Social-Emotional Skills / Self-Regulation
Social-Emotional Skills
Self-Regulation
- Best Practices
- Featured Program Metrics
- Additional Program Metrics
- Organization of Activity
- Activities’ Transition Time
- Staff Positively Guide Behavior
- Youth Relations with Adults
- Youth Relations with Peers
- Space Adequacy
- Overall Socio-Emotional Environment
- Informal Time: General Staff Performance
- Informal Time: Youth Engagement and Behavior
- Youth Feel Challenged
- Supportive Adults Present
- Helps Youth Academically
- Helps Youth Socially
- Social-Emotional Skills
- Measurement
Self-regulation is the ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, delaying gratification, controlling impulses, motivating oneself, focusing on tasks, and setting and working toward personal and academic goals.
Program practices related to this skill:
- Staff treat youth respectfully, and assume best intentions (e.g., staff pull youth aside to discuss their behavior in private; hear youth’s point of view). When youth behavior is inappropriate, staff use simple reminders to redirect behavior. Staff are always clam and straightforward.
- Youth learn about controlling their temper, become better at dealing with fear and anxiety, become better at handling stress, and learn that their emotions affect how they perform.
For more examples of program practices that help intentionally build self-regulation, please view this document.
