These unprecedented times provide us an opportunity to work on self-awareness, self-regulation, and relationship skills in a deeper and more meaningful way. With the shift to digital learning, it is important to work on the awareness of the emotions we are feeling and how those emotions impact others. This will help us better communicate with each other.
An article from Child Trends states, we should "create a safe physical and emotional environment by practicing the 3 R's: Reassurance, Routines, and Regulation." They go on to say that, "...adults should [first] reassure children about their safety and the safety of loved ones, and tell them that it is adults’ job to ensure their safety. Second, adults should maintain routines to provide children with a sense of safety and predictability (e.g., regular bedtimes and meals, daily schedules for learning and play). And third, adults should support children’s development of regulation. When children are stressed, their bodies respond by activating their stress response systems. To help them manage these reactions, it is important to both validate their feelings (e.g., “I know that this might feel scary or overwhelming”) and encourage them to engage in activities that help them self-regulate (e.g., exercise, deep breathing, mindfulness or meditation activities, regular routines for sleeping and eating). In addition, it is essential to both children’s emotional and physical well-being to ensure that families can meet their basic needs (e.g., food, shelter, clothing)." (from https://www.childtrends.org/publications/resources-for-supporting-childrens-emotional-well-being-during-the-covid-19-pandemic 03/20/2020)
When we take a closer look at the orange pieces of the CASEL wheel, we see self-awareness, self-management, and relationship skills defined as:
Self-Awareness: "The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a growth mindset. Identifying emotions, accurate self-perception, recognizing strengths, self-confidence, and self-efficacy."
Self-Management: "The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals. Impulse control, stress management, self-discipline, self-motivation, goal-setting, and organizational skills."
Relationship Skills:
"The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed. Communication, social engagement, relationship-building
and teamwork."
(quoted from https://casel.org/core-competencies/)
Creating some sort of flexible schedule at home can be helpful. A consistent time for sleep, some exercise breaks, time for independent reading, time and a quiet space for learning to take place, and play. Play is not only vital for creativity but it also teaches children to self-regulate when something doesn't turn out quite the way they want. It not only teaches cooperation when sharing but it also improves communication skills. It is also a good time to address specific emotions. "I feel sad when you..." "Thank you for sharing that with me."
If we work on these strategies at home, we can increase the likelihood that students can develop their ability to not only self-regulate and manage their emotions but also to improve their relationship skills and well-being.
If you need any resources for mindfulness or zones of regulation for home,
please contact autumn_mcconnell@beaverton.k12.or.us
