TM · 2019-08-26 · individual’s progression along their Self-Reg journey. Reframe the Behaviour...
Transcript of TM · 2019-08-26 · individual’s progression along their Self-Reg journey. Reframe the Behaviour...
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TM
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | i
The Self-Reg School Toolkit™ was initially developed to address the need for tools and
resources to support those who work in school environments incorporate Self-Reg in
their educational practice. The MEHRIT Centre’s (TMC) first toolkit came out for the start
of the 2016/17 school year. It has had, to date, well in excess of 21,000 visits to the page,
with that number ever increasing. However, we knew the tools could do with a little
more TMC TLC, so we took them back to the drawing board and asked our Self-Reg
community once again how we could best adapt these tools to suit their needs. The
amount of feedback we received was staggering, but helped us clearly identify areas for
improvement and gaps where new tools could be made. For the 2017/18 school year, we
now have a series of tools that we strongly believe will be able to help Self-Reggers in
classrooms across Canada and the world beyond.
Although these tools are labeled as for “schools”, many of the documents held within
these pages can be used for contexts beyond that. We encourage you to adapt these
tools to your setting and find what works best for you. For example, if you feel the WAVE
incident report only needs the W and the E sections for your purposes, by all means
make the modification for your group.
As there is a learning curve associated with effective use of our tools, TMC does offer
consulting on how to use them. For more information, please contact us at info@self-
reg.ca.
Best wishes,
Susan Hopkins
Executive Director, The MEHRIT Centre
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | ii
New for the 2017/18 toolkit, we have implemented a rating system to identify the extent
of Self-Reg knowledge that is required in order to successfully make use of these tools.
The scale is based on the ranking system seen on our Self-Reg Competencies Rubric:
Emerging, Developing, Applying and Extending. See below for our recommendations as
to what level of understanding is required to make the most of tools ranked at each
level.
Tools under the Emerging ranking scale are suitable for those who are
new to Self-Reg, however would like to begin taking the first steps
along their Self-Reg Journey. For these individuals, we would
recommend that they seek TMC consulting if wanting to use tools with
higher rankings.
These tools are suitable for use by individuals who have already begun
learning about Shanker Self-Reg®, be it through their school, our
Professional Learning webinar series or the Foundations Certificate
Program and are ready to begin infusing Self-Reg throughout their
environment.
These tools require an extensive knowledge of Shanker Self-Reg®, thus
we recommend users be certified in Shanker Self-Reg® through our
Foundations Certificate Program. These tools go a step further in
applying Self-Reg in your specific environment.
Individuals who have taken our Self-Reg Foundations Certificate
Program and have continued to either our Level 2 or Master’s Module
courses are well suited to use these tools. However, you will notice the
current toolkit does not offer any tools that fall under this rank.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | iii
Last updated: August 25, 2017
The information contained in The MEHRIT Centre Ltd.’s Self-Reg School Toolkit (the "Service") is for general
information purposes only. The MEHRIT Centre Ltd. assumes no responsibility for errors or omissions in
the contents on the Service. The information contained in the Service is general in nature and should not
be considered to be consulting or any other professional advice. In no event shall The MEHRIT Centre Ltd.
be liable for any special, direct, indirect, consequential, or incidental damages or any damages whatsoever,
whether in an action of contract, negligence or other tort, arising out of or in connection with the use of
the Service or the contents of the Service. The MEHRIT Centre Ltd. reserves the right to make additions,
deletions, or modification to the contents on the Service at any time without prior notice.
The content of the Services is the property of The MEHRIT Centre and is intended for personal non-
commercial use of the user. No part of the Service including, but not limited to, the text, graphics, images
or logos may be modified, reproduced, transmitted, distributed, publicly displayed or utilized for any
commercial purpose, in any form, by any means, in whole or in part, without The MEHRIT Centre’s specific
written permission.
Downloading the Service documents states that you are in agreement with the above statement.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 1
Self-Reg Rubric……………..…..…………………………………………………………………..…….2
In the Moment Ways to Lighten the Stress Load………………………………………….3
Example Ways to Restore Energy…………………………………………………………………4
Example Stressors in the 5 Domains of Self-Reg………………………………………….5
Tools under the Emerging ranking scale are suitable for those who are new to Self-Reg,
however would like to begin taking the first steps along their Self-Reg Journey. For these
individuals, we would recommend that they seek TMC consulting if wanting to use tools
with higher rankings.
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www.self-reg.ca | Stuart Shanker, Susan Hopkins & The MEHRIT Centre Ltd. | 2017 | 2
The Self-Reg Rubric is intended for use with students or those who are new to Self-Reg. The rubric can be used to identify an
individual’s progression along their Self-Reg journey.
Reframe the
Behaviour
I am learning about my brain,
what stress is, and how stress
impacts my behaviours, mood
and energy levels.
With help, I can spot some signs
of too much stress in myself and
others.
On my own I read and reframe
stress-behaviour in myself when
I look back on a situation.
I read and reframe stress-
behaviour in myself and others.
When I read stress in myself or
others, I reframe what’s going on
as stress behaviour not
misbehaviour.
Recognize the
Stressors
I am learning about different
kinds of stressors in 5 different
domains: Biological, Emotion,
Cognitive, Social and Prosocial.
With help, I can spot some of my
significant stressors that are
affecting my own and other’s
behaviour, mood and energy
levels.
On my own I recognize the
stressors that impact my
behaviour, mood and energy
levels, especially when I am
experiencing several of these
stressors all at the same time.
I am a stress detective. I ask
“why” and “why now” to figure
out what my personal stressors
are that I can reduce or remove
to lower my stress. I read the
signs of stress behaviour in
others and reflect on “why” and
“why now”.
Reduce the Stress
I am learning about ways that
stressors can be reduced.
With help, I can figure out ways
to reduce or remove some of the
stressors that are affecting my
own or other’s behaviour, mood
and energy levels.
On my own I have reduced or
removed some of the stressors
that are affecting my behaviour,
mood and energy levels.
I take action to lower my stress
by reducing and/or removing
those personal stressors I
figured out are affecting my
behaviour, mood and energy
levels.
Reflect: Enhance
Stress-Awareness
I am learning about the
difference between just being
quiet and feeling calm.
With help, I am starting to notice
when I am calm, what “calm”
fees like in my body and to
recognize calm in others.
On my own I notice the feeling of
being calm, focused and alert
when it happens and I notice
when I don’t feel that way too.
I am stress aware; I have
awareness of my brain-body
energy states and stress
response systems, I know what
calm feels like, and am aware
when I am experiencing
dysregulation internally.
Respond: Develop
Personal Strategies to
Promote Restoration
and Resilience
I am learning about ways that
people deal with stressors and
about ways that people fill their
energy tanks back up when
they’re empty.
With help, I can figure out some
coping strategies that others use
and my own personal ways to
“fill up” my tank when it’s low.
On my own I use my own
strategies to deal with stress. I
know what works for me and
what doesn’t. I also know and
use my personal ways to
recharge my own energy tank
when it’s low.
I have personal “strategies” that I
use to help me cope with and
adapt to stressors. I take time to
restore not just as part of a daily
routine, but also when I notice
the signs of my energy dipping
low.
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www.self-reg.ca | Liz Shepherd & The MEHRIT Centre Ltd. | 2017 | 3
We are all very different when it comes to what helps us find calm. Tapping into Step 3
(Reduce) of the Shanker Method®, this tool provides a few examples of the many ways to lighten
your stress load in the moment with adaptive coping mechanisms.
Want to make your own poster? Use the ‘In the Moment Ways to Lighten the Stress Load DIY’ tool.
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www.self-reg.ca | Liz Shepherd & The MEHRIT Centre Ltd. | 2017 | 4
We are all very different when it comes to what helps us restore energy and find calm.
Tapping into Step 5 (Respond) of the Shanker Method®, this tool provides a few examples of the
many ways out there to restore energy and promote long lasting self-regulation. Which ones
help you feel calm? Keep this tool handy as a reminder to take time for yourself each day to help
you self-regulate.
Want to make your own poster? Use the ‘DIY Ways to Restore Energy’ tool.
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www.self-reg.ca | Self-Reg Level 2 Cohorts 1 and 2 &The MEHRIT Centre Ltd. | 2017 | 5
Although they are by no means comprehensive lists, below are some examples of stressors
across the 5 Domains of Shanker Self-Reg® compiled by our Level 2 Certificate learners. Use
these to help stimulate thought about the types of stressors that may be using energy in yourself
or another individual throughout the day.
• Allergies
• Asthma
• Athletic challenges
• Autoimmune diseases
• Being hungry
• Being ill
• Being inside too much
• Being too cold or too hot
• Bright lights
• Busy traffic
• Caffeine
• Car/truck fumes
• Chapped lips
• Chronic pain
• Cigarette smoke or other
pungent smells
• Clothing (sensitivity to fabrics)
• Deep or light touch
• Digestive disturbances or
imbalances
• Eating sounds
• Eating sugar/candy
• Equilibrioception (feeling "off
balance”)
• Extreme weather conditions
and excessive howling winds
• Eyesight (forgot glasses/eyes
not tested/print not
clear/sitting too far away)
• Fluorescent lighting, lack of
natural light
• Food intolerance/sensitivities
• Gastrointestinal issues
• Hard chairs
• Having cold hands and feet in
winter
• Having to be too still
• Having to sit too long in
meetings
• Hearing difficulty
• Hormonal changes
• Humming of power lines
• Humming sounds from lights
• Inadequate sleep
• Infection/illness
• Insomnia
• Insufficient solitude and quiet
• Lack of something such as food
• Listening and feeling of my
heart rate
• Loud voices
• Marathon training
• Measuring for high blood
pressure
• Menstrual cycles
• Non-restorative sleep or sleep
disturbed
• Over Indulging
• Proximity (too close)
• Screen Time
• Smells (chemicals on floor or in
bathrooms/perfumes/ food)
• Sore teeth (cavities)
• Speech impediment
• Thirst
• Too many things hanging in a
classroom
• Tooth pain
• Travel
• Video Games
• Dry air
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www.self-reg.ca | Self-Reg Level 2 Cohorts 1 and 2 &The MEHRIT Centre Ltd. | 2017 | 6
• A sick parent
• Anticipation
• Anxious about parental
disagreements
• Being in any kind of deep
relationship and experiencing
the strong emotions involved,
positive and negative
• Being kicked out of class
• Being uncomfortable around
so many other people
• Board members or staff
reneging on promises and
responsibilities
• Change in routines
• Children fighting
• Comparing self to others
• Conflict
• Confrontation
• Deadlines
• Depression
• Disagreements/arguments
• Disappointment
• Divorce
• Doubtfulness
• Embarrassment
• Emotional liability
• Family member is ill
• Fear of another’s reactions
• Fear of punishment/
consequences
• Fear of things like heights
• Fear when trying something
new
• Feeling “off”
• Feeling hurt
• Feeling pain
• Feeling responsible for other
people
• Feeling unwelcome
• Foster care
• Grief/Loss
• Guilt
• Helplessness
• Intense surprises
• Leaving parents to go into
school
• Lonely
• Moving
• Negative Conversations
• Nightmares
• Not Feeling Safe
• Over-excitement
• Paranoia
• Preholiday (i.e. Christmas)
build-up
• Public speaking
• Strong emotional expressions
• Worrying about elderly parents
that live with you
• Ability to organize thoughts
• Being last to grasp new
concepts
• Being put on the spot
• Being uninterested in topic
• Cognitive dissonance
• Competing demands of work,
school, elderly parents, kids
• Competition
• Confusion
• Constant new learning e.g.
