At Connect, emotional regulation intervention is about much more than teaching a child to be "calm". We support children and young people to develop a greater understanding of themselves — their body, sensory experiences, emotions, responses and individual regulation needs.
Our Occupational Therapists may draw upon approaches including Sensory Ladders, Zones of Regulation and individualised sensory and interoception-based strategies, selecting and adapting approaches according to the child or young person's developmental level, communication style, sensory profile and individual needs.
Creating a Sensory Ladder provides an opportunity for a child or young person to explore and discover what is happening within their body, brain and sensory system at different points throughout their day. Rather than an adult deciding how the young person feels or interpreting behaviour for them, the therapist and young person engage in "curious wondering" together. We explore questions such as: What does my body feel like? What might have happened before this? What sensory experiences might be affecting me? What helps? What makes things harder? What could we try differently?
Through a safe and supportive therapeutic relationship, the young person is given opportunities to explore different sensory experiences and regulation strategies, notice their responses and gradually develop a greater understanding of what their individual nervous system needs.
Sensory Ladders can be particularly helpful in enabling the adults around a young person to look underneath behaviour. Actions that may previously have been described as "challenging", "difficult" or "unexpected" can instead be explored as possible communication of sensory overload, dysregulation, uncertainty, distress or an unmet need. This reframing is important. Before we try to change a response, we first need to understand and accept what may be driving it.
Where appropriate, we may also use principles and resources from The Zones of Regulation® to support children and young people to explore emotions, levels of alertness and regulation.
At Connect, this is used within a neurodiversity-affirming approach. The aim is not to teach children that there is a "good" zone they should remain in, or that difficult emotions need to be quickly changed. Instead, we help young people recognise that all emotions and regulation states are valid. Together, we explore what different states might feel like for them, what their body may be communicating and what strategies, support or environmental changes might be helpful.
As understanding develops, the therapist and young person can begin to identify their own individual regulation toolkit. This may include sensory strategies, movement, environmental adaptations, communication tools, co-regulation, interoception activities, predictable routines, opportunities for rest or withdrawal, and strategies that can be used before, during or following challenging experiences. We work collaboratively with families and education settings so that the young person's developing understanding can be supported consistently across everyday environments.
Ultimately, our goal is not simply "self-regulation" or compliance. We want children and young people to develop greater self-awareness, understand and communicate their needs, recognise what helps them and feel increasingly confident advocating for the support and adaptations they need to participate, connect and thrive.
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Start with a free 30-minute conversation about your child, your questions and what might help.