A Self New Knowledge over Old Certainties Alaska …A Self‐Regulation Exploration: New Knowledge...

A Self‐Regulation Exploration:

New Knowledge over Old Certainties

Alaska Staff Development NetworkJanuary 2017

With: Mike McKay & Sandra‐Lynn Shortall

Today’s SessionPart One Self‐Regulation 101

• Setting the Stage

Part Two The ‘Self’ in Self‐Regulation

Part Three Self‐Regulation in the Complex 21st Century Classroom

Part Four Self‐Regulation Next Steps• Taking What We Know and Changing What We Do

Canadian Self‐Regulation Initiative

SELF‐REGULATION 101Part One:


Setting the Stage: Self-Regulation 101

CSRI’s Multi-Dimensional Approach to the Self-Regulation Journey


Each of Us Shares a Sacred Trust “Every Child, Every Chance, Every Day”

• Never doubt the impact of high quality, nurturing school environments (Social, Emotional, Physical & Intellectual)

• Understanding and applying a Self-Regulation framework is a fundamental Difference Maker in establishing that high quality environment

• It profoundly changes children’s life chances, particularly those with the greatest needs


Early Adversity & Its Deep Impact on Learning and the Learner

• The ACE Study – Adverse Childhood Experiences Study

• Physical, Emotional or Sexual Abuse• Physical or Emotional Neglect• Incarceration• Parental Separation or Divorce• Domestic Violence

Early adversity dramatically impacts health across the lifetime. We now know what it takes to interrupt that progression. The single most important thing we need today is the courage to directly address this

TED Talk http://bit.ly/17fegfY

Our Kids Play the Cards Available to Them

Let’s Not Forget



Whatever They Might Be

As educators, we help kids add cards to their deck

Educators Create the Conditions That Nourish These Three Human Needs:

• to belong

• to develop

• to contributeand…

Self-Regulation & Positive Social-Emotional Climates are Central to This Work



Mission Control

Our neuro-physiology determines our outcomes

Self-Regulation: A Working DefinitionHow effectively and efficiently a person deals with a stressor and then recovers from the effort

Our response to stressors:

• Social Engagement

• Fight-or-Flight

• Freeze

Every time we experience a stressor, the brain responds with processes that consume energy

Then, restorative processes kick in to recover from this energy expenditure & restore equilibrium

Without a socially, emotionally and mentally healthy environment, kids’ capacity to learn and to thrive is dramatically decreased or even eliminated.

The capacity to learn shuts down if you are filled with anxiety or fear. All of your energy is spent on survival. Canadian Self‐Regulation Initiative

CalmFocused

Alert

Self-Reg States

Based on the work of Dr. Stuart Shanker

Biological domain:including sensory

Emotional domain: anger, fear, frustration, sadness,anxiety

Cognitive domain:memory, attention, information processing,problem solving

Social domain:understanding social cues,engaging in sociallyappropriate behaviour

Prosocial domain:empathy, interpersonaldynamics, social engagement & contribution


From Five to Seven Essential Self-Regulation Capacities

We all have these capacities:

How do we activate them?

BiologicalBiological

EmotionalEmotional

CognitiveCognitive

PerspectivalPerspectivalRelationalRelational

InspirationalInspirational

AspirationalAspirational

7 Essential Capacities


Self-Regulation Capacities: Developed Over A Life Time

• Cognitive: I already have strengths & strategies in how I think and understand.AND I can discover & practice new ways to process and interact with information.

• Emotional: I am aware of and can manage diverse situations and how I feel inside

• Relational: I value the contribution others can make to me and I can make to them. I read social cues and know when to step in and when to step back.

• Perspective-taking: I can take a step back and look at/think about several different ways of understanding a situation.

• Inspirational: I feel wonder for the world and all of its potential

• Aspirational: I have the ability and desire to learn, to grow and to make a differencein my world.

• Biological: I recognize my unique gifts and challenges - the things that make me me. I am learning how to influence some of the ways the environment impacts me.


Biological *

Biological *

Emotional *

Emotional *

Cognitive *

Cognitive *

Perspectival

Perspectival

Relational **

Relational **

Inspirational

Inspirational

Aspirational

Aspirational

7 Essential Self-Reg

Capacities

Three Self-Regulation Snapshots


We know these kids. Low capacity for self-regulation has current and/or downstream impacts on their life chances.

We will spend some time with Jason. You

know him.

A Field Trip to the Louvre: Not a Self‐Regulation Moment


Some Kids Lament & Others Wonder…We Can Help Them Expand Their Options

Why is all of this stuff always happening to me?