report cards
• Difficult tasks that are not age
appropriate
• Forgetting shopping list
• Having a to-do list in my head,
not written down
• History/Past experience
• Information overload
• Information presented too
quickly or too slowly
• Lack of intellectual stimulation
• Learning a new language
• Learning something new
• Making decisions
• Memory lapses
• Multitasking
• New information that doesn't
fit in to what you currently
"know"
• New to country and attending a
school where learning is
presented in an unfamiliar
language
• Not being able to read the
book that has been assigned
• Not being able to use a
calculator to figure out math
problems
• Overstimulation
• Pattern recognition
• Poor working memory
• Prioritizing tasks
• Reading challenges
• Remembering Information
• School improvement
• Second language
• Slow processing in a speedy
world
• Struggling to connect letter
sounds and symbols
• Thinking, concentrating, and
working on a new problem
• Time pressures
• Too many interruptions
• Too much inferring vs clearly
stating expectations
• Triple looping
• Trouble recognizing patterns
and symbols
• Unable to track along with the
written words on a page
• Under-stimulation
• Visual problems
• When everyone else gets the
joke but you
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www.self-reg.ca | Self-Reg Level 2 Cohorts 1 and 2 &The MEHRIT Centre Ltd. | 2017 | 7
• Adjusting to new norm of
retirement
• Attending birthday parties
• Being a quiet person in a loud
world
• Being bossed around or
dominated by another
• Being bullied
• Being gossiped about
• Being in a social setting alone
• Being left out of a
group/rejected
• Being victim of bullying
• Big groups
• Confrontation
• Confusing social situations
• Constant social input when you
have an urge to be alone
• Crowds
• Defensive reaction in self when
you disagree with what
someone is saying
• Disagreements with your
partner
• Eating slowly in a fast-eating
world
• Engaging in small talk and not
really connecting at a
meaningful level
• Fake social niceties between
people
• Feeling excluded
• Feeling like you have nothing to
talk about in a group
• Feeling you have to socialize
with a group of people you
don’t know
• Fitting in to different cultural
norms
• Getting a turn in conversations
• Going to an event not knowing
anyone
• Hostility
• Hypersensitivity to Social
Signals
• Informing someone their
chosen fragrance is a scent in a
scent-free environment
• Intense one on one interaction
• Interpersonal conflicts
• Interpreting the impact of what
we are saying on someone else
• Jealousy
• Joining a table of strangers and
having to introduce yourself
• Keeping calm and looking
beyond the words a person is
saying to see their red brain in
action
• Lack of friends
• Lack of Human Interaction
• Lack of social engagement
• Large family gatherings
• Large groups
• Learning the norms of a new
group
• Meeting someone new
• Meetings where people engage
in side bar conversations
• Moving crowds
• Not being understood by
friends or acquaintances
• Not having anyone to play with
at recess
• Obvious socially inappropriate
comments
• Over focus on detecting the
social signals
• Peer pressure with friends, or
not so good friends
• Presenting a good first
impression when meeting
someone new
• Public speaking
• Putting on a social face when
you are feeling a little too tired
to entertain
• Small talk at social events e.g.
birthday parties, holiday
events, showers, etc.
• Two or more people talking at
the same time
• Walking in to a social or
professional
function alone and not seeing
anyone you recognise or know
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www.self-reg.ca | Self-Reg Level 2 Cohorts 1 and 2 &The MEHRIT Centre Ltd. | 2017 | 8
• A sick child
• Altruism
• Being distracted by the
powerful feeling of being able
to “see” the communication
flowing between people
• Being exploited by people,
organisations and/or politicians
• Being influenced by
stereotypes, knowing you are
influenced and not knowing
how to deal with it
• Being late
• Compromising your needs to
help out another person
• Dealing with others' strong
emotions
• Difficulty reading others’ cues
• Empathy, Sympathy
• Feeling the stress of your own
children and other family
members, especially in the
midst of a dysregulated
moment
• Feeling unprepared
• Giving a gift
• Guilt
• Having a huge circle of friends
and colleagues many of whom
seem to be having a crisis
• Helping someone through their
distress
• 'Ignoring' panhandler while
waiting in left turn lane
• Injustice
• Interacting with individuals or
groups that don't really 'get
you' or even care to know or
are quick to assume
• Internet dating
• Expectations of others
• Feeling limbic resonance and
not knowing that’s what the
feeling is
• Lack of empathy due to
compassion fatigue
• Lack of gathering places
• Limbic reactions of others
• Mind reading resulting in trying
to please everyone or feeling
overwhelmed
• Moral dilemmas
• My children's distress, and not
being able to solve their
problems for them
• New neighbourhood
• Other people's discomfort
• Putting needs of others before
your own
• Selflessness-need some self-
care for own health
• Unfairness
• Watching the news
• When your partner is stressed
• Working in the helping
professions and feeling all the
feels of clients we support
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 9
Self-Reg Competencies Rubric…………………………………………………………………..10
Blank Energy Tension Matrix……………………………………………….........…………....11
Energy-Tension Reflection Journal…………………………………………………………....12
Classroom Environment Reflection Poster………………………………………………..14
Classroom Environment Checklist…………………………………………………………….15
Classroom Environment Design Elements………………………………………………..17
It’s SMARTEST to Co-Regulate……………………………………………………………………18
Self-Reg 5 Domains Conversation Starters for Students……………………………19
Self-Reg 5 Domains Conversation Starters for Adolescents………………………26
Self-Reg Strategies in the 5 Domains…………………………………………...……………36
These tools are suitable for use by individuals who have already begun learning about
Shanker Self-Reg®, be it through their school, our Professional Learning webinar series
or the Foundations Certificate Program and are ready to begin infusing Self-Reg
throughout their environment.
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www.self-reg.ca | Stuart Shanker, Susan Hopkins & The MEHRIT Centre Ltd. | 2017 | 10
The Self-Reg Competencies Rubric is intended for use by individuals who are well versed in Self-Reg and who co-regulate others.
This rubric can be used to identify an individual’s progression along their Self-Reg journey.
Reframe the
Behaviour
Explores examples of excessive
stress.
Considers difference between
misbehaviour and stress-behaviour.
Recognizes some signs of excessive
stress.
Recognizes some examples of stress-
behaviour.
Reads the signs of excessive stress
and reframes behaviour.
Distinguishes between misbehaviour
and stress-behaviour.
Reads and reframes behaviour in
self and others while applying all 5
steps of The Shanker Method® of
Self-Reg.
Recognize the
Stressors
Understands that there are many
different kinds of stressors.
Understands that in Self-Reg we look
for stressors in 5 different domains:
Biological, Emotion, Cognitive, Social
and Prosocial.
Looks for significant stressors in all 5
domains.
Understands that stressors from
different domains interact with and
exacerbate each other.
Identifies significant stressors in all 5
domains.
Analyzes and describes how
stressors from different domains
interact with and exacerbate each
other.
Identifies and analyzes significant
stressors as part of a dynamic 5
domain system in self and others
while applying all 5 steps of The
Shanker Method® of Self-Reg.
Reduce the Stress
Understands that there are stressors
in an individual’s environment that
influence their self-regulation and
can be reduced.
Understands that stressors in all 5
domains can be identified and
reduced or removed.
Applies strategies to reduce or
remove stressors in all 5 domains of
Self-Reg.
Lowers the stress load experienced
by self and others by taking action to
reduce and remove identified
stressors as part of the application of
the 5 steps of The Shanker Method®
of Self-Reg.
Reflect: Enhance
Stress-Awareness
Understands that quiet is not the
same thing as calm.
Recognizes that many individuals do
not know what calm feels like.
Begins to notice what “calm” feels
like and to recognize genuine calm
and some of the other arousal states
in self and/or others.
Applies developmentally-appropriate
approaches to learn or teach what
calm feels like and to become aware
of the experience of all the arousal
(stress) states.
Applies individual and “whole group
appropriate” strategies to enhance
stress awareness while applying all 5
steps of The Shanker Method® of
Self-Reg.
Respond: Develop
Personal Strategies to
Promote Restoration
and Resilience
Understands that strategies to
restore energy and to cope
with/adapt to stressors is unique for
each person, not a one-size-fits all
process.
Identifies the practices that are
restorative to personal energy stores
for self or others.
Identifies existing adaptive (and
maladaptive) coping strategies to
respond to excessive stress.
Applies adaptive coping strategies
from the personal/individual Self-Reg
toolbox to respond to excessive
stress.
Applies personal strategies to
restore energy.
Builds own, or supports another to
build a personally meaningful
toolbox of Self-Reg strategies to
promote restoration and resilience
as part of applying all 5 steps of The
Shanker Method® of Self-Reg.
Understands that everyone,
including parents and teachers, has
a limbic system and experiences
various arousal states throughout
the day.
Reflects on the part personal triggers
(stressors) have played in a stressful
situation or an experience with
another individual or group.
Reflects on personal self-regulatory
strengths and areas for growth.
Reflects during, as well as after, a
stressful experience on own triggers.
Demonstrates awareness of own
self-regulatory strengths and areas
for ongoing development.
Practices all 5 steps of The Shanker
Method® of Self-Reg.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 11
Adapted by The MEHRIT Centre from Robert E. Thayer (1996). The Origin of Everyday Moods: Managing Energy, Tension, and Stress
Thinking about your current energy and tension levels, where are you on the Energy-Tension Matrix?
High Energy
Low Energy
Low
Tension
High
Tension
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www.self-reg.ca | The MEHRIT Centre Ltd | 2017 | 12
Adapted by The MEHRIT Centre and Laura Cesaroni from Robert E. Thayer (1996). The Origin of Everyday Moods: Managing Energy, Tension, and Stress
Thinking about your current energy and tension levels, where are you on the Energy-Tension
Matrix? Use the table below to record your energy and tension levels and evidence for this. Then,
Reframe.
Date and Time: Circle what Energy-
Tension state you
are/were in?
Red
HE/HT
Black
LE/HT
Yellow
HE/LT
Blue
LE/LT
What happened to lead you to this state? And how did you respond?
Reframe the situation:
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www.self-reg.ca | The MEHRIT Centre Ltd | 2017 | 13
Adapted by The MEHRIT Centre and Laura Cesaroni from Robert E. Thayer (1996). The Origin of Everyday Moods: Managing Energy, Tension, and Stress
Date and Time: Circle what Energy-
Tension state you
are/were in?
Red
HE/HT
Black
LE/HT
Yellow
HE/LT
Blue
LE/LT
What happened to lead you to this state? And how did you respond?
Reframe the situation:
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 14
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 15
When designing a classroom environment, you must take into account stressors that may be
present that can impact a child’s learning and behaviour. Using the checklist below, identify what you
have in place and what you can strive towards to make your classroom as Self-Reg friendly as possible.
