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for Social Emotional Learning Preschool through Early Elementary Kara J Rogers MSW LICSW Heather T Forbes LCSW Illustrated by Joanna Z Forbes Beyond Consequences Institute LLC BOULDER COLORADO

for Social Emotional Learning Preschool through Early Elementary Copyright Beyond Consequences Institute 2018 All rights reserved Published by Beyond Consequences Institute LLC www BeyondConsequences com ISBN 978 0 9978501 7 8 Cover Design Layout Illustrations Mimi Emeline Joanna Z Forbes www emelinedesign com www joannaforbes com

Contents A Note from Kara 5 MODULE ONE TRAUMA INFORMED CARE CHEAT SHEET Trauma Informed Care Cheat Sheet 9 MODULE TWO STRESS MANAGEMENT AND REGULATION Stress Management and Regulation 27 Discharge Strategies 31 Quiet Regulation Strategies 39 MODULE THREE REGULATION STRATEGIES AND FEELINGS Lesson 1 Feeling Happy Smell and Blow the Flower 55 Lesson 2 Feeling Sad Cross Hug 61 Lesson 3 Feeling Mad Volcano 67 Lesson 4 Feeling Worried Tap and Talk 75 Lesson 5 Feeling Scared Mindful Moment 81 Lesson 6 Feeling Proud Triangle Breathing 87 Lesson 7 Feeling Calm Butterfly Breathing 93 OVERVIEW Lesson 8 Many BIG Feelings Calming Clock 99 OVERVIEW Lesson 9 Many BIG Feelings Dragonfly Breathing 105 OVERVIEW Lesson 10 Many BIG Feelings Butterfly Hug 111

MODULE FOUR GUIDED IMAGERY Guided Imagery Instructions 117 Guided Imagery Relaxing at the Beach 119 Guided Imagery A Butterfly s Story 123 Guided Imagery Life as a Seashell 129 Guided Imagery Slow Like a Sloth 133 Guided Imagery Adventures of a Firefly 137 MODULE FIVE FEELINGS DETECTIVE Lesson One Feelings Detective 145 Feelings Detective Skills 148 Feelings Detective Motto 149 Feelings Detective Badges 154 Lesson Two Feelings Detective 155 Lesson Three Feelings Detective 161 Lesson Four Feelings Detective 165 Lesson Five Feelings Detective 169 MODULE SIX INTERVENTION PROTOCOL Intervention Protocol 179 Behavior Expectations 179 Circle Rules 180 Stop Sign Protocol 182 Stop Sign Board 184 Thinking and Safety Breaks 185 Restrictive Procedures and Physical Interventions 188 Safe Space 188

A Note from Kara Trauma informed care focuses on safety regulation and supportive relationships For children who have experienced or continually experience trauma or traumatic stress these components are critical to their ability to heal and to learn This curriculum will provide a variety of strategies and interventions that can be effective in reducing dysregulation which will then reduce the resulting problematic behaviors The foundation of this information is adapted from the Beyond Consequences book series including Help for Billy written by the co author of this curriculum Heather T Forbes LCSW It is also adapted from my experience as both a school social worker and mental health professional working with children in a mental health day treatment program for children ages 3 7 as well as twelve years as a licensed foster parent It is highly recommended that you read the book Help for Billy to build a strong foundation for understanding the impact that trauma has on children as well as understanding what constitutes the definition of trauma The goal for this curriculum is to guide you in helping our young Billys return back to love and to reignite their love for learning Have fun and always know that when you view any situation from the lens of love the solutions and answers will be there for you Available at www BeyondConsequences com

MODULE ONE Trauma Informed Care Cheat Sheet

MODULE T WO F OC U S Stress Management and Regulation Stress Management Regulation Strategies Dysregulated Behaviors Re grouping After Dysregulated Outbursts Suggested Regulatory Activities Stress Management Managing stress will help to reduce dysregulation but not all dysregulation is preventable Be proactive Utilize calming sensory and safe physical discharge strategies throughout the child s day to help manage his stress and meet his regulatory and sensory needs in advance Be attuned Due to his limited self awareness you may see cues about the child s emotional or behavioral dysregulation before he even knows it At the first sign of distress offer and encourage him to use his pre taught strategies for regulation A variety of developmentally appropriate and effective regulation strategies are included within this curriculum Be responsive The goal is to prevent escalation if possible If the child needs to release difficult feelings which he will show you with his body and behavior it is critical that we offer him healthy outlets to do so Remember a child who operates from a high level of stress can be easily triggered and may react quickly to minor issues When a child who has experienced trauma is stressed the rational part of his brain shuts off He is in survival mode Therefore it is our job to help tame the child s fear receptor When a child begins to act out we must focus on regulation Regulation Strategies We know regulation is important but how do we know what strategy is best This will vary greatly between each child which is exactly why it is important that children are taught a variety of regulation strategies Eventually the child will be able to tell you or show you which strategy best meets his needs

