Promoting Self-regulation
(an introduction)
http://behavioursupports.wikispaces.com
What is it?
• Self-Regulation is the ability to do what needs to be done to be in the
optimal state (physically and emotionally) for the given situation.
• This includes regulating ones sensory needs, emotions and impulses
to meet the demands of the environment, reach ones goals and
behave in a socially appropriate way.
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Key points about self-regulation
• Everyone is continuously working at self-regulation. It is
a human need.
• Many of us can recognize when we are less regulated,
and take actions to feel better.
(some actions are more positive choices than others).
However, some struggle with one or both of the following:
• Recognizing their level of alertness and emotion
• Using strategies appropriately to adjust that level
Coffee Anyone?
• We all have comfort items or routines that we consider
necessary for regulating ourselves.
• What routines, habits, and strategies do you use?
Three Key Components (self-regulation)
1. Regulating Sensory Needs
2. Regulating Impulses
3. Regulating Emotions
The Bottom Line
• Everyone must regulate their body and emotions.
• Some kids (and adults) are better at it than others.
• We can teach students (and ourselves) to be better at
recognizing and responding to physical and emotional
states.
• The Zones of Regulation is one example of a resource for
teaching these skills.
Zones of Regulation
Basic Summary
• Visual Representation of Four Zones: The zones provide a
tangible reference to categorize levels of alertness, ranging from blue
(low alertness, lethargic) to red (extremely heightened alertness, such
as anger).
• Develop Strategies: Students learn to use individualized strategies
to return to and/or stay in the optimal level of alertness for the
required task.
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Zones of Regulation
Major Benefits:
• Since all people use strategies for self-regulation it can be used as a
whole-class resource and lends itself to individualization.
• Easy to use and encourages a healthy perspective on differing regulation
needs.
• Students also gain an increased vocabulary of emotional terms, skills in
reading other people’s facial expressions, perspective about how others
see and react to their behavior, insight into events that trigger their
behavior, calming and alerting strategies, and problem solving skills.
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Self-Regulation
Manage behaviour and emotions.
Modulate responses to the world around them.
Move from external to internal controls.
Modify behaviour to the situation.
The Blue Zone
The Blue Zone is used to describe low states of alertness,
such as when a person is feeling:
o Sad
o Tired
o Sick
o Bored
o Lonely
The Green Zone
The Green Zone is used to describe a regulated state of
alertness. A person may be described as:
o Calm
o Happy
o Focused
o Content
o Satisfied
The Yellow Zone
The Yellow Zone is used to describe a heightened state of alertness. A
person has some control. A person may be described as:
o Stressed
o Frustrated
o Anxious
o Excited
o Silly
o Nervous
o Confused
The Red Zone
The Red Zone is used to describe extremely heighted
states of alertness or very intense feelings. A person may
be experiencing:
o Anger
o Rage
o Explosive behaviour
o Panic
o Terror
o Elation
A person in the Red Zone may be “out of control”.
The Book
• 18 lessons focussed on teaching fundamental regulation
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skills.
Activities are broken up by age group (very flexible).
Integrates Garcia-Winner’s Social Thinking concepts.
CD has pdf copies of the sheets available in the book.
Can be borrowed through the Central Resource Center.
The Essentials
1. Common language is important:
• Talk about the concepts of The Zones as they apply to you in a
variety of environments, throughout the day.
• Talk about what zone is “expected” in the situation or how a
zone may have been “unexpected.”
2. Emphasize that regulation is for everyone:
• Make it clear that we all experience the different zones and use
strategies to control (or regulate) ourselves.
• For example, “This is really frustrating me and making me go
into the Yellow Zone. I need to use a tool to calm down. I will
take some deep breaths.”
The Essentials
3. Incorporate social thinking:
• Share with the student how his or her behavior is affecting the
zone you are in and how you feel.
4. Individualize and support:
• Show interest in learning about the student’s triggers and
Zones tools.
• Ask the student if he or she wants reminders to use these tools
and how you should present these reminders.
The Essentials
5. Review and encourage independence:
• Ask the student to frequently share his or her Zones Folder with you
and talk about what he or she has learned.
• Role Play so that strategies can eventually be used independently
6. Do not allow the zones to degenerate into a warning system:
• Make sure you frequently reinforce the student for being in the
expected zone rather than only pointing out when his or her zone is
unexpected.
• It is an essential point that everyone experiences all of the zones—
the Red and Yellow Zones are not the “bad” or “naughty” zones. All of
the zones are expected at one time or another.
• The Zones of Regulation is intended to be neutral and not
communicate judgment.
The Essentials
• Maladaptive behaviour stems from an inability to cope in
adaptive ways to a stressor that outstrips your capacity
(Kuypers).
• As Dr. Ross Greene would put it, ‘Kids do well if they can’.
A few examples…
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Source/More Information:
“The Zones of Regulation” (Kuypers)
The Zones of Regulation Website
Social Thinking (Garcia-Winner)
Basic Summary
• Social Thinking: recognizing that people have thoughts
about other people, and those thoughts affect interactions.
• Several Books Available: A number of resources related
to Perspective Taking, understanding Expected and
Unexpected Behaviors, developing and using one’s
‘social filter’, problem solving and thinking flexibly.
Social Thinking (Garcia-Winner)
• Social Thinking concepts are incorporated into the larger idea of
regulating behaviour in The Zones of Regulation.
Resources:
Many resources available through the Central Resource Center.
Michelle Garcia-Winner’s Social Thinking Website
Jill Kuzma’s social and emotional skills Blog
Resources of Interest
Most available through the Central Resource Center