All surfaces (e.g. desks, shelves) in the classroom are free of excess clutter
Walls and bulletin boards are organized with information grouped simply
Desk sized copies of tools usually displayed on walls (e.g. number or letter
lines) are available to students, and neatly put away when not being used
Desk top study carrels to reduce visual input when working at a desk
The floor is clear and clean
Lighting is adjusted throughout the day according to the arousal needs of
the classroom
Natural lighting is maximized where available
Fluorescent lighting is minimized where possible
Differently lit areas are available for students to access, based on their
preferences (a bright area, and a dimmer lit area)
Curtains to create a darker area and use of lamps for ambiance
Excess noise is reduced where possible (e.g. weather stripping on doors)
Reverberation is reduced (e.g. carpets, egg cartons on walls)
Noise cancelling headphones or earbuds are available or allowed
Electrical humming from lights, heating/cooling vents, electronics, etc. is
minimized
A non-startling noise used to indicate class change overs or breaks (e.g. a
rain stick)
Access to water at desk
Regular hydration breaks available throughout the day
Healthy meals served from the cafeteria
Encourage healthy snacks
Spare water and healthy snacks in classroom
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 16
A variety of seating or standing options available (tick all available)
□ Standing desks or surfaces
□ Peddle desks
□ Stationary bike with an easel
□ Bean bag chairs
□ Couch
□ Carpeted open floor space
Students are able to use these options throughout the day
No perfume
Minimize food smells
Scent free, or neutral scent cleaning supplies
Minimize smoking related scents
A variety of spaces within the classroom which promote/enable up- or
down-regulation for students to self-select to meet their Self-Reg needs
Students understand how stressors can impact their energy and tension
levels
Students know what is in place in their environment that help them
□ Up-Regulate
□ Down-Regulate
Students know the process, expectations and feel empowered to access
any tool they need to support their self-regulation
Students know how to safely use all equipment available to them
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 17
The environments we are in are full of stressors across the 5 Domains of Shanker Self-Reg®, and classrooms are no exception.
Classroom environments are known to have a substantial impact on children’s learning and behaviour. Although ideal environments
are individual and context dependent, this tool identifies some key areas to consider when designing your space to be as Self-Reg friendly as
possible.
Consider decluttering wall,
bulletin boards, shelves and furniture,
particularly in instructional areas. Minimize,
organize and group visual material on walls
and shelves, as well as student and teacher
work areas. This helps students find
information more easily.
Adjust the amount of lighting needed
throughout the day, according to the arousal
needs of the classroom. Do what you can to
maximize available natural lighting or lessen
the intensity of fluorescent lighting.
Allow students to reduce background
noise by making noise cancelling headsets or
ear buds available. Headphones do not need to
be connected to a device.
Offer a variety of seating or
standing options allowing for the child to
change their body positions. For example,
standing desks, a couch, bean bag chairs,
peddle desks, etc.
Make sure students
have access to, and are encouraged to take,
hydration breaks throughout the day. Also
ensure that students have access to healthy
breakfasts, lunches and snacks.
Minimize the presence of strong
scents, like perfumes, certain foods, or
cleaning chemicals.
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www.self-reg.ca | Paula Jurczak & The MEHRIT Centre Ltd. | 2017 | 18
Co-regulation is when two individuals are in sync with each other, allowing each individual to up
or down regulate the other to be calm and engaged. By understanding what someone is thinking
by reading affect cues and gestures, you can figure out what the other individual needs.
implify your language
ovement – slow down your actions
ffect – match the child’s affect
eflect the child’s emotional intent
one of voice – modulate for the situation
yes and ears – listen with both
top –wait for the child to initiate
ogether – join the child in their intent
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www.self-reg.ca | The MEHRIT Centre | 2017 | 19
Sometimes we don’t know where to start when it comes to being a stress detective across the 5
Domains of Shanker Self-Reg®. Below are some conversation starters to begin looking deeper
into the 5 Domains.
Is the child able to pay attention to both people and objects and what helps the child to do so?
Notes:
Strengths in this area: Challenges in this area:
Does the child initiate ideas and activities? When/what kinds of supports are needed to do so?
Notes:
Strengths in this area: Challenges in this area:
Is the child able to plan and execute several steps? If not, what kind of assistance do they
require?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 20
Does the child understand cause and effect and think logically?
Notes:
Strengths in this area: Challenges in this area:
Does the student set goals and monitor them?
Notes:
Strengths in this area: Challenges in this area:
Does the student have self-awareness of strengths and weaknesses?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 21
Does the child appear to understand their own intentions and feelings? When do you notice this?
Notes:
Strengths in this area: Challenges in this area:
Does the child appear to understand and respond to the intentions and feelings of others, both
verbally and non-verbally? When do you see this demonstrated?
Notes:
Strengths in this area: Challenges in this area:
Does the child demonstrate the ability to be both a listener and a speaker?
If so, when and with whom?
Notes:
Strengths in this area: Challenges in this area:
Is the child able to repair broken communication? With fellow students, staff or both?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 22
Is the child demonstrating a range of emotions? Describe what you have seen.
Notes:
Strengths in this area: Challenges in this area:
Is the child able to modulate strong emotions? Describe this developing capacity.
Notes:
Strengths in this area: Challenges in this area:
Does the child respond to the feelings and intentions of others?
Describe when you have seen this ability present.
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 23
Is the child interested and willing to learn by themselves and with others?
Describe what you have seen.
Notes:
Strengths in this area: Challenges in this area:
Does the child demonstrate natural curiosity, and a desire for creativity and innovation?
When do you see this?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 24
Does the child ever help others to become calm and alert? When do you see this? Describe.
Notes:
Strengths in this area: Challenges in this area:
Does the child seem concerned about the feelings of others? If so, when are these expressed?
Notes:
Strengths in this area: Challenges in this area:
Does the child ever put the needs and interests of others ahead of their own?
If so, when do you see this? Describe.
Notes:
Strengths in this area: Challenges in this area:
Does the child ever demonstrate a desire to do the “right thing”? If so, when? Describe.
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 25
Does the child appear to be healthy and well rested? Describe indications of health or ill-health.
Notes:
Strengths in this area: Challenges in this area:
Does the child have sufficient energy to enjoy his day at school? Can the child recoup energy
after difficult situations? Describe.
Notes:
Strengths in this area: Challenges in this area:
Is the child able to become calm and alert enough to engage in activities throughout the school
day? Describe any visual, auditory, and touch sensitivities that deplete the student’s energy.
Notes:
Strengths in this area: Challenges in this area:
Does the child have the ability to use his body in a coordinated way to allow him to participate in
and enjoy activities at school?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 26
Sometimes we don’t know where to start when it comes to being a stress detective across the 5
Domains of Shanker Self-Reg®. Below are some conversation starters to begin looking deeper
into the 5 Domains with adolescents.
Is the adolescent able to sustain concentration, think logically, consider perspectives, problem
solve, and time manage at an age-appropriate level?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent have academic interests and curiosity?
A wide range or an extremely narrow range? Describe.
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent set learning goals and monitor and assess performance? Describe.
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 27
Does the adolescent take risks, view failure as an opportunity to learn, and demonstrate ability
to learn from errors on his/her own?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent demonstrate self-awareness, including the recognition of personal learning
strengths and weaknesses and knowing how (and when) to personally apply the 5 steps of Self-
Reg? Describe.
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 28
Is the adolescent able to “mindread”: i.e. know what others are thinking or feeling from their
body language?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent have friends? Is the student able to engage in the sorts of behaviours that
are essential for having friends, such as repairing interactional breakdowns?
Notes:
Strengths in this area: Challenges in this area:
Is the adolescent able to participate effectively in group activities?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 29
Is the adolescent drawn to positive or negative peer groups?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent live in a largely “asocial” world (e.g. playing solitary computer
games, watching TV or movies)
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 30
Does the adolescent display a wide range of emotions or only a narrow range? Describe.
Notes:
Strengths in this area: Challenges in this area:
Is the adolescent able to bounce back from frustration, disappointment, embarrassment, or is
left devastated by such emotions?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent have a balanced or strongly negative outlook?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 31
Is the adolescent able to describe or express subtle emotional experiences?
Notes:
Strengths in this area: Challenges in this area:
Is the adolescent emotionally volatile, swinging from one emotion to another in an instant?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 32
Has the adolescent developed “internal standards of behaviour”: e.g. a personal sense of right
and wrong?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent see others behaviour in black and white terms or is the student able to
think in terms of grey?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent exhibit empathy to others?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 33
Does the adolescent appear “connected” to the school?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent participate in prosocial activities?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 34
Does the adolescent appear to be healthy and well rested? Describe indications of health or ill
health.
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent have long periods of being sullen or withdrawn that are not related to
illness?
Notes:
Strengths in this area: Challenges in this area:
Is the adolescent physically active?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre | 2017 | 35
Does the adolescent frequently display “defensive behaviours” (hunched over, arms crossed,
hoodie pulled over eyes)?
Notes:
Strengths in this area: Challenges in this area:
Does the adolescent have a problem with abdominal weight? Skin rashes? Movement problems
(e.g. sluggish, clumsy)?
Notes:
Strengths in this area: Challenges in this area:
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 36
Below are strategies for improving self-regulation in each of the 5 Domains of Shanker Self-
Reg®. Identify the strategies in each domain that you are already doing, and all the strategies
that you can improve on or try for the first time. Of this list, start by picking one or two in each
domain to work on this week. Every week after that, select another one or two strategies to work
on, until you have accomplished the whole list.
Declutter, declutter, declutter.
Do a spring cleaning and bring in tricks of the “home-makeover” world: use bins to tuck
away, sheets to conceal the bins, etc.
Conduct a ‘visual noise’ scan of classroom. Look for bright colors, busy walls, busy
carpets, more clutter that you missed.
Consider every item on the wall: why is it there, who uses it, and how?
Ensure all content intended for learners is at their eye level.
Clear away the content in the upper part of the wall in a classroom.
Remove hanging items from ceilings.
Replace laminated posters with content co-created with students.
Change harsh lighting to natural lighting options where possible.
Identify other elements of distraction (from yourself as a teacher): such as scents,
sparkly and dangly jewelry, visually distracting clothes, where you stand when you talk.
Replace laminated posters with content co-created with students.
Do a noise audit. What are the “background” noises or brain alarm triggering noises, and
can they be removed, replaced, or minimized. Think of bells, humming electrical
equipment, squeaky chairs, student’s voices.
Observe your own voice and how you use it.
Have earbuds and noise reducing headphones available.
Bring nature into your space. Plants, rocks, sticks, foliage – if it’s from nature you really
can’t go wrong.
Use natural colors in your classroom. Choose and use the primary colors, especially
yellow, very carefully – it goes where you want their attention to go.
Have a variety of seating options and allow students to choose what fits them best.
Consider non-limbic alarm triggering transition sound sources like rain sticks.
Set up a hydration station and plan and, if accessible, a healthy snack program.
Create “micro-environments” so students can pick-and-choose, move from one to
another as needs require. Include areas with regulating materials like: rocking chairs,
beanbag chairs, bins of sensory materials, silent bikes, camps couches.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 37
Adopt a “Self-Reg First” philosophy. We all want to get on to the curriculum: prioritize
having “learning brain” on and a student that is calm, focused, and alert first.
Recognize that Self-Reg in the emotion domain is infused throughout the school day: in
the everyday routines; through relationships; problems that emerge, are worked through,
and resolved; and, the growth that happens over time.
