Self-Regulation for all Abilities
By Jessica Predy, BA Theraputic Recreation Therapy
Self-regulation is a concept that directly impacts the way individuals engage with the world around them. Readers can use the provided information to build awareness of what self-regulatory behaviors are. In addition, I will discuss influences that foster self-regulation, while also sharing some practical strategies that support its development in individuals of all abilities.
What is self-regulation?
Like resilience, self-regulation is not something we are born with, it is something we grow with the right encouragement and structure. Self-regulation enables us to make plans, choose from alternatives, control impulses, inhibit negative or unwanted thoughts and regulate our behavior (Heatherton & Wagner, 2011). There are multiple factors that can impact self-regulatory behaviors. Biological and cognitive processes such as an individual’s developmental stage, mental state, and even socioeconomic status play a role in the development and preservation of self-regulatory behaviors (Liew et al., 2018). Another powerful influence of self-regulation is that of care providers. Parenting values, beliefs, and practices have direct implications for the development of self-regulation in children (Liew et al., 2017). To add, Merritt et al. (2012) suggests that the role of other care providers such as early childhood educators are equally as important; stating that emotionally sensitive adults create the scaffold for future social and self-regulatory competence and has shown to increase behavioral self-control in classroom settings. Therefore, modeling our own self-regulation and having empathy for the experiences of others are equally as important for developing minds. To better understand the layers of self-regulation, let’s discuss domains that both influence and are affected by the development of self-regulation.
Biological Domain– Individual energy levels and responses to what happens around us.
Social Domain– Knowing and understanding social cues and how to act in social situations.
Prosocial Domain– Knowing how to act with others and how to acknowledge their feelings.
Emotional Domain– Identifying and controlling positive and negative emotions.
Cognitive Domain – How an individual processes their own thoughts and then uses that information. Understanding and weighing our behaviors with potential consequences.
How can we foster self-regulation?
1. Build Emotional Awareness:
We need to first be able to identify our emotions to begin regulating them and determining the preceding steps to do so. However, some individuals may express their feelings and adapt to them in different ways. That said, it is important to note that the purpose of building emotional intellect, through a lens of neurodiversity affirming practice, is not to encourage expression of emotions in similar ways as everyone else, but to identifying unique self-expressions. Not only does this contribute to developing self-regulation skills but also cultivates an inclusive culture by increasing social awareness and acceptance of different emotional expressions.
Practical Strategies:
· Practice observing and expressing emotions
Pausing to discuss emotions of characters in books, or when watching a movie, can help to identify emotions visually and break down variances in how people express emotions. Using questions such as, “what do you notice about what this person is doing/saying?”, “what might they be feeling?”, and “how do you know?”. Specific modifications, like providing extra time to respond may be needed if this is challenging and should be targeted to the needs and interests of the individual. Debriefing is also a useful tool. Staging discussions with phrases like “I noticed that you had a hard time pointing out when [character’s name] was feeling sad. What does it look like when you feel sad?”. Or offering hypothetical scenarios for them to mentally work through with you. This provides an opportunity to better understand how they express themselves and helps to explore reactions in a safe way.
2. Identify Stress and Coping Strategies:
Our ability to cope with stress is another aspect of self-regulation. Self-regulation comes from a capacity to adapt to changes in our environment. This includes recognizing specific stressors and the emotions, feelings, or thoughts that correspond, as well as identifying and applying tools that help us to deal with them. Individuals who have difficulty identifying symptoms of stress and their stressors, as well as problem-solving skill to apply coping strategies, might express behaviors that are often labeled “problem” or “disruptive” behaviors; an excess of unaddressed needs related to stress being a potential contributing factor. Keep in mind that perception of stress is key; meaning that what someone perceives as stressful may be just another activity of daily living for someone else. In addition, it is important to remember that expressions of stress can be as unique as a fingerprint; not everyone perceives, or processes stress the same. Neurodivergent individuals may experience stress related to everyday tasks due to social stigma, therefore, something as simple as asking for help can seem like a daunting or demanding task. Playing out scenarios that address individual challenges and help identify coping strategies can be beneficial for all children.
Practical Strategies:
· Use engaging approaches to identify stress
Activities that help to identify stress and brainstorm potential coping tools are the best place to start. Offering opportunities for self-exploration of stress or feelings of worry as well as ways to mitigate them can be helpful for both the individual and care provider to identify early stages of stress and better understand specific concerns or needs; providing a “cheat sheet” so to speak. Activities could include worksheet, role play or even acting out scenarios with dolls or puppets. Using an interactive method is even better, for example, acting out a disagreement between peers with puppets, then pausing to ask participants “what should [character] do next? Why?”. Keeping in mind that children under 10 typically have a more difficult time with deductive reasoning (understanding hypothetical understanding of things they have not experienced), so modifying activities to match the developmental stage and interests of the individual or group is important.
· Include mindfulness
Mindfulness techniques are great at increasing body awareness and identification of the physiological symptoms of stress. Guided imagery is an option that uses purposeful, directed daydreaming to initiate imagination and evoke a calm environment. It can also combine receptive imagery which involves scanning the body to identify feelings or thoughts related to stress. Sampling a variety of mindfulness techniques is valuable for individuals to determine what works best for them; not everyone will benefit from meditation and may even have an opposing effect if it is not enjoyable or difficult for someone. Circulate through a few options first to determine what works, then provide them at various times or when early signs of stress are present.
Self-regulatory competences can directly impact participation in, and benefits received, from recreation and learning opportunities. In addition, providing self-regulation opportunities that reflect neurodiversity affirming practices help to bring confidence to neurodiverse populations to navigate a world that doesn’t always support their needs. Look out for more practical options over the next few weeks on our social media page as I will be providing games and activities that support self-regulation!
References:
Liew, J., Carlo, G., Streit, C., & Ispa, J. M. (2018). Parenting beliefs and practices in toddlerhood as precursors to self‐regulatory, psychosocial, and academic outcomes in early and middle childhood in ethnically diverse low‐income families. Social Development, 27(4), 891-909. https://doi.org/10.1111/sode.12306
Heatherton, T. F., & Wagner, D. D. (2011). Cognitive neuroscience of self-regulation failure. Trends in Cognitive Sciences, 15(3), 132-139. https://doi.org/10.1016/j.tics.2010.12.005
Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S., Cameron, C., & Peugh, J. L. (2012). The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2), 141-159. https://login.uleth.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/contribution-teachers-emotional-support-childrens/docview/1022331903/se-2