Incredible Years Programme: Behaviour Planning & Consequences

Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D
Chapter 11,12,13 & IYT Workshop 3.8.17

A child needs to have conflict management skills and social problem solving skills to help them regulate their emotions. Children who have difficulty emotionally regulating may also have trouble reading social situations and cues (p. 406 of text). When a child acts out/yells/hits frequently etc (cannot emotionally regulate), this will often result in negative social experiences and possible alienation/loneliness. This child then does not have the peers to practise positive social skills with, and they may become 'labelled' as difficult, defiant etc. Teachers can try to stop this by sharing praise publicly and personally with the child, being explicit with praise, social coaching, connecting with parents and maintaining positive self-talk//thought about that child. 

Emotional regulation includes:
* Nervous system
* Cognitive (reasoning) and language systems
* Behaviour
Therefore when a child does not regulate emotions, all of these facets are affected.

What can teachers do to help emotional regulation skills develop?
* Provide stability and consistency
* Accept and label emotions, showing empathy, e.g. "I understand, I would feel frustrated too."
* Express your own feelings and model clam-down strategies yourself
* Avoid promoting anger e.g. punching bag, but some children may benefit from a short run, movement based calming strategy
* Encourage chln to discuss feelings when they are calm and willing
* Teach positive self-talk e.g. I calmed down; It's a little problem; She is still my friend etc
* Teach children that emotions are passing things and everyone feels them at times (anxiety, stress, sadness etc). They are a natural part of life.

Teaching feelings & emotional language, and emotional regulation: 
* Picture detective
* Feelings charades
* Make an emotions book
* Role play an emotion/scenario 
* How would you feel if...game or drawing 
* Feeling masks
* Playdough feeling faces
* Make your own emoji
* Guess the feeling (listening game - children close eyes)
* I feel worried when...
* Rewind game: role play emotional disregulation/reaction in play. Stop, pretend to rewind the action and ask children to direct a more effective, regulated resolution
* Raggedy Wally & The Tin Man (act out to understand feeling tense and calm)
* Dial (1-10); release, focus
* Keep a happy book/class book
* Visualisation / meditation
* Detective spot the feelings on others (in class, roam with clipboard and teacher support)
Calm down themometer to help children notice how they are feeling and monitor their sense of calm down

Supporting Individual Students Term 3 2017

To support students with additional behaviour needs, I have been reflecting daily on students’ engagement and task completion. I have been doing this informally, on my own and frequently in discussion with my colleagues.

It was been useful trying difference strategies and seeing what works, and being flexible in my approach. While one strategy may work with one child today, it may not tomorrow!

Here is what is proving successful:

Whole class:

·        Praising those on task

·        Keeping things succinct

·        Making learning interesting by appealing to sense – gonoodle, short brain breaks, jokes, youtube clips, buddy work/pair share

·        Lots of rewards e.g. free time, early play time and stickers

Child	Strategy	Observation
JD	·        Peer bonding with LD ·        Responsibilities (plants, iPads) ·        Having clear, firm yet fair expectations	JD struggles maintaining attention during teacher instruction. Responsibilities are helping to reduce his disengagement (e.g rolling on the mat; annoying others). Other options eg reading at the back of the group, which lead to him being unsure of directions, and so have been discontinued.  The whole class  two step warning system is also proving effective, and is coupled with immediate praise after he rejoins the group. JD works with another class/teacher during afternoons if remains engaged during the morning.
IS	·        Connecting with parents every time he has a positive day ·        Trying to connect him with positive peers/new friends ·        Bringing his culture into learning e.g. stories about Fiji ·        Showing lots of patience and a genuine belief that he is a kind, respectful boy	IS’s behaviour can be challenging at time e.g. repeated calling out, calling teachers names etc. I’ve been trying hard to see his that under all of this is a child who has little confidence. This is perhaps due to feeling culturally alone (something his parents have mentioned to me) and not bonding closely to peers. I have made an effort to celebrate his and other cultures in our cohort (Indian, English, other European and Japanese), and to connect him to peers such as AA. Explaining the reason behind rules and positive forecasting are proving useful.
ZH	·        Positioning at front of class ·        Noticing, praise, rewards ·        Clear expectations, consequences if needed ·        Sensory support (eg stress ball, movement breaks, yoga)	ZH has some very focused moments, especially during discovery/play. My teaching colleague and I notice he may say things are too hard, in order to get to discovery early. We are both being consistent and using a first/then approach.
JL	·        Praise & responsibilities ·        Teaching about emotions and anger, including impact on brain and healthy resolution strategies. ·        Weekly discussion with home, and sharing of youtube clips on emotions	JL is appearing happier with each day. I am also working with him on making friends with appropriate peers, and what to do if he has a problem or feels targeted by others.