Use a preventative model wherever possible with your support team. Think upstream
(preventative) vs. downstream (crisis).
In your predictable routines include consideration for transition time.
Take students outside whenever you can.
Scan your classroom for the ‘Self-Reg friendly’ places student’s can choose to go.
Create a microenvironment plan for your classroom that moves beyond the general
whole class “rethink” suggested in the bio domain strategies and considers individual
needs.
Apply a “necessary for some, good for all” as a strategy to guide the planning for your
space to support the Self-Reg needs of students processing strong emotions:
o Squirrel-away areas; caves, cubbies
o Tents, tipis,
o Provide materials for camp-building
o Weighted items like blankets, rice-filled socks
o Have the whole class make personal pillows or weighted snakes
o Knitting zone, puzzle area, personal “stuffies” zone for younger children
Consider the expectations around the use of microenvironments. Does the student
have the option to self-select when to use a microenvironment and for how long?
Build all students’ awareness of the Physical/Emotion Nexus: help the students become
aware of the connection between their physical state and the emotions they experience.
Teach students that tears are “cortisol cleansers” and serve a purpose.
Amplify experiences of positive emotions.
Nurture a “positive bias”.
Allow “space” for the emotions – whatever they are. If our model was self-control we
would expect students to suppress strong emotions or move through them quickly, but
it’s Self-Reg and so we know that even if they want to they can’t just suppress.
Allow Face-timing with caregiver as needed. Check in on your belief systems around
this practice and a student’s Self-Reg needs – these beliefs are as crucial to it’s success as
the strategy itself.
Have parents, grandparents or siblings make personal video clips, write letters or make
pictures that students can “visit” for comfort when needed.
Watch for the signs of where students naturally go when given the opportunity to
choose, look for the Self-Reg within that choice.
Allow choice to opt out if you use whole class calming strategies. Many of these are
actually exacerbating the dysregulation in students. To each what they need. Students
who are always moving, need to move. That’s how they self-regulate.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 38
Test out all strategies with individual students to find ones that work (each student is
unique), e.g. 1-2-10 (1 awareness, 2 deep breaths, count to 10) or certain
microenvionments. Ideally each student wants to figure out a “bag” of strategies that help
them come back to being calm, alert, and focused.
Start a personal Self-Reg journal and document your own Self-Reg, energy and tension,
and/or experiences of Stressors in the 5 domains throughout the school day.
Use predictable routines and schedules that are consistent, not ever-changing, yet also
with novelty – the “new”—every day.
Co-create visual schedules and routines with students.
Wherever you can, allow for learning to flow for longer blocks of time and without
interrupters.
Build movement breaks into your learning day, not just for the physical health activity,
but also to support Self-Reg in the cognitive domain.
Move the classroom outdoors, into the community, and in authentic environments.
Do meaningful work – meaningful to the students.
Play, no matter the age, stage or grade: play and learning are interconnected.
Tell stories, listen to stories, look for the story within the learning.
Nurture interests. Whenever you can bring the curriculum in to what the students’ are
already deeply interested in.
Use flexible grouping, allow for different choices of grouping including working on own.
Make that choice a safe one.
Use multi-modal approaches to bootstrap a “weaker” pattern recognition sense with a
stronger one (e.g., number with tactile).
Use questioning to make the learning visible and “see” inside a student or group of
students’ thinking.
Learn to recognize the shift from “learning brain” to “survival brain”: Students shift to
“survival brain” when they don’t understand what they are experiencing, why people are
acting the way they are, or when there’s just too much for them to take in.
Remember “boring” and “bored” are actually stress responses. The stressors can be
coming from the cognitive domain. When you see or hear “bored” ask yourself why and
why now and look for the hidden stressors.
Allow for lots of practice to aid cognition.
Design learning for the multiple brain pathways.
Elaborate, expand, build on whatever it is you are learning
Look for multiple sources of evidence of learning.
Learn about working memory and it’s connection to anxiety, stress, and thus Self-Reg.
Recognize that part of what makes a cognitive task difficult is ignoring (or filtering)
distracting information, from our perceptual system, but also our memory. This can make
even simple cognitive tasks more difficult and leads to errors.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 39
The practice of Self-Reg in the social domain is infused throughout the school day:
o In the everyday routines; through relationships; problems that emerge, are worked
through, and resolved.
Model respectful dialogue even in challenging situations where another is not showing
respect.
o Think ‘out loud’ where possible/appropriate to describe your inner dialogue
(during or afterwards).
Normalize ruptures in relationships between students. Friends, even adult friends, have
disagreements.
Apologize when you notice in retrospect that you would respond differently.
Intentionally-design activities and experiences that promote relationship building,
starting simple (to keep it “safe), with, e.g. a bridge-building or balloon tower challenge.
Frame ‘success’ as meeting the challenge, not a race or competition.
Invite adults into your classroom LOTS
o parents, community members, principal, other teachers, assistants, custodian)
during student working time (play centers, inquiry or collaborative project work
etc.).
▪ If needed, provide adult(s) with a few questions (open ended) and have
them circulate asking these questions.
▪ Teach the students in advance how to introduce themselves.
▪ Model for the students how to engage with the adults in two-way
conversation
Use circles for problem solving class challenges that emerge or just as a general
settling practice.
During class circles / meetings pass the rock or “talking” stick.
▪ Allow ‘passing’ (not forcing a response) as an option (goes to safety) as the
rock moves around the circle.
▪ Begin with ‘safe’ questions that everyone can answer such as: What is your
favorite color or animal? Or for older students, maybe your favorite band
for example.
o Frame hearing the same answer more than once as celebration of something in
common.
Play drama games such as mirror opposites (in partners).
o Assign the leads (say: A’s put up your hands, you lead first and then B’s follow) Then
vice versa.
o Then, when you see they are ready encourage students to move the leadership of
the mirror back and forth –without words).
Play ‘vote with your feet’ games such as four corners:
o For example: Today’s four corners is the season you were born – winter front left
etc. or favorite ice cream and name four.
o Allow the groups once they vote ‘with their feet’ to connect around whatever is
common to the corner they chose.
Include a dramatic play center or zone (not just for little ones)
Create classroom products that everyone contributes to:
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 40
o Class books with collections of poetry, stories, art….
o Math word problems with all the students in the class included,
o I wonder questions
o Collections of lyrics to favorite songs. favourite family recipes book
o Travel log of a “Class Creature” or Special Book
o Anything that can collectively feel celebrated.
o Ensure that those who need scaffolding have it.
Create a parent “cafe” event as one of the parent visits to the classroom.
o Design together the classroom to look like a café
o Design the menus, create the food and drinks
o Provide the service.
Take field trips to a variety of settings with different social expectations.
o Recognize the stressors
▪ new unknown context
▪ sense that others know the rules and you don’t
▪ hyperarousal from the ‘excitement’ and the drain on energy that results in
HT/LE
Design your environment with student belonging in mind. Ask, what more can I do to
have each and every student know/feel:
o I am invited in;
o I am welcome here;
o I have a place;
o I fit;
o This is my space too;
o I am not a tourist or temporary here;
o My family is welcomed;
Create a family feeling in your classroom.
o No family is perfect, but everyone belongs.
o Take a picture of the whole class and print a large version of it to put on the door
of the classroom.
o If the students’ have cubbies or spaces for their things mark these with a name
and picture.
o Have student created materials and designed spaces in the classroom to
communicate this is “our” space.
Build, build, build relationships with children, families and communities.
o Where the feeling of healthy relationship building is not yet reciprocated, be kind,
be patient and be available when the door opens for more.
Bring in debates in the older grades. Start to slowly and gradually release the
responsibility.
o The ‘me-we-you’ model can help scaffold it.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 41
• “Me” teachers debate and/or watch debates on the web.
• “We” – teacher led with students, then when ready:
• “You” – Student-led.
o Celebrate diversity of perspectives and the debating skills of thinking critically,
challenging others’ ideas, yet always respectfully.
o Honor the non-debaters, there are many roles to play in a debate. One student can
write a news article from the debate, another moderate the debate, others play
the roles of reporters, artists, researchers.
Explore community issues:
o Whole class role dramas exploring complex social issues that affect the local
community, such as the proposal of a new shopping plaza or a pipeline in the
community.
o Research a current news item from different perspectives, analyze the news
coverage of it from different magazines, papers, broadcasters and compare and
contrast the differences.
Do something meaningful and positive for your community:
o Plan “we” oriented activism with the students around issues they care about.
o Start a school-community garden.
o Become involved in community-driven initiatives
o Start events like Pay-it-Forward and Random Acts of Kindness.
Care for animals or plants.
Use age appropriate literature to explore identities: self and others.
Explore hero figures in their complexity – and humanness (imperfections included).
Allow for the discomfort of students “not knowing” an answer (their discomfort, but also
yours in the prosocial domain).
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 42
RADAR……………………………………………………………………………………….…...............43
WAVE School Incident Report (Long Form)…………………………..……………………48
WAVE School Incident Report (Short Form)……………………………………………….52
WAVE Self-Reg Mapping (Long Form)………………………………………………………..54
WAVE Self-Reg Mapping (Short Form)……………………………………………………….58
DIY In the Moment Ways to Lighten the Stress Load…………………………………60
These tools require an extensive knowledge of Shanker Self-Reg®, thus we recommend
users be certified in Shanker Self-Reg® through our Foundations Certificate Program.
These tools go a step further in applying Self-Reg in your specific environment.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 43
“That word ‘haven’ speaks to the importance of having our students feel safe and secure from the
moment that they enter school: emotionally as well as physically.”
- Dr. Stuart Shanker
RADAR – Reflect, Analyze, Design, Activate, Respond – guides the process of moving towards
becoming a Self-Reg Haven. We designed this model to meet the challenges schools face with
questions of “data” or “evidence based” decision making. But this could easily apply to any
organization travelling on the journey towards becoming a Self-Reg Haven. The RADAR process
has 5 iterative stages, which, like Self-Reg, are hinged on a reflective process and repeatedly
revisiting the steps, continuously improving. Use the following pages to help map out where you
are now, where you would like to be, and how to get there on your Self-Reg Journey.
Start by taking a step back and reflecting on what you hope to achieve, and why this matters
to you and your organization. Identify which of the 4 Self-Reg Journeys – seeds, sunrise, quilt,
haven – aligns best with your strategic goals or directions. Understand that aiming for a haven
may be out of reach, but a seeds, sunrise or quilt journey may fit best.
Take an in depth look at what you currently have in place. What programs and services do you
currently offer, and how do they relate to the 5 Domains of Self-Reg? Use this stage to identify
any gaps you may have in what you currently offer.
You now know where you are, and where you would like to be, thus, Stage 3 is about planning
how you are going to achieve your goal. Ensure that you keep in mind the scope of your next
steps, budget and resources, timeline and quality criteria.
This is the implementation phase based on your Design from Stage 3, bringing to life your Self-
Reg goals. Ensure that you document this process, gathering information and data to inform
your next steps in furthering your Self-Reg Journey.
Deconstruct and appraise any information gathered from your Activate stage. What worked?
