KUMMI 19. Självreglering och exekutiva färdigheter – Att stödja riktning, motivation och kapacitet i skolan

The KUMMI series contains assessment, teaching and training materials for learning and learning disabilities.

In the 19th part, we present a model for how support for self-regulation and executive skills can be built up. The focus is particularly on how regulation of behavior and learning can be supported in school. The handbook provides a framework for how support measures can be planned, implemented and followed up in a consistent and structured way. The book's starting point is that self-regulation is a skill that is constantly developing in interaction with the environment. Successful self-regulation occurs when the demands of the environment and the skills an individual has meet and are sufficiently consistent. The forms of support in the book are divided into three steps, where the focus is on adapting the environment to support self-regulation on the one hand and on the other supporting the individual
1. Supporting the direction - what is expected of me?
2. Supporting the motivation - what feedback do I get?
3. Supporting the capacity - what skills do I need?
A crucial question is how the adults around the child can act in a way that supports the development of regulatory skills in children and young people, especially executive skills, strengthen their ability to function in changing situations and enable successful self-regulation. The book is aimed at everyone who works with children and young people and who wants to develop their understanding of how self-regulation skills develop and increase their ability to respond to and support self-regulation difficulties. The book attaches particular importance to the demands and challenges of the school context regarding self-regulation, which makes it well suited to school staff: teachers, special education teachers, supervisors, counselors and psychologists.