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Shanker Self-Reg™ in the Early Years
Dr. Sonia Mastrangelo, Associate Professor Shanker Self-Reg™ Consultant MEHRIT Centre
November 18th, 2017.
• AssociateProfessor,FacultyofEduca4on,LakeheadUniversityOrillia• Formerspecialeduca4onteacher,DPCDSB• Editor,Interna4onalJournalofHolis4cEarlyLearningandDevelopmenthFps://ijheld.lakeheadu.ca/• MillerMethodtherapistforchildrenontheAu4smSpectrum• Interna4onalclinicalwork(Bahrain,SouthKorea,NZ,Peru,US)• ConsultantwiththeMEHRITCenter(Cer4fiedinFounda4onsofShankerSelf-Reg™)• ConsultantwithCurriculumServicesCanada• MotheroftwoJ
Introduction
• Introduc4on:WhatisStress?• StressorsAcross5Domains• Dis4nguishingBetweenMisbehaviourandStressBehaviourinourchildren• TheFounda4onsofSelf-Regula4on• Dis4nguishingBetweenSelf-ControlandSelf-Regula4on• 5StepsofShankerSelfReg™• Reflec4ngonYourRolesinEC• QandA
Agenda
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• ThinkaboutyourcurrentroleinEarlyChildhood• Whichchildhasbeenstruggling(i.e.thinkabouttransi4ons,behaviour..etc)?• Havetherebeenany“stressful”rela4onshipsforyouastheprofessionalinyourenvironment?
Let’s Make a Mental Note
Your Perspective Matters
1Finger=Agree,2Fingers=Disagree,3Fingers=Unsure• Allchildrencanlearn.• Stressandanxietydon’timpedeourlearning.• The5sensesplayanimportantroleinourlearning.• Childrenshouldhavefunwhentheyarelearning.• Parentsarethechild’sprimaryeducators.• Wherethere’sconfusionthere’slearning.• Wecanlearnfromourmistakes.• Mentalhealthandwell-beingisasimportantasacademicachievement.• Technologyhashelpedtoimprovechildren’ssocialdevelopment.• Childrenshouldbeencouragedtoberisktakers.
Gale(2015)
What Do You Believe?
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What is Stress?
Stress Continued • automa4creac4onthathappensinyourbodywhenthereisa‘perceived’threat.• releaseofchemicals(i.e.adrenaline)sharpensyoursenses,focusesyouraFen4on,quickensbreathing,dilatesbloodvessels,increasesheartrate,andtensesyourmuscles.
• canbeposi4veornega4ve,apparentorhidden,physiological/psychological,internal/external,self-imposedorforceduponus.
Effects of Chronic Stress on Brain
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The Brain and Stress The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
-Initiation -Problem solving -Judgment -Inhibition of behavior -Planning/anticipation -Self-monitoring -Motor planning -Personality/emotions -Awareness of abilities/ limitations -Organization -Attention/concentration -Mental flexibility -Speaking-expressive
language
§ It is the primitive part of your brain.
§ It controls the fight,
flight, or freeze instinct.
§ It is not rational; it is
emotional!
• FIGHT
• FLIGHT• FREEZE• FAINT/COLLAPSE
How Does A Child Respond to Stress?
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Stressors Affecting You § Personal Life
§ Professional Life
§ Across 5 Domains (biological, social, emotion, cognitive, prosocial)
Stress Performance Connection
New Sleep Guidelines • Infants4-12shouldsleep12-16hoursper24hrs(includingnaps)• Children1to2yearsofageshouldsleep11-14hrsper24hours(includingnaps)• Children3to5yearsofageshouldsleep10-13hrs• Children6to12yearsofageshouldsleep9-12hrs• Teenagers13to18yearsofageshouldsleep8-10hrs• Youngeradults(18-25)shouldsleep7-9hrs• Adults(26-64):shouldsleep7-9hrs• Olderadults(65+):Sleeprangeis7-8hrsReference:AmericanAcademyofSleepMedicine
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• In2006thewordpizzledenteredourlexicon—acombina4onofpuzzledandpissed• Capturedthefeelingpeoplehadwhenthepersontheywerewithwhippedouttheiriphoneandstartedtalkingortex4ng—unfortunatelythishasbecomethenorm• Today’schildrenaregrowingupwheretheyareaFunedmoretomachinesandlesstopeople
Did You Know? Pizzled and Technology
• Socialandemo4onalcircuitryofaperson’sbrainlearnsfromcontactandconversa4onwitheveryoneitencountersoverthecourseofaday—theinterac4onsmoldbraincircuitry• Researchshowsthatchildrenarehavinggreaterdifficultyreadingbehaviourface-to-face• Losingabilitytomaintain/sustainaconversa4on• InTaiwan,KoreaandotherAsiancountries,internetaddic4onisviewedasana4onalhealthcrisiswhichisolatestheyoung
Drawbacks of Excessive Digital Use
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Shanker Self Reg™ Self-Regisapowerfulmethod,developedbyDr.StuartShanker,
forunderstandingstressandmanagingenergyflowtopromoteself-regula4on.
