Post-pandemic more students than ever are struggling with emotional regulation. Calming Volcanic Emotions focuses on strategies, tools, and resources adults can use to help youth emotionally regulate and manage big emotions. Participants will learn about strategies for helping deescalate volcanic emotions when they erupt, as well as, learn about some emotional regulation and coping skills students can use to help them avoid buildup of big explosive emotions, Additionally, this online session will review strategies for assessing and controlling’s one own emotional escalation when working with emotionally charged youth.

1.3 Encourages children's development of social and emotional skills

1.3 a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)

1.3 f. Uses tone, words, and gestures to let children know they are respected

1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves

1.3 i. Recognizes when children show self-discipline and self-control

1.3 k. Uses empathy to help children recognize and understand their emotions

1.3 o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict

1.3 q. Provides families with information and strategies to promote social and emotional development

4.1 Develops and models genuine, supportive relationships

4.1 d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level, and smiling at children

4.1 f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships

4.1 g. Uses child observation and assessment to individualize and improve interactions

4.1 j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development patterns.

4.3 Works to effectively promote social and emotional development and prevent challenging behaviors

4.3 b. Supports environmental arrangements that promote social and emotional development (i.e., a quiet space for children to calm down)

4.3 c. Develops clear and developmentally appropriate expectations with children and states them in a positive form (i.e., “walk please” vs. “no running”)

4.3 f. Models positive social interactions, such as friendship skills, empathy, and respect

4.3 h. Provides children with time, space, trust, support, and guidance to assist them in finding their own solutions to social problems

4.3 i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent

4.3 j. Teaches children effective and socially appropriate ways to meet their wants and needs

4.3 k. Knows when to intervene to stop behavior that affects safety and/or ability to learn (i.e., bullying, rejecting others)

4.3 l. Remains calm and respectful toward the child exhibiting challenging behavior

4.3 m. Uses a consistent process of reflection and action to address challenging behavior

4.3 n. Allows time for the child to regain composure following challenging behavior

4.3 o. Addresses challenging behavior with the child, privately, with sensitivity and respect, following the incident