Self Regulation Mini Quiz

Stressors that can affect our physiological system such as crowds, or not enough exercise affect our:

• Social domain

• Biological domain

• Emotion domain

• Prosocial domain

• Cognitive Domain

Difficulty processing certain kinds of information like making decisions and being put on the spot puts a stressor on the:

• prosocial domain

• social domain

• cognitive domain

• emotion domain

• biological domain

When someone has difficulty understanding the effects of their behaviour on other people this affects the:

• cognitive domain

• social domain

• prosocial domain

• emotion domain

• biological domain

Stressors in this domain include being overexcited or anxious and may interact with and multiply stressors in other domains.

• emotion domain

• biological domain

• social domain

• prosocial domain

• cognitive domain

Stressors in this domain might include difficulties telling the truth, understanding right and wrong and difficulty sharing.

• biological domain

• social domain

• cognitive domain

• prosocial domain

• emotion domain

According to Stuart Shanker, self regulation refers to the​ (a)   in which an individual deals with ​ (b)   in all its many forms, and then ​ (c)   from the ​ (d)   expended.

• manner
• stress
• recovers
• energy
• behaves
• emotions

Put the Shanker Method in order:

• Read the signs of stress and reframe the behaviour

• Recognize the stressors

• Reduce the stress

• Reflect: enhance stress awareness

• Restore energy.

Self control is about ​ (a)   strong impulses; ​ (b)   is about reducing the ​ (c)   and intensity of strong ​ (d)   by managing stress load and​ recovery. Compliance is about following directives and ​ (e)   .

• inhibiting
• self-regulation
• frequency
• impulses
• instructions
• behaviour

Choose two examples of stressors in the biological domain

• hyper-aroused

• chronically "zoned" out.

• anger

• overwhelm

Click on the example of what educators can do in order to assist a child having difficulty self regulating emotions:

• continue to repeat instructions in a loud voice

• soothe the child

• re-frame the behaviour

• tell the child to relax