What didn’t work? What can still be improved? Use this information to inform your next steps,
and begin your RADAR process again.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 44
Let’s take this section to reflect on what you would like to achieve and why this
matters. Start by mapping out your big picture or strategic goal, identifying where
Self-Reg fits in; is it integrated into your goal or is it your goal?
Of course, we would all love to aim for a haven right now, but this may not be a
realistic goal at the moment, and there is nothing wrong with that. Start small,
keeping in mind what is achievable now and what may have to be part of your second,
third, or fourth pass through the RADAR tool. Remember, this is an iterative process.
Start Date of RADAR:
What is your strategic goal?
If not directly stated in your strategic goal, where does Self-Reg fit in?
Make a list of all the things you would like to see given your ideal environment based on your
strategic goal.
Based on what you have written above, which Self-Reg Journey fits your strategic goal best? Circle the Self-Reg Journey you believe fits best.
Remember, you will see more success if you start small and manageable and work your way up through the journeys.
Self-Reg is an area of
interest for your
organization.
Self-Reg is developing in
some area(s) of your
organization’s work.
Self-Reg is infused in
many areas of your
organization’s work that
you are linking together.
Self-Reg is part of your
foundational framework,
through which all else is
framed.
Tip: The boxes below may be a bit small, use chart paper or a chalkboard to get all of your thoughts down.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 45
To know where you are going, you must know where you are coming from. The
Analyze stage will help you capture information about Self-Reg in your current
environment, relationships, learning and services/supports that are available to the
population you serve and the adults working within your organization.
The key to this stage is not to focus on filling in every box of the table below, but
rather to identify where there are gaps in the table, these are areas that you can
focus on improving. Remember to focus on your bigger picture and not get too
caught up on the 5 Domains.
Tip: Copy this table out onto chart paper or a blackboard to fill in and stimulate discussion in all 4 areas and 5 Domains.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 46
Now compare where you are currently at (Stage 2) with where you would like to be
and your strategic, big picture goal (Stage 1). The Design stage is where you will begin
to develop a plan to move from the current towards the ideal, addressing any gaps
identified at Stage 2.
The commitment to Self-Reg is long term, but the planning should be in bite-sized
chunks, with ongoing reflect and develop “checkpoints” along the way. Keep in mind
the scope of the next step plan, budget and resources, your timeline and criteria to
assess quality.
Using chart paper or a blackboard, map out a series of tasks that can help you move
towards achieving your strategic goal. Keep the tasks small and manageable, working
towards key next steps, which can act as “checkpoints” or milestones along the way.
When designing you plan, ensure that you know what your available budget and resources
to invest are. Ensure that you work within these.
For the tasks that have been laid out, set achievable and accommodating time scales in
which they should be completed. Also establish task dependencies (i.e. task b cannot be
started before task a is completed) during this Design phase.
Identify measures that can be used at different stages or throughout your journey to
ensure that what you are putting in place adequately and appropriately addresses the gaps
you are attempting to fill. These quality criteria should also ensure that you are indeed
working towards your strategic goal with little to no scope creep.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 47
At this stage, the plan that was Designed in Step 3 is Activated. Here, the researcher
in every practitioner comes to life; observing, actively listening, documenting what is
perceived and experienced with the activation of the plan, and discussing emerging
themes with your RADAR team.
This is a non-judgment phase, focused on testing your plan and observing what
happens. The emphasis is on gathering information and documenting, in order to
inform your next steps in continuing your Self-Reg Journey and moving towards a Self-
Reg Haven.
Various tools for data collection can be used in this phase, depending on the Design
and context. A good starting place for Self-Reg development is to observe and
document using personal and professional reflection journals.
(modify this to suit your team’s needs)
Task Name:
Date(s) implemented:
Describe how this task was implemented or achieved:
Do you feel this task was a success? Yes – Maybe – No
Explain your reasoning for the above answer:
What went well?
What can be improved for next time?
Deconstruct and appraise the information gathered in Stage 4 (Activate). Respond by
returning to the Design stage of the RADAR model as appropriate.
Once you feel you have successfully achieved your current Self-Reg Journey, consider
beginning the RADAR approach again to take the next step towards becoming a Self-
Reg Haven.
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www.self-reg.ca | Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 48
A Tool for Schools to Identify the Self-Reg Roots of a School Incident (Long Form)
Student:
Grade:
Date of WAVE:
Self-Reg WAVE Team:
The WAVE School Incident Report Tool can be used to take a snapshot of the stressors and the
student’s Self-Reg leading up to an incident by identifying:
• W - Warning Signs of Excessive Stress (their stressors across the 5 Domains today)
• A – Allostatic Stress (their stress responses)
• V – Values (their ability to work through the 5 steps of Shanker Self-Reg®)
• E – Energy Flow (their energy and tension levels)
Warning Signs of Excessive Stress Today
Keeping in mind the 5 Domains of Shanker Self-Reg®, use the boxes below to identify
any signs of excessive stress in the student and what stressors you knew were
influencing the student.
What signs of excessive stress did you notice
in the student’s behaviour, mood, etc.?
What were the known stressors for this
student today?
Why now?
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www.self-reg.ca | Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 49
A Tool for Schools to Identify the Self-Reg Roots of a School Incident (Long Form)
Allostatic Stress
Thinking of the student ‘s typical day to day responses, put a tick in the box
corresponding to the statement that suits the student best. Please provide evidence
for your selections in the notes section below each statement.
Allostatic Overload Not Evident Occasionally Often Always
Stress response is
easily triggered
Evidence:
Stress response is not
equal with the
stressor
Evidence:
Individual is volatile
Evidence:
Hard to calm down
after “alarm” is
triggered
Evidence:
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www.self-reg.ca | Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 50
A Tool for Schools to Identify the Self-Reg Roots of a School Incident (Long Form)
Values
Below are the 5 Steps of Shanker Self-Reg®, which are valued as the method to
enhance well-being. Use this in combination with the Self-Reg Competencies Rubric
tool to identify how well the student understands and applies each step.
5 Steps of
Shanker Self-Reg® Emerging Developing Applying Extending
Reframes Behaviour Reads stress signs of
stress behaviour
Evidence:
Recognizes Personal
Stressors Both obvious and hidden
stressors
Evidence:
Reduces the Stress Takes action to reduce the
stressors
Evidence:
Reflects: Stress
Awareness Knows what calm feels like,
knows when a stress
response is coming
Evidence:
Responds: Resilience
and Restoration Uses personal strategies
to cope and adapt to
stressors and to restore
energy
Evidence:
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www.self-reg.ca | Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 51
A Tool for Schools to Identify the Self-Reg Roots of a School Incident (Long Form)
Energy Flow
Circle or highlight the appropriate box below that best describes the student’s energy
and tension state before, during and after the incident according to The Thayer Matrix.
Energy &
Tension Matrix Adapted by The MEHRIT Centre
from Robert E. Thayer (1996). The
Origin of Everyday Moods:
Managing Energy, Tension, and
Stress
Before the
incident HE/HT LE/HT HE/LT LE/LT
During the
incident HE/HT LE/HT HE/LT LE/LT
After the
incident HE/HT LE/HT HE/LT LE/LT
Notes:
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www.self-reg.ca | Susan Hopkins, Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 52
A Tool for Schools to Identify the Self-Reg Roots of a School Incident
(Short Form)
Student:
Grade:
Date of WAVE:
Self-Reg WAVE Team:
Self-Reg
Domains
Indicators of Excessive
Stress
Student’s Stressors in this
Domain
Allostatic
Overload
Not
Evident
Occasio
nally Often Always
Biological
Stress response is
easily triggered
Emotion
Stress response is
not equal with the
stressor
Cognitive
Individual is
volatile
Social
Hard to calm
down after “alarm”
is triggered
Prosocial
Notes:
Why now?
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www.self-reg.ca | Susan Hopkins, Cathy Lethbridge & The MEHRIT Centre Ltd. | 2017 | 53
A Tool for Schools to Identify the Self-Reg Roots of a School Incident (Short Form)
5 Steps of Self-Reg These are valued as the method to enhance well-being.
How well does the student understand and apply each step?
Energy & Tension Matrix Circle or highlight the box that best describes the student’s energy-
tension state. Refer to the Thayer Matrix.
Reframes Behaviour Reads stress signs of stress
behaviour
Before the
incident HE/HT LE/HT HE/LT LE/LT
During the
incident HE/HT LE/HT HE/LT LE/LT
Recognizes Personal
Stressors Both obvious and hidden
stressors
After the
incident HE/HT LE/HT HE/LT LE/LT
Notes:
Reduces the Stress Takes action to reduce the
stressor
Reflects: Stress
Awareness Knows what calm feels like,
knows when a stress response
is coming
Responds: Resilience
and Restoration Uses personal strategies to
cope and adapt to stressors
and to restore energy
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 54
A Tool for School Teams & Self-Reg Specialists (Long Form)
Student:
Grade:
Date of WAVE:
Self-Reg WAVE Team:
The WAVE Self-Reg Mapping Tool can be used to take a snapshot of an individual’s current Self-Reg,
by identifying:
• W – Warning Signs of Excessive Stress (their stressors across the 5 Domains)
• A – Allostatic Stress (their stress responses)
• V – Values (their ability to work through the 5 steps of Shanker Self-Reg®)
• E – Energy Flow (their energy and tension levels)
Warning Signs of Excessive Stress
Use the below boxes to fill in both indicators of excessive stress and possible stressors
for the student in each domain.
Self-Reg
Domains Indicators of Excessive Stress Student’s Stressors in this Domain
Biological
Emotion
Cognitive
Social
Prosocial
Why now?
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 55
A Tool for School Teams & Self-Reg Specialists (Long Form)
Allostatic Stress
Thinking of the student ‘s typical day to day responses, put a tick in the box
corresponding to the statement that suits the student best. Please provide evidence
for your selections in the notes section below each statement.
Allostatic Overload Not Evident Occasionally Often Always
Stress response is
easily triggered
Evidence:
Stress response is not
equal with the
stressor
Evidence:
Individual is volatile
Evidence:
Hard to calm down
after “alarm” is
triggered
Evidence:
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 56
A Tool for School Teams & Self-Reg Specialists (Long Form)
Values
Below are the 5 Steps of Shanker Self-Reg®, which are valued as the method to
enhance well-being. Use this in combination with the Self-Reg Competencies Rubric
tool to identify how well the student understands and applies each step.
5 Steps of
Shanker Self-Reg® Emerging Developing Applying Extending
Reframes Behaviour Reads stress signs of
stress behaviour
Evidence:
Recognizes Personal
Stressors Both obvious and hidden
stressors
Evidence:
Reduces the Stress Takes action to reduce the
stressors
Evidence:
Reflects: Stress
Awareness Knows what calm feels like,
knows when a stress
response is coming
Evidence:
Responds: Resilience
and Restoration Uses personal strategies
to cope and adapt to
stressors and to restore
energy
Evidence:
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 57
A Tool for School Teams & Self-Reg Specialists (Long Form)
Energy Flow
Tick the appropriate box below and identify any patterns for where the student falls on
the Thayer Matrix at different times throughout the school day.
Energy &
Tension Matrix Adapted by The MEHRIT Centre
from Robert E. Thayer (1996). The
Origin of Everyday Moods:
Managing Energy, Tension, and
Stress
School Arrival AM Lunch/Breaks PM
High Energy/
High Tension
Low Energy/
High Tension
High Energy/
Low Tension
Low Energy/
Low Tension
Any patterns in the timing or context of LE/HT?
