How to Select a Regulation Program That Actually Works

Cheri discussed the importance of flexibility in regulation programs, emphasizing the need for adaptability to different types of children and families. She highlighted that while progress may take time, programs should not require years of the same approach to see results. Cheri also stressed the importance of co-regulation and caregiver education, noting that children learn regulation through relationships with adults.

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Produced by Hannah Lees

Transcript

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Welcome to OT's Figuring It Out. A podcast where two occupational therapists chat about the messy, meaningful, and sometimes hilarious parts of life as OTs. We're learning, growing, and definitely still figuring it out. Today I'll be talking about what to look for when you're exploring regulation programs and regulation resources. Hopefully by the end, you'll be able to quickly check whether a regulation program will fit with a family's real life and not just look good on paper. So if you've ever downloaded a regulation program that looked amazing and then you never used it, well, there's a reason for that, and you're not alone. So what do we mean by regulation? Regulation isn't about kids being calm all the time. We have to notice what supports what's happening in their body, what makes them feel safe, and what helps them recover after really big feelings. And regulation is not simple. There is so many layers to regulation. So why do programs fail when we're working with families? Usually it's because they're too rigid, there's too much focus on just the child, and there's too many steps for the family and even you as the therapist to be able to implement the program. So here are three things to look for when you are exploring a regulation program or a new tool or a resource. So number one, it needs to be flexible. A helpful program should be able to adapt and be flexible for different types of kids and families. It shouldn't fall short when it's actually needed. I will note though that it does take time to get to this point. But it shouldn't take years and years of doing the exact same program and same lessons to see some progress or find something that works for families. So what to look for? Think about can you do the same idea but in a shorter version? Can families swap out tools or strategies based on the day or what's happening? And does it allow for a good enough implementation? Which means it will still work even if you don't do it exactly by the book. The second thing to look for is that it includes co-regulation and caregiver education. Kids don't learn regulation in isolation or on their own. They learn it in relationships and from the adults in their lives. So what to look for? Does it include caregiver education? Does it actually explain what the program is doing or hoping to do for the family? Does it help reframe and shape the expectations that we actually have of kids? Because we need to be mindful that they are still developing and they are still learning. Does it include tools and strategies for caregivers so that they actually know what to do in moments and what to role model at home? And does it give permission to support regulation first and teach later? Which means that in the middle of a meltdown, we're not trying to teach a kid how to deep breathe. So if a program only tells the child what to do and it doesn't support the adult, it won't work. The third point is that it honors lived experience. A good program doesn't teach how to feel emotions or how a child should feel. It gives opportunities for kids to explore and express themselves that feels right for them. So what to look for? Exploring that it allows kids to explore ways to express how they are feeling. Does it include visuals? Does it allow for different words or concepts to be used that make sense to them? Does it explore both strategies and tools? And these are two different things. Tools are objects and those tangible items that we may use to help regulate, whereas strategies are more cognitive or routine-based approaches. We need to have both, and having both means that families are not relying on one method to co-regulate. And does the program allow kids to explore and find both strategies and tools that work for them? So we're not teaching them that they must do deep breathing and that's the only way that a meltdown will stop. So what to avoid? We need to avoid programs or resources that kind of shame emotions. So you shouldn't feel angry. That's, you know, yes, your sister took your favorite car, but you shouldn't feel angry because of that. Calm down should not be the whole strategy or the end goal. We need balance. Even as adults, we are not calm 24-7. We're human. It's pretty unrealistic to have that expectation. Hopefully, those three points to look for in programs and resources is helpful. So next time, ask yourself these things. Is it flexible for my clients? Does it include support for caregivers to explore co-regulation at home? And does it allow kids to explore what works for their unique selves? For our next episode, we'll deep dive further into how to choose and adapt programs for different clients and situations. So if you're keen to keep learning along with us, be sure to follow us on Instagram or add us to your podcast library. I'll chat to you soon. Bye.