Good Kid/Bad KidGrowth Mindset/Fixed MindsetI Have My …/My …Have Me

Activating Potential/Overwhelmedby Challenges

Virtuous Cycle/Vicious Cycle


As the teacher/adult in the situation, remember to be the thermostat not the temperature (or the furnace)

• Can’t sit still

Jason

• Is easily distracted• Has meltdowns when he’s frustrated

• Is a loner on the playground

• Has a reputation as a bully

The outside view


• I have that ‘sinking feeling.” Everyone else knows what’s going on ... but I don’t.

Jason

• I just get so mad!

• The other kids hate me.

• I don’t care what they think ... they’re just dumb!

The inside view

• I’ll never catch up.


Old School

• We run a tight ship here; bad behaviour is punished.

• Feeling worried? ... don’t be so sensitive; Feeling sad? ... soldier on.

• Life’s a struggle, you have to be a ‘winner’ to do well.

• Don’t worry about Freddy ... you’re responsible for yourself.

• Some kids are born smart; others will never catch up.

Old School

•Sit quietly in your seat.• Nothing on your desk but your pencil & notebook

• Lose marks for bad behaviour

• Solo projects; ‘winner‐takes‐ all’ games

• Mind your own business; keep your hands to yourself

We have invested a lot in “old school.” Classroom design, the learning dynamic, policies, a culture of rewards and sanctions…


New School

• It’s never too late – all kids can learn; we can promote a growth mindset.

• Challenging behaviour is linked to lagging skills.

• Emotional competencies are just as important as math competencies.

• Capacity for empathy is an important developmental milestone.

• Learning can happen when you’re having fun with others.

New School

• Classroom designed for movement & engagement

• Kids can opt to use sensory tools to help them focus

• Mindfulness, emotional & resilience capacities taught

• Team learning; cooperative andcompetitive games

• Acts of kindness and contribution are acknowledged

It’s time to hit the refresh button. What we know about kids and learning has to impact what we do.


• Feels calm more often than not ...

In his new school, Jason ...

• Knows that there are many things he already knows, and that he will continue to learn.

• Is proud that his teacher noticed how he was feeling a big emotion, but didn’t act on the impulse to kick his chair.

• Is aware that he feels happier during the day when he’s played hard at recess.

• Can see that other people have thoughts, feelings, & preferences that are different than his, and wants them to feel good too.

The inside view


• Knows he can take a ‘stretch break’ when needed, or climb on a spin bike.

In his new school, Jason ...

• Is working on a project that draws on his passionate interest in astronomy.

• Is learning about emotions, and uses the Hoberman ball in the classroom to practice mindful breathing.

• Asks if he can join the game at recess; helps other players sort out the rules.

• Comforted a classmate who was feeling sad and left out; invited her to join him in a game.

The outside view


A Teacher’s Voice: How a Self-Reg Approach Impacts Learning

…”I am starting to look at the reasons behind problem behaviors, rather thanjust giving consequences for students’ poor choices. It is less about what Ineed them to do and more about what they need from me”…

…”I see more clearly what my students bring to the classroom with them (bothgifts and challenges) and have an understanding of how these issues impacttheir learning time with me. I have also had to take a hard look at myself andmy teaching. The piles of paper , the stacks of books here and there, thechaos is adding to the visual clutter. The disorganization of the “stuff” isunsettling for some of my kids”…


Your Turn: Questions, Connections and Challenges

What are some “system norms” embedded in our school routines even though they interfere with conditions where kids can learn and teachers can teach?


THE ‘SELF’ IN SELF‐REGULATIONPart Two:


What are we growing?• Mindfulness skills

• Self-calming skills

• Growth mindset (focus on potential)

• Resilience (bouncing back)

• Focus and attention skills

• Social and emotional skills

• Perspective-taking skills

• Executive function skills


Growing Self-Regulation

Family

Community

School


And every community has its own unique culture …

• worldviews• shared meaning• collective norms, ethics• shared attitudes, values, beliefs• shared vision & goals• stories, myths• shared history, customs, language• culture of participation & contribution


Community & Culture

•Respond to stressors, and

•Return to a calm and alert state, ready to deal with new circumstances

Meet Life’s Challenges

•Respond to our innate drive to thrive ...

