See Me Youth Champions and Youth Workers (2020) conducted a study to gauge what young people feel about how adult support them – Below are some comments shared:<\/p>\n
- \n
- Avoid patronising language or tone<\/li>\n
- Create a safe space<\/li>\n
- Follow up (where possible)<\/li>\n
- Show empathy and recognition<\/li>\n
- Involve us in decisions<\/li>\n
- Don\u2019t dismiss feelings or experiences, “chin up\u201c<\/li>\n
- Don\u2019t push someone to share<\/li>\n<\/ul>\n
<\/p>\n
6 Domains of Self-Regulation<\/strong><\/p>\n
The Mehrit Centre (https:\/\/self-reg.ca\/individualtoolkit\/) have identified 6 possible stressors within the school setting \u2013 how can we limit the negative impact in each area?<\/p>\n
Visual Clutter:<\/b><\/p>\n
- \n
- All surfaces (e.g.desks, shelves)in the classroom are free of excess clutter<\/li>\n
- Walls and bulletin boards are organized with information grouped simply<\/li>\n
- Desk sized copies of tools usually displayed on walls (e.g. number or letter lines) are available to students, and neatly put away when no tbeing used<\/li>\n
- Desk top study carrels to reduce visual input when working at a desk<\/li>\n
- The floor is clear and clean<\/li>\n<\/ul>\n
Lighting:<\/b><\/p>\n
- \n
- Lighting is adjusted throughout the day according to the arousal needs of the classroomo<\/li>\n
- Natural lighting is maximized where available<\/li>\n
- Fluorescent lighting is minimized where possible<\/li>\n
- Differently lit areas are available for students to access, based on their preferences(a bright area, and a dimmer lit area)<\/li>\n
- Curtains to create a darker area and use of lamps for ambiance<\/li>\n<\/ul>\n
Noise:<\/b><\/p>\n
- \n
- Excess noise is reduced where possible(e.g. weather stripping on doors)<\/li>\n
- Reverberation is reduced (e.g. carpets, egg cartons on walls)<\/li>\n
- Noise cancelling headphones or earbuds are available or allowed<\/li>\n
- Electrical humming from lights, heating\/cooling vents, electronics, etc. is minimized<\/li>\n
- A non-startling noise used to indicate class change overs or breaks(e.g. a rain stick)<\/li>\n<\/ul>\n
Hydration& Nutrition:<\/b><\/p>\n
- \n
- Access to water at desko<\/li>\n
- Regular hydration breaks available throughout the day<\/li>\n
- Healthy meals served from the cafeteria<\/li>\n
- Encourage healthy snacks<\/li>\n
- Spare water and healthy snacks in classroom<\/li>\n
- A variety of seating or standing options available (tick all available)<\/li>\n<\/ul>\n
Seating options:<\/b><\/p>\n
- \n
- Standing desks or surfaces<\/li>\n
- Peddle desks<\/li>\n
- Stationary bike with an easel<\/li>\n
- Bean bag chairs<\/li>\n
- Couch<\/li>\n
- Carpeted open floor space<\/li>\n
- Students are able to use these options throughout the day<\/li>\n<\/ul>\n
Smells:<\/b><\/p>\n
- \n
- No perfume<\/li>\n
- Minimize food smells<\/li>\n
- Scent free, or neutral scent cleaning supplies<\/li>\n
- Minimize smoking related scents<\/li>\n<\/ul>\n
<\/p>\n
There are many helpful strategies to support co & self-regulation processes:<\/p>\n
Daily Check-ins<\/strong><\/p>\n
A check-in could be a verbal or written indication of how someone is feeling.<\/p>\n
![](\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/relationships\/uploads\/sites\/14030\/2023\/08\/22175012\/feellings.jpg\")
<\/p>\n5 Point Scales<\/strong><\/p>\n
Using a scaled approach, helps C&YP to identify how they feel on a continuum & how to help them feel better when emotions escalate.<\/p>\n
![](\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/relationships\/uploads\/sites\/14030\/2023\/08\/22175013\/scale.jpg\")
<\/p>\nEmotion Wheels<\/strong><\/p>\n
Alan\u00a0McLean (Glasgow Educational Psychologist) when speaking during a Moray House Webinar (2022), reminded us that emotions have a purpose \u2013 even difficult ones. They can help us to focus and perform at an optimal level.<\/p>\n
He said that we can\u2019t control our emotions<\/em> but we can control our response<\/em> and that wellbeing is not so much about feeling good as being good about feeling.<\/p>\n
Our role in supporting children & young people to cope with strong or difficult emotions is key – We only understand what we feel when we label it & young people have the labels adults teach them.<\/p>\n
An emotion is our interpretation of our sensations, telling us what is happening to us & what we should do about it.\u00a0 What turns sensations into emotions is the \u2018charge\u2019 that gets added to them by our \u2018cognitive framing\u2019 or frame of reference.<\/p>\n
Our cognitive framing interprets the cause & purpose of the emotions we feel.<\/p>\n
Discussions around the complexities of emotions can be helpful in allowing C&YP to see the subtle gradients of feelings.<\/p>\n
![](\"https:\/\/blogs.glowscotland.org.uk\/fi\/public\/relationships\/uploads\/sites\/14030\/2023\/08\/22175015\/wheel.jpg\")
<\/p>\n<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
Adults play a key role in helping C&YP to develop a toolkit of strategies which will help them cope with strong emotions. The first stage is co-regulation where adults & children regulate together in a shared process. Then comes, self-regulation, where children can draw on the approaches they experienced with adults who supported them, in … <\/p>\n