{"version":"1.0.0","segments":[{"speaker":"Emma Shackleton","startTime":87.66999999999999,"endTime":92.94999999999999,"body":"Working with students who frequently get dysregulated in school, lose control of their emotions,"},{"speaker":"Emma Shackleton","startTime":92.94999999999999,"endTime":99.21499999999999,"body":"or find it hard to use agreed strategies in the real world, this is a growing issue in schools."},{"speaker":"Emma Shackleton","startTime":99.21499999999999,"endTime":104.815,"body":"And that's why in this week's School Behaviour Secrets, we're going to take you through the secrets"},{"speaker":"Emma Shackleton","startTime":104.815,"endTime":109.81,"body":"of writing a successful pupil regulation plan step by step."},{"speaker":"Simon Currigan","startTime":110.19,"endTime":113.08999999999999,"body":"Welcome to the School Behaviour Secrets podcast."},{"speaker":"Simon Currigan","startTime":113.31,"endTime":114.834,"body":"I'm your host, Simon Currigan."},{"speaker":"Simon Currigan","startTime":114.895,"endTime":120.41499999999999,"body":"My co host is Emma Shackleton, and we're obsessed with helping teachers, school leaders, parents,"},{"speaker":"Simon Currigan","startTime":120.41499999999999,"endTime":124.53,"body":"and, of course, students when room behaviour gets in the way of success."},{"speaker":"Simon Currigan","startTime":124.66999999999999,"endTime":129.415,"body":"We're gonna share the tried and tested secrets to classroom management, behavioural special needs,"},{"speaker":"Simon Currigan","startTime":129.495,"endTime":134.874,"body":"whole school strategy, and more, all with the aim of helping your students reach their true potential."},{"speaker":"Simon Currigan","startTime":135.255,"endTime":140.49,"body":"Plus, we'll be letting you eavesdrop on our conversations with thought leaders from around the"},{"speaker":"Simon Currigan","startTime":140.49,"endTime":145.709,"body":"world, so you'll get to hear the latest evidence based strategies before anyone else."},{"speaker":"Simon Currigan","startTime":145.76999999999998,"endTime":149.98499999999999,"body":"This is the School Behaviour Secrets Podcast. Hi there."},{"speaker":"Simon Currigan","startTime":149.98499999999999,"endTime":155.39999999999998,"body":"Welcome to episode 225 of School Behaviour Secrets."},{"speaker":"Simon Currigan","startTime":155.39999999999998,"endTime":160.14,"body":"And if you're new to the show, don't worry. The shame burns. Yes."},{"speaker":"Simon Currigan","startTime":160.28,"endTime":162.125,"body":"But you'll only feel it the first time."},{"speaker":"Simon Currigan","startTime":162.20499999999998,"endTime":169.825,"body":"I'm joined today by my co host, Emma Shackleton, who I'm sure has nothing to feel shameful about at all. Hi, Emma. Hi, Simon."},{"speaker":"Simon Currigan","startTime":170.08999999999997,"endTime":171.85,"body":"I've got a quick question to ask you."},{"speaker":"Simon Currigan","startTime":171.85,"endTime":174.11,"body":"Don't worry, but I just wanted to share something."},{"speaker":"Emma Shackleton","startTime":174.17,"endTime":175.63,"body":"Go on. Is this our news?"},{"speaker":"Simon Currigan","startTime":175.69,"endTime":180.365,"body":"Yes. It's our news. We've got some exciting news about the podcast and how we share our resources"},{"speaker":"Simon Currigan","startTime":180.425,"endTime":182.365,"body":"and strategies and ideas with you."},{"speaker":"Simon Currigan","startTime":182.825,"endTime":190.039,"body":"So there's gonna be some changes coming, and we'll share what those are at the end of today's episode."},{"speaker":"Emma Shackleton","startTime":190.82,"endTime":196.875,"body":"Yep. After 3 and a bit years and over 200 episodes, some big changes are on the way."},{"speaker":"Emma Shackleton","startTime":196.95499999999998,"endTime":199.135,"body":"But full details on that later."},{"speaker":"Simon Currigan","startTime":199.27499999999998,"endTime":200.015,"body":"Quick question."},{"speaker":"Emma Shackleton","startTime":200.075,"endTime":200.875,"body":"Go on then."},{"speaker":"Simon Currigan","startTime":200.875,"endTime":208.06,"body":"According to a 2016 survey, drivers in cities across the UK, including Birmingham, Cardiff,"},{"speaker":"Simon Currigan","startTime":208.12,"endTime":215.235,"body":"Bristol, Edinburgh, and Glasgow were asked how often do they feel angry while driving?"},{"speaker":"Simon Currigan","startTime":215.45499999999998,"endTime":219.39499999999998,"body":"What percentage do you think replied often?"},{"speaker":"Emma Shackleton","startTime":219.81,"endTime":226.15,"body":"Well, having recently driven through Central London for the first time ever, I saw firsthand"},{"speaker":"Emma Shackleton","startTime":226.60999999999999,"endTime":228.54999999999998,"body":"quite a few angry drivers."},{"speaker":"Emma Shackleton","startTime":229.465,"endTime":234.685,"body":"And, of course, Simon and I travel to and from schools in and around Birmingham City Centre"},{"speaker":"Emma Shackleton","startTime":234.745,"endTime":238.51999999999998,"body":"all of the time, so I'm gonna go quite high with this one."},{"speaker":"Emma Shackleton","startTime":238.68,"endTime":247.5,"body":"I think drivers in cities feel angry around 30% of the time, like 1 in 3 journeys, if that makes sense."},{"speaker":"Emma Shackleton","startTime":247.95499999999998,"endTime":249.335,"body":"What did the survey say?"},{"speaker":"Simon Currigan","startTime":249.79399999999998,"endTime":258.69,"body":"Country mile away on this 1, only, not 30%, 3% of drivers said they felt angry often when driving."},{"speaker":"Simon Currigan","startTime":258.90999999999997,"endTime":266.345,"body":"And where we live, Birmingham, that was the worst, 4%, but I guess that's the M6 effect. 18%"},{"speaker":"Simon Currigan","startTime":266.805,"endTime":275.065,"body":"on average said they sometimes felt angry. 1% said they didn't know, which raises some questions of its own."},{"speaker":"Simon Currigan","startTime":275.38,"endTime":281.46000000000004,"body":"And the figures for feeling anxious, interestingly, were almost identical to the figures for"},{"speaker":"Simon Currigan","startTime":281.46000000000004,"endTime":282.865,"body":"how often people felt angry."},{"speaker":"Emma Shackleton","startTime":283.265,"endTime":288.08500000000004,"body":"Oh, that is interesting. I would have expected the anxiety figures to be higher."},{"speaker":"Emma Shackleton","startTime":288.225,"endTime":291.61,"body":"Maybe people just don't want to admit that they feel angry."},{"speaker":"Emma Shackleton","startTime":291.61,"endTime":294.009,"body":"Maybe there's a little bit of shame involved there."},{"speaker":"Emma Shackleton","startTime":294.009,"endTime":297.07,"body":"Anyway, what's the link with today's episode, Simon?"},{"speaker":"Simon Currigan","startTime":297.44899999999996,"endTime":305.104,"body":"So we're going to explain step by step how to write a proactive pupil regulation plan whose"},{"speaker":"Simon Currigan","startTime":305.104,"endTime":309.365,"body":"purpose is to keep your students calm and regulated in the classroom."},{"speaker":"Emma Shackleton","startTime":309.48,"endTime":312.53999999999996,"body":"Oh, I know a lot of people are gonna find this really useful."},{"speaker":"Simon Currigan","startTime":312.91999999999996,"endTime":315.08,"body":"Yeah. And we're holding nothing back today."},{"speaker":"Simon Currigan","startTime":315.08,"endTime":321.635,"body":"We're literally going to walk you through what a regulation plan is, the science of why it works,"},{"speaker":"Simon Currigan","startTime":321.855,"endTime":324.43399999999997,"body":"and how to implement it with your pupils."