When a student can’t read, we teach him how. When a student struggles with algebra, we give her skills to help. When a student has trouble behaving, what do we do?
Self-Regulation skills can be taught. Not all students have the same ability to regulate emotions, behaviors and responses to difficulties. And those who have not mastered Self-Regulation can be very disruptive to instruction time. When educators include lessons on Self-Regulation as part of the curriculum, everyone can benefit from the training on how to recognize triggers and how to manage responses to them. Rather than trying to modify behavior and/or removing the stimuli that results in unacceptable behavior, Self-Regulation training gives students control over their responses.
Self-management is a key element of social-emotional learning. The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-management as “the ability to successfully regulate one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations.”
Developing the ability to self-regulate provides a student with critical life skills needed to achieve academic success, maintain emotional control and experience healthy social interaction. They are better equipped to handle anger issues, anxieties, impulsiveness, academic challenges, classroom behavior issues, self-esteem struggles and social troubles. Teachers, counselors, social workers, administrators and other educators will see observable and sustained positive changes.
In this one-day training, Brad Chapin will provide recommendations and strategies that participants can use with all students, particularly with students who have behavioral and/or emotional self-control issues. The training consists of practical insights, recommendations and learning activities that are based upon the evidence-based approaches used in cognitive-behavior psychology. The content of this seminar is consistent with the principles underlying the RTI/MTSS and Positive Behavior Supports movements. Brad will provide creative, fresh and engaging approaches for individual students, small groups, classrooms and the whole school.
3 Skill Training Areas
Physical Regulation Skills:
– Identifying warning signs
– Learning how to calm the body
Emotional Regulation Skills:
– Identifying and expressing feelings
– Instilling a sense of responsibility
Cognitive Regulation Skills:
– Healthy vs unhealthy thoughts
– Understanding motives for behaviors
Participants will learn:
– To develop a level of understanding of the Self-Regulation framework sufficient for teaching it to students and presenting it to parents
– To apply step-by-step strategies/activities to teach young people how to increase self-regulation including: cooling the flame, my warning signs, melting freeze, you can’t make me laugh, free emotional expression, challenge software program, defiance trap
– To organize and implement strategies in a way that is most effective
– To address many social/emotional, behavioral and academic problem areas including: anger and oppositional behavior, depression & anxiety, academic performance, chronic impulsiveness, ADHD, motivation, learned helplessness, bullying & other school safety issues
– To access, monitor and report measurable outcomes from the application of self-regulation strategies
Learning how to self-regulate is a crucial skill for students. Self-regulation training can help students manage their emotions, control their impulses and improve their focus. These skills have a significant impact not only on their performance in school but also on their success in life. In school, students who have mastered self-regulation have been found to have better academic outcomes and more positive social relationships. Outside of school, being able to self-regulate can help students make better decisions, cope with stress and navigate difficult situations. Ultimately, the ability to self-regulate is a valuable tool that can help students succeed in all aspects of their lives.
