Ideas for Deescalating Situations with Emotionally Unpredictable Students

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Ideas for Deescalating Situations with
Emotionally Unpredictable Students
Presenter Jim Wright www.intervention central.org
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Stress is defined as a personal and subjective
reaction to a specific life event, causing the
individual to experience a physiological and
psychological feeling of discomfort. (Long
Duffner, 1980)
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Classroom Anger Curve(Myles Simpson, 1991
Walker Walker, 1991)
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Anger Curve Engagement
Anger Level
Time
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Emotional Contagion One of the amazing
concepts of interpersonal relationships is that a
pupil in stress can actually create in others the
students own stressed feelings and at times,
cause others to mirror the pupils behavior.
(Long Duffner, 1980)
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The Teachers Role in Defusing Power Struggles
there are no winners when the stress cycle
reaches the level of a power struggle. This
cycle cannot be broken by asking immature
children to act maturely during intense states of
stress.
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If change is going to happen, then the adult
must accept responsibility for acting in a
mature, responsible manner.(Long Duffner,
1980)
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Anger Curve Disengagement
Anger Level
Teacher
Time
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Anger Curve Aggression Phase
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Aggression Warning Signs.

• The student may
• make verbal threats
• use abusive language
• assume threatening posture (e.g., with fists
  raised)
• physically strike out at peers or adults

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Aggression Teachers should

• Ensure safety of student and bystanders (e.g.,
  classroom evacuation).
• Adopt a supportive stance.
• Respect students personal space.
• Use supportive paraverbal and non-verbal
  communication.
• Do not block door.

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Aggression(Cont.) Teachers should

• Deliver clear statement of choices
• Give two clear choices with equally clear
  consequences.
• If student does not comply, state again what you
  want the student to do. Include a time limit for
  student compliance and specify a location if
  necessary.
• Enforce alternative consequences if needed.

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Aggression(Cont.) Direct Statement Example

• John, you can refuse to participate in the math
  assignment and finish the worksheet during free
  time or you can start the math assignment now
  and not lose free time.
• John, I want you to return to your desk
  location now time-frame and begin your math
  assignment requested behavior .
• Teacher deducts point from Johns behavior chart.

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Anger Curve Defensive Phase
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Defensiveness Warning Signs.

• The student may
• lash out verbally at others.
• withdraw (emotionally or physically).
• challenge the authority of the instructor or
  other adult.
• refuse to comply with adult requests or to follow
  classroom routines
• project blame onto others.

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Defensiveness Teachers can try

• Avoid discussions of who is right or who is in
  control.
• Consider making an apology (if warranted).
• Impose appropriate consequences on peers who
  tease or taunt.
• Teach the student non-stigmatizing ways to get
  academic help

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Anger Curve Frustration Phase
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Frustration Warning Signs.

• The student may
• bite nails or lips
• grimace
• mutter or grumble
• appear flushed or tense
• seem stuck on topic, issue

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Frustration Teachers can try

• Antiseptic bounce Send the student from the
  room on an errand or task.
• Permit student to take brief cool-down break
• Give student an IOU to meet with adult to talk
  over issue at more convenient time

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Anger Curve Engagement
Anger Level
Time