1. Terri Cooper SEDNET Region 13 Cooper_s1@hcsb.k12.fl.us NCTHS ESE Professional Development 10-7/8-14 1

2.  Define Regulation/Dysregulation  Explore causes of Dysregulation  Discuss strategies to help students develop Self-Regulation 2

3. What kind of outcomes can I expect after teaching my students Self-Regulation Skills? 3

4.  The ability to manage and tolerate stress  Regulated students…..  Participate in class  Follow directions  Ignore distractions  Make positive choices  Accept corrections 4

5.  The inability to tolerate stress  Dysregulated students…  Can be impulsive  Can be argumentative  Can be withdrawn  Can be noncompliant  Can have emotional outbursts 5

6.  Physical threats  Co-Workers  Big crowds  Deadlines  Lost keys  Holidays  Relationships  Health  Bills  Losing a job  Crime  Teenagers  Being late to work  Mental health  Death of a loved one  Natural disasters  Foreclosure  Paying for college  Traffic  Technology 6

7.  Hunger  Learning disabilities  Abuse  Bullying  Peer Pressure  Lack of sleep  Health  Relationships  Mental health  Teachers  Parents  Tests  Homework  Chronic chaos at home  Physical threats  Neglect  Academic problems  Exposure to violence  Social isolation 7

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10. Regulated Student Dysregulated Student Stimulus Response Stimulus 10 Time and Space Time and Space

11. Anger Confused Thinking Stress 11 Bad Decisions

12.  Sure !!!!!  Anger is a natural, healthy human emotion 12

13.  It’s too frequent  It’s too intense  It lasts too long  It’s destructive  It hurts  It disrupts the learning environment 13

14.  Students need to learn appropriate ways to express anger (self-regulate)  We need to….  Help students identify the causes of their anger  Anticipate situations that might trigger anger  Identify regulation strategies that will help students stay calm  TEACH, TEACH, TEACH regulation strategies 14

15.  Eliminate unproductive responses to stress  These may be very entrenched patterns of behavior (“go to” behaviors)  TEACH productive replacement behaviors  Persistent  Research says that it takes 21 days of repetition to learn a new behavior  Be Proactive 15 Teaching self- regulation is a two step process that has to be done simultaneously

16. 16 Stress Positive Coping Strategies Feel better for a long time You feel _____ Feel better for a short time Negative coping Strategies TEACH TEACHELIMINATE PersistentProactive

17. “It’s impossible to teach a child to swim in stormy seas.” anonymous 17

18.  Most will work for most of the students most of the time  Not all will work for all students all of the time  NONE will work for any of the students if we don’t PRACTICE, PRACTICE, PRACTICE, PRACTICE 18

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20.  Recognize Events that create Dysregulation  Frustration with school work?  Peer/Social interactions ?  Recognize Physical Changes  Heart pounding/Breathing faster  Face may feel hot and turn red  Muscles become tight and tense  Angry Face  Clinched teeth and fists 20

21.  Gets oxygen to the brain  Decreases the amount of adrenalin that’s being produced Relaxation Response  Engages the Relaxation Response 21

22.  Heart rate increases  Blood pressure rises  Quick Breathing  Tense Muscles  Automatic  Heart rate decreases  Blood pressure decreases  Breathing slows  Muscles Relax  Intentional 22 Stress Response Relaxation Response Sympathetic Nervous System Parasympathetic Nervous System The stress response and relaxation response are exact opposites

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24. “When angry count to ten before you speak; if very angry, one hundred.” Horace (65-8 BC) 24

25.  Words are POWERFUL !!  Helps decrease feelings of anger  Improves…  self-concept  attitude  behavior  achievement  Kill the ANTs 25

26. Automatic Negative Talk http://ahha.org/articles.asp?Id=100 26

27.  Take 3 deep breaths.  Be happy.  I can do this.  Stay calm.  It was an accident.  I can ask for help.  Everyone makes mistakes. 27

28.  Progressive Muscle Relaxation  A stress reduction technique that reduces tension and stress  A strategy that involves the tightening and releasing of major muscle groups  Developed by Dr. Edmund Jacobson in the 1920s 28

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30.  http://behaviordoctor.org/material -download/ http://behaviordoctor.org/material -download/  Music at 60 beats per minute  Gary Lamb  The rate your heart beats when relaxed  Reduces stress and anxiety  Nature videovideo 30

31.  “Antiseptic Bounce”  Allows the student to calm down, move, avoid embarrassment  Volcano Pass  Allows the student to safely “blow it” within pre-determined guidelines 31 For more info on Fritz Redl https://www.youtube.com /watch?v=EG5b7vEujXY A Fritz Redl Concept

32.  Create a “Calming Area”  Soothing colors  Bean Bag chair  Rocking chair  Stuffed animals  Fidget Tools  Calming music  Relaxing pictures 32

33.  The Zones of Regulation by The Zones of Regulation Leah Kuypers  www.socialthinking.com www.socialthinking.com  The Incredible 5 Point Scale by Kari Dunn Buron The Incredible 5 Point Scale 33

34.  An outlet for emotions  Changes brain chemistry  Feel happier  Feel more relaxed  Brain Gym Brain Gym  Boogie Breaks Boogie Breaks 34

35. How are children like wet cement? 35

36. Children are like wet cement. What ever falls on them leaves an impression. Haim Ginott 36

37. Show them what you do.  Stay calm  Think Aloud  Take deep breaths  Use Positive Self-Talk  Use “I” statements 37

38. It is easier to build strong children than to repair broken men. Frederick Douglass 38

39.  Google these Articles ……  The Powerful Impact of Stress by Victoria Tennant  Helping Children Learn to Regulate Their Emotions by Carolyn Webster-Stratton  http://prakovic.wikispaces.com/Emotion+Thermometer http://prakovic.wikispaces.com/Emotion+Thermometer  How to Begin Handling Your Self Talk by Larry Iverson

40. What kind of outcomes can I expect after teaching Self-Regulation Skills? 40

41. Terri Cooper Cooper_s1@hcsb.k12.flus (352)797-7022 ext.213 www.sednetfl.info The Multiagency Network for Students with Emotional/Behavioral Disabilities (SEDNET) is a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. 41

42.  (n.d.). Retrieved from angermgttips.com  Anger and self-talk. www.athealth.com  Mills, Ph.D., H., Ross, Ph.D., N. & Dombeck, Ph.D., M. (2008, June 30). Progressive muscle relaxation for stress reduction. : www.mentalhelp.net  Ito, C. (n.d.). Behavior influence techniques. : www.ttac.odu.edu  www.musicintheclassroom.com  Anger management: 10 tips to tame your temper. www.mayoclinic.com  braingym.org  Forbes, H., & Post, B. B. (2010). Beyond consequences, logic, and control. Boulder, Co: Beyond Consequences Institute.  Shapiro, L., Pelta-Heller, Z., & Greenwald, A. F. (2008). I'm not bad, I’m just mad. Oakland, Ca: Instant Help Books.  http://www.cdd.unm.edu/ecspd/resources/pdfs/QualityChildcare/Re source%20Guide/SelfRegulationTipsandStrategies.pdf  Posen, D. (2012). The little book of stress relief. Buffalo, New York: Firefly Books, Inc.  Tennant, V. (n.d.). The powerful impact of stress. New Horizons for Learning, Retrieved from http://education.jhu.edu/PD/newhorizons/strategies/topics/Keeping Fit for Learning/stress.html http://education.jhu.edu/PD/newhorizons/strategies/topics/Keeping Fit for Learning/stress.html  http://prakovic.wikispaces.com 42