• Supported by optimal conditions for learning, mental health & wellbeing, positive, productive social engagement & relationships, and healthy human development

Rise to Life’s

Potential

Self‐RegulationCanadian Self‐Regulation Initiative

Self-Regulation Described:

1. Matching energy level to the demands of a task or situation.

2. Monitoring and managing emotions.

3. Focusing attention and ignoring distractions.

4. Understanding and engaging in social interactions.

5. Connecting with and caring about others.

Baumeister & Vohs, 1994


Self-Regulation Five Domains• Biological domain: including sensory

• Emotional domain: anger, fear, frustration, sadness, anxiety

• Social domain: understands social cues, engages in socially appropriate behaviour

• Prosocial domain: empathy, interpersonal dynamics,social engagement & contribution

Shanker, Stuart (2013)Calm, Alert and Learning: Classroom Strategies for Self-Regulationwww.self-reg.ca

• Cognitive domain: memory, attention, information processing, problem solving

Integrative Approach

to S-R

Integrative Approach

to S-R

BiologicalBiological

EmotionalEmotional

CognitiveCognitiveSocialSocial

Pro-SocialPro-

Social

POSITIVE CONTAGION

Positive Contagion?

The amygdala is a trigger point for emotional distress, anger, impulse, fear, and so on.

When this circuitry takes over, it acts as the ‘bad boss’, leading us to take actions we might regret later…

The key neural area for self regulation is the prefrontal cortex, the brain’s ‘good boss’, guiding us when we are at our best.

The dorsolateral zone of the prefrontal area is the seat of cognitive control, regulating attention, decision-making, voluntary action,

reasoning, and flexibility in response.

Dan Goleman, The Brain and Emotional Intelligence: New Insights, 2011


Self-Awareness & Contagious Feelings

• Notion of ‘Emotional Contagion’

• Whenever people interact, our brains and bodies react to the feelings of those around us

• Mirror neuron system

• Automatic, instant, unconscious and sometimes out of our intentional control system


Co-Regulation is:

a form of coordinated action between participants that involves a continuous mutual adjustment of actions and intentions.

Fogel & Garvey, 2007


Starting with the ‘SELF’ in Self-Regulation

1. How am I reacting to this situation and why?

2. What is my adult perspective?

3. How is the environment influencing the situation?

4. What is the child’s need?

5. How can we strengthen our relationship?


Self-Regulation is not

Self Control

IS IS NOT

A framework for understanding children’s needs and potentials

A program

Differentiated One–size fits all

Integrative – addressing all of the factors that promote self‐regulation

Expecting changes in the child without making changes in the system & the culture.

Self‐awareness & self‐agency Self‐control

Universal Only for learners with Special Needs designation

Part of the equation The panacea

Self- Regulation Savvy

SELF‐REGULATION IN THE COMPLEX 21ST CENTURY CLASSROOM

Part Three:


Human DevelopmentDevelopmentally children need structure and need direct instruction to co-regulate and self-regulate.

The adults in the child’s world need to create these structures and invest time in creating environments where children can thrive.

Investing time here is important and necessary.

Investing time here is worthwhile and will allow for deeper more complex cognitive processes to take root.


Student cognition & motivation connects directly with use of Self-Regulation/Executive Function strategies.

Focused Effort

Effective Strategy Use

Efficient Performance

Academic Success

Positive Self-Concept

Academic Success Cycle, Meltzer, Reddy, Pollica & Roditi, 2004

True or False?1. We can lead students’ brains to reasoning.

2. We can act as the frontal lobe and be our students’ executive functioning.

3. We can exercise the frontal lobe in our classrooms.

4. Environmental situations can change brain development.

5. We can teach students how to self-regulate in a way that increases individuals desire to self-regulate.

Our Opportunity1. Plan for transitions

2. Hope in advance

3. Second chances

4. Limit justifications and explanations

5. Graceful exits

6. Set and maintain boundariesV. Lapointe, 2016


Our Opportunity


PROBLEM

POTENTIAL

Looking for the Toolbox?


CalmFocused

Alert

- Decrease power/authority relationships

- Give children choice

- Increase activity time

- Change/De-clutter the classroom design

- Recognize “dysregulating” variables

- Introduce classroom tools

- Teach self-regulation

- Up-regulate/down-regulate as needed

School Strategies to Support Children’s Return to Calm

Based on the work of Dr. Stuart ShankerCanadian Self‐Regulation Initiative

Self-Regulation is about building emotional literacy.

Children should ‘ have their emotions work with

them, not against them’.C. Blair, NYU, 2010


Potentials Problems

How would you fill in the blanks?Canadian Self‐Regulation Initiative

Potentials Problems

What’s getting more of our attention? Potentials? Or problems?