STRESS MANAGEMENT AND REGULATION 31 Discharge Strategies 4 It is important to note that all movement based strategies have the potential for injury especially when working with a dysregulated child Be aware of the child s physical abilities and limitations as well as your own If there is any uncertainty do not risk it The safety of all must be your first priority When using discharge strategies encourage the child to also verbally discharge with words or sounds i e grunt yell identify his feelings and say the words that others did not listen to or honor Remind him Right here right now you are safe Model this pre teach this in advance when the child is calm by showing intensity in your face grunting and yelling I am mad Examples of discharge strategies are as follows Trampoline The use of a trampoline can be a great physical discharge strategy Although most schools agencies or mental health programs may have a trampoline for children to use many families homes will not Therefore other safe discharge strategies must also be taught Mad Pillow Children can use a mad pillow to punch slap kick pinch throw scratch and stomp on to get their energy emotions out safely You simply need a pillow However a specific pillow should be designated for this use You can decorate a plain pillow case and use a regular bed pillow or a standard throw pillow I prefer to use a mad face emoji pillow which is relatively inexpensive and its mad expression helps to identify it as the designated mad pillow In any case be sure the pillow is in a safe place when being used Have a designated space practiced in advance away from peers and property that may get broken or

32 PRESCHOOL EARLY ELEMENTARY cause injury Because dysregulated children are obviously not in control of their bodies there is a high likelihood that they may miss the pillow during the discharge process Therefore keep it away from walls and be sure to have the pillow on something such as a bean bag or gym mat to have a buffer to prevent injuries if punching with force Punching Balloon This item is very inexpensive and can be purchased at many stores in their party section It is virtually a balloon you can blow up with a large rubber band tied to one end The child can hold the rubber band in their hand and hit the balloon back and forth in a punching motion Depending on coordination he may not actually be able to punch or make intended contact with the balloon This will come with practice If the child finds this too challenging encourage use of a different strategy Most children even when dysregulated are able to tolerate and actually enjoy this challenge It allows them to punch wildly and rapidly without redirection In fact it is encouraged When the child is less distressed he may also want to use the balloon to hit around in the air This is best in a smaller area with minimal obstacles on the floor as his focus will be on the balloon in the air and not watching his feet and the floor below Ninja Mat You can use a cushioned gym mat or other large cushion i e couch cushion for the child to hit and kick Reinforce to the child that the mat is not a person His actions will not hurt the mat so it is safe to hit kick punch and karate chop as needed As previously stated be sure the mat is in a safe place

STRESS MANAGEMENT AND REGULATION 33 Utilize a space away from peers and property that may be broken or cause injury If you have adequate space allow the student to throw the mat or cushion It takes significantly more physical strength to throw the mat than the lighter mad pillow which may be a better match for the intensity of his feelings The behavior expectations for this i e cannot throw at people or other objects can throw on the floor and bare walls etc must also be taught in advance when the child is calm A gym type punching bag would also be great but not as cost effective Be aware even punching safe objects can cause potential injury or physical discomfort Limit or stop his punching if excessive or if you are at all concerned about the potential of an injury It is recommended that the student wear shoes when kicking the mats floor or walls as an additional protective measure Additionally you can have the child lie down on the mat facing up Have the child kick the mat with both feet while screaming if desired Lying next to the child at a safe distance to avoid injury will help the child feel less alone in his struggle You too should kick the mat to model the discharge and to also show how you are angry that the child was hurt in the past

