Self-Regulation Interventions for Children & Adolescents: Reduce Frustration, Emotional Outbursts & Oppositional Behaviors

Credit

Program Information

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.

Speaker

Dr. Laura Ehlert, PsyD Related seminars and products

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Laura Ehlert, PsyD, is a child clinical psychologist who has worked with children and adolescents with severe emotional/behavioral issues for over 25 years. She maintains a private practice in Burnsville, Minnesota, where she specializes in working with clients who struggle with information and sensory processing deficits and associated emotional, behavioral and mental health issues. Over the years, Dr. Ehlert has worked with thousands of youths in a variety of settings including hospitals, residential treatment centers, partial hospital programs, school day treatment and outpatient mental health settings. She holds a doctorate degree in clinical psychology where her training focused on developmental issues of childhood, and child psychopathology issues. Professionals who have worked with Dr. Ehlert in the past have often commented that interventions she offers succeeded where others have failed.

 

Speaker Disclosures:
Financial: Laura Ehlert maintains a private practice. She receives a speaking honorarium and recording royalties from PESI, Inc. Laura has no relevant financial relationships with ineligible organizations.
Non-financial: Laura Ehlert is a member of the Minnesota Psychological Association.

Additional Info

Program Information

For live CE credit, you must watch the live webcast in its entirety at its scheduled time and complete the CE quiz and evaluation within one week. You will have access for 90 days after the program for review.

Please note: There will be a 70-minute lunch and two 15-minute breaks; one in the morning and one in the afternoon. Lunch and break times will be announced by the speaker and at their discretion. A more detailed schedule is available upon request.

Visit our FAQ page at https://www.pesicanada.ca/faq or contact us at https://www.pesicanada.ca/contact-us.

Objectives

1. Communicate how sensory, language, and executive skills impairments create fight/flight/freeze and defensive responses that lead to dysregulation and related behavioral issues in children.
2. Choose the appropriate intervention strategies to improve student skills including self-control, social success, emotional regulation and task completion.
3. Employ behavior modification techniques and problem-solving strategies to diffuse students' escalated and oppositional behavior.
4. Implement environmental strategies to accommodate children’s processing deficits and emotional regulation needs.
5. Utilize problem-solving strategies to develop appropriate behavioral expectations and coping mechanisms for improved self-regulation skills in students.
6. Apply cognitive restructuring strategies to reduce frequency, severity and duration of children’s behavioral and emotional outbursts.

Outline

• The “Set-up”: Child’s expectation + delayed development = failure
• Develop appropriate expectations: Pitfalls and strengths of developmental models
• Strategies for triggering triggers: Reinforcing desired behavior
• De-escalation strategies and precursors to problem-solving

• Choosing strategies based on assessment
• Interventions to reduce sensory triggers
• Desensitize strategies to reset the “panic switch”
• Manage the environment to reduce sensory overload
• Experience your own dysregulation to sensory challenges

• Your emotional response to their language challenges
• Recognize, validate and problem-solve common language deficit triggers
• Social Pragmatics insight and behavior
• Suggestions for accommodations and modifications for the classroom

• Problem-solving strategies to improve organization, working memory and metacognitive deficits
• Environments that manage fidgeting, restlessness and inattention and provide positive social-emotional regulation
• Experience how we might set kids up to fail without realizing it

• Create realistic expectations through better understanding of the child’s process
• Successful “resetting” through behavior modification and skills coaching
• Environmental structures and nurturing words that regulate
• Reduce tantrums and emotional dysregulation through cognitive restructuring

• End power struggles and the blame game
• Improve child’s acceptance and personal responsibility for behavior
• Create realistic expectations
• Use language as a self-regulation tool

• Music and rhythm
• Cerebellum Stimulation Training
• Brain Gym®
• Yoga & mindfulness
• Neurotherapy models
• Limitations of research and potential risks

• Diet/food
• Supplements/vitamins
• Sensitivities/toxins
• Movement and exercise to regulate the brain

Target Audience

• Counselors
• Social Workers
• Psychologists
• Psychotherapists
• Psychiatrists
• Therapists
• Marriage and Family Therapists
• Speech-Language Pathologists
• Teachers
• Physicians
• School Guidance Counselors
• Case Managers
• Nurses
• School Administrators
• Educational Paraprofessionals
• Occupational Therapists
• Occupational Therapy Assistants
• Addiction Counselors
• Other Helping Professionals who Work with Children

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