Emotion Regulation Resource pack



4000302260center330009500022193252048510An introduction into exploring and understanding emotions and feelings of themselves and others. Using Dr Seuss’s ‘My Many Coloured Days’ as a supporting resource. An introduction into exploring and understanding emotions and feelings of themselves and others. Using Dr Seuss’s ‘My Many Coloured Days’ as a supporting resource. 16954506267867Pack 2 of 33 sessions: Learning to understand and accept their own emotions and feelings linked with different colours. Understanding differences in feelings and having empathy towards others. Applying emotions to everyday life.0Pack 2 of 33 sessions: Learning to understand and accept their own emotions and feelings linked with different colours. Understanding differences in feelings and having empathy towards others. Applying emotions to everyday life.420003175000175001870710Emotion Regulation Resource pack[Document subtitle]00Emotion Regulation Resource pack[Document subtitle]RationaleThe resources in this pack have been made with a consideration to promoting facets of mental health. The first facet of mental health is the capacity to feel right towards peers and taking responsibility to their friends (Reshma, 2020). Another facet which this resource promotes is to prepare the children to deal with the demands of life (Reshma, 2020). The resource places a focus on emotion regulation with an aim to highlight on how children can support their peers and how this will affect their future life. This resource is aimed at children in Key Stage 2 which can allow for more in-depth conversations around the issue and how it can affect their future within education and work life. Emotional regulation is the ability to identify and review your emotions which arise during different situations (Thompson, 1994 cited in Forrest, Gibbson, Halligan & St Clair, 2020; Barthel, Hay, Doan & Hofmann, 2018). Children from a young age have the capability to regulate their own emotions (Braet, Theuwis, Durme, Vandewalle, Vandevivere & Wante, 2014). Research has suggested that social and emotional intelligence is important for children’s health and wellbeing (Goodman, Joshi, Nasim & Tyler, 2015). The research substantiates the ideas made by Collaborative for Academic, Social and Emotional Learning (Casel) (2003), who suggest that there are five main social and emotional skills which include social awareness, responsible decision making and relationship skills which can be considered relevant to this resource. The outcome of this resource is to introduce ways in which children can recognise and empathise with the emotions of others. Children start to internally deal with their own emotions if they do not have the correct ability to regulate these (Cole, Martin & Dennis, 2004). It has been stated that if an intervention is targeted correctly it can help to boost the effectiveness of the overall outcomes (Aldao et al., 2016). Dorman Ilan, Shafir, Birk, Bonanno & Sheooes (2019) substantiate this, by claiming that regularly monitoring strategies is an important part of supporting emotional regulation. Targeting intervention sessions at emotional regulation can have a powerful effect on the child’s ability to self-regulate their emotions and behaviour (Aldao et al., 2016; Dunsome et al., 2013 cited in Rothenberg, Weinstein, Dandes & Jent, 2019). As children become more readily aware of their emotions and how to regulate them, they are more likely to make choices that will maximise their performance in a range of different areas (Seo & Barrett, 2007). The lessons within this pack aim to provide a way for children to explore how they can regulate their own emotions by using peer support.The importance of children understanding their own and other’s emotions has wider implications on their future. If children are not well prepared to deal with their own emotions this often leads to them rejecting their peers (Kim & Cicchetti, 2010; Braet, Theuwis, Durme, Vandewalle, Vandevivere & Wante,, 2014). Cole, Martin and Dennis (2004) validate this idea by suggesting that if a child is unable to deal with their own emotions, in a constructive way, it can have negative implications such as internalising their emotions leading to negative mental health issues (Morgan, Izard & Hyde, 2014).It has been suggested that a change in the classroom climate and teaching style can impact negatively on the emotions that children experience during their time at school (Hall & G?tz, 2013). When learning about their emotions children are not only learning how to support each other but how other people can help such as teachers or parents, this is evident in a classroom where they interact with others and experience success and failure (Hall & G?tz, 2013). Linnen Brink and Pintrich (2002) complement these ideas by adding that the emotions children experience can have an adverse effect on their future aspirations and goals (Hall & G?tz, 2013). Many different schools employ strategies in which children are able, and encouraged, to support each other as a result helping them develop; emotionally, socially and academically (Cartwright, 2005). The resources build on these strategies by helping the children to develop their empathy skills using a fictional character which they can create through their sock buddy, which they develop the skills to be able to empathise and support their peers if they are not feeling themselves. From a young age, children are naturally able to show empathy and kindness to other beings such as pets or stuffed toys (Church, 2005). This resource builds on this idea by allowing them to create their own ‘buddy’ in which they can learn about how they can show empathy and kindness towards other people. Overall, this resource is designed to provide a way for children to explore how they would show empathy towards other people, which can be linked to wider themes such as adulthood or later life. It allows children to explore their empathy towards others using their new ‘buddies’ as well as developing their literacy skills and providing time to play. Lesson 1LESSON TITLE: Understanding other people’s emotions in order to support themLesson number 1- Improving children’s