# data[].attributes.headline
be flexile and understanding. Don't use sticker charts or behavior systems, rewards and consequences.  

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be flexile and understanding. Don't use sticker charts or behavior systems, rewards and consequences.  

# data[].attributes.headline
Finally, let’s watch the temptation to rush to a solution. Good listening allows us to deal with the affect first. When students know that you accept their feelings, no matter how irrational, then you can begin to understand what’s behind the feeling. When it’s time for solutions—and this, by the way, comes after students have had a chance to process and disengage from the grip of the affect—we can help by asking, rather than telling.

# data[].attributes.subject
Finally, let’s watch the temptation to rush to a solution. Good listening allows us to deal with the affect first. When students know that you accept their feelings, no matter how irrational, then you can begin to understand what’s behind the feeling. When it’s time for solutions—and this, by the way, comes after students have had a chance to process and disengage from the grip of the affect—we can help by asking, rather than telling.

# data[].attributes.body
https://www.educationworld.com/a_curr/bluestein-supporting-students-in-crisis.shtml

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“When you listen carefully to another person, you give that person ‘psychological air,’” says Karen Irmsher. “Once that vital need is met, you can then focus on influencing or problem-solving.”

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“When you listen carefully to another person, you give that person ‘psychological air,’” says Karen Irmsher. “Once that vital need is met, you can then focus on influencing or problem-solving.”

# data[].attributes.body
https://www.educationworld.com/a_curr/bluestein-supporting-students-in-crisis.shtml

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"Our society and educational systems are sending kids with trauma the message that they are not worthy of our care and concern."

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"Our society and educational systems are sending kids with trauma the message that they are not worthy of our care and concern."

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1. Physical warning signs of tension: balling their fists, holding their breath, drumming their fingers, pacing, and the like.
2. Try soothing, simple redirection
3. Give child space if redirection doesn't work. If the child is already too agitated try the following
-Stay at a comfortable distance
-Avoid eye contact
-talk slowly and quietly
-never take what they say personally
4. Whatever intervention is tried, if it doesn't work-Get help/immediate assistance if the above doesn't work

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"It’s not that my child won’t behave or doesn’t have the motivation. It’s that when his nervous system is dysregulated, he can’t."

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"It’s not that my child won’t behave or doesn’t have the motivation. It’s that when his nervous system is dysregulated, he can’t."

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"Sometimes I privately laugh at all your suggestions. You think they will be be a quick fix to a developmental brain change in my child."

# data[].attributes.subject
"Sometimes I privately laugh at all your suggestions. You think they will be be a quick fix to a developmental brain change in my child."

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https://www.attachmenttraumanetwork.org/dear-educator-a-series-of-heartfelt-letters-about-what-kids-with-trauma-need-in-school/

https://www.attachmenttraumanetwork.org/dear-educator-part-ii/

https://www.attachmenttraumanetwork.org/dear-educator-part-iii/

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https://www.responsiveclassroom.org/sites/default/files/RSDch6.pdf

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De-escalation Strategies:
Youth in a triggered state need help to calm down from the “there and
then” triggers to become more present in the “here and now” reality
(in which there may be no actual threat).
Strategies include:
• Noticing signs of distress
• Connecting with the young person
• Re-directing behavior through providing reasonable choices/options
for alternative activities
• After youth is calm, discussion about what happened can take place
and, if necessary, consequences can be determined.
Trauma and Resilience: An Adolescent Provider Toolkit; Adolescent Health Working
Group 2013

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-->relationship-based models based on solving problems collaboratively rather than resorting to punitive, rule-based systems.                            It’s a school, not a prison.

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-->relationship-based models based on solving problems collaboratively rather than resorting to punitive, rule-based systems.                            It’s a school, not a prison.

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"I can’t expel my child from my family, nor would I want to. I know he is trying to survive. I will never give up on him. You can help us by believing and not blaming me. Please be open to learning something new, rather than assume you’ve seen it all. I’d been teaching for over 20 years when I brought my child home. It was new to me"

# data[].attributes.subject
"I can’t expel my child from my family, nor would I want to. I know he is trying to survive. I will never give up on him. You can help us by believing and not blaming me. Please be open to learning something new, rather than assume you’ve seen it all. I’d been teaching for over 20 years when I brought my child home. It was new to me"