Counseling Lessons

Size of Problem

Do you ever encounter a student who overreacts to the smallest of ‘problems’ and ends up creating a problem for others with their reaction? I am guessing the answer is 'Yes!' The students have been introduced to the Size of Problem in a counseling class, but this will also be reinforced if they ever have to see the behavior coach, Mrs. Henretta. So what is Size of Problem? It is a 1-5 problem scale to rate their problem, and reflect on their reaction.

1 - Tiny Problem - The student can handle this problem all on their own and do not need to talk about it. It should not have a reaction. An example: being told no or not being called on in class.

2 - Small Problem - The student can solve this problem all on their own. An example: spilling a drink or losing your pencil.

3 - Medium Problem - The student needs to tell an adult and follow their direction. An example: cutting their hand or if they forgot their lunch.

4 - Big Problem - The student needs to talk with an adult about this problem SEVERAL times to help them get through this problem. An example: if a pet dies, parents are getting a divorce, or if a parent is deployed.

5 - Huge Problem - The student needs to stay calm and follow all directions from an adult because the problem is dangerous. An example: a tornado, a fire, or if your family gets into a car accident.

Zones of Regulation

In our counseling lessons we are focusing on The Zones of Regulation (or “The Zones” for short), designed by Leah Kuypers, licensed occupational therapist, to help students gain skills in the area of self-regulation. Self-regulation can go by many names, such as self-control, self- management, and impulse control. It is defined as the best state of alertness of both the body and emotions for the specific situation. For example, when a student plays on the playground or in a competitive game, it is beneficial to have a higher state of alertness. However, that same state would not be appropriate in the library. The lessons and learning activities are designed to help the students recognize when they are in the different Zones as well as learn how to use strategies to change or stay in the Zone they are in. In addition to addressing self-regulation, the students will gain an increased vocabulary of emotional terms, skills in reading other people’s body language, perspective about how others see and react to their behavior, insight into events that trigger their behavior, calming and alerting strategies, and problem solving skills.

There are four Zones:

Blue Zone: Used to describe a low state of alertness. The Blue Zone is used to describe when one feels sad, tired, sick, or bored.
Green Zone: Used to describe the ideal state of alertness. A person may be described as calm, happy, focused, or content when he or she is in the Green Zone. The student feels a strong sense of internal control when in the Green Zone.
Yellow Zone: Used to describe a heightened state of alertness. A person may be experiencing stress, frustration, anxiety, excitement, silliness, or fear when in the Yellow Zone. The student’s energy is elevated yet he or she feels some sense of internal control in the Yellow Zone.
Red Zone: Used to describe an extremely heightened state of alertness. A person may be experiencing anger, rage, explosive behavior, panic, extreme grief, terror, or elation when in the Red Zone and feels a loss of control.

It is important to note that everyone experiences all of the Zones—the Red and Yellow Zones are not the “bad” or “naughty” Zones. All of the Zones are expected at one time or another. The Zones of Regulation is intended to be neutral and not communicate judgment.

A critical aspect is that all team members know and understand The Zones language. Some more terms that are important to know are:

Toolbox or Calm Down Box: A collection of calming and alerting strategies a student can pull from depending on the present need.
Tools or strategies: Used interchangeably to refer to a calming or alerting technique that aids the student in self-regulation.
Trigger: An irritant that causes a student to become less regulated and increases the likelihood of going into the Yellow or Red Zone.
Expected behaviors: Behaviors that give people around you good or comfortable thoughts about you.
Unexpected behaviors: Behaviors that give people uncomfortable thoughts about you.

You can support the student during this process by doing the following:

Use the language and talk about the concepts of The Zones as they apply to you in a variety of environments. Make comments aloud so the student understands it is natural that we all experience the different Zones and use strategies to control (or regulate) ourselves. For example, “This is really frustrating me and making me go into the Yellow Zone. I need to use a tool to calm down. I will take some deep breaths.”

Help the student gain awareness of his or her Zones and feelings by pointing out your observations.

Validate what Zone your students are in and help them brainstorm expected ways to self-regulate so their behavior is expected for the context.

Share with the student how his or her behavior is affecting the Zone you are in and how you feel.

Help the student become comfortable using the language to communicate his or her feelings and needs by encouraging the student to share his or her Zone with you.

Show interest in learning about the student’s triggers and Zones tools. Ask the student if he or she wants reminders to use these tools and how you should present these reminders.

Make sure to positively reinforce students for recognizing their Zone and managing their behaviors while in it, rather than only pointing out when students are demonstrating unexpected behaviors while in a Zone.

If you want further information on this topic I suggest looking at http://www.zonesofregulation.com/index.html.