Self-Regulation The ability to manage my feelings, thoughts, and - PowerPoint PPT Presentation

Family Tools: Self-Regulation The ability to manage my feelings, thoughts, and behaviors in my home, school, and community. Working together to strengthen our community! Self- Social Regulation Awareness Decision- Building Relationships Making Skills Self- Awareness Our Partners: AEON Social Emotional Health NAMI Tri-County Illinois The Center for Prevention of Abuse PCCEO Head Start Children’s Home Association of Illinois Peoria County Bright Futures Children’s Hospital of Illinois Peoria Housing Authority City of Peoria – Department of Police/Peoria Peoria Public Schools District 150 Neighborhood Services Rogy’s Learning Place FamilyCore Sharon Doubet, Illinois State University Hult Center for Healthy Living Tazewell-Woodford Head Start Human Service Center Tazwood Center for Wellness

Celebrate Healthy Families Social-Emotional T ools are part of the Heart of Illinois Family Tools: Self-Regulation United Way’s Success By 6 and S 3 Initiatives Table of Contents Need Help? Tips for Early Childhood, Elementary, and Junior High/High School Call Heart of Illinois 2-1-1 Dial 211 or 309-999-4029 hoi211.org 1.) How to Express My Different Feelings Additional Resources: heartmath.org 2.) How to Deal with Stress and Stressful Situations helpguide.org parenttoolkit.com 3.) How to Stay in Control when I have Strong Feelings 4.) How to Maintain and Follow a Consistent Routine 5.) How to Stay in the Moment Social Self- Awareness Regulation Building Decision- Relationships Making Skills Self- Awareness

Family Tools: Self-Regulation #1: How to Express My Different Feelings Our Partners: AEON Social Emotional Health NAMI Tri-County Illinois The Center for Prevention of Abuse PCCEO Head Start Children’s Home Association of Illinois Peoria County Bright Futures Children’s Hospital of Illinois Peoria Housing Authority City of Peoria – Department of Police/Peoria Peoria Public Schools District 150 Neighborhood Services Rogy’s Learning Place FamilyCore Sharon Doubet, Illinois State University Hult Center for Healthy Living Tazewell-Woodford Head Start Human Service Center Tazwood Center for Wellness

#1: How to Express My Different F eelings Early Childhood Elementary Junior High/High School Model language to identify feelings. (i.e. Model and discuss expression of different Use reflective statements to help teens "What a big smile! You're happy!” or feelings. (i.e. “ You look worried,” or “Do understand their feelings. (i.e. “I see you “Our car won’t start. I feel frustrated. I you want to talk about it?”) are raising your voice and getting upset, better take some deep breaths to calm you are feeling angry right now.” ) down.”) Sing If You're Happy and You Know It with Create a coloring book with your child and Pay attention to body language. Make different feelings. (i.e. "If you're happy draw faces showing different emotions. sure your adult expressions and actions and you know it - clap your hands!” . . . mirror a positive, active listening posture. “If you're mad and you know it – use your (i.e. Keep open arms instead of crossed words, I’m mad!” ) arms; keep voice calm; keep face non- judgmental.) Play Name that Feeling by making faces at Encourage your children to tell others Encourage your teens to write about their each other and guessing what feeling is how they feel, including their friends and feelings in a journal and talk to a friend or being expressed. family members. trusted adult. Read books and identify emotions while Point out feelings to your child in books Pay attention to the music, books, and you read together or during shows you television shows your teens like. Ask your reading: “What do you think the child is feeling?” “Why is the child feeling that watch. Ask your child questions like, teens if they have experienced those way?” “Have you ever felt___?” “What “Have you experienced those same same emotions expressed in the writing made you feel that way?” “What will emotions? Tell me more about that or acting. Ask your teens to share the happen next?” or “What should the child experience.” experience. do?”

Family Tools: Self-Regulation #2: How to Deal with Stress and Stressful Situations Our Partners: AEON Social Emotional Health NAMI Tri-County Illinois The Center for Prevention of Abuse PCCEO Head Start Children’s Home Association of Illinois Peoria County Bright Futures Children’s Hospital of Illinois Peoria Housing Authority City of Peoria – Department of Police/Peoria Peoria Public Schools District 150 Neighborhood Services Rogy’s Learning Place FamilyCore Sharon Doubet, Illinois State University Hult Center for Healthy Living Tazewell-Woodford Head Start Human Service Center Tazwood Center for Wellness

#2: How to Deal with Stress and Stressful Situations Early Childhood Elementary Junior High/High School Model strategies that help young children Ask your children to talk about how they Encourage your teens to express what calm themselves in stressful situations. feel when they are upset. Many children thoughts and feelings they have when (i.e. “I feel angry inside, my body is all feel stomachaches, headaches, or feel they are feeling stressed or overwhelmed. tight, I think I will go for a walk.”) tired when experiencing stress. While children are in a calm moment, talk Teach your children how to ask for help Prepare your teens for future stressful about negative and positive behaviors. when they are feeling overwhelmed. situations by discussing how they may Call these “stop/go” behaviors. (i.e. Encourage them to tell a teacher or a handle problems as they occur. “ Would asking to play with a toy be a ‘go’ parent if they need a break from an or ‘stop’ behavior? Would grabbing a toy activity to calm down. be a ‘go’ or ‘stop’ behavior?“ ) Give positive feedback and Help your children learn how to cope with Ask your teen what might help him/her encouragement for “go” behaviors. (i.e. stress by modeling coping skills. Teach feel better when feeling stressed. (i.e. “ You are a friend when you share,” or “You them how to take deep breaths, count to Journal, exercise, listen to music, take a are a real problem solver for . . .” ) ten, or use soothing toys to calm down. walk, play a game, etc.) Seek help if your teen is experiencing Create a “safe/quiet” space in which your Create a time each day to use a “calming child can go to relax or calm self. Items routine.” Dedicate that time to relaxation ongoing stress and having difficulty coping might include pillows, blankets, stuffed and calm activities, including reading, with it. (i.e. Talk with family, friends, animals, books, calming picture cards, soft listening to soft music, or taking a walk teachers, coaches, counselors, pastors, or music, etc. with your child. other trusted adults.)

Family Tools: Self-Regulation #3: How to Stay in Control when I have Strong Feelings Our Partners: AEON Social Emotional Health NAMI Tri-County Illinois The Center for Prevention of Abuse PCCEO Head Start Children’s Home Association of Illinois Peoria County Bright Futures Children’s Hospital of Illinois Peoria Housing Authority City of Peoria – Department of Police/Peoria Peoria Public Schools District 150 Neighborhood Services Rogy’s Learning Place FamilyCore Sharon Doubet, Illinois State University Hult Center for Healthy Living Tazewell-Woodford Head Start Human Service Center Tazwood Center for Wellness