Whakawātea tō hinengaro kia noho ngāwari, kia nohorangimārie koe i roto i te kaupapa.

Free up your mental capacity to receive and participate in the kaupapa in a relaxed and peaceful manner.

Te Whare Tapa Whā

Supporting Wellbeing and Positive Behaviour

• Wellbeing and Self regulation

• “Low Arousal” approach. (Bo Elven & Ross Greene)

• Assessing and Planning: Zones of Regulation Model ( Leah Kuypers).

• Sensory Sensitivities

• Tools for Self Regulation

Self regulation

“Someone who has good emotional self-regulation has the ability to keep their emotions in check. They can resist impulsive behaviors that might worsen their situation, and they can cheer themselves up when they’re feeling down. They have a flexible range of emotional and behavioral responses that are well matched to the demands of their environment” Andrea Bell (2016).

Self Regulation

• But there is a lot of individual variation too. Some kids have more trouble regulating themselves, and they suffer for it.

• Kids with poor self-control and planning abilities are more likely to have aggressive behavior problems (Raaijmakers et al 2008; Ellis et al 2009). They are also more likely to experience anxiety and depression (Martel et al 2007; Eisenberg et al 2010).

• Over the long term, impulsive kids are more likely to become obese, more likely to smoke, and more likely to become dependent on alcohol or drugs (Sutin et al 2011; Moffit et al 2011).

• They are more likely to commit crimes and less likely to become wealthy (Moffit et al 2011). They may even suffer shorter life-spans (Kern et al 2009).

And what about school?

• To get along in the classroom, kids need to pay attention, follow directions, stay motivated, and control their impulses. So we might expect self-control to play an important role in academic achievement. Recent studies support the idea.

Self regulation and the Brain

education.govt.nz

Dr Ross Greene

education.govt.nz

Summary

• Self regulation and the brain

• Environment and Skills

• Self control to cooperate.

• Triggers

Emotional regulation plan

When … is in the zone what does it look like What helps …. stay in the zone Pro-active strategies

•

When …. is rumbling what does it look like What contributes to rumbling How to help ….. return to a calmer state

• •

When …. is in the red zone what does it look like? What contributes to getting into the red zone? How to help ….. return to a calmer state

• •

• Handling transitions, shifting from one mindset or task to another

• Doing things in a logical sequence or prescribed order.

• Persisting on challenging or tedious tasks.

• Maintaining focus.

• Considering the likely outcomes or consequences of actions ( less impulsive).

• Considering a range of solutions to a problem.

• Expressing concerns, needs, or thoughts in words, ask for help.

• Understanding what is being said.

• Managing emotional response to frustration so as to think rationally

• Seeing the “grays” rather than concrete, literal, black-and white, thinking .

Skills we need to succeed

Skills we need to succeed• Be ok about any deviating from rules, routine • Handling unpredictability, ambiguity, uncertainty, novelty • Shifting from original idea, plan, or solution • Realistic interpretations/ managing cognitive distortions or biases (e.g., not

thinking “Nobody likes me,” “It’s not fair,” “I’m stupid”) • Attending to or accurately interpreting social cues/ social nuances • Starting conversations, entering groups, connecting with people.• Seeking attention in appropriate ways • Appreciating how his/her behavior is affecting other people • Empathizing with others, appreciating another person’s perspective or point

of view • Managing anxiety and sensory/motor difficulties

education.govt.nz

education.govt.nz

Sensory processing

35

Hypersensitive/ Hyposensitive

Positive Learning Environments

?

Sensory Sensitivities

education.govt.nz

POSITIVE ENVIRONMENTS FOR SELF REGULATION: Natural Environments

education.govt.nz

POSITIVE ENVIRONMENTS FOR SELF REGULATION: Calm Spaces

education.govt.nz

POSITIVE ENVIRONMENTS FOR SELF REGULATION

education.govt.nz

POSITIVE ENVIRONMENTS FOR SELF REGULATION: Games

• Red Light, Green Light – kids move on the green

light and stop on the red light. Don’t get caught

moving on the red light.

• Freeze Dance – turn on music. When music

stops children have to freeze.

• Loud or Quiet – Children have to perform an

action either loud or quiet. First pick an action i.e.

stomping feet. The leader says Loud and the

children stomp feet loudly.

• Simon Says – Children have to perform an action

only when the leader says “Simon Say do…”. For

example, if the leader says “Simon Says touch

your toes” and all the children touch their toes. If

the leader says “Touch your toes”, no one should

touch their toes.

education.govt.nz

CONNECTING

education.govt.nz

Experiencing Feelings – Conscious Discipline

education.govt.nz

Mindfullness

• Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us.

• Mindfulness is the self-regulation of attention with an attitude of curiosity, openness, and acceptance.

education.govt.nz

education.govt.nz

Breathing and movement

education.govt.nz

education.govt.nz

education.govt.nz