34 PRESCHOOL EARLY ELEMENTARY Weighted Medicine Ball Slammy This item is typically used for exercising and muscle strengthening The ball comes in a variety of weights and is a great way to exert physical energy We have a six pound weighted medicine ball which we affectionately call Slammy All of our preschool and early elementary students can lift the ball though their endurance length of use varies greatly Review expectations in advance Pre teach how high to lift not above upper chest as you do not want them to try to lift over their head and cause strain and possible injury to their neck shoulders or other body parts Remember to encourage verbal discharge It is recommended that students wear shoes when throwing Slammy to the ground as an additional protective measure Safe Push The child and a staff member stand face to face each putting their hands out hands open palms touching the other person s palms Have the child using his hands push into the staff s hands as though trying to move the staff backward Decide on an agreeable stop number to end the activity i e 5 7 or 10 When both the staff and student are safely positioned tell them when to go safe push and then slowly count aloud while the child safely but forcefully pushes the staff s hands The child can also place the back of his feet against a wall and use it as leverage to hold his ground and lean or push into staff The staff s job is to provide safe physical resistance The predetermined stop number is important as it will key both

STRESS MANAGEMENT AND REGULATION 35 participants when to stop If the child is intensely focused on the activity you may need to actually say stop after counting aloud to the designated number Make sure to pre teach the intent of the activity i e to safely use his muscles to get out his energy and big feelings and that it is an agreed upon activity i e no one is pushing to hurt The staff member needs to be careful to only provide enough resistance to match the child s push If a greater amount of resistance is given from the staff member towards the child the child may interpret this as an act of aggression and become scared and aggressive Wall Slide For this technique a non carpeted floor is required Have the child lie on his back and slide his body close to the wall His feet should be placed firmly on the wall with his bottom as close to the wall as possible it may look like he is sitting upside down on the wall Then have the child use his legs to push away from the wall and slide to an open obstacle free area He can do this repeatedly moving his body close to the wall and safely sliding pushing away from the wall Encourage a student to see how far you can go so he is focused on the use of his muscles during the activity

36 PRESCHOOL EARLY ELEMENTARY Wall Push Encourage the child to find an open space on the wall that he can push Agree to the timeline i e count to ten to end the strategy The goal is to get him to exert himself using his muscles in a safe way and not forcefully pushing others in anger If he needs to push longer i e he does not stop at the pre determined number this is okay Praise him for knowing what his body needs more physical discharge and encourage him to Keep going as long as you need Get those feelings out safely Safe Stomp Encourage the child to find a safe stomping spot This spot must be a safe distance from peers and any other potential obstacles Pre teach that this is different than stomping around the floor when mad Instead he is intentionally going to a safe space to stomp it out He does not move around the area but simply stays in his safe stomping spot Encourage verbal discharge while stomping A safe stomp rug or small mat can also be used to identify the designated space and be a helpful visual reminder of his need to stay in his spot

STRESS MANAGEMENT AND REGULATION 37 Rocket Before implementing the rocket technique you or any staff MUST be properly trained by a licensed occupational therapist Due to risk of injury NEVER implement this technique without proper in person training It is only given here as a possible technique for you to seek out training to be able to use effectively and safely In the rocket technique the child and a staff member should stand face to face holding each other s hands both hands There are two primary ways to rocket depending on the child s preference and need for movement

MODULE THREE F OC U S Lesson 1 Feeling Happy Improve Feeling Identification Improve Self awareness Increase Understanding of the Importance of Practicing Regulation Strategies Before Becoming Dysregulated Increase Understanding of the Connection Between Feelings Thoughts and Behaviors Curriculum Activities 1 Introduction of concept Introduce the feeling word happy Show your happy feelings face facial expression and or body Ask students to take turns if willing to do so sharing their happy feelings face or body This can be as simple as smiling or can include laughter physical cheering or other expressive gestures Process the similarities and differences demonstrated by the group A sk students what happy means to them This can be specific examples of situations when they have felt happy or what happy feels like in their bodies or looks like on their faces 2 Sign language Practice the sign for happy Discuss the use of sign language as another way to communicate feelings when we are distressed and when we lose our words

