What is Self-Reg? Shanker Self-Reg® is a five step method that leads to restoration.
There are five steps involved in Self-Reg:
- Reframe behaviour. The overall distinction here is between misbehaviour and stress-behaviour. Within this framework, Self-Reg draws a number of fundamental categorial distinctions.
- Recognize the stresses. We begin with our five domain model, bearing four things in mind:
- First, that there are multiple stresses within each domain.
- Second, very rarely is I the case, when dealing with a stress-behaviour, that only one domain is involved.
- Third, the intensity of a child’s stress-response is contingent on the energy/tension state they are in.
- Fourth, no two children are the same in what for them is a stress.
- Reduce some of the child’s stressors and their stress-response. We can do so with our voice, eyes, gestures.
- Reflect. Our goal is not just for the child to experience calm, but for them to be aware of what it feels like to be calm. Calm refers to a quiet mind, relaxed muscles, and emotional balance.
- Restore. Restoration refers to restoring energy reserves and parasympathetic recovery. Physiological, psychological, emotional, and social restoration are all involved.
Beyond The Video
The 5 Steps (aka 5 Practices) of Self-Reg take deeper learning to fully understand. For those looking for a brief intro, we highly recommend our Shanker Method professional learning series that can be taken individually or as a group. For more in depth certificate program training, our Foundations and Early Childhood Development Programs are truly the best place to start.
Still not sure about Self-Reg? Check out blogs from our learners on their Self-Reg learning journey HERE.
6 Comments
That is interesting about the five practices.
What did you find so interesting, Charlotte! I would love to hear more.
Aviva
I feel like I understand the ideas around recognizing stress behaviors, but in my classroom, I’ve had some disorganized/chaotic-attached kiddos, who seem to be acting out during transition times…one day, I decided that rather than holler over to the child who ran away, I’d bring all the children to come ‘find’ them so they would feel part of the group, and that their presence mattered to all of us. Now it seems the same child runs away with a spark of playfulness in their eye as if they are waiting for the group to come after them again. this child doesn’t run from anyone else but me, and the only thing I can think of that may have encouraged it, was that one time I brought everyone to them. Learning everyone’s unique personalities is what has kept me in this field for 20 years, but my energy level for coming up with creative solutions in class management is sliding. I asked to leave this particular group, because of this persistent pattern of behavior that is unsafe and has called my professionalism into question (by me).
Thanks for sharing, Aurora! I can imagine that leaving was a difficult decision. Have you noticed a difference in your stress level by making this choice? Thoughts? I would love to hear more.
Aviva
While listening to the video I was imagining how to illustrate this to an audience-thinking of a container and adding water-it moves and shifts pressure (weight) based on how each individual response to the stress.
Thanks for sharing, Linda! I love this illustration. I wonder if this would help people understand this concept even more. Thoughts?
Aviva