When someone tells me that they want a child to “be able to self regulate”, my first response is “why?”. Before the weird looks and doubt about my competency creep in, I explain myself. What is the child not being able to do? Is it something they want, need, or are expected to do? This is the goal! Not “to be able to self regulate” but to be able to engage in an occupation (ie do something!).
The development of regulation is complex and what’s ‘important’ is still not fully agreed upon. Different people have different approaches to explaining self regulation, and The Regulation Rocket is mine. I wanted a fun visual that therapists, teachers and caregivers alike can use to understand their child’s self regulation and the crucial role they play in it’s development. I wanted to create something that showed how the environment (including the social supports or “co-regulators) shapes self regulation development, and that it’s not just up to a child to “be able to self regulate”.
Most importantly, I wanted to show that “self regulation” is not the end goal. The type and complexity of ‘personal factors’ needed depends on what the child wants, needs or is expected to do. By knowing where they’re headed, we can help them get there.
Over the coming weeks, I will be going back over my old self regulation posts and tinkering with them to reflect the Regulation Rocket, as well as elaborating on environment, occupation and the “new” factors. For more information on the Rocket, please check out Understanding The Regulation Rocket
But for now, let me introduce “The Regulation Rocket”!!!
Hi Simone, Fantastic self regulation model. I love it!! I love how the environment factors are the basis for creating structure and safety for a child to build self regulation on. I’d love to hear more about it! Deb Hopper