Coping
Embedded Files
Why teach coping?
Why teach coping?
Objective- Identify unique strategies for self regulation that help cope with different emotional states and implement these strategies in authentic opportunities.
Why does Coping matter?
Why does Coping matter?
Self regulation and learning how to cope with different emotions are one of the biggest needs of all students. It takes time to first understand what each emotion is then break the stigma of thinking you are not allowed to feel certain emotions. Understanding it is okay for you to feel all emotions and that it is normal for humans to have emotions other then joy is a huge step for many students. Understanding “hardwired” emotions is a crucial first step prior to learning how to regulate these emotions. Students feel their emotions very differently and have to begin to recognize what those emotions are before they can implement a coping strategy to regulate. Teaching that learned emotions such as gratitude, compassion, empathy, and kindness aren’t hardwired and learned through interactions with others expands the tool box of students to return themselves to a baseline where they can take advantage of opportunities with their peers to socially have experiences that allow them to grow these emotions.
The more we understand what is happening for learners, the better we can support them in their learning. Once students understand why they are feeling what they are feeling, they can start to learn how to regulate their emotions and decrease the possibility of impaired and impeded ability to learn.
Joy- Causes us to relax and make better decisions
Fear- Makes us aware that we’re in danger
Surprise- Awakens our autonomic nervous system
Disgust- a warning for others around you that something or someone is toxic
Anger- A sign that one of our needs is not being met
Sadness- tells us there is something that has soured, disappointed us or been taken away.
Research
Research
PNS and SNS
I’ve attempted to relate the following parts of the brain to a football team and different aspects of the team.
PFC- The prefrontal cortex is to control logic/analytics. Problem solving. The prefrontal cortex is the coaching staff of the team. It is their job to be the communicators during a game and translate what they are seeing in real time to support their players. As teams attempt to stop or prevent a team from scoring, the coaches are responsible for gameplanning.
Amygdala- The fan base of a team is the amygdala. Oftentimes the noise of the crowd during a game elicits a natural response to a team to perform better. Boos and cheers both remind a team of the situation at hand. It can be helpful such as helping a team stop another from earning a touchdown or it can be harmful. The fans cause the highest level of emotions from the game.
Hippocampus- The Hippocampus is the scouting department of the brain. It’s responsibility is to store and organize new memories and format them to existing information. Scouts have a responsibility of filming and decoding film from other teams and placing them in a format that a team can see and search for patterns to make sense of it prior to formulating a game plan.
Thalamus- The starters of a team are the Thalamus. The players offer the firsthand experience of communicating with the rest of the team what’s happening on the field. They relay things that no other part of the team can see or understand.
Brain stem- The brain stem is similar to the plays of a football team. The plays are the basics that layer everything else on top of it. Everything else that happens on the field stems from having a play being executed.
Essential Questions
What is stress?
Can stress be positive?
What can you do to cope if you are feeling overwhelmed?
Will what works for you to cope always work for someone else?
How can preparation help deal with anxiety and stress?
How can self regulation help you learn?
Video Library
Video Library
How to Make Stress Your Friend
Managing Stress
Stress Bucket
Inside Out Clip
Coping with Uncertainty
Coping- Flocabulary
Automatic Thoughts
Virtual Library
Virtual Library
This fun and humorous book addresses the problem of anxiety in a way that relates to children of all ages. It offers creative strategies for parents and teachers to use that can lessen the severity of anxiety. The goal of the book is to give children the tools needed to feel more in control of their anxiety.
One night just before the lights went out, Worry snuck into Maya's mind. Worry grew bigger and bigger until there was no space left for anything else. Just darkness and fear. Join Maya as she finds Courage, through the form of a calming breath, and learns how to break free from Worry's hold.
What to Do When You Worry Too Much guides children and parents through the cognitive-behavioral techniques most often used in the treatment of anxiety. Lively metaphors and humorous illustrations make the concepts and strategies easy to understand, while clear how-to steps and prompts to draw and write help children to master new skills related to reducing anxiety. This interactive self-help book is the complete resource for educating, motivating, and empowering kids to overcoming their overgrown worries.
Worry has a way of growing, shifting from not-a-big-deal to a VERY BIG DEAL in the blink of an eye. This big-deal Worry is tricky, luring children into behaviours that keep the anxiety cycle going. Children often find it hard to fight back against Worry, but not anymore.
