Supporting children and young people's self-regulation
by Sam Wade
Self regulation is the ability to control our own behaviour, emotions and our attention and focus for the activity or situation. Being able to regulate our emotions and behaviours through self regulation is not a skill we are born with. We adjust and learn what different skills can support our emotional and self regulation so that we can adapt to the pressures around us.
Occupational therapy, with its unique perspective on the person, environment, and occupation, provides a unique viewpoint on our understanding of self and emotional regulation and its impact on engagement in meaningful activities
For children and young people, life presents as a constant stream of sensory input, social interactions, and different demands depending on the task. Their ability to navigate and manage these situations is closely linked with their ability to self-regulate. The process by which they manage their thoughts, feelings, behaviour, and responses to achieve goals and participate in daily activities. As occupational therapists, we can support children and young people to develop skills and strategies to manage their self-regulation.
Sensory processing
Supporting children and young people to recognise how they process sensory information and how it may impact their ability to self-regulate. Over and under responsivity to sensory information can impact regulation and participation in daily activities. Through sensory assessments and tailored interventions, strategies can be identified to modulate sensory input increasing participation within daily activities.
Emotional literacy
Being able to label and understand emotions, and recognising the emotions of others, is crucial for effective emotional and self-regulation. Occupational therapists may use strategies and programmes to support this. One example is The Zones of Regulation® – a curriculum designed to foster self-regulation and emotional control. The curriculum can be used to provide a framework for intervention. The Zones of Regulation® curriculum categorises different emotions into four coloured zones (blue for low arousal, green for calm and focused, yellow for heightened arousal, such as excited, and red for very high arousal, such as angry). This provides a clear visual system that can be used both at school and at home. The Alert Program® uses the analogy of comparing your body to a car engine and asks 'How does your engine run?®'. By using the language and visuals that these resources provide, it can create a clear framework for intervention, and helpful resources can be shared in school and at home. Working closely with Speech and Language colleagues in using the same common language when working with children and young people can be extremely helpful when supporting the children and young people we work with.
Environmental adaptations
The environment plays a significant role in our ability to self-regulate. Occupational Therapists work closely with children and young people, their school, families, and carers in assessing the environment at home and at school, making recommendations and modifications. This could be through the use of routine structure, clear visuals including visual timetables, reducing environmental distractions, recommending movement breaks, and recommending sensory tools such as specific sensory activities that use specialist equipment.
Coping skills and tools
There are a variety of tools or strategies that can be used to support children to manage their emotions more effectively. By being able to identify what impacts self-regulation, different coping strategies and tools to manage times of increased emotion, frustration, and other challenging emotions. These can be teaching and exploring a range of calming and relaxing techniques. Working with the child or young person to problem solve and seek support as and when required to support their self and emotional regulation.
Self and emotional regulation is so specific for each individual child and young person we work with. Occupational therapists are able to actively explore and identify personalised strategies to significantly improve an individual's ability to manage their self and emotional self-regulation for their future. Occupational therapists need to work closely with school staff and educators, translating knowledge and supporting staff to integrate strategies into the daily routines of the children and young people.
To help parents and guardians introduce emotional regulation strategies in a practical and engaging way, we’ve created a downloadable Self-Regulation Activity Book. It includes tips and fun activities to help children improve their ability to manage emotions, control impulses, and improve focus and aattention.
References: ● Kuypers, L. M. (2011). The Zones of Regulation®: A Curriculum Designed to Foster Self-Regulation and Emotional Control (p. 4). Think Social Publishing. ● Williams, M. S., & Shellenberger, S. (2006). How does your engine run?® A leader's guide to the Alert Program® for self-regulation (2nd ed.). TherapyWorks, Inc.
