Emotional Self-Regulation Training Programme

Target : Children with emotion disorder
Self-regulation is a universal set of skills that helps us manage our responses to things that happen in our lives. We have very little control over the events that happen around us, but we have a great deal of control over our responses to those events. A simple analogy would be to compare self-regulation to the job of a thermostat. The thermostat constantly monitors the environment and when it detects a change it makes a decision about what to do and carries it out.
Those who regulate themselves well are more successful, happier and live longer than those who don't. We spend a great deal of time training professionals and parents about how to teach self-regulation skills to children.
Learning to effectively regulate feelings, thoughts and behaviors can significantly improve ones quality of life. Self-regulation skills are related to success in many areas of life including:
  • Relationships
  • Academic performance
  • Mental health
  • Job performance
  • Physical health/well-being
  • Athletic performance
  • Happiness
  • Self-Regulation in 3 Steps
We break Self-regulation skills into 3 main areas:
  • Physical
  • Emotional
  • Cognitive
The Physical self-regulation skills include identifying warning signs and learning how to calm the body down. The Emotional skills address the identification and expression of feelings. We also work to instill a sense of empowerment and responsibility for one's own emotions in this section. The Cognitive domain involves healthy vs. unhealthy thoughts, organization/planning and motives for behaviors.

Emotional Self Regulation: Techniques for Teaching

What is emotional self regulation?
Emotional self regulation is the ability to monitor and manage our own behavior. With self regulation, we can calm ourselves down when we’re distressed, and pick ourselves up when we’re low. Self-regulation is developmental in nature, just like learning to walk, talk, and read.

 

How do you teach a student who hasn’t learned emotional self regulation?
Teaching academics is far from easy when a student hasn’t learned how to manage stressors or emotions.
In this interview, I talk with occupational therapist Leah Kuypers about the program she created to teach kids self-regulation skills.
https://www.crisisprevention.com/Blog/October-2016/emotional-self-regulation

LEGO® SERIOUS PLAY系列

GO® SERIOUS PLAY® (英文常簡稱LSP)是一種引導會議、一種引導發想與問題解決流程。LSP是以討論形式為主的工作坊,並以樂高積木為主要工具,能夠在工作坊中解決組織與個人問題,有效形成共識並達成策略擬定。
樂高認真玩 LEGO® SERIOUS PLAY®最獨特的地方有這些:
強調動手想(Think with Hands或稱Hand-mind connection):別的其他方法,只有在design thinking的rapid prototyping略有一點動手想的流程,而樂高認真玩全程都非常強調動手思考。老師甚至會鼓勵我們Trust your hands。想不出來的時候,讓手動一動,組合積木,是很重要的。這個技巧帶給會議的也是100%的參與度。和Lean front的積極感。
強調用眼說,將討論聚焦到桌上的模型(Talk with eyes, everything is about the model):別的其他引導方式,都是重於溝通,所以很容易變成能講的人操縱所有事情,而比較不會表達的只好淪為壁花,或不得不受到引導師的點名。而且大部分人動口溝通時,還多有身份顧忌。而樂高認真玩將討論集中到大家建好的模型上。強調認真思考磚塊的隱喻和可能性。相當吻合「有圖有真相」的現今社會。而且能夠更多維度(立體)的思考。有同學盛讚說「這根本是立體的心智圖(3D mindmap)!太強大了」我還蠻同意的。

LEGO® SERIOUS PLAY®工作坊

小組訓練目標及大綱
透過積木遊戲營造自然社交環境及溝通需要,誘發兒童的溝通意欲;配合分工和合作模式,逐步提升兒童社交的主動性、並能靈活運用社交技巧與理解別人的想法;此外,亦引導兒童以語言達到不同的溝通功能,建立與別人協作的技巧和學習解難技能,豐富兒童之間具意義及果效的溝通經驗,讓他們體驗社交互動的樂趣。
訓練目標:
1. 增強兒童與朋輩社交溝通能力,如:社交互動、社交禮儀、與朋輩分享興趣、提供協助等
2. 提升兒童的社交遊戲技巧,例如:輪流參與、遵守規則、邀請友伴一起遊戲等
備註 : 教材主要LEGO® SERIOUS PLAY®系列及其他輔助教材