How is your engine running? Let’s learn strategies for self-regulation
We can liken our bodies to a car, with the engine being our brain. Either running too fast or too slow.
What could happen if your carās engine is running too fast? You might get a speeding ticket, possibly cause an accident, or miss the correct turn off the highway. Conversely, what could happen if your carās engine is running too slowly? You may not get to your destination on time, or you may cause an accident due to the speed differential between you and the other cars on the highway. However, if your carās engine is running just right, you should be able to get to your destination safely and on time.
We can liken our bodies to a car, with the engine being our brain. If our bodyās engine is running too fast, we might be constantly on-the-move, or we may rush through tasks or activities, making careless errors. Too slow, on the other hand, and we may be slumped over like couch-potatoes, daydreaming, struggling to get going, and unable to complete what is required of us. When our bodyās engine is running ājust rightā we are in the optimum state of alertness, where we can focus on what is being asked of us, attain, and retain information, and work efficiently. This state is also known as being self-regulated. When we are self-regulated, we can reflect on our thoughts and our actions effectively[2].
So, how are you feeling right now? Lethargic or ālowā from the demands of the day? Energised or āhighā from an exciting event? Or are you feeling totally attentive and ready to tackle any challenges that are presented to you? It is completely normal, and expected, to fluctuate between these two āengine levelsā throughout the day; however, some children (and adults) struggle to get back to feeling ājust rightā. If we are running too fast or too slow, we are not ready to learn. We need to actively do something to slow us down, or speed us up to get back to that ājust rightā level again.
We are sensory beings who experience the world through our various sensory systems. The five senses that are commonly known include: taste, smell, touch, sight and hearing. Two āextraā senses that Occupational Therapists refer to, include the vestibular (movement) and the proprioceptive (body awareness) senses. Our sensory systems form part of the foundation of our development. We learn through our senses and organise them to adapt to different environments. Including deliberate sensory experiences as part of our daily routine can help keep us regulated. When we can regulate through our senses effectively, we are able to learn, participate and function optimally.
Remember, as we are all individuals, there is no āone size fits allā. What works for you to reach an optimal state of alertness, may not work for the next person. It is about trial-and-error at first, and then building up a bank of personal resources that you can turn to when needed.
Here are a few examples of calming versus alerting strategies that can be implemented at home, school or in the workplace to help self-regulate:
Sensory System | Calming Activities | Alerting Activities |
Tactile (touch) | āĀ Ā Ā Ā Ā Rub skin slowly with increased pressure
āĀ Ā Ā Ā Ā Massage āĀ Ā Ā Ā Ā Resistive putty/ playdough āĀ Ā Ā Ā Ā Pet an animal or fluffy toy |
āĀ Ā Ā Ā Ā Gently and quickly rub the skin
āĀ Ā Ā Ā Ā Cool shower āĀ Ā Ā Ā Ā Wash face with a cold cloth āĀ Ā Ā Ā Ā Handle fidget items (bubble wrap, paper clips etc.) |
Proprioceptive (body position) | āĀ Ā Ā Ā Ā Carry boxes, laundry basket, unload groceries
āĀ Ā Ā Ā Ā Sweep āĀ Ā Ā Ā Ā Rake āĀ Ā Ā Ā Ā Carry a weighted animal / backpack āĀ Ā Ā Ā Ā Jump into a squishy pile of pillows |
āĀ Ā Ā Ā Ā Trampoline
āĀ Ā Ā Ā Ā Tug-of-war āĀ Ā Ā Ā Ā Monkey bars āĀ Ā Ā Ā Ā Wall push-ups, chair push-ups
|
Vestibular (movement) | āĀ Ā Ā Ā Ā Swinging (slowly, in a linear movement)
āĀ Ā Ā Ā Ā Rock on a rocking chair āĀ Ā Ā Ā Ā Take a walk |
āĀ Ā Ā Ā Ā Sit and bounce on a therapy ball
āĀ Ā Ā Ā Ā Stand and twirl in a circle āĀ Ā Ā Ā Ā Somersaults and cartwheels āĀ Ā Ā Ā Ā Run up and down stairs |
Gustatory (taste) | āĀ Ā Ā Ā Ā Chew or suck on mild flavours
āĀ Ā Ā Ā Ā Suck thick liquids through a straw e.g., custard, yoghurt, jelly āĀ Ā Ā Ā Ā Drink warm liquids āĀ Ā Ā Ā Ā Blow bubbles āĀ Ā Ā Ā Ā Hum |
āĀ Ā Ā Ā Ā Eat crunchy, sour, salty, or cold foods
āĀ Ā Ā Ā Ā Keep a water bottle with cold water on desk |
Olfactory (smell) | āĀ Ā Ā Ā Ā Burn a vanilla scented candle or incense with adult supervision
āĀ Ā Ā Ā Ā Smell potpourri āĀ Ā Ā Ā Ā Scented crayons or markers āĀ Ā Ā Ā Ā Scented playdough |
āĀ Ā Ā Ā Ā Scented soap or lotion between activities
āĀ Ā Ā Ā Ā Scratch and sniff stickers āĀ Ā Ā Ā Ā Citrus room deodoriser |
Auditory (hearing) | āĀ Ā Ā Ā Ā Listen to quiet music with a slow, even beat
āĀ Ā Ā Ā Ā Use headphones, earmuffs, or ear plugs in noisy environments āĀ Ā Ā Ā Ā Go to a quieter place: tent, book corner |
āĀ Ā Ā Ā Ā Listen to music with varied pitch, sound, loudness, uneven or fast beat
āĀ Ā Ā Ā Ā Frequently examine novel sound-producing toys (e.g., chimes, rain stick) |
Visual (seeing) | āĀ Ā Ā Ā Ā Dim lights
āĀ Ā Ā Ā Ā Glitter jars āĀ Ā Ā Ā Ā Declutter classroom / desk space āĀ Ā Ā Ā Ā Work in natural rather than artificial light |
āĀ Ā Ā Ā Ā Bright lights
āĀ Ā Ā Ā Ā Highlighter to underline important text āĀ Ā Ā Ā Ā Using learning materials that are bold, bright and colourful |
Adapted from the Alert Programā[1]
Tamara Victor, Occupational Therapist at Bellavista School. For more information, visit www.bellavista.org.za
[1] Williams, M. S., & Shellenberger, S. (1996). āHow Does Your Engine Run?āĀ® A leaderās guide to the Alert ProgramĀ® for self-regulation. Albuquerque, NM: TherapyWorks, Inc.
[2] Greenberg, K. H. (2005). The Cognitive Enrichment Advantage Family-School Partnership Handbook. KCD Harris & Associates Press