},{"speaker":"Emma Shackleton","startTime":325.01,"endTime":329.11,"body":"But before we do that, I've got a quick request to make of our listeners."},{"speaker":"Emma Shackleton","startTime":329.65,"endTime":332.71000000000004,"body":"After this episode, we're taking a break for the summer."},{"speaker":"Emma Shackleton","startTime":332.815,"endTime":338.735,"body":"So if you haven't subscribed yet, now is definitely the time to do it so that when we return"},{"speaker":"Emma Shackleton","startTime":338.735,"endTime":344.84000000000003,"body":"after the break, your podcast app will automatically pick up new episodes in September so you"},{"speaker":"Emma Shackleton","startTime":344.84000000000003,"endTime":349.82000000000005,"body":"don't miss out on episodes or lose track or forget about us entirely."},{"speaker":"Simon Currigan","startTime":350.20000000000005,"endTime":351.885,"body":"They wouldn't do that, would they?"},{"speaker":"Emma Shackleton","startTime":352.04499999999996,"endTime":353.82500000000005,"body":"Oh, it's a danger. It's a danger."},{"speaker":"Emma Shackleton","startTime":354.20500000000004,"endTime":356.70500000000004,"body":"So don't let us drop off your radar."},{"speaker":"Emma Shackleton","startTime":356.765,"endTime":361.889,"body":"All you've got to do is hit the subscribe or follow button, and it's panic aborted."},{"speaker":"Simon Currigan","startTime":362.10900000000004,"endTime":366.509,"body":"We've also got a good download that kind of fits nicely alongside this episode."},{"speaker":"Simon Currigan","startTime":366.509,"endTime":372.07500000000005,"body":"It's called how to help children manage anger and other strong emotions that you might be interested in."},{"speaker":"Emma Shackleton","startTime":372.21500000000003,"endTime":378.269,"body":"Because when we think about kids getting heightened, often we immediately think about anger or anxiety."},{"speaker":"Emma Shackleton","startTime":378.65,"endTime":382.90999999999997,"body":"But, actually, there's a huge range of emotions that can affect our pupils."},{"speaker":"Simon Currigan","startTime":383.44899999999996,"endTime":388.69500000000005,"body":"This guide gives you an approach to helping your students understand, recognise, and manage"},{"speaker":"Simon Currigan","startTime":388.83500000000004,"endTime":396.35,"body":"those strong emotions successfully, whatever they are, which will obviously be a key part of your regulation plan."},{"speaker":"Simon Currigan","startTime":396.57000000000005,"endTime":401.45000000000005,"body":"Everything's explained step by step, and your download even comes with some printables which"},{"speaker":"Simon Currigan","startTime":401.45000000000005,"endTime":404.264,"body":"you can download and print out to support your work."},{"speaker":"Emma Shackleton","startTime":404.56499999999994,"endTime":409.30499999999995,"body":"To get your free copy now, I'll put a link in the episode description."},{"speaker":"Emma Shackleton","startTime":409.525,"endTime":416.01,"body":"All you've got to do is open up your podcast app, check the description, and tap directly through to our website."},{"speaker":"Emma Shackleton","startTime":416.39,"endTime":421.13,"body":"Enter your email address, and we'll ping over your copy directly to your inbox."},{"speaker":"Simon Currigan","startTime":421.56499999999994,"endTime":428.92499999999995,"body":"That said, it's time to roll up your sleeve, pick up your tea, extend your hand, and dunk the"},{"speaker":"Simon Currigan","startTime":428.92499999999995,"endTime":432.797,"body":"delicious jammy dodger we call behaviour."},{"speaker":"Simon Currigan","startTime":432.9,"endTime":435.08000000000004,"body":"Great structural integrity on a jammy dodger."},{"speaker":"Simon Currigan","startTime":435.14,"endTime":437.05999999999995,"body":"Don't get me started on the structural integrity of"},{"speaker":"Simon Currigan","startTime":437.05999999999995,"endTime":438.74,"body":"biscuits or we'll be here all day. Right."},{"speaker":"Simon Currigan","startTime":438.74,"endTime":444.025,"body":"So I wanna talk about before we get going, the purpose of a pupil regulation plan is and the"},{"speaker":"Simon Currigan","startTime":444.025,"endTime":445.06499999999994,"body":"approach we're taking with this."},{"speaker":"Simon Currigan","startTime":445.06499999999994,"endTime":449.83000000000004,"body":"And the approach we're taking is proactive as opposed to reactive."},{"speaker":"Simon Currigan","startTime":449.89,"endTime":455.89,"body":"So when you look at traditional IEPs and behaviour support plans and things like that, it very"},{"speaker":"Simon Currigan","startTime":455.89,"endTime":466.0,"body":"much focuses on behaviors or, say, an anger management program focuses on what you should do when you're already angry."},{"speaker":"Simon Currigan","startTime":466.0,"endTime":471.36,"body":"So it teaches you things like coping skills and self control and ways of managing that, or it"},{"speaker":"Simon Currigan","startTime":471.36,"endTime":475.55499999999995,"body":"might, you know, work on specific gaps on social and emotional knowledge."},{"speaker":"Simon Currigan","startTime":475.855,"endTime":480.65999999999997,"body":"So it's all about what to do once you're in a difficult situation. It's very, very reactive."},{"speaker":"Simon Currigan","startTime":488.1,"endTime":490.885,"body":"ANS in the first place."},{"speaker":"Simon Currigan","startTime":490.885,"endTime":497.87,"body":"So your body has something called the ANS, the autonomic nervous system, and its job is to regulate stress in your body."},{"speaker":"Simon Currigan","startTime":497.87,"endTime":500.18999999999994,"body":"And we talk about stress here. We've mentioned this before."},{"speaker":"Simon Currigan","startTime":500.18999999999994,"endTime":504.44899999999996,"body":"We're talking about the stress chemicals, things like adrenaline and noradrenaline and cortisol."},{"speaker":"Simon Currigan","startTime":504.634,"endTime":509.35400000000004,"body":"And, essentially, the more of those chemicals you have in your body, the more heightened and"},{"speaker":"Simon Currigan","startTime":509.35400000000004,"endTime":510.875,"body":"the more dysregulated you become."},{"speaker":"Simon Currigan","startTime":510.875,"endTime":519.12,"body":"So you upregulate in situations that you find scary or intimidating or when you're experiencing high levels of anxiety."},{"speaker":"Simon Currigan","startTime":519.34,"endTime":523.215,"body":"Your ANS kicks into gear and it increases the stress in your system."},{"speaker":"Simon Currigan","startTime":523.215,"endTime":524.975,"body":"That's the sympathetic nervous system."},{"speaker":"Simon Currigan","startTime":524.975,"endTime":527.1899999999999,"body":"You've also got parasympathetic nervous system."},{"speaker":"Simon Currigan","startTime":527.43,"endTime":529.6899999999999,"body":"Its job is to down regulate."},{"speaker":"Simon Currigan","startTime":529.75,"endTime":535.11,"body":"So when you're feeling safe or when you need to rest and digest food, often it's called the rest and digest system."},{"speaker":"Simon Currigan","startTime":535.11,"endTime":540.114,"body":"What it does is it kind of reduces the level of those stress chemicals."},{"speaker":"Simon Currigan","startTime":540.114,"endTime":543.555,"body":"You you've got a nerve in your body called the vagus nerve, which you may have heard of, and"},{"speaker":"Simon Currigan","startTime":543.555,"endTime":545.575,"body":"its job is to down regulate."