56 PRESCHOOL EARLY ELEMENTARY 3 M usic and movement Listen to and follow the actions of If You re Happy and You Know It Many versions of this song are available on YouTube or on various children s CDs 4 Recommended reading options Feeling Happy by Ellen Weis ages 2 5 When I m Feeling Happy by Trace Moroney ages 2 5 When I Feel Happy by Marcia Leonard ages 2 6 Feelings Happy by Sarah Medina ages 5 7 5 Regulation Practice the calming strategy of Smell and Blow the Flower as a regulation strategy with the group This strategy teaches children how to do breathing in a calm and controlled manner which is a critical component to most therapeutic breathing techniques Review the specific steps of the strategy in advance see page 58 Discuss the components used within this strategy that will assist with regulation 4 Deep breathing can calm the brain and the body 4 I ntentional thinking identifying a favorite flower helps change the focus of our thinking to something positive 6 Activity Complete the worksheet Smell and Blow the Flower You will need to make copies of the worksheet and the corresponding pictos see page 59 60 For younger children you may cut out the group of four pictos in a strip The pictos are in the correct order They can be easily cut apart and placed in the correct order on the corresponding worksheet

LESSON 1 FEELING HAPPY 57 For older children you can cut out all of the pictos in advance Then read aloud the step by step sequence for the calming activity The children must find the corresponding pictos and place them in the correct sequence on the worksheet It is recommended that staff verify the correct order before the children are allowed to glue the pictos onto the worksheet Teacher Notes

Step 1 Using one hand put your index finger and thumb together as if you re holding a flower Step 3 It smells so good Lean into the imaginary flower Through your nose breathe in with a a slow deep breath Beyond Consequences Institute LLC Repeat two times for a total of three times Step 2 Imagine a daisy or a dandilion or any other flower between your fingers SMELL AND BLOW THE FLOWER Step 4 Have fun with your flower and blow off the peddles by blowing out of your mouth with a slow deep breath

MODULE FOUR F OC U S Guided Imagery Relaxing at the Beach Learn How to Participate in Guided Imagery Improve Deep Breathing Skills Learn to Use the Imagination to Regulate Increase Self awareness Increase Understanding of the Connection Between Feelings Thoughts and Behaviors Curriculum Activities 1 Prepare students for the imagery by teaching the following words that might be new or less familiar imagine and comfortable 2 Read the guided imagery Relaxing at the Beach see page 121 3 Use the questions below to generate discussion and to increase students understanding about the connection between our thoughts and feelings Who was able to imagine yourself at the beach Were you really there K EY POINT We were not really at the beach but we used our thinking to create an image in our brain So even though we weren t there we were able to change our thinking to feel as though we were Who was able to think about your favorite blanket What color was your blanket Who was able to imagine touching their blanket in your thinking How did it feel How did you feel when thinking about your favorite blanket

120 PRESCHOOL EARLY ELEMENTARY KEY POINT Even though we did not have our favorite blanket with us we could think about it even sometimes see and feel it in our thinking Just thinking about our favorite blanket changed the way we felt in our brain and in our body Who was able to feel your body calming down during the story Where in your body did you feel calm K EY POINT Even though we really did not go to the beach hear singing birds or feel our favorite blanket we were able to calm our body and brain by changing our thinking and using our breathing for calming So when we change how we think we can change how we feel 4 Activity options Decorate the picture of Relaxing at the Beach see page 122 Ask the students where they will put their picture at home Remind them of the intended purpose of the picture to prompt them to change their thinking which will help their body and brain with calming Use sand kinetic sand moon sand for sensory regulation As they are playing with it remind them of their guided imagery activity ask them to think about the calm and safe feelings in their body and encourage them to take deep breaths

GUIDED IMAGERY RELAXING AT THE BEACH 121 Guided Imagery Relaxing at the Beach B Y K A R A J R O G E R S M S W L I C S W Introduction In our minds our thinking we are going to take a fun relaxing trip to the beach If you want to lay down or close your eyes during the story you can Pause briefly If you feel more comfortable sitting up or with your eyes open that is okay too Let your mind imagine yourself lying safely on the beach Pause briefly before continuing allow students to lie down or get comfortable Now our story will begin Imagine it s a beautiful summer day and you are at the beach The sun is shining and the ground feels warm and wonderful under your feet You can hear the gentle waves in the water and happy birds singing around you in the trees You brought your favorite blanket to lie on Think about that blanket Think about what it looks like Pause briefly Think about what it feels like Pause briefly You are safe and you feel comfortable Imagine yourself feeling completely relaxed on your blanket The sun feels warm Your whole body feels warm and wonderful lying on your favorite blanket in the sun Imagine that your legs and feet feel calm and safe Now take a slow deep breath and think about your calm legs and feet Model a slow deep breath Your stomach and back feel calm and safe Take a slow deep breath and think about your calm stomach and back Model a slow deep breath Your arms and hands feel calm and safe Take a slow deep breath and think about your calm arms and hands Model a slow deep breath Your neck and head feel calm and safe Take a slow deep breath and think about your calm neck and head Model a slow deep breath Even your brain your thinking feels calm and safe Take two slow deep breaths Notice your thinking Model two slow deep breaths Pause briefly Your whole body feels calm and safe Now slowly open your eyes if they are closed Pause briefly Our trip to the beach is done We are going to change our thinking and think about being right here right now Pause briefly Notice where you are Gesture and model looking around the room You are safe here Your body and brain are learning to feel calm and safe Look at the teachers or adults or staff around you Gesture toward the staff in the area It is our job to help you feel calm and safe We care about you no matter what Remember to read and follow the Guided Imagery Instructions at the beginning of this module

