Ruler
Ruler
Embedded Files
Using RULER...
Increases emotional literacy
Gives language for emotions
Provides a coping strategy
Implementation
Implementation
Overview
R- Recognizing emotions in oneself and others
U- Understanding the causes and consequences of emotions
L- Labeling emotions with a nuanced vocabulary
E- Expressing emotions in accordance with cultural norms and social context
R- Regulating emotions with helpful strategies.
Core Components
Each portion of RULER is taught explicitly in chunks as a progression
Students are given time to learn, process, and discover their emotions
Used in combination with mood meter and other regulation strategies
Proactive Implementation
Proactively implementing RULER should start with educating students on the value of emotions and that all emotions are a form of communication. Working through all aspects of the RULER system should first be done in a regulated state.
Responsive Implementation
Responsively implementing RULER can look like allowing students to discuss emotions. These discussions may stem from a need for regulation or understanding of our own emotions or others.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the RULER system should be done as a whole classroom. The system should be collaborative and supportive.
Skills Training
If the need is skill building then the targeted skill most likely will consist of a specific sequence of the RULER system.
Awareness
If the need is awareness then the student may be prompted to read/learn about the different pieces of the RULER system. If known, the supervising adult may prompt the student with a specific letter of RULER to think about.
Emotional Regulation
If the need is regulation then the student may be prompted to use the RULER system as a coping or regulation technique.
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
71-139
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