart Rate
Body Temperature

4. Social and Emotional Milestones
5 - 6 years old:
Displays a range of emotions
Still relies on caregiver support to solve problems but is beginning to use learned problem solving strategies with support
Tantrums are still common but should not last for an extended period of time
Beginning to identify the names of feelings and feelings others may be experiencing
Withdrawing or acting out to express feelings or to solve problems may still occur
7-8 years old:
Ability to recognize how their body reacts to difficult feelings
Ability to name more complicated feelings such as disappointed, anxious, frustrated etc.
Tantrums should not occur on a regular basis
Can identify that their behaviors and feelings affect how others think and feel about them
Children can identify several solutions to solve a problem
Children can persevere through conflicts and challenges

5. Developing Self-Regulation and Coping Skills at School
Feelings identification and practice
Stop, Name Your Feeling Calm Down
Take a break, take breath, talk it out, count to 10
5 Point scale
Cool Cat Problem Solving
Thinking thoughts and feeling feelings
Identifying body cues
Mind and Body Time

6. Supporting Social and Emotional Learning at Home
Establish a routine (bedtime, eating, play, etc)
Review and role play new situations ( what will it look like, sound like)
Provide brief, concrete, and consistent expectations for your child
Develop appropriate consequences for repeated behavior prior to the behavior occurring ( do not address consequences when your child is escalated)
When your child is escalated give your child time and space to calm down ( do not talk to them in the moment except to give them a brief reminder of the expectation)
Try to remain calm and model appropriate coping skills ( breathing, walking away, etc)
After de-escalation, process how they were feeling and how they can get their needs met a different way ( talk it out, take a break, take breath, physical activity). For younger kids you may have to help them identify their feeling
Read children’s literature and identify feelings of characters and problem solving strategies used