Beyond Consequences Institute LLC RELAXING AT THE BEACH 122 PRESCHOOL EARLY ELEMENTARY

MODULE FIVE F OC U S Lesson 2 Feelings Detective Increase Emotional Intelligence in the Area of Feelings Identification Improve Emotional and Behavioral Dysregulation Have Fun Exploring the Language of Human Emotions Curriculum Activities 1 Review the Feelings Detective From Lesson 1 review the idea of being a Feelings Detective What are the two primary job skills of a Feelings Detective Answer LOOK and LISTEN Review the Feelings Detective Skills sheet see page 148 4 Discuss how all jobs require learning and practice It is okay if they do not know With practice and patience they will learn more and it will get easier for them 4 Discuss that some jobs including detectives have teams or partners to work together on difficult tasks Encourage them to ask an adult their partner if they need help 2 R eview the Feelings Detective Motto Review the Feelings Detective Motto see page 149 and repeat it as a group 3 Recommended reading Preschool F is for Feelings by Goldie Millar and Lisa A Berger Read pages 2 11 These pages focus on a variety of feelings Early Elementary Feelings to Share by Todd and Peggy Snow Read letters A H 4 Regulation Practice the calming strategy of Butterfly Breathing see page 96 as a regulation strategy with the group

156 PRESCHOOL EARLY ELEMENTARY 5 A ctivity options Choose your activity based on the developmental level of your students Each activity can be done either individually or discussed and solved as a group Option 1 Complete the following 4 Feelings Detective Worksheet 3A see page 157 4 Feelings Detective Worksheet 4A see page 159 Note The four feelings and signs will only include the correct matching options for the four corresponding situations Option 2 Complete the following 4 Feelings Detective Worksheet 3B see page 158 4 Feelings Detective Worksheet 4B see page 160 Note The seven primary feelings will all be included as options Students will need to match the best feeling and sign with each corresponding situation ANSWERS Worksheets 3A 3B 4 Group of animals in a circle Happy 4 Monkey seeing lightning out of the window Scared 4 Monkey with broken arm Sad 4 Pig with balloon stuck in the tree Worried ANSWERS Worksheets 4A 4B 4 Monkey with trophy Proud 4 Alligator teasing monkey with ball Mad 4 Monkey in tent with stuffie Calm 4 Monkey with party hat Sad 6 Detective Badge Award a Feelings Detective Badge see page 154 for successfully identifying the characters feelings If a child does not correctly identify the feelings process with them using the two primary job skills LOOK and LISTEN and solve the mystery together as partners The child should still earn a badge for his effort and ability to work together with a partner just as a real detective would have to do

WORKSHEET 3A LESSON 2 FEELINGS DETECTIVE 157 FEELINGS DETECTIVE IDENTIFY FEELINGS INSTRUCTIONS Draw a line to match the situation with the feeling and sign SAD HAPPY WORRIED SCARED Beyond Consequences Institute LLC

WORKSHEET 3B 158 PRESCHOOL EARLY ELEMENTARY FEELINGS DETECTIVE IDENTIFY FEELINGS INSTRUCTIONS Draw a line to match the situation with the feeling and sign HAPPY MAD CALM SCARED PROUD SAD WORRIED Beyond Consequences Institute LLC

Beyond Consequences Institute LLC We all have different feelings but not all feelings are the same The animals below are at the park What feelings do you see What clues tell you how each animal feels How do you feel at the park FEELINGS DETECTIVE FEELINGS AT THE PARK 6 5 4 3 2 1 SAD CALM SCARED MAD HAPPY WORRIED