1. SENAS Trafford

2. Which Parent are you?
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3. The ZONES of Regulation®
A curriculum designed to foster self regulation and emotional control
By Leah M. Kuypers
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4. What is self- regulation?
In pairs
Discuss what self regulation is
What other words might you use to describe it?
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5. Self regulation… May be called: Self-control Resilience
Self-management
Anger management
Impulse control
Sensory regulation
These terms all describe people’s ability to adjust their level of alertness and how they display their emotions through their behaviour to attain goals in socially adaptive ways.
It’s the ability to do what needs to be done in the best state for that situation.
For example, when a student plays on the playground or in a competitive game, it is beneficial to have a higher state of alertness. However, that same state would not be appropriate in the library or when trying to go to sleep!
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6. Examples of self-regulation
Can you think of examples when YOU coped with a situation in a “socially adaptive way”?
Can you think of examples when you DIDN’T cope with a situation in a “socially adaptive way”?
What made the difference?
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7. RESEARCH ON SELF-REGULATION
Higher academic achievement is more likely when interventions include self-regulation components. - Blair & Raza, 2007
Self-regulation abilities have a stronger correlation with school readiness than IQ or entry-level reading or maths skills. – Blair, ; Normandeau & Guay, 1998
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8. Why teach the Zones?!
We need to teach our children GOOD coping and regulation strategies so they can help themselves when they become stressed, anxious, or sad.
Typically, children who can self-regulate will turn into teens who can self-regulate. Self-regulation skills are vital for the success and happiness of our children.
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9. SENAS Trafford

10. Self regulation To self regulate, we all need to…
regulate sensory need
regulate emotions
regulate impulses
so we can…
meet the demands of the environment
reach goals
behave in a socially appropriate way
Stressful or frustrating experience- self regulate well remain calm.
Struggles self reg display maladaptive behaviour
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11. We need three things to be integrated to able to self regulate:
Sensory processing
Executive function
Emotional regulation
Not blaming teaching tools
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12. Sensory Processing
All students have differences in the way they perceive the world through their senses.
Have you any examples of times you have really been bothered by one of your senses?
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13. Executive function
Executive function is like a command or control centre that oversees actions and mental operations.
Examples of executive functions that influence self-regulation are
Attention shifting
Working memory
Self-talk (internalisation of speech)
Flexible thinking (being able to see multiple options)
Planning (organising actions and executing a plan)
Impulse control (inhibition)
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14. https://www.youtube.com/watch?v=XriNmQSclC4 Riley in minessota
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15. Emotional regulation
“Anyone can become angry, that is easy…. But to be angry with the right person, to the right degree, at the right time, for the right purpose and in the right way… this is not easy.” Aristotle
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16. Emotions are triggered by events, BUT some cognitive abilities are used to regulate the emotion, such as motivation and understanding the other person’s perspective.
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17. Why does it matter in school and at home?
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18. What are The ZONES of Regulation®?
The ZONES are designed to help children recognize when they are in different zones as well as learn how to use strategies to change or stay in the zone they are in.
In addition to addressing self-regulation, the students have an increased vocabulary of emotional terms, skills in reading other people’s facial expressions, perspective about how others see and react to their behaviour, insight into events that trigger their behaviour, calming and alerting strategies, and problem solving skills.
Deb
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19. The ZONES of Regulation®
It’s important that EVERYONE shares the same language around the zones.
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20. https://www. youtube. com/playlist
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21. https://www. youtube. com/playlist
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22.
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23.
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24. Activity
How do the zones look for me?
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25. Goals of the ZONES curriculum
To teach the students:
to identify their feelings and levels of alertness
effective regulation tools
when and how to use the tools
to problem solve to achieve positive solutions
To understand how their behaviours influence others’ thoughts and feelings
And ultimately…
To achieve Independent Regulation!
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26. How are the ZONES useful?
You can support your child by:
Use the language and talk about the concepts of The ZONES as they apply to you in a variety of environments.
Make comments aloud so your child understands it is natural that we all experience the different zones and use strategies to control (or regulate) ourselves. For example, “This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths.”
Deb
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27. There is no such thing as a bad ZONE.
It is important to note that everyone experiences all of the zones—the Red and Yellow Zones are not the “bad” or “naughty” zones.
All of the zones are expected at one time or another.
The Zones of Regulation approach is intended to be neutral and not communicate judgement.
We can talk about if behaviour is expected or unexpected in a situation.
Part of the curriculum is intended to show children how their expected or unexpected behaviour can influence others’ thoughts about them: “comfortable” or “uncomfortable” thoughts.
Tiffany
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28. How are the ZONES useful?
Help your child gain awareness of their zones and feelings by pointing out your observations.
Talk about what zone is “expected” in the situation or how a zone may have been “unexpected.”
Share with your child how their behaviour is affecting the zone you are in and how you feel.
Help your child become comfortable using the language to communicate their feelings and needs by encouraging your child to share their zone with you.
Show interest in learning about your child’s triggers and Zones tools. Ask your child if he or she wants reminders to use these tools and how you should present these reminders.
Make sure you frequently reinforce your child for being in the expected zone rather than only pointing out when his or her zone is unexpected.
Tiffany First 3 bullets & Deb last 3.
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32. Make sure you praise your child for using tools to get into a more expected zone- not just for being in it anyway!
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33. More ZONES help!
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