Notes:
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www.self-reg.ca | Susan Hopkins & The MEHRIT Centre Ltd. | 2017 | 58
A Tool for School Teams & Self-Reg Specialists
(Short Form)
Student:
Grade:
Date of WAVE:
Self-Reg WAVE Team:
Self-Reg
Domains
Indicators of Excessive
Stress
Student’s Stressors in this
Domain
Allostatic
Overload
Not
Evident
Occasio
nally Often Always
Biological
Stress response is
easily triggered
Emotion
Stress response is
not equal with the
stressor
Cognitive
Individual is
volatile
Social
Hard to calm
down after “alarm”
is triggered
Prosocial
Notes:
Why now?
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www.self-reg.ca | Susan Hopkins & The MEHRIT Centre Ltd. | 2017 | 59
A Tool for School Teams & Self-Reg Specialists
(Short Form)
5 Steps of Self-Reg These are valued as the method to enhance well-being
How well does the student understand and apply each step?
Energy &
Tension Matrix Refer to the Thayer Matrix
School
Arrival AM
Lunch/
Breaks PM
Reframes Behaviour Reads stress signs of stress
behaviour
High Energy/
High Tension
Low Energy/
High Tension
Recognizes Personal
Stressors Both obvious and hidden
stressors
High Energy/
Low Tension
Low Energy/
Low Tension
Reduces the Stress Takes action to reduce the
stressors
Any patterns in the timing or context of LE/HT?
Notes:
Reflects: Stress
Awareness Knows what calm feels like,
knows when a stress response
is coming
Responds: Resilience
and Restoration Uses personal strategies to
cope and adapt to stressors
and to restore energy
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www.self-reg.ca | Liz Shepherd & The MEHRIT Centre Ltd. | 2017 | 60
We are all very different when it comes to what helps us find calm. Tapping into Step 3 (Reduce)
of the Shanker Method®, this tool can be used to help identify ways to lighten your stress load in
the moment with adaptive coping mechanisms.
Draw pictures and identify in the boxes below ways that help you lighten your stress load. Keep
your finished tool handy as a friendly reminder in those times where you may need it the most.
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www.self-reg.ca | Liz Shepherd & The MEHRIT Centre Ltd. | 2017 | 61
We are all very different when it comes to what helps us restore energy and find calm.
Tapping into Step 5 (Respond) of the Shanker Method®, this tool can be used to help identify
ways that specifically help you to restore energy and promote long lasting self-regulation.
Draw pictures and identify in the boxes below ways that help you restore energy. Keep your
finished tool handy as a reminder to take time for yourself each day to help you self-regulate.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 62
The MEHRIT Centre offers a variety of additional resources to support the Self-Reg School Toolkit.
Go to www.self-reg.ca/individualtoolkit/ to download copies of the additional resources pictured
below.
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www.self-reg.ca | The MEHRIT Centre Ltd. | 2017 | 63
Our 2017/18 Self-Reg School Toolkit was intentionally laid out using the Emerging, Developing,
Applying and Extending ranking system to keep in mind the level of Self-Reg understanding
required to get the most out of each tool. For those of you who are just embarking on their Self-
Reg Journey or feel you require some additional guidance, we recommend the following Self-Reg
resources to support your use of these tools:
New for the 2017/18 Self-Reg School Toolkit, The MEHRIT Centre has compiled a series of short
videos introducing each tool and talking through their intended use. Throughout the 2017/18
school year, new videos of the tools in action will be uploaded. These videos will be available
through our Self-Reg Portal.
The Self-Reg Foundations Certificate Program is our most in depth offering for learning Self-Reg,
and leads to Self-Reg Foundations Certification with The MEHRIT Centre. This 4-course program
takes you on a journey to understand the key underpinnings of Self-Reg, including the 5 Steps
and the 5 Domains of Shanker Self-Reg®. This course will give you the knowledge required to
successfully use the tools in this toolkit.
It is one thing to know Self-Reg, and it is another to teach Self-Reg to someone else. For those
who would like to facilitate other’s Self-Reg learning upon completion of the Foundations
Certificate Program, we recommend they take our Level 2 Certificate Program. This course
extends Self-Reg knowledge beyond the basics, and, as a result, takes your ability to use the Self-
Reg School Toolkit to a new level.
The MEHRIT Centre can book you and your team an in person or online session with a Self-Reg
certified specialist to guide you through your use of these tools. If this is of interest, please
contact [email protected].
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Physiological Domain
Emotional Domain
Relational Domain
Cognitive Domain
Behavioural Domain
• Is the student healthy and well rested?
• Can the student recognise when they are hungry and thirsty?
• Does the student have enough energy to engage in and enjoy the day at school? Can they recoup energy after difficult situations?
• Does the student demonstrate a range of emotions?
• Are they able to modulate strong emotions?
• When calm, are they able they able to describe or reflect on their emotions?
• Does the student initiate positive interactions and relationships with peers?
• Does the student appear to understand their own intentions and feelings?
• Are they able to initiate or accept relational repair with peers
and adults?
• Is the student able to pay attention to people and objects and what helps them to do so?
• Do they have difficulties with memory?
• Can they refocus after a distraction?
• Does the student ever demonstrate a desire to do the “right thing”?
• Does the student appear concerned about the feelings of
others?
• Do they ever put the needs and interests of others ahead of their own and if so, when do they do so?
Sensory Profiling
• What sensations does the student seek during moments of agitation, moments of calm, or when dysregulated?
• What sensory input seems to promote calm? What seems to
trigger?
• Has the provision of sensory input supported the student to remain or return to calm? What have they responded well to?
Adapted from Shanker (2012). Calm, Alert and Learning, Pearson: Do Mills, ON
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PACE – Dan Hughes
professionals.childhood.org.au
structured
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The ChildTrauma Academy Training Series 2
www.ChildTrauma.org
All rights reserved © 2002 Bruce D. Perry
Training Series 2 Six Core Strengths for Healthy Child Development
Overview
Bruce D. Perry, M.D., Ph.D.
This series is designed as supplemental material for The ChildTrauma Academy�’s video/DVD series Understanding Traumatized and Maltreated Children: The Core Concepts. These materials have been developed by the ChildTrauma Academy to assist parents, caregivers, teachers and various professionals working with maltreated and traumatized children. Continuing Education credits can be given for reviewing these materials. Please refer to the Introduction chapter for more information about additional supplemental resources and CEU credits.
TRAIN-THE-TRAINER SERIES
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Overview: Six Core Strengths Perry
Edited by B. D. Perry
Series Introduction
The origins of this series, Six Core Strengths for Healthy Child Development, came from the work of the ChildTrauma Academy in the area of violence in childhood. School shootings, youth on youth violence, seemingly senseless murders, the increase of disturbed and aggressive behaviors in young children and the continuous bath of violent imagery in the media all pushed us to this work. Our group has seen the impact of violence in many ways; children and families gutted by violence �– dozens of children, for example, who witnessed their parents being killed. We have work with, and tried to understand and help children who commit violence including murder; we have worked with hundreds of children altered by witnessing domestic violence and hundreds more who have witnessed community violence �– gang shootings, random crime, war, genocide. Much of what we learn from these children and their families is outlined in our first training series, Understanding Maltreated and Traumatized Children. And much of what we have learned about how to protect, nurture and educate children is outlined in this series.
The focus of this Series, however, is not violence; the focus is health. We believe
that health promotion is violence prevention. If a child develops the capacity to be humane, his likelihood for committing violence decreases and his likelihood to be resilient following exposure to violence increases. This series is about the development of six of core strengths that can help promote health and decrease risk for a host of emotional, social, behavioral and cognitive problems.
The result of our efforts to address violence from a health promotion perspective is
that we found that this perspective was useful to parents, caregivers and educators working to promote healthy development. This training series, then, has become focused on ways to facilitate healthy development that is relevant for all children, not just high-risk children impacted by violence, abuse or other forms of adverse life experience. Certainly this information is helpful for understanding and helping high risk children but that is not the singular focus of these materials.
2
We have structured this Series to present materials and concepts for three main target groups: teachers and clinicians working with children, parents and caregivers and children. Each of the following topic chapters will be divided into sections that have a somewhat unique perspective, sometimes for caregivers and parents, sometimes for educators and some for children and youth. Dividing and using these materials for teaching and training can use any combination of these sections depending upon your specific needs and interests.
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Overview: Six Core Strengths Perry
Six Core Strengths for Healthy Development Violence is like a virus. In its many forms--on the news, in movies, on television, and
in print--it can insidiously infect our children. Mysteriously, though, this germ can be virulent in some and barely noticeable in others. Why do some children re-enact the violence they see on television and others do not? Why do some chronically-teased children develop a sense of self-loathing, while others plot to shoot their taunting peers? Why do some children who make these murderous plans actually act on them? It�’s almost impossible to answer these questions. We can�’t always pinpoint what makes a child violent. But we do know that by cultivating a series of core strengths in our students we can prevent them from becoming violent and offer them an antidote to the inescapable violence to which they�’re exposed. Each of the core strengths--attachment, self-regulation, affiliation, awareness, tolerance, and respect--is a building block in a child�’s development. Together, they provide a strong foundation for his or her future health, happiness, and productivity. Following is a brief description of each strength and how to look for signs of struggle. ATTACHMENT: Making relationships What it is: The capacity to form and maintain healthy emotional bonds with another person. It is first acquired in infancy, as a child interacts with a loving, responsive and attentive caregiver. Why it�’s important: This core strength is the cornerstone of all the others. An infant�’s interactions with the primary caregiver create his or her first relationship. Healthy attachments allow a child to love, to become a good friend, and to have a positive model for future relationships. As a child grows, other consistent and nurturing adults such as teachers, family friends, and relatives will shape his or her ability for attachment. The attached child will be a better friend, student, and classmate, which promotes all kinds of learning.
3
Signs of struggle: A child who has difficulty with this strength has a hard time making friends and trusting adults. She may show little empathy for others and may act in what seems to be remorseless ways. With few friends and disconnected from his peers, he is
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Overview: Six Core Strengths Perry
also at greater risk when exposed to violence. Children unable to attach lack the emotional anchors needed to buffer the violence they see. They may self-isolate, act out, reject a peer�’s friendly overture because they distrust it, or socially withdraw. SELF-REGULATION: Containing impulses What it is: The ability to notice and control primary urges such as hunger and sleep, as well as feelings such as frustration, anger, and fear. Developing and maintaining this strength is a lifelong process. Its roots begin with external regulation from a caring parent, and its healthy growth depends on a child�’s experience and the maturation of the brain. Why it�’s important: Putting a moment between an impulse and an action is an essential skill. Acquiring this strength helps a child physiologically and emotionally. But it�’s a strength that must be learned--we are not born with it. Signs of struggle: When a child doesn�’t develop the capacity to self-regulate, she will have problems sustaining friendships, and in learning and controlling her behavior. He may blurt out a thoughtless and hurtful remark, express hurt or anger with a shove or by knocking down another child�’s work. Just seeing a violent act may set her off or deeply upset her. Children who struggle with self-regulation are more reactive, immature, impressionable, and more easily overwhelmed by threats and violence. AFFILIATION: Being part of a group What it is: The capacity to join others and contribute to a group. This strength springs from our ability to form attachments. Affiliation is the glue for healthy human functioning: it allows us to form and maintain relationships with others to create something stronger, more adaptive, and more creative than the individual. Why it�’s important: Human beings are social creatures. We are biologically designed to live, play, grow, and work in groups. A family is a child�’s first and most important group, glued together by the strong emotional bonds of attachment. In other groups, such as those in school, children will have thousands of brief emotional, social, and cognitive experiences that can help shape their development. It is in these groups that children make their first friendships. Affiliation helps children feel included, connected and valued.