},{"speaker":"Simon Currigan","startTime":546.16,"endTime":553.519,"body":"So we are going to write a program of support, a plan that responds to how the child's autonomic"},{"speaker":"Simon Currigan","startTime":553.519,"endTime":560.655,"body":"nervous system reacts to different stresses and threats in the environment and teaches important self regulation skills."},{"speaker":"Simon Currigan","startTime":560.655,"endTime":567.46,"body":"We want to prevent that upregulation system becoming sensitive or kicking into gear, and we're"},{"speaker":"Simon Currigan","startTime":567.46,"endTime":571.275,"body":"gonna teach children how to cope in situations that they find frustrating."},{"speaker":"Simon Currigan","startTime":571.275,"endTime":573.455,"body":"So there's two kind of arms to this."},{"speaker":"Simon Currigan","startTime":573.595,"endTime":575.935,"body":"And I'm gonna say it from, we're gonna squeeze."},{"speaker":"Simon Currigan","startTime":575.995,"endTime":578.795,"body":"We normally do a full days face to face training on this."},{"speaker":"Simon Currigan","startTime":578.795,"endTime":586.11,"body":"So what we're gonna do is we're gonna squeeze all of the key points into this podcast episode. Okay."},{"speaker":"Simon Currigan","startTime":586.11,"endTime":592.225,"body":"So let's look at part 1 of the plan which is how do we manage the environment so our kids don't"},{"speaker":"Simon Currigan","startTime":592.225,"endTime":595.745,"body":"get too upregulated, too stressed, too anxious in the first place."},{"speaker":"Simon Currigan","startTime":595.745,"endTime":599.18,"body":"So there's been some really interesting work that's been done by Stuart Shanker and his team,"},{"speaker":"Simon Currigan","startTime":599.18,"endTime":601.1,"body":"and we do have an interview with Stuart Shanker."},{"speaker":"Simon Currigan","startTime":601.1,"endTime":610.385,"body":"I think it was episode 3 or 4, right at the start of the podcast that looks at what kind of situations provoke stress in children."},{"speaker":"Simon Currigan","startTime":610.445,"endTime":617.4,"body":"What causes that autonomic nervous system to move from DEFCON 5 to DEFCON CON 1 and increases those stress chemicals."},{"speaker":"Simon Currigan","startTime":617.7,"endTime":621.16,"body":"And it turns out these kind of fit into 5 categories."},{"speaker":"Simon Currigan","startTime":621.5400000000001,"endTime":624.345,"body":"And the first category is physical stress."},{"speaker":"Simon Currigan","startTime":624.345,"endTime":628.265,"body":"So here we we're thinking about the environment and the child's physical state."},{"speaker":"Simon Currigan","startTime":628.265,"endTime":633.239,"body":"So if you are tired, stress chemicals in your body go up."},{"speaker":"Simon Currigan","startTime":633.239,"endTime":635.96,"body":"If you haven't eaten, stress chemicals go up."},{"speaker":"Simon Currigan","startTime":635.96,"endTime":638.965,"body":"If you haven't had anything to drink, your stress chemicals go up."},{"speaker":"Simon Currigan","startTime":639.205,"endTime":644.885,"body":"If you're in the presence of a person or an animal or situation which you think is going to"},{"speaker":"Simon Currigan","startTime":644.885,"endTime":648.08,"body":"cause you physical danger, your stress goes up."},{"speaker":"Simon Currigan","startTime":648.16,"endTime":653.379,"body":"But when we think about the environment here, we're also thinking about things like sensory information."},{"speaker":"Simon Currigan","startTime":653.6,"endTime":656.4200000000001,"body":"Is the child experiencing sensory overload or underload?"},{"speaker":"Simon Currigan","startTime":656.765,"endTime":660.065,"body":"Are they hyper or hyposensitive to certain senses?"},{"speaker":"Simon Currigan","startTime":660.605,"endTime":667.859,"body":"When a child is trying to manage a sensory load that isn't regulated for them, that increases their physical stress."},{"speaker":"Simon Currigan","startTime":667.859,"endTime":671.985,"body":"So there are all sorts of elements of the physical body and the physical environment that if"},{"speaker":"Simon Currigan","startTime":671.985,"endTime":674.725,"body":"we don't manage them are gonna lead to increased stress."},{"speaker":"Simon Currigan","startTime":674.865,"endTime":679.265,"body":"Then we've got emotional stress, which I think everyone kind of instinctively understands if"},{"speaker":"Simon Currigan","startTime":679.265,"endTime":683.47,"body":"you're feeling frustrated or angry or sad, that is gonna affect your stress levels."},{"speaker":"Simon Currigan","startTime":683.47,"endTime":685.809,"body":"Then in the classroom, we've got cognitive stress."},{"speaker":"Simon Currigan","startTime":686.03,"endTime":692.124,"body":"And that is when we're thinking and working on problems and using our working memory, and we're"},{"speaker":"Simon Currigan","startTime":692.124,"endTime":697.105,"body":"switching facts backwards and forwards, and we're focusing and concentrating, that increases"},{"speaker":"Simon Currigan","startTime":697.485,"endTime":699.61,"body":"the stress levels in our body."},{"speaker":"Simon Currigan","startTime":699.61,"endTime":701.23,"body":"We've also got social stress."},{"speaker":"Simon Currigan","startTime":701.37,"endTime":707.0500000000001,"body":"So if you've got a child who's not quite sure how to fit in and be accepted by the group and"},{"speaker":"Simon Currigan","startTime":707.0500000000001,"endTime":713.095,"body":"they don't understand the sort of customs or what to say or do in certain situations to be included"},{"speaker":"Simon Currigan","startTime":713.155,"endTime":717.28,"body":"as part of the group and experience the safety of the group, That's gonna fuel their stress."},{"speaker":"Simon Currigan","startTime":717.28,"endTime":719.22,"body":"And then you've got prosocial stress."},{"speaker":"Simon Currigan","startTime":719.36,"endTime":726.5450000000001,"body":"And prosocial stress is all about thinking beyond yourself, perhaps giving way on your own ideas to accommodate other peoples."},{"speaker":"Simon Currigan","startTime":726.5450000000001,"endTime":729.445,"body":"It's about participating in a team."},{"speaker":"Simon Currigan","startTime":729.6650000000001,"endTime":733.71,"body":"It's putting the team's needs and other people's needs above your own."},{"speaker":"Simon Currigan","startTime":733.71,"endTime":738.049,"body":"And all of those will impact on the stress."},{"speaker":"Simon Currigan","startTime":738.429,"endTime":741.535,"body":"And, again, this is stress chemicals, not I've had a difficult day stress."},{"speaker":"Simon Currigan","startTime":741.775,"endTime":746.035,"body":"On the autonomic nervous system, all of those things are gonna up regulate and they're gonna"},{"speaker":"Simon Currigan","startTime":746.495,"endTime":749.5550000000001,"body":"impact on each other that move the child towards dysregulation."},{"speaker":"Simon Currigan","startTime":750.82,"endTime":757.4350000000001,"body":"What we then need to do is we need to think about what stresses are affecting each child, because"},{"speaker":"Simon Currigan","startTime":757.4350000000001,"endTime":759.595,"body":"each child has got an individual profile."},{"speaker":"Simon Currigan","startTime":759.595,"endTime":761.0550000000001,"body":"No two children are the same."},{"speaker":"Simon Currigan","startTime":761.115,"endTime":765.4300000000001,"body":"Some might have social anxiety and, you know, emotional stress."},{"speaker":"Simon Currigan","startTime":765.4300000000001,"endTime":770.09,"body":"Others might be more affected by sensory needs and how they contribute to the group."