How Is Your Engine Running? Strategies For Self-Regulation
By Tamara Victor, Occupational Therapist at Bellavista School
Adapted from the Alert ProgramⓇ 1
What could happen if your car’s engine is running too fast? You might get a speeding ticket, possibly cause an accident, or miss the correct turn off the highway. Conversely, what could happen if your car’s engine is running too slowly? You may not get to your destination on time, or you may cause an accident due to the speed differential between you and the other cars on the highway. However, if your car’s engine is running just right, you should be able to get to your destination safely and on time.
We can liken our bodies to a car, with the engine being our brain. If our body’s engine is running too fast, we might be constantly on-the-move, or we may rush through tasks or activities, making careless errors. Too slow, on the other hand, and we may be slumped over like couch-potatoes, daydreaming, struggling to get going, and unable to complete what is required of us. When our body’s engine is running ‘just right’ we are in the optimum state of alertness, where we can focus on what is being asked of us, attain, and retain information, and work efficiently. This state is also known as being self-regulated. When we are self-regulated, we can reflect on our thoughts and our actions effectively.
So, how are you feeling right now? Lethargic or ‘low’ from the demands of the day? Energised or ‘high’ from an exciting event? Or are you feeling totally attentive and ready to tackle any challenges that are presented to you? It is completely normal, and expected, to fluctuate between these two ‘engine levels’ throughout the day; however, some children (and adults) struggle to get back to feeling ‘just right’. If we are running too fast or too slow, we are not ready to learn. We need to actively do something to slow us down, or speed us up to get back to that ‘just right’ level again.
We are sensory beings who experience the world through our various sensory systems. The five senses that are commonly known include: taste, smell, touch, sight and hearing. Two ‘extra’ senses that Occupational Therapists refer to, include the vestibular (movement) and the proprioceptive (body awareness) senses. Our sensory systems form part of the foundation of our development. We learn through our senses and organise them to adapt to different environments. Including deliberate sensory experiences as part of our daily routine can help keep us regulated. When we can regulate through our senses effectively, we are able to learn, participate and function optimally.
Remember, as we are all individuals, there is no ‘one size fits all’. What works for you to reach an optimal state of alertness, may not work for the next person. It is about trial-and-error at first, and then building up a bank of personal resources that you can turn to when needed.
Here are a few examples or calming versus alerting strategies that can be implemented at home, school or in the workplace to help self-regulate:
| Sensory System | Calming Activities | Alerting Activities |
| Tactile (touch) | Rub skin slowly with increased pressure Massage Resistive putty/playdough Pet an animal or fluffy toy | Gently and quickly rub the skin Cool shower Wash face with a cold cloth Handle fidget items (bubble wrap, paper clips etc) |
| Proprioceptive (body position) | Carry boxes, laundry basket, unload groceries Sweep Rake Carry a weighted animal / backpack Jump into a squishy pile of pillows | Trampoline Tug-of-war Monkey bars Wall push-ups, chair push-ups |
| Vestibular (movement) | Swinging (slowly, in a linear movement) Rock on a rocking chair Take a walk | Sit and bounce on a therapy ball Stand and twirl in a circle Somersaults and cartwheels Run up and down stairs |
| Gustatory (taste) | Chew or suck on mild flavours Suck thick liquids through a straw e.g., custard, yoghurt, jelly Drink warm liquids Blow bubbles Hum | Eat crunchy, sour, salty, or cold foods Keep a water bottle with cold water on desk |
| Olfactory (smell) | Burn a vanilla scented candle or incense with adult supervision Smell potpourri Scented crayons or markers Scented playdough | Scented soap or lotion between activities Scratch and sniff stickers Citrus room deodoriser |
| Auditory (hearing) | Listen to quiet music with a slow, even beat Use headphones, earmuffs, or ear plugs in noisy environments Go to a quieter place: tent, book corner | Listen to music with varied pitch, sound, loudness, uneven or fast beat Frequently examine novel sound-producing toys (e.g., chimes, rain stick) |
| Visual (seeing) | Dim lights Glitter jars Declutter classroom / desk space Work in natural rather than artificial light | Bright lights Highlighter to underline important text Using learning materials that are bold, bright and colourful |
For more information, visit www.bellavista.org.za
References:
1 Williams, M. S., & Shellenberger, S. (1996). “How Does Your Engine Run?”® A leader’s guide to the Alert Program® for self-regulation. Albuquerque, NM: TherapyWorks, Inc.
2 Greenberg, K. H. (2005). The Cognitive Enrichment Advantage Family-School Partnership Handbook. KCD Harris & Associates Press