Self-Regulation
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The Thayer Energy-Tension Matrix
States of Arousal
1. Asleep
2. Drowsy
3. Hypo-Alert
4. Calm, Alert &
Focused
5. Hyper-Alert
6. Flooded
• Directlyrelatedtosuccessinlearning,academicperformance,socialinterac4on,andoverallhealth• Restorefeelingsofself-efficacy• Helpsustoeffec4velyengagewithothers• BeFerqualityoflife• Movesusfromsurvivalbraintolearningbrain• Enhancesourwell-being• Build/strengthenourrela4onships• BeFerpredictorofacademicsuccessthanIQ• CorrelateshighlywithlongevityandhappinessHOMEOSTASIS=HAPPINESSJ
Why is Self-Reg Important?
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“Oneofthebiggestchallengeswefaceineduca4onandchildcareisthatacertainamountofstressisnormalandposi4ve.What’simportantisreducingthestressorsthatareNOThelpingthechild.”(Shanker)Weneedtobecome“stressdetec4ves”throughthepowerofobserva4on.
The Challenge
5 Domains of Possible Stressors Noises,crowds,toomuchvisuals4mula4on,notenoughexercise,lackofsleep,junkfood
Strongemo4ons,bothposi4ve(over-excited)&nega4ve(anger,fear)
Difficultyprocessingcertainkindsofinforma4on
Difficultypickinguponsocialcuesorunderstandingeffectofbehaviouronothers
Difficultycopingwithotherpeople’sstress;senseofinjus4ce(misinterpre4ngstressbehaviourasmisbehaviour)
Biological
Emotion
Cognitive
Social
Prosocial
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What Zaps Your Energy ? Dim /bright
lights
Noise /quiet /visual
noise
Being startled
Sugar /salt /junk food Textures
Big emotions
Injustice
Waiting /being late
Non preferred activities
Allergies /pain
Struggling to pay attention
Too hot / cold
Confusion /don’t
understand
Crowds /social
interactions
Hidden Stressors
During a Stress Response Systems Turn….
OFF • Digestion • Thinking brain • Immune system • Cellular repair • Muscles in the
middle ear constrict • Capillaries • Reproduction
ON • Adrenaline raises heart
rate, bp and rate of breathing
• Cortisol metabolizes fat from fatty cells and glucose from the liver
• Sweat glands open • Endorphins released • Hair stands on end • Energy and reactivity
enhanced
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Signs of Excessive Stress Stress Responses: • Instantly go from 0 to 10! • Disproportionate reaction to stressors! • Volatile reaction– always ready to
attack! • Hard to calm – once the alarm is
triggered! The body is overwhelmed by stress!
“Our stress thermostats can be easily overloaded. If we first calm our limbic alarm, we can bring the pre-frontal cortex back online.” (Shanker)
Misbehaviour Vs. Stress Behaviour
Stressbehaviouriscausedbytooahighstress-load.➢ ThebigchallengeindoingSelf-Regisfiguringout
whythechild’sstressissohigh.
Misbehaviour
Stress Behaviour
Thekeytomisbehaviouristhatthechildcouldhaveacteddifferently;thatshewasawarethatsheshouldn’thavedonesomething,andwasperfectlycapableofac4ngdifferently. Prefrontal cortex (blue brain) is “running the show”: Thekeytostressbehaviouristhatthechildisnotfullyawareofwhatsheisdoing,orwhy:shehaslimitedcapacitytoactdifferently.Limbic system (red brain) is “running the show”
• Achildwhoischronicallyhyperarousedisgoingtoshowit• Childrendonotlikebeinginthisstateanymorethanwedo!• We’renottryingtochangethebehaviour(wewantchildrentoeventuallydothisforthemselves)• We’retryingtounderstand:Whythischild?Whynow?
Understanding Stress Behaviour
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Self-Reg vs. Self-Control
Self-RegulaMoncomesfirst.ItmakesSelf-Controlpossible.
• Yourabilitytoself-regulateisrootedinbothyourbiologyandenvironment(Shanker)• Asachild,youlearnedtoSRbytheregulatedadultsintheenvironment(co-regula4on)• Calm/EngagedInterac4onsLeadtoCo-Regula4on
How Do We Learn to Self-Regulate?