},{"speaker":"Simon Currigan","startTime":770.23,"endTime":776.7950000000001,"body":"So what we then need to do is we need to go into the classroom and carefully observe and work alongside the child."},{"speaker":"Simon Currigan","startTime":776.855,"endTime":781.71,"body":"And if they're older, potentially talk to them and get their input about what they think causes"},{"speaker":"Simon Currigan","startTime":781.71,"endTime":788.03,"body":"them to feel frustrated or stressed or upset, and actually sort of create a profile about the"},{"speaker":"Simon Currigan","startTime":788.03,"endTime":791.115,"body":"stresses that are causing the child to be upregulated."},{"speaker":"Simon Currigan","startTime":791.815,"endTime":797.835,"body":"And then once we know what that profile looks like, then we go about putting in place compensation"},{"speaker":"Simon Currigan","startTime":798.74,"endTime":800.4200000000001,"body":"strategies to support the child."},{"speaker":"Simon Currigan","startTime":800.4200000000001,"endTime":804.66,"body":"So if the child has a sensory need and they're finding the noises in the classroom painful or"},{"speaker":"Simon Currigan","startTime":804.66,"endTime":807.874,"body":"difficult to regulate, then it might be something as simple as ear defenders."},{"speaker":"Simon Currigan","startTime":807.874,"endTime":811.335,"body":"If they're coming in in the morning and they're hungry because they're not having breakfast,"},{"speaker":"Simon Currigan","startTime":811.395,"endTime":817.32,"body":"an easy way of meeting and compensating for that stress is to offer them a piece of toast when they come in."},{"speaker":"Simon Currigan","startTime":817.619,"endTime":822.4200000000001,"body":"And so all about putting in place support strategies or tailoring the environment where it's"},{"speaker":"Simon Currigan","startTime":822.4200000000001,"endTime":829.624,"body":"possible to do that in a reasonable way to buffer them against those drivers of stress."},{"speaker":"Simon Currigan","startTime":829.684,"endTime":834.0600000000001,"body":"And when we do that, the autonomic nervous system doesn't go up to DEFCON 5."},{"speaker":"Simon Currigan","startTime":834.0600000000001,"endTime":838.32,"body":"The autonomic nervous system sort of down regulates. It stays calm."},{"speaker":"Simon Currigan","startTime":838.46,"endTime":840.3000000000001,"body":"It moves down to DEFCON 1 or 2."},{"speaker":"Simon Currigan","startTime":840.3000000000001,"endTime":846.015,"body":"The child kind of feels more relaxed in the environment, and then we're much less likely to"},{"speaker":"Simon Currigan","startTime":846.015,"endTime":851.51,"body":"see the child get dysregulated, and then we will see fewer meltdowns or anger outbursts and things like that."},{"speaker":"Emma Shackleton","startTime":851.51,"endTime":853.4300000000001,"body":"Yeah. That was such a good explanation, Simon."},{"speaker":"Emma Shackleton","startTime":853.4300000000001,"endTime":858.3100000000001,"body":"And while you were talking about the environment, it brought my mind back to the episode with"},{"speaker":"Emma Shackleton","startTime":858.3100000000001,"endTime":864.375,"body":"Frances Akinde where she spoke about neuro-inclusive classrooms, and that's a really good one"},{"speaker":"Emma Shackleton","startTime":864.375,"endTime":867.255,"body":"if you're interested in looking at the environment as a whole."},{"speaker":"Emma Shackleton","startTime":867.255,"endTime":870.32,"body":"It's a good one to go back and get some strategies from."},{"speaker":"Simon Currigan","startTime":870.32,"endTime":874.96,"body":"Yeah. And, also, when you think about that, actually, one thing I forgot to mention was the structure"},{"speaker":"Simon Currigan","startTime":874.96,"endTime":879.6650000000001,"body":"of tasks is also really, really important because when the structure of the task is wrong, that"},{"speaker":"Simon Currigan","startTime":879.905,"endTime":883.525,"body":"fuels the child's autonomic nervous system and increases stress."},{"speaker":"Emma Shackleton","startTime":883.745,"endTime":889.129,"body":"Yeah. So give an example of the structure of a task being wrong for that child, because it might"},{"speaker":"Emma Shackleton","startTime":889.129,"endTime":894.09,"body":"not mean that the teacher's doing it wrong, but it might mean it's not suiting that individual child."},{"speaker":"Emma Shackleton","startTime":894.09,"endTime":895.9150000000001,"body":"Can you explain a bit more about that? ."},{"speaker":"Simon Currigan","startTime":896.075,"endTime":898.255,"body":"Yeah. Absolutely. Let's take the example of working memory."},{"speaker":"Simon Currigan","startTime":898.315,"endTime":903.115,"body":"Perhaps you're doing a piece of work that means that the child needs to juggle lots of pieces"},{"speaker":"Simon Currigan","startTime":903.115,"endTime":907.46,"body":"of information and kind of like synthesize them together and put some ideas down on the page."},{"speaker":"Simon Currigan","startTime":907.76,"endTime":912.905,"body":"Some children, if they find it difficult to use their working memory, may actually need to use"},{"speaker":"Simon Currigan","startTime":912.905,"endTime":917.785,"body":"a mini whiteboard to jot ideas down or they may may need to talk about those ideas with another"},{"speaker":"Simon Currigan","startTime":917.785,"endTime":923.299,"body":"person to make them concrete and help them kind of synthesize and combine these ideas together"},{"speaker":"Simon Currigan","startTime":923.299,"endTime":925.48,"body":"and swap those facts backwards and forwards."},{"speaker":"Simon Currigan","startTime":925.7,"endTime":930.34,"body":"But if you're asking them to work in silence or without that many whiteboards, you're taking"},{"speaker":"Simon Currigan","startTime":930.34,"endTime":937.0640000000001,"body":"away the compensating strategy that the child needs to access the task, and then they're gonna"},{"speaker":"Simon Currigan","startTime":937.0640000000001,"endTime":939.484,"body":"get more and more stressed and then more and more dysregulated."},{"speaker":"Simon Currigan","startTime":939.945,"endTime":946.73,"body":"So it's about how we can tailor the task in a reasonable way to meet the needs of the child's stress profile."},{"speaker":"Emma Shackleton","startTime":947.03,"endTime":949.53,"body":"Yeah. You're talking about reasonable adjustments here."},{"speaker":"Simon Currigan","startTime":949.6750000000001,"endTime":950.655,"body":"Yeah. Yeah. Yeah. Absolutely."},{"speaker":"Emma Shackleton","startTime":951.595,"endTime":958.4150000000001,"body":"So part 1 then is managing that upregulation by looking at the individual pupil, detecting"},{"speaker":"Emma Shackleton","startTime":966.41,"endTime":974.265,"body":"start is teaching the child what to do when they start to feel dysregulated, because that's still gonna happen."},{"speaker":"Emma Shackleton","startTime":974.265,"endTime":977.2900000000001,"body":"We can only put so many accommodations into place."},{"speaker":"Emma Shackleton","startTime":977.45,"endTime":982.4300000000001,"body":"And in life, it is normal and healthy to feel stressed at times."},{"speaker":"Emma Shackleton","startTime":982.89,"endTime":990.504,"body":"But what we want is for that child to recognise what the feeling is, where it's generated, why"},{"speaker":"Emma Shackleton","startTime":990.504,"endTime":995.1650000000001,"body":"it's there, what it's called, and then we can start to think about strategies."},{"speaker":"Emma Shackleton","startTime":995.95,"endTime":1001.47,"body":"Traditional techniques or traditional targets tend to be I can target."