An integrative approach to self-regulation also means responding to challenges and building capacities. Respond to

ChallengesBuild

Capacities


Self‐Regulation & Integration

Your Turn: Individual or Team Reflections & Questions

How can you see the strategies being shared here combine with the concept of growth mindset for kids and for teachers?


SELF‐REGULATION NEXT STEPSPart Four:


• less natural food/more fast food packed with sugars/salts/fats

• disconnection from nature because of crowded urban living, environmental pollution and “stranger danger”

• lack of sleep – time and quality

• screen time (the video screen is NOT a good teacher or child care provider). ** How many 2 year‐olds have TV in their bedroom or i‐Pad under the covers

• exposure to violence and other anti‐social behaviour

• family stressors: parents working two jobs, intergenerational poverty, family violence, lack of community supports and connections

What We Know

Our Kids (and We) Are Dealing With…


“The greatest weapon against stress is our ability to choose one thought over another.” William James, the father of American psychology.

Social Belonging

Affluenza

Cyber

Global issues

Urgency to Succeed

Our capacity to thrive is determined by how effectively we deal with stressors

Fear of FailureMedia frenzy

Family Economic Pressures

Current or

Trauma

Current or Intergenerational

Trauma

Healthy/Unhealthy Healthy/Unhealthy Routines: Nutrition

& Sleep


A Few Words from Dr. John Medina

• If you want to create a business or education environment that was directly opposed to what the brain was good at doing, you probably would design something like a cubicle or a classroom. And if you wanted to change things, you might have to tear down both and start over.

Faculty, Department of Bioengineering, University of Washington, School of Medicine

Director, Brain Center for Applied Learning Research, Seattle Pacific University

Understanding and applying a self-regulation framework allows for a less dramatic path forward than a total system rebuild.


Deficits/challenges Assets/strengths

Nurturing/growth mindset

Limiting/prohibitiveCanadian Self‐Regulation Initiative

Self-Regulation and Trauma

Working on self-regulation is especially important for children that have been traumatized, are victims of intergenerational trauma, or are being raised by caregivers who have been traumatized.

These children:

• Quickly shift from Learning Brain to Survival Brain

• Are in a chronic state of fight-or-flight, freeze, or even dissociation

• Have no energy left because fight-or-flight is extremely energy draining, reducing the person’s capacity to pay attention, inhibit impulses, regulate mood, co-regulate

Canadian Self‐Regulation InitiativeBased on the work of Dr. Stuart Shanker

Educators

Human Services

Professionals

Kids & Teens

Parents & Other Family Members

Community Groups & Alliances

Who do we work with & what do we bring to capacity building?

Practical tools and support for taking self‐regulation deeper, generating shared understanding & commitment among…

Together, we can be “The Village Raising the Child.”

Together, We Build Human Capacity


It’s Never Too Late

Your Turn: Individual or Team Reflections & Questions

What “take aways” will help you, your students and their families effectively cope with stressors so they don’t escalate to anxiety and more serious

mental health concerns?


Thank you!Mike McKayDirector, Canadian Self-Regulation [email protected]

Sandra-Lynn ShortallDistrict Principal, West Vancouver Schools, British [email protected]

For more information, please visitwww.self-regulation.ca

Reference ListBaumeister, R. F. (1998). The Self.

Blair. C. (2010). An Optimal Balance: Emotion-cognition interaction in context.

Butler, D.L, Schnellert L., Perry, N. (2016). Developing Self-Regulating Learners.

Carney. P. (2015). Well Aware: Developing Resilient, active and Flourishing Students.

Goleman D. (2011). The Brain and Emotional Intelligence: New Insights,

Hart, B. & Risley, T. (1995). Meaningful Differences in the Everyday Experience of Young American Children.

Lapointe, V. (2015). Discipline Without Damage.

Mraz, K. & Hertz. C. (2015). A Mindset for Learning: Teaching the Traits of Joyful, Independent Growth.

Shanker, S. (2013). Calm, Alert, and Learning.

Siegel, D. (2013). Brainstorm.

Thayer, R.E. (1996). The Origin of Everyday Moods. Fogel, A. & Garvey, A. (2007). Alive Communication.

Thompson, H. (2012). Calm, Focus, Joy.

White, M.C. & DiBenedetto, M.K. (2015). Self-Regulation and the Common Core: Application to the ELA Standards.

www.self-regulation.cawww.drdansiegel.cawww.self-reg.cawww.sensorystreet.comwww.ei.yale.edu


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