Teaching Children to Self-Regulate

Wolkoff, E (Elana)
William James College, One Wells Avenue, 02459, Newton

 

Submission type

Oral and Poster

Scheduled

Room 107, 11-07-2019, 13:30 - 15:00

Keywords

self-regulation, stress, trauma, behavior management, academic productivity, impulsivity, executive functioning

Summary

Self-regulation is comprised of both stopping behavior that is undesirable and organizing oneself to intentionally engage in behavior which is desirable.  Children who can effectively self-regulate can delay gratification, manage frustration, suppress impulses, make a plan for appropriate behavior, initiate, follow through, and self-correct as they proceed. Without these abilities, people are unable to fully demonstrate their knowledge and meet their potential. At school, children who are unable to self-regulate experience excessive discipline and school failure.

Expectations for self-regulation vary between cultures.  While most children are able to meet these cultural norms  independently, others require explicit instruction, scaffolded supports, guided practice, and reinforcement to gain mastery in these areas.  Notably, when under stress, self-regulation deteriorates. Children who experience trauma and chronic stress are more likely to struggle with regulating both emotions and behavior, often resulting in an inability to access classroom instruction.

Participants in this workshop will be able to:

·       * Recognize direct and indirect ways that poor self-regulation impacts school performance;

·       * Understand the roles of both development and trauma in self-regulation;

·      *  Identify specific strategies to help students develop self-regulation of behavior and learning that can be integrated into the school day.

Auteurs