},{"speaker":"Emma Shackleton","startTime":1001.47,"endTime":1006.895,"body":"So I saw a lot of those over the years where people had said, you know, I will I can keep my"},{"speaker":"Emma Shackleton","startTime":1006.895,"endTime":1012.994,"body":"hands and feet to myself, or I can put my hand up to ask the teacher a question."},{"speaker":"Emma Shackleton","startTime":1013.32,"endTime":1019.24,"body":"And, actually, those are really tricky targets to be successful with if the child hasn't got"},{"speaker":"Emma Shackleton","startTime":1019.24,"endTime":1021.98,"body":"the self regulation skills to match."},{"speaker":"Emma Shackleton","startTime":1022.4150000000001,"endTime":1027.955,"body":"So instead of calling out, if they're very impulsive, they can have a target that tells them not to call out."},{"speaker":"Emma Shackleton","startTime":1028.175,"endTime":1033.2,"body":"But if they haven't got the attached strategies of what to do instead of calling out and and"},{"speaker":"Emma Shackleton","startTime":1033.2,"endTime":1037.78,"body":"a way to regulate their emotions, they're gonna keep on failing with this target."},{"speaker":"Emma Shackleton","startTime":1038.415,"endTime":1042.754,"body":"So that's why we like what we call implementation intentions."},{"speaker":"Emma Shackleton","startTime":1043.5349999999999,"endTime":1050.85,"body":"So we need the child to have a prompt or a cue or a trigger to know when to put the strategy into place."},{"speaker":"Emma Shackleton","startTime":1051.309,"endTime":1056.2849999999999,"body":"So targets can be worded in such a way that the child is helped to know, okay."},{"speaker":"Emma Shackleton","startTime":1056.2849999999999,"endTime":1057.665,"body":"You've taught me a strategy."},{"speaker":"Emma Shackleton","startTime":1058.2849999999999,"endTime":1060.5249999999999,"body":"Now I need a little prompt to hang it on."},{"speaker":"Emma Shackleton","startTime":1060.5249999999999,"endTime":1062.705,"body":"When am I supposed to do this strategy?"},{"speaker":"Emma Shackleton","startTime":1063.0,"endTime":1066.2,"body":"And you can use when and then for that."},{"speaker":"Emma Shackleton","startTime":1066.2,"endTime":1072.504,"body":"So you can say, when I want to give my answer, then I need to put my hand up."},{"speaker":"Emma Shackleton","startTime":1072.504,"endTime":1078.925,"body":"And we can even add another step here so we can use transformative implementation intentions."},{"speaker":"Emma Shackleton","startTime":1079.064,"endTime":1085.73,"body":"So we can stick with the when, but we can say when instead of and I will."},{"speaker":"Emma Shackleton","startTime":1086.189,"endTime":1093.885,"body":"So when I want to give an answer, instead of shouting out, I will put my hand up and wait for"},{"speaker":"Emma Shackleton","startTime":1093.885,"endTime":1095.325,"body":"the teacher to ask me."},{"speaker":"Emma Shackleton","startTime":1095.325,"endTime":1101.9099999999999,"body":"So we've got to think about structuring the target so that the child understands what strategy"},{"speaker":"Emma Shackleton","startTime":1101.9099999999999,"endTime":1103.29,"body":"they are going to do."},{"speaker":"Emma Shackleton","startTime":1103.35,"endTime":1108.555,"body":"If ever we're trying to stop a behaviour, we need to start another behaviour."},{"speaker":"Emma Shackleton","startTime":1108.7749999999999,"endTime":1114.0749999999998,"body":"You can't just ask a child to stop doing something and then expect there to be a void or a gap."},{"speaker":"Emma Shackleton","startTime":1114.3999999999999,"endTime":1119.9399999999998,"body":"And we mustn't always assume that the child understands what they should be doing instead."},{"speaker":"Emma Shackleton","startTime":1120.32,"endTime":1125.105,"body":"I think lots of times in schools, we can fall into the trap of correcting children's behaviour"},{"speaker":"Emma Shackleton","startTime":1125.105,"endTime":1131.445,"body":"by saying stop or don't or telling them not to do something, and we forget to give the prompt"},{"speaker":"Emma Shackleton","startTime":1131.54,"endTime":1134.52,"body":"or the reminder of what we do want them to do."},{"speaker":"Emma Shackleton","startTime":1134.6589999999999,"endTime":1139.86,"body":"And when a child's dysregulated and not thinking clearly, it can be very difficult for them"},{"speaker":"Emma Shackleton","startTime":1139.86,"endTime":1143.195,"body":"to work out what they should be doing instead."},{"speaker":"Emma Shackleton","startTime":1143.5749999999998,"endTime":1147.5149999999999,"body":"So we can make this really simple and explicit to them."},{"speaker":"Emma Shackleton","startTime":1147.759,"endTime":1154.399,"body":"And the trigger shouldn't be when I'm angry because at that point, once they're angry, they're"},{"speaker":"Emma Shackleton","startTime":1154.399,"endTime":1157.945,"body":"already top of the scale if we think of a naught to ten."},{"speaker":"Emma Shackleton","startTime":1158.244,"endTime":1167.519,"body":"If they're at 10 or even 9 or 8, they're not doing very much logical, sensitive thinking and processing."},{"speaker":"Emma Shackleton","startTime":1167.74,"endTime":1172.06,"body":"So there's no way they're gonna be able to put a strategy into place at that point."},{"speaker":"Emma Shackleton","startTime":1172.06,"endTime":1175.259,"body":"What happens is a feeling, a big emotion is coming."},{"speaker":"Emma Shackleton","startTime":1175.259,"endTime":1176.655,"body":"It comes like a wave."},{"speaker":"Emma Shackleton","startTime":1176.655,"endTime":1180.915,"body":"It washes over them, and it's too late for them to put the strategy into place."},{"speaker":"Emma Shackleton","startTime":1181.2949999999998,"endTime":1186.32,"body":"What we want is children being able to identify their emotions much sooner."},{"speaker":"Emma Shackleton","startTime":1186.9399999999998,"endTime":1191.9989999999998,"body":"So we could replace when I'm angry, when I'm getting frustrated, for example."},{"speaker":"Emma Shackleton","startTime":1192.475,"endTime":1198.5549999999998,"body":"So we're recognizing before we get to the top of the scale, the child can feel that the emotion"},{"speaker":"Emma Shackleton","startTime":1198.5549999999998,"endTime":1202.23,"body":"is coming, and they know when to put the strategy into place."},{"speaker":"Emma Shackleton","startTime":1202.53,"endTime":1206.3899999999999,"body":"Otherwise, what tends to happen is we give children a list of strategies."},{"speaker":"Emma Shackleton","startTime":1206.53,"endTime":1211.165,"body":"We tell them to take a deep breath, have a drink of water, tell the teacher."},{"speaker":"Emma Shackleton","startTime":1211.384,"endTime":1216.55,"body":"They're not in all the right places, but they can't possibly put that strategy into place because"},{"speaker":"Emma Shackleton","startTime":1216.55,"endTime":1218.73,"body":"they are overwhelmed with the emotion."},{"speaker":"Emma Shackleton","startTime":1218.9499999999998,"endTime":1220.649,"body":"And that's setting them up to fail."},{"speaker":"Emma Shackleton","startTime":1220.87,"endTime":1225.5149999999999,"body":"And often afterwards, they're quite sad and they're quite sorry or remorseful about how they"},{"speaker":"Emma Shackleton","startTime":1225.5149999999999,"endTime":1230.155,"body":"behaved or what they said, but they didn't have a chance of getting the strategy into place"},{"speaker":"Emma Shackleton","startTime":1230.155,"endTime":1232.975,"body":"at the right time because they were already overwhelmed."},{"speaker":"Emma Shackleton","startTime":1233.6589999999999,"endTime":1239.26,"body":"So for children with poor emotional self awareness, and that's not just little children, that"},{"speaker":"Emma Shackleton","startTime":1239.26,"endTime":1245.644,"body":"can be older kids and adults actually, we've got to be explicit and break it down."