Still Face Experiment
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Adult Influence on Child’s Regulation
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• Carefulandongoingobserva4on• Beingaco-regulatoryplaypartner• Offeringawidearrayofsupportsintheclassroom• Introducingitaspartofthediscussionforallyoungchildren• Useaninquirybasedmodelforlearning
How YOU can support Co/self-regulation in young children
• PaycloseaFen4ontowhatintereststhechild(whichareaoftheroomdoes(s)heseemtostaythelongestin)• Whattoys/ac4vi4esis(s)heplayingwith?• Isthechildplayingaloneorwithotherchildren?• Isitabusyorquiteareaoftheroom?• No4ceanychangeinthechild’sac4vitylevelas4megoeson?
Observation
• Acknowledgethechild’sidea,preferences,andemo4on• Joininonthechild’splayidea• Usenaturalrichaffect(facialexpression,toneofvoice,gestures)thatmatchesthecontextoftheinterac4on• Establishawell-pacedreciprocalinterac4on
Co-Regulatory Play Partner
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Begin with Micro-Environments
The Shanker Method™: 5 Steps 1 ReadandReframetheBehaviour
2
3
4
5
RecognizetheStressors
ReducetheStress
Reflect:DevelopStressAwareness
Respond:DevelopPersonalStrategiestoPromoteRestora4onandResilience
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Step 1: Reframe the Behaviour
Hit the Pause Button: Why? Why Now?
• Whichdomainsarebeingimpacted?HiddenApparent?
• Dothestressorsconsistently“trip”thechild’slimbicsystem?Inallcontexts?• Usuallybeginswiththebiologicaldomainbutquicklyimpactstheothers• Consider,sleep,diet,exercise,technologyuse,friendships,…etc.
Step 2: Recognize the Stressors
• Involvesturningoffthealarm• Whenthestressresponseisac4vated,ourfirstorderofbusinessistocalmthebrain• Weprovidesafetyandsecuritytohelpthecrisispass• Then-andonlythen-canwehelpthechildtolearn
• SuggesMons:BeginwiththeenvironmentandYOURapproach/interac4on(remainingcalm)
Step 3: Reduce (or Remove) the Stress
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• Showkidswhatstress“lookslike”and“feelslike”(Havethemdrawitout)• Showkidswhatcalmfeelslike• Quietisnotthesameas“calm”• Ischildabletoiden4fycalmwithinhim/herselfandothers?• Foryoungerchildren,teachwhat“calm”feelslikethroughdrama4cplay(puppets,dolls,figurines)
Step 4: Reflect on our Stress Awareness
• Understandthatstrategiestorestoreenergyandcopewithstressorsisuniqueforeachperson• Iden4fytheprac4cesthatarerestora4vetopersonalenergy• Iden4fyexis4ngadap4veandmaladap4vecopingstrategiestorespondtoexcessivestress• Buildyourowntool-boxofself-regstrategies(andhelpanotherdothesame!)topromoterestora4onandresilience
Step 5: Step 5: Respond— Develop Strategies to Promote
Restoration and Resilience
• DeepBreathingTechniques:hFp://www.morethanmedica4on.ca/en/stress_lessons/insiders?parents§ Drawitout§ MusichFps://www.youtube.com/watch?v=4D8ezH0iXh8• SocialStories:ProblemSolvingElement• GrowthMindset:“ICanProject”• Mo4on:Rocking,walking,dancing,usingswings• Playdough,Colouring,Handsinwarmwater• Watchingacalmingvideo:LivingArtDVDcollec4on(visithFps://www.youtube.com/watch?v=VIrBecB746c)• Sensorycomfortobjects(visit:hFp://ww1.sensorycomfort.com/)
More Calming Activities
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• Roomtoexpressindividualemo4ons• Roomforquietintrospec4on• Roomforpersonalandcollabora4veproblemsolvingopportuni4es• Roomtothinkdifferently,toimagine,toinventandtryoutdifferentwaysofdoingthings• Roomtodeveloprela4onshipsinourprogramsandhomes!• Alotofco-regula4onatfirst!
How do we NURTURE the Nature of a Child?
