Self-Regulation Books for Children

We all remember our favorite books from our childhood... the images, the characters and the lessons we learned by watching the characters. Stories can be a powerful way to introduce skills to children.

The Legend of the Regulators and the SECRET List, written by best-selling author Brad Chapin, engages children in the adventures of Tomas as he struggles to complete his quest to save his children.

This unique story takes children on a journey to discover the secrets of a long, healthy, happy life. Help Tomas unlock the Secrets as he travels through the Caves of Calm, the Forest of Feelings and the Labyrinth of Lies to reclaim the pieces of the Secret List of the Regulators.

This book also takes advantage of hidden pictures and symbols to really tap into a child's curiosity and engage them in searching through the amazing artwork of illustrator Kayann Ausherman.

This interactive, adventure story allows children to join Tomas on his quest to unlock the mystery of the Regulators’ Secret List. Travel with Tomas on his quest to help his children succeed and to discover the Secrets of a long, healthy, happy life.

Self-Regulation skills have been shown to increase academic performance, positive social interaction, physical health, emotional wellness and performance in many areas of life.


Get your copy today!!

For more Self-Regulation Training Resources, visit www.selfregulationstation.com

New App for Teaching Self-Regulation Skills!

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We are very excited to announce this brand new tool for engaging children in the process of learning and practicing self-regulatory skills. As you may already know, self-regulation is directly related to success in many areas including academic performance, positive behaviors, the development of social skills, and emotional control.

This interactive New App for Self-Regulation, is another big step forward in providing children, professionals, and parents avenues to practice these skills and apply in them in real-life situations. The App follows the Self-Regulation Training System, created by best-selling author and international speaker Brad Chapin, by addressing the areas of Physical, Emotional and Cognitive regulation skills.

The Self-regulation Training System (SRTS) continues to gain interest from educators, school counselors, mental health professionals, and parents as the "common core" for behavior. Lessons and curriculum from this system continue to produce significant, measurable improvements in the self-regulation skills of children and teenagers.

Many have long struggled with the gap between theory and practice. The SRTS provides concrete lessons, activities and tools focused on developing and maintaining skills for success.

Based on the success of the Challenge Software Program, a web-based tool that uses games and short video scenarios to help children challenge unhealthy thinking, we've continued to believe in utilizing technology to engage today's youth.

We would like to thank our partners at Wichita State University for their excellent work on this exciting tool for helping children succeed!

Visit www.selfregulationtraining.com for more information on the Self-Regulation Training System, to schedule a training with Brad, or to view other engaging tools for teaching self-regulation.

Self-Regulation Skills and School Readiness

Research continues to show that self-regulation skills are critical for success in many areas. Self-regulation is the set of skills we use to help control and direct our thoughts, feelings and behaviors. The job of a thermostat is a great analogy for self-regulation. It constantly monitors the temperature in the room, and when something changes, it initiates an action that will bring the temperature back into balance.

Children with well-developed self-regulation skills:

• Have fewer behavior problems (Blair & Diamond, 2008)
• Have higher reading and math achievement in Kindergarten (Blair & Razza, 2007)
• Are able to manage their feelings and behaviors better (Blair & Diamond, 2008)
• Are more socially-emotionally competent

In contrast, poor self-regulation has been linked to:

• High rates of expulsion in preschool classrooms (Gilliam & Shahar, 2006)
• Lower reading and math achievement in Kindergarten (Blair & Razza, 2007)
• Aggressive and oppositional behavior (Graziano et al., 2006; Raver, 2004)

What Can We Do?
As with most skills, early exposure and training is best. The Self-Regulation Training System offers a simple, concrete method for teaching children the skills necessary for improving self-regulation.

We begin with simple lessons to help young children learn how to regulate their physical responses to changes changes in the environment. We teach them how to recognize their Warning Signs and then how to regulate them.

We then move to helping them learn how to regulate their emotions by labeling, expressing and owning their feelings. With preschool-age children, we do not get very far into cognitive regulation skills. However, we do find tools like the Self-Regulation Training Board to be very helpful.

Results of the Self-Regulation Training System have been shown to significantly increase self-regulation skills. Recently, 380 First Grade children received 6 hours of Self-Regulation training over a 6-week period of time. The average score on the Self-Regulation Teacher Rating Scale improved from 72 to 87. This extremely significant outcome is very exciting and underscores the notion that young children are capable of learning self-regulation skills to increase success and school readiness.

by Brad Chapin, LCP, LMLP
brad.chapin@cpschallenge.com
www.selfregulationtraining.com

Self-regulation Training Program Indicates Significant Results in School Classrooms

The Self-regulation Training Program, outlined in the new book Helping Young People Learn Self-regulation, is gaining a great deal of support from mental health professionals, school administrators, teachers and parents.

The program was implemented in two 4th grade classrooms, two 1st grade classrooms and two Kindergarten classrooms. The results were exceptional. There were significant improvements as reported by the student questionnaires and the teacher rating scales. There was also an 83% reduction in Office Discipline Referrals. Additionally, the comments from the teachers regarding the impact of the program on their own teaching style and interactions with students was extremely encouraging. Click here  for the 4th grade results summary.

This program is currently being adopted by schools districts as a common core set of skills that can be easily taught in the classroom and can have an impact on several behavioral and academic issues. Schools and mental health agencies can use this one framework to address many different areas including academic performance, behavior problems, social/emotional and mental health issues.

The book containing the curriculum is available from Youthlight Publishing at www.youthlightbooks.com.

Please contact Brad Chapin for more information about a presentation in your area.

Brad Chapin, LCP, LMLP
brad.chapin@cpschallenge.com

Using REBT to Promote Self-reguation in Children

The Challenge Software Program for children was designed to help children establish healthy thinking patterns and learn to identify and effectively challenge thoughts that are unhealthy.

Over the past few years this program has helped hundreds of children do just that. We continue to hear examples where the program is being used to help children struggling to learn how to regulate their mood and behavior. These examples come from children who have experienced trauma, depression, anxiety, and numerous other issues.

Here is an example submitted by one of the children using the Challenge Software Program. Think about how powerful this change in thinking will be for this child.

"I remember a family friend giving me and my friend a bath when we were young.

He put us in the tub and touched me in ways he shouldn't have.

The child reports thinking, "Oh...this is terrible. I am bad and feel worthless."

After using the Challenge Software Program and understanding that she can control her own

thoughts and feelings about herself, she writes a new belief:

"It was not my fault. I was a small child. I can be okay even though a bad

thing happened to me."

I recently presented at an Innovative Counseling conference in San Antonio (click here for slides from the presentation on slideshare). It was great to see the innovation and creativity that is still alive in developing new tools to reach the children of today. It was also great to see that these creative strategies are based soundly on solid approaches like Rational Emotive Behavior Therapy (REBT).

We must continue to innovate and create new ways of reaching today's youth. If we do not help them create and maintain healthy beliefs, they will struggle to regulate their mood and behavior their entire lives.

Brad Chapin LCP, LMLP

brad.chapin@cpschallenge.com