Emotional Regulation

Emotional regulation refers to the ability to control one’s own emotions in response to events, stimulation, and interactions experienced. In order to regulate emotions, an individual needs to understand his or her emotions and utilize strategies to cope with various emotions so that daily occupations may not be impacted.

• Effectiveness of Cognitive and Occupation-Based Interventions For Children With Challenges In Sensory Processing and Integration: A Systematic Review. 2
  research.aota.org

  Author: Pfeiffer, Clark, and Arbesman - Moderate support for specific types of cognitive and occupation-based interventions that support self-regulation including Alert Program and Social Stories. Occupation-based interventions involved leisure activities, which often occur in community settings. The provision of cognitive and occupation-based interventions that transcend clinical and school settings may result in successful outcomes in the natural home and community settings typical for children and adolescents. This therapeutic consideration is important in treatment planning and determining appropriate service delivery models for occupational therapy services. The cognitive and occupation-based interventions included in this systematic review were provided by interdisciplinary teams of professionals, and all included outcomes within the scope of occupational therapy. The interventions involved collaborations with families, educational staff, and other professionals to promote participation in daily life skills. These collaborations should be a priority when implementing these types of interventions. Citation: Beth Pfeiffer, Gloria Frolek Clark, Marian Arbesman; Effectiveness of Cognitive and Occupation-Based Interventions for Children With Challenges in Sensory Processing and Integration: A Systematic Review. Am J Occup Ther January/February 2018, Vol. 72(1), 7201190020p1–7201190020p9. doi: https://doi.org/10.5014/ajot.2018.028233
• Activity- and Occupation-Based Interventions to Support Mental Health, Positive Behavior, and Social Participation For Children and Youth: A Systematic Review 2
  research.aota.org

  Author: Cahill, Egan and Seber - Productive occupations and life skills, sports, and yoga addressed mental health, positive behavior, and social participation for children and youth with and at risk for mental health concerns. Moderate-strength evidence suggests that yoga can be used to address mental health, positive behavior, and social participation of children and youth. Low- to moderate-strength evidence suggests that productive occupations and life skills training can be used to address mental health, positive behavior, and social participation. Moderate-strength evidence supports the use of play and creative arts. Activity- and occupation-based interventions should be implemented to address the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. Practitioners should use group service delivery models when providing intervention to children and youth with or at risk for mental health concerns. Sports activities should be used to develop social interaction skills. Practitioners should incorporate meditation practices and blogging when attempting to foster positive feelings about self in children and youth. Manualized yoga programs or less structured yoga games and poses should be used when addressing the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. Citation: Susan M. Cahill, Brad E. Egan, Joanna Seber; Activity- and Occupation-Based Interventions to Support Mental Health, Positive Behavior, and Social Participation for Children and Youth: A Systematic Review. Am J Occup Ther March/April 2020, Vol. 74(2), 7402180020p1–7402180020p28. doi: https://doi.org/10.5014/ajot.2020.038687
• Effects of Exercise and Physical Activity On Anxiety 1
  www.ncbi.nlm.nih.gov

  Author: Elizabeth Anderson1 and Geetha Shivakumar1,2, - Exercise and cognitively based distraction techniques were shown to have equal effectiveness at reducing state anxiety, however, exercise was more effective in reducing trait anxiety (Petruzzello et al., 1991).
• Effectiveness of a Mindfulness-Based Social–Emotional Learning Program On Psychosocial Adjustment and Neuropsychological Maturity In Kindergarten Children 2
  www.researchgate.net

  Author: Moreno Gomez, and Cejudo - Our findings suggest that mindfulness programs may be effective in promoting psychosocial adjustment and improving neuropsychological variables in young children. MindKinder program could enhance self-control and consequently decrease maladaptive behaviors like aggression, hyperactivity, anxiety, attention deficit, academic problems, and disruptive behavior. Improvement in social skills could be due to enhanced regulation of the intra- and inter-personal emotions fostered by the program. Improved non-verbal development, visual perception and attention processes. Citation: Moreno Gomez, Alfonso José & Cejudo, Javier. (2019). Effectiveness of a Mindfulness-Based Social–Emotional Learning Program on Psychosocial Adjustment and Neuropsychological Maturity in Kindergarten Children. Mindfulness. 10. 111-121. 10.1007/s12671-018-0956-6.
• Mental/Behavior Health and Well-Being 2
  www.aota.org

  Author: AOTA - Interventions that can be implemented in a school system including the development of a supportive environment. Citation: American Occupational Therapy Association, 2020
• Occupational Therapy Practice Guidelines For Children and Youth Ages 5–21 Years 2
  research.aota.org