},{"speaker":"Simon Currigan","startTime":1245.8639999999998,"endTime":1248.744,"body":"A trick here is for kids with poor emotional self awareness."},{"speaker":"Simon Currigan","startTime":1248.744,"endTime":1255.8999999999999,"body":"So these are the kids that find it difficult to recognize the internal bodily changes that happen"},{"speaker":"Simon Currigan","startTime":1256.12,"endTime":1258.52,"body":"when we move towards anger or anxiety."},{"speaker":"Simon Currigan","startTime":1258.52,"endTime":1265.405,"body":"So it might be they don't recognize the body symbols of the stomach changing and having butterflies or having a headache."},{"speaker":"Simon Currigan","startTime":1265.405,"endTime":1270.029,"body":"They find it really difficult to link those sort of signals that come from our body, the muscle"},{"speaker":"Simon Currigan","startTime":1270.029,"endTime":1275.1699999999998,"body":"tenseness and things like that to labels like anger or anxiety or whatever the emotion might be."},{"speaker":"Simon Currigan","startTime":1275.5349999999999,"endTime":1282.655,"body":"A great trick here is find something they can observe themself doing that signifies that they're"},{"speaker":"Simon Currigan","startTime":1282.655,"endTime":1284.8349999999998,"body":"moving towards a dysregulated state."},{"speaker":"Simon Currigan","startTime":1285.37,"endTime":1289.2099999999998,"body":"So an example might be, we've reserved a child and we've worked with them."},{"speaker":"Simon Currigan","startTime":1289.2099999999998,"endTime":1292.57,"body":"And although they find it difficult to recognize their heart rate goes up and they feel hot"},{"speaker":"Simon Currigan","startTime":1292.57,"endTime":1296.475,"body":"and that that means anger for them, one tell with their behaviour that they might have that they're"},{"speaker":"Simon Currigan","startTime":1296.475,"endTime":1301.5349999999999,"body":"becoming angry is they start tapping on their desk with their pencil repeatedly over and over and over."},{"speaker":"Simon Currigan","startTime":1302.12,"endTime":1307.5,"body":"This is something the child can see themself doing. It's a concrete action."},{"speaker":"Simon Currigan","startTime":1307.8,"endTime":1312.6039999999998,"body":"So instead of saying, when I'm getting frustrated, if they can't access that, what we can do"},{"speaker":"Simon Currigan","startTime":1312.6039999999998,"endTime":1319.9199999999998,"body":"is we can say, when I notice I'm tapping the desk, this is an external sign they can observe"},{"speaker":"Simon Currigan","startTime":1320.6999999999998,"endTime":1322.62,"body":"rather than kind of an internal trigger."},{"speaker":"Simon Currigan","startTime":1322.62,"endTime":1324.7199999999998,"body":"I will call that kind of an external signal."},{"speaker":"Simon Currigan","startTime":1324.885,"endTime":1332.5849999999998,"body":"And that's a great way of helping pupils who pour emotional self awareness recognize that their state is changing."},{"speaker":"Emma Shackleton","startTime":1332.83,"endTime":1334.6699999999998,"body":"That's a really interesting one, isn't it?"},{"speaker":"Emma Shackleton","startTime":1334.6699999999998,"endTime":1338.1899999999998,"body":"And often it's about gently reflecting back to the child."},{"speaker":"Emma Shackleton","startTime":1338.1899999999998,"endTime":1341.629,"body":"They might not realize that they start tapping the desk when they're feeling frustrated or when"},{"speaker":"Emma Shackleton","startTime":1341.629,"endTime":1344.735,"body":"they're getting a bit worked up about it."},{"speaker":"Emma Shackleton","startTime":1344.735,"endTime":1347.023,"body":"So just gently reflecting that back, being reflective, saying things like, I've noticed that"},{"speaker":"Emma Shackleton","startTime":1347.023,"endTime":1348.495,"body":"you're tapping on the table."},{"speaker":"Emma Shackleton","startTime":1348.495,"endTime":1353.4399999999998,"body":"I'm wondering if that means, you know, I've noticed that you're tapping on the table."},{"speaker":"Emma Shackleton","startTime":1353.4399999999998,"endTime":1360.4199999999998,"body":"I'm wondering if that means that you're feeling a bit worried about this, or I've noticed that you're tapping the table."},{"speaker":"Emma Shackleton","startTime":1360.695,"endTime":1364.455,"body":"I'm thinking you might be getting a bit anxious about this task."},{"speaker":"Emma Shackleton","startTime":1364.455,"endTime":1370.58,"body":"So you're emotion coaching by reflecting back the observable behaviours that you can see and"},{"speaker":"Emma Shackleton","startTime":1370.58,"endTime":1375.56,"body":"linking them with a sensible guess about what the feeling might be underneath."},{"speaker":"Emma Shackleton","startTime":1376.1,"endTime":1381.5949999999998,"body":"So then the child can start to tune in to their own body and what it's doing, and then that"},{"speaker":"Emma Shackleton","startTime":1381.5949999999998,"endTime":1384.2549999999999,"body":"gives them the cue for when to use the strategy."},{"speaker":"Emma Shackleton","startTime":1384.75,"endTime":1390.1299999999999,"body":"And it's really important that any targets that we write are written with the child."},{"speaker":"Emma Shackleton","startTime":1390.83,"endTime":1393.33,"body":"Of course, we need to include them."},{"speaker":"Emma Shackleton","startTime":1393.355,"endTime":1396.0149999999999,"body":"We need to use the language that they use."},{"speaker":"Emma Shackleton","startTime":1396.395,"endTime":1402.975,"body":"We do a lot of work of helping children recognize their emotions, and it's always fascinating to me."},{"speaker":"Emma Shackleton","startTime":1403.3999999999999,"endTime":1406.06,"body":"Some children have got a very, very limited vocabulary."},{"speaker":"Emma Shackleton","startTime":1406.4399999999998,"endTime":1409.8999999999999,"body":"They know happy, sad, and mad. That's about it."},{"speaker":"Emma Shackleton","startTime":1410.254,"endTime":1412.894,"body":"And some children use quite technical terms."},{"speaker":"Emma Shackleton","startTime":1412.894,"endTime":1416.994,"body":"They might use anxiety or stress or depressed or frustrated."},{"speaker":"Emma Shackleton","startTime":1417.9299999999998,"endTime":1424.6699999999998,"body":"So go with the words that they use to describe the way that they feel, and then it makes sense to them."},{"speaker":"Emma Shackleton","startTime":1425.205,"endTime":1430.665,"body":"And, of course, this assumes that the child that we're working with actually wants to make a change."},{"speaker":"Emma Shackleton","startTime":1431.205,"endTime":1433.8449999999998,"body":"So they're not happy with the way that things are going."},{"speaker":"Emma Shackleton","startTime":1433.8449999999998,"endTime":1436.9299999999998,"body":"They don't like feeling overwhelmed and and struggling."},{"speaker":"Emma Shackleton","startTime":1437.629,"endTime":1443.935,"body":"It's not about us coercing or making them change their behaviour that's not gonna work."},{"speaker":"Emma Shackleton","startTime":1443.935,"endTime":1448.2749999999999,"body":"The only person's behaviour that we can a 100% change is our own."},{"speaker":"Emma Shackleton","startTime":1448.495,"endTime":1454.1799999999998,"body":"And if you want to hear more about the states of change model that can be really insightful"},{"speaker":"Emma Shackleton","startTime":1454.2389999999998,"endTime":1460.7549999999999,"body":"when you're trying to make behavior changes in other people, pop back to episode 79 and 80 of"},{"speaker":"Emma Shackleton","startTime":1460.7549999999999,"endTime":1463.655,"body":"the podcast where we go into that in more detail."