Session 15
Teaching Students Emotional Self-Control and Self-Regulation through Social Skills Instruction
[Total Session Time: 2 hours, 6 minutes]
- Teaching Students Social, Emotional, and Behavioral Self-Management/Self-Regulation Skills
- Data-based Root Cause Analyses
- Strategic or Intensive Services, Supports, Strategies, or Interventions
- Adult-Directed Strategies for De-escalation
This session begins by identifying the three interdependent components for emotional control and self-management: Emotional Awareness, Emotional Control and Communication, and Emotional Coping. It then provides an overview of the Emotional Control Paradigm which is grounded by the principles that most emotional behaviors are neurologically-connected and classically conditioned, and that ineffective emotional reactions most often need to be unconditioned, re-conditioned, or counter-conditioned.
The Paradigm is then further operationalized by showing the importance of and how to guide students’ identification of their emotional triggers and physiological cues, as well as their attributions. The goal of the Paradigm—and its instruction in the classroom—is to teach students how to stay in emotional and physiological control when in the presence of emotional triggers; how to shift their thinking from negative or reactive to positive and proactive thoughts, beliefs, or expectations; and how to demonstrate appropriate, prosocial behaviors to address or respond to emotional triggers.
The session provides a number of videotaped teaching examples, and then describes the use of a data-based, functional assessment problem-solving process when students demonstrate persistent or significant stress-related challenges above and beyond the initial emotional control skill instruction already shown. The importance of linking the results of the data-based functional assessment to strategic (Tier 2) or intensive (Tier 3) services, supports, strategies, and interventions is emphasized, and specific examples of these interventions are provided.
This session concludes with descriptions of four specific trauma-related therapies (two of them are highlighted in the Resources provided), and an overview of specific de-escalation strategies that can be used by educators when students are experiencing an emotional or behavioral crisis.
Feature Presentation
Handout
2 15 Session 15 Teaching Students Emtl Self-Regultn Handout 3 2022.pdf
Presentation Audio Only
Quiz
Quiz Answers
Resources
Center on Great Teachers & Leaders. (2020, July). Building trust and well-being through stress-reduction activities at school. Washington, DC: American Institutes for Research.
4 15 1 Building Trust and Well Being Trauma Leader AIR.pd
Wisconsin Department of Public Instruction. (Undated). My emotional regulation plan. Madison, WI: Authors.
4 15 2 WI DoE Emotional Regulation Plans for Students.pdf
Jaycox, L.H., Langley, A.K., & Hoover, S.A. (2018). Cognitive behavioral intervention for trauma in schools (2nd Ed.). Santa Monica, CA: The RAND Corporation.
4 15 3 Cognitive Behavioral Intervention for Trauma in Schools.pdf
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Homework
[No Homework for this Session.]
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