Self-Regulation in YOUR environment
CHILD
PARENT ECE
It Begins with the Relational Experiences Among These 3 Key Groups
Self-Regulation in Practice— Moving from………To • Imita4on………………………. Engagement• PeerModeling………………. Authen4c/NaturalFriendships
• Si{ngforlongperiods……… Learning“InMo4on”• WholeGroupSnack/Story… Smallerclustersofchildren
• Structured…………………….. Moreflexible;FollowingtheChild’s Lead;InquiryBasedModel
• Literacy/Numeracysteers….. SelfRegula4onSteersourLearning
ourlearning• Direc4ngParents……………… Facilita4ng/Empoweringthemto
recognizetheirmanygi|s
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Importance of Parenting Style • Parentsplayanintegralroleinthetransi4onfromhometoschool;Homevisits—Let’sBringthemback!• Listencarefullytothenarra4vethatparentsshare—theyo|enprovideuswithclues/insightsastowhythechildmightbeindistress• AuthoritaMve:WarmandResponsive,ClearRules,HighExpecta4ons,Suppor4ve,ValueIndependence• Authoritarian:Unresponsive,StrictRules,HighExpecta4ons,ExpectObedience• Permissive:WarmandResponsive,FeworNoRules,Indulgent,Lenient
The New 4 R’s • RegulaMon—beginswithCo-Regula4onandthenSelf-Regula4on• ReflecMon—wecanteachkidstoreflectthroughques4oning• RelaMonships—s4mulategrowthandlearning;Instudieslookingatmentalhealth,well-being,physiologicalhealth,longevity,happiness—numberonefactorinallthosestudiesrela4onships• Resilience—humancapacitytoface,overcome,bestrengthenedandeventransformedbyadversi4esinlife(abilitytobounceback)
How Does Learning Happen and New Kindergarten Document • HDLH
Well Being (1 of 4 foundations) Well-being addresses the importance of physical and mental health and wellness. It incorporates capacities such as self- care, sense of self, and self-regulation skills. See pgs. 30-36
Kindergarten -Self-regulation and well-being (1 of 4 frames) -their own thinking and feelings, and their recognition of and respect for differences in the thinking and feelings of others; -regulating their emotions, adapting to distractions, and assessing consequences of actions in a way that enables them to engage in learning; -their physical and mental health and wellness. See pgs. 54-62 Am I correcting, directing or connecting?
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• Weallplayanintegralroleinthesocial,emo4onalandcogni4vedevelopmentofthechild• ImportantforUStoremainregulated(ourchildrendependonit)• Understandourownenergy/tensionlevels(sothatwecanstaycalmlyfocusedandalerttoo!)• Wewantkidstobemindfuloftheirself-regulatorystatesandweneedthisforourselvestoo
Self-Reg Begins With ME and Moves to WE
• Acupofteamwork!• Havea“loose”schedule• TeamBuildingExercises(ProfessionalLearningCommuni4esamongParentWorkers)• Considerwri4ngout“casestudies”ofproblema4csitua4ons/challengesandbrainstormpossiblesolu4onsasaT.E.A.M(TogetherEveryoneAchievesMore)• Findanoutletto“rechargeyourbaFeries”• Ongoingcommunica4onandrela4onshipbuildingwithparents• EngageinongoingprofessionaldevelopmentJ
On the Path to Self-Regulation…
Available here: https://self-reg.ca/self-reg-song/
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ASpecialThankstoJenniferSnellandherTeamfororganizingthisevent!
Thank you!
Questions?
A Little Surprise: Co-Regulation in Action! J
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Books by Dr. Stuart Shanker
Mastrangelo,S.(2017).ThepromiseofplayasanintervenMontodevelopself-regulaMoninchildrenontheauMsmspectrum.hFps://www.routledgehandbooks.com/doi/10.4324/9781315735290.ch27Becker,K.andMastrangelo,S.(2017).Ontario’sEarlyLearning–KindergartenProgram:ATransformaMveEarlyChildhoodEducaMonIniMaMve.hFp://www.naeyc.org/yc/ar4cle/ontario-early-learning-kindergarten-programMastrangelo,S.(2014).CanSelf-RegulaMonCreateSuccessfulSchoolCommuniMes.hFp://www.self-regula4on.ca/uploads/5/6/2/6/56264915/can_self-regula4on_create_successful_school_communi4es_dr_sonia_mastrangelo.pdf
Mastrangelo,S.(2014).TheValueofDramaMcPlayforChildrenontheAuMsmSpectrum.hFps://www.cpco.on.ca/files/5913/9290/9618/PCwinter2013sneakpeek.pdfShanker,S.Calm,AlertandHappy.hWp://www.edu.gov.on.ca/childcare/shanker.pdf
Shanker,S.SelectedPublica4ons.hFp://self-reg.ca/wp-content/uploads/2016/06/Stuart-Shanker-Add4onal-Publica4ons.pdf
References
• www.self-reg.ca• [email protected]• TwiFer-@Self_RegDr.Mastrangelo-email:[email protected]
TwiFer:@DrSMastran
For Further Information:
@Self_Reg www.self-reg.ca