},{"speaker":"Simon Currigan","startTime":1463.7949999999998,"endTime":1472.1999999999998,"body":"So we write an implementation intention or a transformative implementation intention when instead of I will. Now that's not enough."},{"speaker":"Simon Currigan","startTime":1472.1999999999998,"endTime":1476.264,"body":"What we need to do next is rehearse it practically a lot."},{"speaker":"Simon Currigan","startTime":1476.264,"endTime":1483.9199999999998,"body":"It's not enough just to talk about the different behavior and the triggers that we'd like the child to engage in."},{"speaker":"Simon Currigan","startTime":1483.9199999999998,"endTime":1487.28,"body":"I want to give you an example, a a good parallel from the real world."},{"speaker":"Simon Currigan","startTime":1487.28,"endTime":1489.3,"body":"So my daughter is about to turn 17."},{"speaker":"Simon Currigan","startTime":1489.8349999999998,"endTime":1492.235,"body":"She's going to want to learn to drive a car. Right?"},{"speaker":"Simon Currigan","startTime":1492.235,"endTime":1497.435,"body":"So on her 17th birthday, what I'm not gonna do is say, oh, well done. Happy birthday."},{"speaker":"Simon Currigan","startTime":1497.435,"endTime":1499.1599999999999,"body":"You're at an age now where you can learn to drive."},{"speaker":"Simon Currigan","startTime":1499.1599999999999,"endTime":1503.3129999999999,"body":"I'm not gonna give her a book and say, I want you to read that book."},{"speaker":"Simon Currigan","startTime":1503.3129999999999,"endTime":1507.985,"body":"It's going to tell you how to change gears, how to use the windscreen wipers, you know, how"},{"speaker":"Simon Currigan","startTime":1507.985,"endTime":1511.685,"body":"to operate a car, and then say, okay. You've read the book."},{"speaker":"Simon Currigan","startTime":1511.685,"endTime":1513.225,"body":"You now know what to do."},{"speaker":"Simon Currigan","startTime":1513.605,"endTime":1516.8799999999999,"body":"There's the keys to the car. Have at it. Please don't crash. Right?"},{"speaker":"Simon Currigan","startTime":1517.1,"endTime":1521.4399999999998,"body":"Because when we're learning to drive a car, that's not how we learn to do it. It's procedural knowledge."},{"speaker":"Simon Currigan","startTime":1521.58,"endTime":1524.1399999999999,"body":"We need someone sat alongside us and what we need to do this."},{"speaker":"Simon Currigan","startTime":1524.1399999999999,"endTime":1524.78,"body":"You need to do this."},{"speaker":"Simon Currigan","startTime":1524.78,"endTime":1525.6799999999998,"body":"You need to do this."},{"speaker":"Simon Currigan","startTime":1525.8049999999998,"endTime":1529.645,"body":"And then as we're doing it, you know, we practice it physically."},{"speaker":"Simon Currigan","startTime":1529.645,"endTime":1531.965,"body":"You don't learn to drive a car by reading a book."},{"speaker":"Simon Currigan","startTime":1531.965,"endTime":1538.01,"body":"You learn to drive a car by sitting in the car and repeatedly practicing gear changes and repeatedly"},{"speaker":"Simon Currigan","startTime":1538.07,"endTime":1542.3899999999999,"body":"practicing 3 point turns until you've got it, until it becomes automatic knowledge, until it"},{"speaker":"Simon Currigan","startTime":1542.3899999999999,"endTime":1544.195,"body":"kinda bakes into your muscle memory."},{"speaker":"Simon Currigan","startTime":1544.195,"endTime":1549.475,"body":"And what's interesting is when you're upregulated, when you're becoming heightened, your ability"},{"speaker":"Simon Currigan","startTime":1549.475,"endTime":1554.1999999999998,"body":"to recall factual memories, it kind of fades away."},{"speaker":"Simon Currigan","startTime":1554.1999999999998,"endTime":1558.519,"body":"So if we're teaching children what to do when they become angry or when they need to what what"},{"speaker":"Simon Currigan","startTime":1558.519,"endTime":1562.0849999999998,"body":"to do to participate in a whole class time of putting their hand up and not shouting out. Right?"},{"speaker":"Simon Currigan","startTime":1562.0849999999998,"endTime":1567.8639999999998,"body":"We we can talk that through like it's a fact, but we need to recognize that the more dysregulated"},{"speaker":"Simon Currigan","startTime":1568.404,"endTime":1574.0,"body":"the child becomes, the harder it becomes for them to access that part of their brain."},{"speaker":"Simon Currigan","startTime":1574.0,"endTime":1582.5149999999999,"body":"Conversely, automatic memories that we've practiced repeatedly over and over and over and baked"},{"speaker":"Simon Currigan","startTime":1582.5149999999999,"endTime":1585.895,"body":"into this kind of automatic habitual reaction to a trigger."},{"speaker":"Simon Currigan","startTime":1586.62,"endTime":1593.34,"body":"Under stress, when we become upregulated, our access to those actually becomes stronger, not"},{"speaker":"Simon Currigan","startTime":1593.34,"endTime":1598.2949999999998,"body":"weaker because they're recorded in an entirely different part of the brain."},{"speaker":"Simon Currigan","startTime":1598.2949999999998,"endTime":1605.0149999999999,"body":"So if we can create an automatic behavior through repetition and practice over and over and"},{"speaker":"Simon Currigan","startTime":1605.0149999999999,"endTime":1609.23,"body":"over, when the child actually needs it, they're gonna have access to it."},{"speaker":"Simon Currigan","startTime":1609.23,"endTime":1610.59,"body":"So what does that look like?"},{"speaker":"Simon Currigan","startTime":1610.59,"endTime":1615.235,"body":"Well, whether it's a regulation technique, a social script, using a sensory aid, asking for"},{"speaker":"Simon Currigan","startTime":1615.235,"endTime":1620.7549999999999,"body":"adult support, whatever that transformative behavior is, we need to practice it with a child"},{"speaker":"Simon Currigan","startTime":1620.7549999999999,"endTime":1621.7949999999998,"body":"over and over and over."},{"speaker":"Simon Currigan","startTime":1621.7949999999998,"endTime":1626.74,"body":"So to take the example of a child putting up their hand to join in with whole class time, that's"},{"speaker":"Simon Currigan","startTime":1626.74,"endTime":1632.36,"body":"gonna involve sitting down with a child on the carpet or in the room, whatever that age they are in their chair."},{"speaker":"Simon Currigan","startTime":1632.8349999999998,"endTime":1636.675,"body":"And getting them to practice, you say, I'm gonna stand at the front and you're gonna try and"},{"speaker":"Simon Currigan","startTime":1636.675,"endTime":1641.25,"body":"recreate that situation as best as you can so they're experiencing the same triggers in the"},{"speaker":"Simon Currigan","startTime":1641.25,"endTime":1643.99,"body":"same room or the same location. They say, okay."},{"speaker":"Simon Currigan","startTime":1644.2099999999998,"endTime":1648.6899999999998,"body":"I want you to ask a question while I'm going to read from this book, and we're gonna practice"},{"speaker":"Simon Currigan","startTime":1648.6899999999998,"endTime":1649.5649999999998,"body":"doing it the right way."},{"speaker":"Simon Currigan","startTime":1649.5649999999998,"endTime":1653.5649999999998,"body":"And when they do, you have a little celebration, and then we rinse and repeat over and over"},{"speaker":"Simon Currigan","startTime":1653.5649999999998,"endTime":1656.2839999999999,"body":"and over until that behavior becomes embedded."