Dear Future Self
Dear Future Self
Embedded Files
Using dear future me...
Provides opportunity for coping/regulation
Creates a connection to self
Prompts de-escalation
Implementation
Implementation
Overview
Dear future self is a way for a student or students to record video of themselves reciting expectations or a pep talk.
The video is recorded when the student(s) is calm
The student writes a script to themselves starting with Dear Future Me....
Allow for conversation and improv to occur
The video is kept until a situation occurs when the student needs regulation.
The student finds a calm quiet place to watch the video of themselves and reflect.
Core Components
Video must be scripted with student
Video purpose must be clear
Video is saved for easy access for student
The student must be in a calm state during recording
Processing must occur after the video and strategy is implemented.
Proactive Implementation
Proactively implementing the Dear Future Me strategy looks like having students write or record themselves at the beginning of the year. The recording or letter is then saved for when it may be needed.
Responsive Implementation
Responsively implementing the Dear Future Me strategy may stem from a need to have students think about their future selves. Students who have demonstrated impulsiveness and regret for actions may benefit from this.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students should write letters of their hopes and goals in the future. They may write about the people they can seek out for support.
Skills Training
If the need is skill building then students may attach specific baselines on skills with their letters to then compare growth when the letter or recording is read/viewed.
Awareness
If the need is awareness then the letter or recording may prompt the student to think about the impact any action may have on others and suggest alternatives.
Emotional Regulation
If the need is regulation then the letter or recording may be viewed for regulation. The recording/letter may suggest to their future selves a specific coping strategy.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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