  Author: Cahill and Beisbier - Collaborate with families and caregivers and provide services in the natural context of the desired occupation. The evidence also supports group service models and models that include peer mediation; these models can promote participation across areas of occupation. Skills-based training and therapeutic practice in the context of valued occupations are recommended over isolated sensorimotor approaches. Technology, manualized programs, and sports activities can be effective but should be evaluated and matched to age, diagnosis, and outcomes as guided by the evidence. Activity- and Occupation-Based Interventions to Support Activities of Daily Living, Instrumental Activities of Daily Living, Play and Leisure, and Rest and Sleep -Parent, school, and community involvement should be supported throughout the course of intervention, and pediatric services should be provided in the natural context of the child’s or youth’s routine and environments. -Engagement in daily occupations should remain the central focus of goals and intervention. Practitioners should use manualized programs that have clear activity- and occupation-based strategies as opposed to those that are solely focused on performance skills or client factors. -Practitioners should collaborate with clients and caregivers to establish meaningful occupation-based and achievable goals and use intentional strategies to maintain a collaborative relationship throughout the therapy process. -Consistent caregiver training and instruction should be provided to promote carryover, and the power of the caregiver to effect change and support the child should be emphasized. -Practitioners should follow up with children, parents, and teachers and provide ongoing coaching and feedback on performance. They should provide opportunities for collaborative problem solving and model strategies for ongoing problem solving in the home and community as new challenges arise. -Skills-based interventions should incorporate peer, family member, and practitioner interaction. -Small-group service delivery methods provide an opportunity for increased motivation and modeling. -Practitioners should explore interactive technology interventions, especially with clients with ASD and ADHD. The use of technology can be coupled with skills training and other evidence-based interventions. -The evaluation and occupational profile should include consideration of the quality of rest and sleep. -Rest and sleep should be addressed to enhance health and well-being and increase performance and participation in meaningful occupations. Activity- and Occupation-Based Interventions to Improve Mental Health, Positive Behavior, and Social Participation -Activity- and occupation-based interventions should be implemented to address the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. -Practitioners should use group service delivery models when providing intervention to children and youth with or at risk for mental health concerns. -Sports activities should be used to develop social interaction skills. -Practitioners should incorporate meditation practices and blogging when attempting to foster positive feelings about self in children and youth. -Manualized yoga programs or less structured yoga games and poses should be used when addressing the mental health, positive behavior, and social participation of children and youth with or at risk for mental health concerns. Activity- and Occupation-Based Interventions to Improve Learning, Academic Achievement, and Successful Participation in School -Practitioners should incorporate peer support, such as peer tutoring and peer-mediated interventions, into occupational therapy interventions and provide services in typical school environments to promote social participation and academic performance. -Practitioners should emphasize the use of activity- and occupation-based approaches to improve learning, academic achievement, and successful participation in school. -Therapeutic practice should be favored over sensorimotor approaches for the development and remediation of handwriting and literacy skills and performance. -Weighted vests should be used with caution. Citation: Susan M. Cahill, Stephanie Beisbier; Occupational Therapy Practice Guidelines for Children and Youth Ages 5–21 Years. Am J Occup Ther July/August 2020, Vol. 74(4), 7404397010p1–7404397010p48. doi: https://doi.org/10.5014/ajot.2020.744001

• Zones of Regulation 1
• Size of the Problem Scenarios - Zones of Regulation 0
• Size of the Problem - Zones of Regulation 1
• Get Attention and Body Listening 1
• Zones of Regulation - Emotions 0

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  Be Honest 0

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  Be Kind 0

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  Jump 1

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  Have Fun 0

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  Be Respectful 0

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  Music 0

• Given visual and verbal cues, Aleisha will terminate one activity and transition to a second activity with modeling and communication opportunities to increase behavioral independence in and out of the therapy setting on 3 out of 4 attempts with 80% accuracy as measured by observation and data collection. 2
• Peter will identify and express his emotions 4 /5 times throughout a session using a visual support by May 5, 2023 in order to promote emotional regulation and awareness. 0
• When upset or overwhelmed, Jane will choose and utilize a calming strategy provided 3/5 visual choices to reach a regulated state with moderate assist from an adult with 90% accuracy across 3 sessions to promote increased successful participation in age-appropriate daily tasks. 3
• Peter will identify and express his emotions 4 /5 times throughout a session when asked by May 5, 2023 in order to promote emotional regulation and awareness. 0
• Given unrestricted access to sensory support and multimodal communication option, Jane will willingly participate in adapted oral hygiene 80% of the task, 10 / 14 in days, with visual and fading modeling, for increased participation and functional independence in daily life. 0

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  Zones of Regulation Activities

  Glenna Nave

  List of activities to be used with each color zone to get back to the green zone.

  Includes activity list

  3

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  Test Resource

  Kaylee Janes

  Test resource for onboarding scavenger hunt!

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