},{"speaker":"Simon Currigan","startTime":1656.2839999999999,"endTime":1661.4499999999998,"body":"If if it's an issue around managing anger during football, then the place to practice that and"},{"speaker":"Simon Currigan","startTime":1661.4499999999998,"endTime":1666.5749999999998,"body":"rehearse it and repeat it is out where the child will need it, Preferably out on the playground"},{"speaker":"Simon Currigan","startTime":1666.5749999999998,"endTime":1671.154,"body":"or out on the field where they play football, where all of the cues are."},{"speaker":"Simon Currigan","startTime":1671.3739999999998,"endTime":1676.2199999999998,"body":"And then when we embed that and it becomes an automatic memory, it means actually we've set"},{"speaker":"Simon Currigan","startTime":1676.2199999999998,"endTime":1681.1,"body":"them up for success because when they hit the trigger, then they have an automatic memory they"},{"speaker":"Simon Currigan","startTime":1681.1,"endTime":1687.884,"body":"can kind of use rather than struggling to remember what Sir said about managing my anger when"},{"speaker":"Simon Currigan","startTime":1687.884,"endTime":1691.5849999999998,"body":"I lose a game of football because I'm trying to access a piece of factual memory."},{"speaker":"Simon Currigan","startTime":1691.62,"endTime":1694.4399999999998,"body":"That I now can't access anyway because that part of my brain is shit down."},{"speaker":"Emma Shackleton","startTime":1694.58,"endTime":1701.1399999999999,"body":"So to put together a regulation plan, first, work out what the environmental stresses are."},{"speaker":"Simon Currigan","startTime":1701.1399999999999,"endTime":1707.605,"body":"Put Put in place support strategies based on the pupil's individual stress profile, which will"},{"speaker":"Simon Currigan","startTime":1707.605,"endTime":1710.105,"body":"involve information and collaboration with the pupil."},{"speaker":"Emma Shackleton","startTime":1710.37,"endTime":1713.27,"body":"Identify coping strategies with the pupil."},{"speaker":"Simon Currigan","startTime":1713.73,"endTime":1719.3249999999998,"body":"Write them up as a transformative implementation strategy in the form of when I experience a"},{"speaker":"Simon Currigan","startTime":1719.3249999999998,"endTime":1724.1989999999998,"body":"trigger, instead of my old behaviour, I will, the positive behaviour."},{"speaker":"Emma Shackleton","startTime":1724.445,"endTime":1727.0249999999999,"body":"And then practice, practice, practice."},{"speaker":"Emma Shackleton","startTime":1728.1699999999998,"endTime":1734.75,"body":"And that's how to write a structured regulation plan based on your pupils' specific individual needs."},{"speaker":"Simon Currigan","startTime":1735.3049999999998,"endTime":1738.185,"body":"Found this information useful? Then don't keep it to yourself."},{"speaker":"Simon Currigan","startTime":1738.185,"endTime":1742.8249999999998,"body":"Share it with your friends and colleagues so they can develop effective regulation plans for"},{"speaker":"Simon Currigan","startTime":1742.8249999999998,"endTime":1745.9499999999998,"body":"the kids that they work with when they return to school as well."},{"speaker":"Simon Currigan","startTime":1746.09,"endTime":1750.33,"body":"All you have to do is hit the share button on your podcast app, and you'll be able to send them"},{"speaker":"Simon Currigan","startTime":1750.33,"endTime":1756.735,"body":"a direct link to this episode, and you will also give the option to share this episode on your socials."},{"speaker":"Emma Shackleton","startTime":1757.435,"endTime":1763.48,"body":"And now as promised, it's time for our big news about the podcast. Drumroll, please."},{"speaker":"Simon Currigan","startTime":1766.26,"endTime":1772.685,"body":"Yes. So the podcast has remained in the same format for over 3 years now."},{"speaker":"Simon Currigan","startTime":1772.685,"endTime":1776.685,"body":"And after we sort of consulted and talked with our community, we thought it was time for a bit"},{"speaker":"Simon Currigan","startTime":1776.685,"endTime":1779.8249999999998,"body":"of a change and to mix things up to keep things fresh."},{"speaker":"Emma Shackleton","startTime":1780.389,"endTime":1787.2099999999998,"body":"So don't panic. The podcast isn't going away, but it is going to sound a little different."},{"speaker":"Simon Currigan","startTime":1787.8349999999998,"endTime":1793.7549999999999,"body":"Teachers are telling us because they're so busy, they don't necessarily have time to listen"},{"speaker":"Simon Currigan","startTime":1793.7549999999999,"endTime":1796.0149999999999,"body":"to these longer podcast episodes."},{"speaker":"Simon Currigan","startTime":1796.59,"endTime":1801.01,"body":"So as I'm recording this, this episode's probably gonna last about 35 minutes long."},{"speaker":"Simon Currigan","startTime":1801.31,"endTime":1808.2549999999999,"body":"So what we're looking at doing is sharing shorter, more focused episodes with a strong emphasis"},{"speaker":"Simon Currigan","startTime":1808.475,"endTime":1815.06,"body":"on having 1 or 2 strategies, concepts, insights, or ideas that you can use immediately in school."},{"speaker":"Emma Shackleton","startTime":1815.12,"endTime":1818.34,"body":"So the best bits in a quick fire shot, you mean?"},{"speaker":"Simon Currigan","startTime":1818.56,"endTime":1819.3799999999999,"body":"Yeah. Absolutely."},{"speaker":"Emma Shackleton","startTime":1819.6799999999998,"endTime":1826.2849999999999,"body":"With the hope that we can make the podcast even more practical and something that you can take away and use immediately."},{"speaker":"Simon Currigan","startTime":1827.0649999999998,"endTime":1831.8899999999999,"body":"That doesn't mean we'll stop talking about the science and the research behind the techniques,"},{"speaker":"Simon Currigan","startTime":1832.1899999999998,"endTime":1836.4499999999998,"body":"but podcast episodes are going to be more bite sized and easier to digest."},{"speaker":"Emma Shackleton","startTime":1837.07,"endTime":1842.475,"body":"And for those of you that like video, to help reinforce your learning in multiple ways, both"},{"speaker":"Emma Shackleton","startTime":1842.475,"endTime":1848.494,"body":"through sound and visual means, we're also going to be releasing videos that go alongside the podcast."},{"speaker":"Simon Currigan","startTime":1848.7199999999998,"endTime":1854.32,"body":"All with the aim of giving you the best possible information in a way that you can go out and"},{"speaker":"Simon Currigan","startTime":1854.32,"endTime":1857.1399999999999,"body":"use so you can have a real impact in your classroom."},{"speaker":"Emma Shackleton","startTime":1857.5339999999999,"endTime":1862.675,"body":"Exciting times. So this is the last episode before we take a break for the summer."},{"speaker":"Emma Shackleton","startTime":1862.8149999999998,"endTime":1867.6899999999998,"body":"We'd like to wish everyone a well earned, relaxing, and rejuvenating holiday."},{"speaker":"Emma Shackleton","startTime":1867.9889999999998,"endTime":1869.83,"body":"Get some rest and recovery time."},{"speaker":"Emma Shackleton","startTime":1869.83,"endTime":1875.764,"body":"You deserve it, and we'll see you in September when schools return after the holidays in England"},{"speaker":"Emma Shackleton","startTime":1875.764,"endTime":1877.6239999999998,"body":"in about 6 weeks' time."},{"speaker":"Simon Currigan","startTime":1877.764,"endTime":1880.57,"body":"Have a brilliant break. You've deserved it."},{"speaker":"Simon Currigan","startTime":1880.57,"endTime":1882.01,"body":"We'll see you on the other side."},{"speaker":"Emma Shackleton","startTime":1882.01,"endTime":1882.83,"body":"Bye, everyone."},{"speaker":"Simon Currigan","startTime":1883.2099999999998,"endTime":1883.7099999999998,"body":"Bye."}]}