4
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Overview: Six Core Strengths Perry
Signs of struggle: A child who is afraid or otherwise unable to affiliate may suffer a self-fulfilling prophecy: she is likelier to be excluded and may feel socially isolated. Healthy development of the core strengths of attachment and self-regulation make affiliation much easier. But a distant, disengaged, or impulsive child--one who is also weak in these other core strengths--won�’t be easily welcomed in a group. And in fact, if he is part of a group, he may act in ways that lead others to tease or actively avoid him. The excluded, marginalized child can take this pain and turn it on herself, becoming sad or self-loathing. Or she can direct the pain outward, becoming aggressive and even violent. Later in life, without intervention, these children are more likely to seek out other marginalized children and affiliate with them. Unfortunately, the glue that holds these groups together can be beliefs and values that are self-destructive or hateful to those who have excluded them. ATTUNEMENT: Being aware of others What it is: Recognizing the needs, interests, strengths, and values of others. Infants begin life self-absorbed, and slowly develop awareness--the ability to see beyond themselves, and to sense and categorize the other people in their world. At first this process is simplistic: "I am a boy and she is a girl. Her skin is brown and mine is white." As a child grows, his awareness of differences and similarities becomes more complex. Why it�’s important: The ability to be attuned, to read and respond to the needs of others, is an essential element of human communication. An aware child learns about the needs and complexities of others by watching, listening, and forming relationships with a variety of children. She becomes part of a group (which the core strength of affiliation allows her to do), and sees ways in which we are all alike and different. With experience, a child can learn to reject �“labels�” used to categorize people such as skin color or language. The aware child will also be much less likely to exclude others from a group, less likely to tease, and less likely to act in a violent way. Signs of struggle: A child who lacks the ability to be aware of others�’ needs and values is at risk for developing prejudicial attitudes. Having formed ideas about others without knowing them, she may continue to make categorical, often destructive and stereotypical judgments: "She speaks English with an accent, so she must be stupid," or "He�’s fat, so he must be lazy." This immature kind of thinking feeds the hateful beliefs underlying many forms of verbal and physical violence.
5
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Overview: Six Core Strengths Perry
TOLERANCE: Accept Differences What it is: The capacity to understand and accept how others are different from you. This core strength builds upon another, awareness: once aware, how do you respond to the differences you observe? Why it�’s important: It�’s natural and human to be afraid of the new and the different. To become tolerant, a child must first face the fear of difference. This can be a challenge because children tend to affiliate based on similarities--in age, interests, families, or cultures. But they also learn to reach out and be more sensitive to others by watching how the adults in their lives relate. With active modeling, you can build on your students�’ tolerance. When a child learns to accept difference in others, he is able to value what makes each of us special and unique. Signs of struggle: An intolerant child is likelier to lash out at others, tease, bully, and if capable, will act out their intolerance in violent ways. Children who struggle with this strength help create an atmosphere of exclusion and intimidation for those people and groups they fear. This atmosphere promotes and facilitates violence. RESPECT: Finding value in differences What it is: Appreciating the worth in yourself and in others. Respect grows from the foundation of the other five strengths. An aware, tolerant child with good affiliation, attachment, and self-regulation strengths acquires respect naturally. The development of respect is a lifelong process, yet its roots are in childhood. Why it�’s important: Your students will belong to many groups, meet many kinds of people, and will need to be able to listen, negotiate, compromise, and cooperate. Having respect enables a child to accept others and to see the value in diversity. She can see that every group needs many styles and many strengths to succeed. He will value each person in the group for the talents he or she brings to the group. When children respect--and even celebrate--diversity in others, they find the world to be a more interesting, complex, and safer place. Just as understanding replaces ignorance, respect replaces fear.
6
Signs of struggle: A child who can�’t respect others is incapable of self-respect. She will be quick to find fault with others, but can also be her own harshest critic. Too often the trait a child ridicules in others reflects something similar he hates in himself. The core of
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Overview: Six Core Strengths Perry
all violence is a lack of respect, for oneself and for others. When children feel no respect, they will likely become violent--because they value nothing. These core strengths provide a child with the framework for a life rich in family, friends, and personal growth. Helping to teach children these core strengths gives them a gift they will use throughout their lifetimes. They will learn to live and prosper together with people of all kinds--all bringing different strengths to create a greater whole.
* * *
Overview: Focus on the Classroom Attachment: Be a Friend What it means: The ability to form and maintain healthy emotional bonds with another person. First acquired in infancy through loving responsive caregiving, it develops throughout childhood, shaped at school by attentive teachers and caring peers. Why it's important: This core strength is the cornerstone of all the others. Healthy attachments allow a child to become a good friend, a caring classmate, and to have positive and useful models for future relationships. In your class, over the course of the year, your consistency and nurturing will enhance your student's attachment skills. Students quipped with this strength are more secure and therefore more open to all kinds of learning-social, emotional, and cognitive. Classroom Activities Talk About It: Mirror, Mirror. What do we look for in a friend? Do we look for someone just like us? Why or why not? Ask students: What do you see in yourself that makes you a good friend? Make a list of qualities that students value in themselves. Then ask students to break into small groups and ask that they think about the strengths of others. Have them work as a team to compile a list of traits that they see in one another that make their team members able to be good friends. Compare these results with the original list. Ask: What's different and what's the same about these lists?
7
Try it: Fair Enough! To form authentic attachments, students need some ground rules about what you expect from them, what they expect from one another and what will happen if
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Overview: Six Core Strengths Perry
these expectations aren't met. Create a classroom "Bill of Rights" by asking students what they think is fair and friendly behavior. What words or actions can be encouraged and rewarded? Which are not acceptable and what consequences might occur? (Beware-your students may come up with harsher punishments than you ever would!) Discuss your feelings about their list, modify it with their help, and post it. For resources to use with students, visit Scholastic.com/teachers. Red Flags When students struggle with the core strength of attachment, they: * have a hard time making and keeping friends * may have difficulty with trusting peers and adults * may show little empathy for others and may act in apparently remorseless ways * may self-isolate and reject a friendly overture because they distrust it * may be cruel to the animals and younger children in the school * are often easily influenced by aggressive and violent behavior because they lack emotional anchors-such as nurturing friends and teachers-to help them put it into perspective What You Can Do To Help * Model good social language �– eye contact, smiling, listening and positive-affirming touch * Use gentle humor and lightness in your tone; be aware of your body language so that students see that you are relaxed and accessible * Avoid sarcastic humor and be aware that your students are their own harshest critics * Record and observe anti-social behavior and share your concerns with parents * Encourage pairing and small group work that enables students to get to know each other Self-Regulation: Think Before You Act What it means: The capacity to notice and control primary urges such as hunger and sleep, as well as feelings like frustration, anger, and fear. Developing and maintaining this strength is a lifelong process. As they move through school, students continue to rely on your adult help to master this strength.
8
Why It's Important: Putting a moment between an impulse and an action is a life skill. Acquiring this strength helps a child physiologically and emotionally. But it's a strength that must be learned over time-we are not born with it. It's essential that teachers keep their expectations age-appropriate where self-regulation is concerned. For instance, it's
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Overview: Six Core Strengths Perry
unreasonable to expect a nine-year-old to be sunny and calm: fourth-graders worry about everything from the possibility of a rained-out cla ss trip to global warming. In social situations and in school, the growing ability to self-regulate may spell a child's success and build self-confidence. Classroom Activities Talk About It: Truth or Tattle? Ask your students: What is the difference between telling the truth and tattling on a classmate? Elicit examples of truth-telling: when you do something wrong, when your friends ask you how you feel about something, and so on. Then ask: How is tattling different from telling the truth? Elicit examples of tattling. Explore one final idea: Is it always fair or right to tell the truth? to tattle? Try it: Take a Breather! Worries and complaints are frequent at this age-and these are signs of stress. Try to integrate this "breather" into your weekly (or daily) schedule. Invite students to sit on the rug or other comfortable spot. Lower the lights. Turn on some soft and rhythmic jazz or classical music. Encourage students to close their eyes, breathe deeply and clear their minds. Have them listen as they inhale and exhale, and as you name body parts (face, neck, shoulders, arms, torso, legs, toes) tell them to breathe in and out and relax each one. Listen, breathe, and relax for at least five minutes. Plan a quiet activity to follow this "breather" and notice how focused your students are! For resources to use with students, visit Scholastic.com/teachers. Red Flags When students struggle with the core strength of self-regulation, they: * Have problems with transitions * Do poorly in unstructured or free time * Often have difficulty with attention, listening and acquiring new skills * Have problems in groups and difficulty sustaining friendships * often act impulsively and cannot rein themselves in * may blurt out a thoughtless remark or lash out at others without warning (moved from tolerance) * often express hurt or anger physically, by shoving a classmate or damaging others' work * May be very sensitive to criticism and aggression * often complain that they are being treated unfairly. What You Can Do to Help * In your words and actions, model self-control
9
* Step in quickly and stop any hurtful action or language you hear.
