THE ZONES OF REGULATION : A CURRICULUM DESIGNED TO FOSTER SELF-REGULATION AND EMOTIONAL CONTROL

Written and Created by Leah M. Kuypers, MA, Ed., OTR/L

Presented by SBISD Psychological Services 2014

WHAT IS THE ZONES OF REGULATION?

• The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities.

• The curriculum’s learning activities are designed to help students recognize when they are in different states called “zones,” with each of the four zones represented by a different color.

• In the activities or lessons, students learn how to use strategies or tools to stay in a zone or move from one zone to another.

• Students explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones.

THE FOUR ZONES

• The four zones can be compared to a stoplight or traffic signs.

• A Blue rest area sign (Blue Zone) – represents pull over, you’re tired, time to recharge.

• A Green Light (Green Zone) – represents “good to go”.

• A Yellow Light (Yellow Zone) – represents caution, slow down, or take warning.

• A Red Light (Red Zone) – represents stop and regain control.

THE FOUR ZONES

• The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, explosive behavior, devastation, or terror when in the Red Zone. A person is described as “out of control” if in the Red Zone.  

THE FOUR ZONES

• The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has some control when they are in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.  

THE FOUR ZONES

• The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.  

THE FOUR ZONES

• The Blue Zone is used to describe low states of alertness, such as when one feels sad, tired, sick, or bored.  

AN IMPORTANT REMINDER…

• Everyone experiences all of the zones at one time or another.• The Red and Yellow Zones are not the “bad” or “naughty” zones (e.g., you would not tell a student one zone is good and another is bad).• The Zones of Regulation is intended to be neutral and not project judgment when helping students recognize their levels of alertness and feelings.

THE ZONES CURRICULUMCHAPTER 2 – HOW TO GET STARTED (PG. 11)

• Chapter 2 teaches you how to use the curriculum and what you will need to do to prepare to teach the lessons.

• Lessons are designed for use in a group format (2-4 students works best), but curriculum can be adapted to work individually with a student.

• In addition, with another facilitator, the curriculum could be used with an entire class.

In the ideal situation, students who struggle with self-regulation benefit from both individual and group

interventions – individual so you can teach the skills and group so you can practice the skills!

THE ZONES CURRICULUMCHAPTER 3 – THE LESSONS (PG. 23)

• Chapter 3 – Introducing Students to The Zones

• Learning activities are designed to teach students to recognize their zone at any given time, gain insight into how their behavior changes how others think and feel about them, understand how their ability to regulate affects their day as a whole, and identify triggers that lead to the Yellow or Red Zone.

• The lessons and learning activities of Chapter 3 are intended to be introduced in the order they appear in The Zones book to present manageable bits of information that build on one another and to aid you and the student in organizing the information.

• Let’s look at some of the lessons and learning activities in Chapter 3.

THE ZONES CURRICULUMCHAPTER 4 – THE TOOLS (PG. 102)

• Chapter 4 includes activities that teach various tools that are calming and alerting. These tools include sensory supports, calming techniques, and thinking strategies.

• Exploring Sensory Support Tools (e.g., fidget balls, digging in rice bins, jumping, sitting on a ball)

• Exploring Tools for Calming (e.g., deep breathing, visual calming sequence, counting to 10)

• Exploring Tools – Thinking Strategies (e.g., big vs. little problems, inner coach vs. inner critic, Superflex vs. Rock Brain)

• Chapter 4’s lessons may be taught in any order and can be introduced as soon as students are able to decipher what zone a tool would help them in. Any time…Any order.

• A visual overview of the Tools can be found on pg. 104.

THE ZONES CURRICULUMCHAPTER 5 - PUTTING IT INTO PRACTICE (PG.

135)

• Chapter 5 – Learning When to Use and Apply Tools• Activities teach students why, when and how to use the

tools they have explored in Chapter 4 to influence their zones. Students also learn how to integrate the use of these tools into everyday life.• Chapter 5’s activities are intended to be introduced in the

order they appear in The Zones book.

SAMPLE IEP GOALS FOR SELF-REGULATION

• Suggestions for IEP goals for self-regulation are included on page 177 of the book. You can adapt them as needed to meet the needs of the student.• For example →

Johnny will increase emotional vocabulary as demonstrated by labeling emotions ________, _________, and ________, in self and others with ________ accuracy.

ADDITIONAL IDEAS FOR ACTIVITIES!

• Go to Pinterest and search The Zones of Regulation

• The Zones of Regulation blog

http://www.zonesofregulation.com/index.html

• The Zones of Regulation app at the iTunes App Store ($4.99)

• The School Counseling Files

http://www.schoolcounselingfiles.com/zones-of-regulationemotional-regulation-activities.html