social and emotional skills to benefit them in the future. There are a range of different reports that show how having the ability to regulate emotions can have an impact on their future (DfE, 2015b). Wellbeing Area/ conceptActivityOutcomeMaterials/Equipment neededEmotional RegulationRead story ‘My Many Coloured Days’Discussion on the different colours relating to different emotions. Discuss how a what makes a good friend and how they can support someone with their emotions.Create a rice sock buddy.Create a sock buddy to support their emotionsInclude post-it notes of what the children say regarding their new ‘buddy’.Children to use their buddy to understand how someone else might be feeling. Clean SocksRiceMarker pensAppendix 1- How to make a rice sock buddyKEY VOCABULARYSupportive, emotions, buddy, empathy, reflection, random acts of kindnessLesson 2Skill AreaActivityOutcomeMaterialsCreative writing using their new sock buddiesDiscuss random acts of kindness. Get the children to think of times where they have witnessed this. Children to plan out and write a short story involving a random act of kindness between their sock buddy and a new character.Children to use a story board template to originally plan out their story.Children can work in pairs- if required- where they can both use their balloon buddy in the story. Children can confidently reflect on their stories to show an understand to the reader. (Dfe, 2013). Create a spider diagram with the times the children have witnessed a random act of kindness. Flip chart Lined paperPlain paperAppendix 2- Story boardLesson 3Skill AreaActivityOutcomeMaterialsDrama- role play.ImprovisationChildren are to use their own stories in groups of 3-4 to recreate their stories. They can all have time to rehearse and perform their stories in one lesson or it can be broken into 2 lessons to give them more time if required.Children to show listening skills as they listen to each other’s stories and management skills when they decided how they are going to act out the story.Children can use plain card to create simple mask designs which they can use in their story. Teacher to take photographs.Child to be able to explain how their characters are feeling and apply them to wider contexts in everyday life (DfE,2015a). Create a display using the photos around supporting each other. Create a stage at the front of the class or hall to create an authentic theatre feel to allow the children to express themselves like an actor.Camera to take photos.A large clear space where the children can act out- can be performed outside if weather permits. Card- for mask makingAppendices How to create a sock buddy.32945137582What you will need:Clean socksRiceWoolScissors00What you will need:Clean socksRiceWoolScissorsStep 1- Fill the sock 1/3 of the way with rice. Tie a knot halfway down the sock to keep the rice in. Step 2- Fold the spare half of the sock over the part with rice in. Tie another knot in the top of the sock or tie using some string or ribbon. Step 3 -Using some string or wool tie around the knot to create hair. Using marker pens create a face on the sock. Step 4- Give your new sock buddy a name. There you have created your very own emotions sock buddy. Story title: - ReferencesAldao, A., Gee, D. G., De Los Reyes, A., & Seager, I. (2016). Emotion regulation as a transdiagnostic factor in the development of internalizing and externalizing psychopathology: current and future directions. Development and Psychopathology, 28(4), 927–946Barthel, A., Hay, A., Doan, S., & Hofmann, S. (2018). Interpersonal Emotion Regulation: A Review of Social and Developmental Components.?Behaviour Change,?35(4), 203-216.Braet, C., Theuwis, L., Durme, K., Vandewalle, J., Vandevivere, E., & Wante, L. et al. (2014). Emotion Regulation in Children with Emotional Problems.?Cognitive Therapy & Research,?38(5), 493-504.Cartwright, N. (2005). Setting up and Sustaining Peer Support Systems in a Range of Schools over 20 Years.?Pastoral Care In Education,?23(2), 45-50.Cole, P., Martin, S. E., & Dennis, T. A. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75, 317–333Collaborative for Academic, Social and Emotional Learning (Casel) (2003). Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs, Illinois ed, Chicago, IL.Church, E. (2005). Being a good friend. Scholastic Parent &?Child, 13(2), 65-65.Department for Education. (2013). English programmes of study: key stages 1 and 2 National curriculum in England. Retrieved 17th May 2020, for Education. (2015a). Citizenship programmes of study for key stages 1 and 2. Retrieved 19th May 2020, for Education. (2015b). Social and emotional skills. Retrieved 18th May 2020, Ilan, S., Shafir, R., Birk, J., Bonanno, G., & Sheppes, G. (2019). Monitoring in emotion regulation: behavioral decisions and neural consequences.?Social Cognitive And Affective Neuroscience,?14(12), 1273-1283.Forrest, C., Gibson, J., Halligan, S., & St Clair, M. (2020). A Cross-Lagged Analysis of Emotion Regulation, Peer Problems, and Emotional Problems in Children With and Without Early Language Difficulties: Evidence From the Millennium Cohort Study.?Journal Of Speech, Language, And Hearing Research,?63(4), 1227-1239.Goodman, A., Joshi, H.,?Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. Early?Intervention Foundation, London, UK.?Hall, N., & Goetz, T. (2013).?Emotion, motivation, and self-regulation. Bingley: Emerald.Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry and Allied Disciplines, 51(6), 706–716Morgan, J., Izard, C., & Hyde, C. (2014). Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically Valid Behaviors and Internalizing Problems.?Social Development,?23(2), 250-266. Reshma, S. (2020). Mental Health: Definition, Components and Indicators. Retrieved 14 May 2020, from , W., Weinstein, A., Dandes, E., & Jent, J. (2019). Improving Child Emotion Regulation: Effects of Parent–Child Interaction-therapy and Emotion Socialization Strategies.?Journal Of Child And Family Studies,?28(3), 720-731.Seo, M.-G., & Barrett, L.F. (2007). Being emotional during decision making—good or bad? An empirical investigation. Academy of Management Journal, 50, 923–40. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download