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Overview: Six Core Strengths Perry
* Introduce the class to peer mediation and conflict resolution techniques. * Praise students' thoughtful actions, remarks, reactions and problem-solving skills. Affiliation: Join In What it means: The ability to join others and to contribute to a group. This strength springs from a child's capacity to form attachments. Affiliation is the glue for healthy human functioning: It allows us to form and maintain relationships with others to create something stronger, more adaptive and more creative than the individual. Why It's Important: Human beings are social creatures. We are biologically designed to live, play, grow, and work in groups. A student's school experience provides many opportunities to affiliate: with a friend, a small group, a class, and the school community. It's in these groups that students will have thousands of brief emotional, social, and cognitive experiences that help shape their personal growth. And in these groups students will also make stronger connections with peers: their first friendships. Affiliation helps students feel included, connected, and valued. Classroom Activities Talk About It: Tricky Cliques. Ask students: Do you know what a clique is? Explain that it's a group of friends who tend to exclude others. Ask: are there cliques in this class? In this grade? In this school? What's good about being in a clique? What's the down side? Try it: Create a Class Tradition: Traditions bring people together as groups, with a purpose. Talk with your class about traditions they celebrate: family reunions, holidays, birthdays, and so on. Many of these include four actions: giving, sharing, working together as a team, and celebrating. Brainstorm with your students to think of a project, gathering, or outing as a class that could be the start of a tradition. Record, photograph and write about your tradition so future classes can follow it! For resources to use with students, visit Scholastic.com/teachers. Red Flags A child who is afraid or unable to affiliate well may: * be likelier to be excluded and may feel socially isolated * often have a problem with self-regulation or attachment
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* appear distant or disengaged and won't be easily welcomed into a group * in a group, act in ways that lead others to tease or avoid him * turn the pain of feeling marginalized on herself, becoming sad or self-loathing
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Overview: Six Core Strengths Perry
* seek out other marginalized children and unite around negative attitudes towards the other groups. What You Can Do To Help * Find quiet time to spend alone with this child, to get to know better his/her interests * Actively facilitate this child�’s participation in class groups * Enlist this child's help in an area of interest (for instance, have him read to a younger child, or show a classmate how to do something he is good at). * Establish clear guidelines with your class that emphasize and reward acts of kindness and inclusion, and provide consequences for unkindness. *Rearrange seating occasionally so that children can get to know and work with others. Attunement: Think of Others What it means: Recognizing the needs, interests, strengths and values of others. Infants begin life self-absorbed, and slowly develop awareness-the ability to see beyond themselves-to sense and categorize the others in their world. In young students, this process is simplistic: "I am a boy and she is a girl. Her skin is brown and mine is white." As students move through school, their awareness of differences and similarities becomes increasingly complex, and teachers play a key role in helping this strength develop. Why It's Important: The ability to be attuned, to read and respond to the needs of others, is an essential element of human communication, not to mention school life. An aware child learns about the needs and complexities of others by watching, listening, and forming friendships with a variety of children. She becomes part of a group (which the core strength of affiliation allows her to do), and sees ways in which we are all alike and different. With positive experiences and guidance from you, a student can learn to reject "labels" used to categorize people such as skin color or the language another child speaks. The aware student will also be less likely to exclude others, tease, or act in violent ways. Classroom Activities
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Talk About It: I Wonder Why? Invite your class to seek answers to some big questions. For instance: how do people get their skin color? What language do most people speak in our state, country, and nation? How many different cultures make up our school community? What are students in our grade worried about-and what would they like to do about it? Have students break into small groups to tackle one question, and use library resources, student interviews and polls to collect their data. Then share it!
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Overview: Six Core Strengths Perry
Try it: Mirror Me! Here's one way to help students be better able to 'read' others: have them mirror each other's movements! Pair students and have them stand, facing each other, about four feet apart (or closer, if it works better). Designate one side as �“doers" and the other side as "mirrors." Allow students to try mirroring each other for two minutes, then stop and ask: is this easy or hard? What might make it easier? Continue for 4 more minutes, then switch sides so the "doers" are now the "mirrors." When you're done, ask students: which did you like more-being a doer or a mirror? For resources to use with students, visit Scholastic.com/teachers. Red Flags When children struggle with the core strength of awareness, they may: * make insensitive comments about other children�’s weaknesses without recognizing the impact * will tend to see things as absolute * form (often negative) ideas about others based on stereotypes * feel socially out of tune with others, so judgments of others may be harsh * be more likely to put down others to lift themselves up; ie, bullying or teasing What You Can Do to Help * When you can, point out how a person or event in the news demonstrates complexity and goes against stereotypes (i.e., the US Olympic gold medalist in Greco-Roman wrestling who does not look �“athletic.�”) * Talk about "stereotypes." What are they? Are they fair? Why or why not? * Each week, notice and reward one "random act of kindness" you see in class. * Make sure that classroom materials are multicultural and reflect the world Tolerance: Accept Differences What it means: The capacity to understand and accept how others are different from you. This core strength builds upon the previous one, awareness: once aware, what do you do with the differences you notice?
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Why It's Important: When your student first enters your classroom, everything is new and different...and probably a little scary. It's natural and human to be afraid of difference. To become tolerant, a student must first face that fear. This can be a challenge because students-and most adults, too-tend to affiliate based on similarities: in age, interests, families or cultures. But in this very multicultural world, with the help of your modeling,
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Overview: Six Core Strengths Perry
students can learn to reach out and be responsive to others. A tolerant student is more flexible and adaptive in many ways, and more receptive to all kinds of learning. Most important, when a student learns to accept difference in others, he becomes able to what makes each of us valuable and unique. Classroom Activities Talk About It: Bitter Behavior or Better Behavior? Ask your students to define rejudice. What causes people to hate each other, in their view? Explain that prejudice easily leads to violence. Can they see why? Talk about the choices people have in the way they treat one another: remind them that they have these same choices to make, every day. What can people do differently to wipe out prejudice? What can they do at school? Try it: Face Facts. Pair students and give them plenty of markers and paper. Ask partners to face each other, seated. Encourage students to study the faces of their partners, and then to draw their portraits. These drawings can be realistic or symbolic, but they are meant to show the artist's partner how he or she is seen and known in the class. When one set of artists is done, switch roles. Be sure to have each artist share and explicate their portrait. For resources to use with students, visit Scholastic.com/teachers. Red Flags An intolerant child is more likely to: * very judgemental of others * verbally tease and berate others * introduce negative or destructive views into a group (e.g., �“we don�’t allow those kinds of people in our group.�”) * physically intimidate or bully peers * claim to dislike groups and individuals, but in fact, fear them What You Can Do to Help * Model in your actions and your words tolerance of ideas and people * Establish a zero tolerance for verbal and physical hurting in your class * Give students 'second chances' to make better behavior choices by roleplaying * Intervene immediately when you hear or see intolerant behavior * Create opportunities for students to share information about their families or backgrounds, including inviting special friends or relatives to visit * Talk about right and wrong, and encourage students' growing sense of morality
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Overview: Six Core Strengths Perry
Respect: Respect Yourself and Others What it means: Appreciating the value in yourself and others. Respect, the sixth core strength, springs from the foundation of the other five strengths. An aware, tolerant student with good affiliation, attachment and self-regulation strengths acquires respect naturally. The development of respect is a lifelong process, as students learn each of these core strengths and integrate them into their behaviors and world view. Why It's Important: In school and in the larger world, students will belong to many groups, meet many kinds of people, and will need to be able to listen, negotiate, compromise and cooperate. Having respect allows a student to see the value in diversity. She can see that every group needs many strengths and styles to succeed. He will value each person in the group for the talents he or she brings to the group. When students respect-and even celebrate-diversity, they find the world to be a more interesting, complex and safer place. Understanding replaces ignorance, and respect replaces fear. Classroom Activities Talk About It: Both Sides Now. How do you learn respect? Sometimes it helps to listen-to both sides of a story. Think of a recent incident in class, or create a fictionalized one, in which two students argued or disagreed. Remind your students: Both children felt that they were right and the other was wrong; both were hurt. Using puppets or with your voice alone, retell one child's "side," and then the other's. Ask your students: What are some better ways this pair could have solved their problem? How can they show respect for each other even if they disagree? Try it: Lunch and Learn. Create a bi- monthly class lunch and invite a family member or special friend of each of your students to join you . Ask your visitor to share a memory of growing up or to demonstrate a favorite hobby to the students. Divide students into small groups for questions-and-answers. Snap photos during the visit and have the class compile a scrapbook of these visits with reflections about what they learned. For more resources you can use with your class, visit Scholastic.com/teachers. Red Flags A child who struggles with the core strength of respect may: * be disrespectful to classmates and adults
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* be quick to find fault with others * be her own harshest critic and have difficulty finding value in her own strengths * ridicule traits in others that reflect something he does not like about himself
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Overview: Six Core Strengths Perry
* be more likely to act in malicious and cruel ways as they have fewer social and moral anchors * be more likely to dehumanize and degrade others What You Can Do to Help * In your actions and your words model respect for ideas and the children in your classroom * When opportunities arise, talk about examples of respect and breakdown of respect from the news or the events of the classroom * Invite a colleague, school director or school psychologist to observe the class * Record your own observations in an anecdotal form
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Overview: Six Core Strengths Perry
About the Author Bruce D. Perry, M.D., Ph.D. Dr. Perry is the Senior Fellow of the ChildTrauma Academy. Dr. Perry served as the Thomas S. Trammell Research Professor of Child Psychiatry at Baylor College of Medicine and Chief of Psychiatry at Texas Children's Hospital in Houston, Texas from 1992 to 2001. In addition he has served as the Director of Provincial Programs in Children�’s Mental Health for Alberta, Canada, and is the author of more than 200 scientific articles and chapters. He is the recipient of dozens of awards and honors and is an internationally recognized authority in the area of child maltreatment and the impact of trauma and neglect on the developing brain. The ChildTrauma Academy The ChildTrauma Academy, a not-for-profit organization based in Houston, TX, is a unique collaborative of individuals and organizations working to improve the lives of high-risk children through direct service, research and education. These efforts are in partnership with the public and private systems that are mandated to protect, heal and educate children. The work of the Academy has been supported, in part, by grants from Texas Department of Protective and Regulatory Services, the Children�’s Justice Act, the Court Improvement Act and through innovative partnerships with academic and corporate partners such as Powered, Inc., Scholastic, Inc. and Digital Consulting and Software Services. The mission of the ChildTrauma Academy is to foster the creation of innovations in practice, programs and policy related to traumatized and maltreated children. To support this mission, the Academy has two main activities; 1) Program development and consultation and 2) Specialized education and training services. For more information or to direct donations: Jana Rubenstein, M.Ed., LPC Director, ChildTrauma Academy www.ChildTrauma.org [email protected] 5161 San Felipe, Suite 320 ChildTrauma Academy
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Houston, TX 77056
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SENSORY PROCESSING OVERLOAD SIGNS
Copyright © 2018, Sensory Processing Explained Growing Hands-On Kids, LLC, Heather Greutman
& The Chaos And The Clutter, Sharla Kostelyk
www.growinghandsonkids.com & www.thechaosandtheclutter.com
All rights reserved. This printable or any portion thereof may not be reproduced or used in any manner whatsoever without the express written permission from the authors.
This printable is for personal use only
Heather Greutman is a Certified Occupational Therapy Assistant. Sharla Kostelyk is a mother with experience in sensory processing through parenting her seven children.
This book is for educational purposes only. The advice and tips given are not a replacement for medical advice from a physician or pediatrician. Please consult their advice if you suspect any medical or developmental delay with your child. This book
and tips do not replace the relationship between an Occupational Therapist and client in a one-on-one treatment session with an individualized treatment plan based on their
professional evaluation. Please seek out your local Occupational Therapist for an evaluation if you suspect any delays or sensory processing concerns with your child.
All activities are designed to be completed with adult supervision. Please use your judgment when setting up these activities for your child and do not provide items that could pose a choking hazard for young children. Never leave a child unattended when completing any of these activities. Please also be aware of all age recommendations on the products you are using with your child. The author is not liable for any injury caused
to your child while completing any of these activities.
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appears to have a higher level of
activity (over excited) or sensitivity
than normal during or following an
activity
becomes increasingly distracted,
disoriented, or confused
may feel nauseous and/or vomit
sudden paleness or flushed, sweaty,
or clammy skin
rapid breathing or slower shallow
breathing
decreased or increased muscle tone
tremors
glazed-over look in the eyes or signs
of a possible seizure
SENSORY PROCESSING
OVERLOAD SIGNS
© 2018 Sensory Processing Explained
drowsiness/fatigue
sleeplessness
irritability and/or angry outbursts
"shuts down" and refuses to
participate in an activity
makes poor eye contact
covers eyes around bright lights
covers ears to avoid loud sounds or
voices
avoids being touched or touching
others
constantly changing a task, never
finishing
fidgeting and restlessness
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