The Zones of Regulation is a curriculum geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones," with each of four zones represented by a different color.
One day, Color Monster wakes up feeling very confused. His emotions are all over the place; he feels angry, happy, calm, sad, and scared all at once! To help him, a little girl shows him what each feeling means through color. As this adorable monster learns to sort and define his mixed up emotions, he gains self-awareness and peace as a result. Everyone will enjoy sharing this concept book that taps into both socio-emotional growth and color concepts in a simple, friendly way.
The main character has feelings so big that they glow from his cheeks, spill out of his eyes, and jump up and down on his chest. When he hears a joke, he bursts with joy. When a loud truck drives by, he cries. When his loved ones are having a hard day, he feels their emotions as if they were his own.
Resource List
Resource List
2 - Size of the Problem Pumpkins Flip Book Self-Regulation Counseling Activity Pack.pdfSize of Problem activity
Size of Problem activity
15 - Coping Skills Brochure.pptxCoping Brochure
Coping Brochure
5761762.pdfCoping Writing
Coping Writing
Deal or NO Deal.pptxDeal or No Deal- Coping Strategies
Deal or No Deal- Coping Strategies
ITRIEDITCopingSkills-1.pdfCoping Trial
Coping Trial
Zones_of_Regulation.pdfZones of Regulation
Zones of Regulation
Other Sites
Other Sites
RULER
RULER
Yale Center for emotional intelligence. Research and resources for identifying emotions and using the RULER approach
Zones Of Regulation Ideas
Zones Of Regulation Ideas
A list of activities for lessons that implement self regulation through the use of Zones of Regulation.
Character Lab- Emotions are Contagious Tip
Character Lab- Emotions are Contagious Tip
Who We Are
Who We Are
Character Lab is a nonprofit organization that connects researchers with educators to create greater knowledge about the conditions that lead to social, emotional, academic, and physical well-being for young people throughout the country.
Our History
Our History
Character Lab was founded in 2013 by a scientist and two educators: Angela Duckworth, author of Grit: The Power of Passion and Perseverance and Rosa Lee and Egbert Chang Professor at the University of Pennsylvania; Dave Levin, co-founder of KIPP public charter schools; and Dominic Randolph, Head of School at Riverdale Country School.
Coping Quotes
Coping Quotes
"Self-regulation can be taught to many kids who cycle between frantic activity and immobility. In addition to reading, writing, and arithmetic, all kids need to learn self-awareness, self-regulation, and communication as part of their core curriculum. Just as we teach history and geography, we need to teach children how their brains and bodies work. For adults and children alike, being in control of ourselves requires becoming familiar with our inner world and accurately identifying what scares, upsets, or delights us."
Bessel van der Kolk
"I don't want to be at the mercy of my emotions. I want to use them, to enjoy them, and to dominate them."
Oscar Wilde
"Life, he realize, was much like a song. In the beginning there is mystery, in the end there is confirmation, but it's in the middle where all the emotion resides to make the whole thing worthwhile."
Nicholas Sparks
"Laugh. Laugh as much as you can. Laugh until you cry. Cry until you laugh. Keep doing it even if people are passing you on the street saying, "I can't tell if that person is laughing or crying, but either way they seem crazy, let's walk faster." Emote. It's okay. It shows you are thinking and feeling."
Ellen DeGeneres
"Before you can inspire with emotion, you must be swamped with it yourself. Before you can move their tears, your own must flow. To convince them, you must yourself, believe."
Winston Churchill
"No man or woman alive, magical or not, has ever escaped some form of injury, whether physical, mental, or emotional. To hurt is as human as to breathe."
J.K. Rowling
"Don't forget, a person's greatest emotional need is to feel appreciated."
H. Jackson Brown Jr.
Coping Prompts for Writing
Coping Prompts for Writing
Coping strategies are the activities we do to manage our emotions. Everyone has different coping strategies that work best for them. What are some strategies that work best for you? When do you use them?
How do coping strategies help you learn?
How do coping strategies and self regulation relate?
Can stress ever be a good thing? Why or why not?
Do you think it is important to have one than one coping strategy? Why or why not?
Write a coping strategy that you are interested in trying. Why do you want to try this strategy? Develop a plan on where and how you will try it below.
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