De-escalation Techniques Presented by Stuart Denro Originally compiled by Stuart Denro & Nina Britneff Social, Emotional and Behaviour Support Service Advisory Teachers. © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Objectives To increase our confidence when working with pupils with identified BESD needs within a mainstream setting To raise awareness of the role we play in de-escalating and escalating confrontations To provide a range of skills and strategies that will be effective in dealing with potentially challenging situations © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

All behaviour is communication It tells us about underlying needs and has a purpose Behaviour is linked to emotions and perceptions Behaviour is learned Behaviour can change © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

“Pupils often misbehave because they know how teachers will react. Teachers reactions sustain and strengthen undesirable behaviour, therefore they must learn not to follow their first impulse as this could feed the mistaken goal” Carolyn Broomfield (Plymouth University) © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Early warning phase The child’s behaviour indicates that something is wrong. Signs and triggers might be…… © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Person is agitated and fidgets Facial colour deepens, then goes pale Faster breathing Perspiring Dilated pupils Speaking louder and faster, rapid or abrupt speech Change in voice pitch Change in eye contact Tense muscles Face becomes contorted, tight lipped Hunched Shoulders Easily distractible Not ‘focussed’ Arms across the chest – feeling defensive or awkward Falls silent. Pupil may want to walk away May invade personal space © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Escalators How to make things worse!! © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

How we can escalate situations Ignoring the early warning signs Use of put-down statements Little or no quality time spent with child Ignoring our EHWB Information – how is it shared? Being resentful of interruptions to your ‘free time’ Use of unrealistic sanctions Being inconsistent in your approach and responses to the child Missing opportunities to praise Being inflexible By having expectations for behaviour and maturity that are ‘too high’ and unrealistic for the child’s age, development and experiences © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Don’t fight! Don’t you throw that..! Don’t run! Planting the suggestion of misbehaviour Oh, so you’re Nina! © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Giving commands in question form Are you going to go to the hall now? © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

By not modelling respectful relationships Did you hear what Ben did this morning... © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Making immediate demands for emotionally difficult actions You’ve just hit Sarah. Now say you’re sorry For what reason did you run off? © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Having more than one person giving instructions © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Typical Assault Cycle 1 Trigger phase 2 Escalation Phase 3 Crisis phase 4 Recovery phase 5 Post Crisis phase 6 Baseline behaviour Possible additional assaults. TIME ?

Use your skills to make the situation better! © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Low Level Strategies Tactical ignoring ‘The Look’ Humour Other non-verbal signals Physical proximity Redirect to task Rule reminder Repeat the instructions and expect compliance Use language of choice © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Medium Level Strategies Casual questions to re-focus Take the blame Repeat the request Distract /Diffuse Humour Keep calm, slow down and lower your voice Be aware of your body language Reframe Focus on the primary behaviour Constructive use of corrective language Speak or listen? Saving face © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Dealing with Refusal Be clear in your own mind that you have been fair, firm and consistent Be calm and don’t harass the pupil Think ahead Explain your reason for asking Offer to share the task if appropriate Allow ‘take-up’ time Use the ‘when-then’ approach Explain the school’s ‘philosophy’ on helping, caring and sharing © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Still No Response Repeat the request in the same way as before Remind the pupil of the consequences, assertively Consider using tactical ignoring Remain focused on the primary issue. Don’t get involved in ‘deflecting’ strategies! If you say you will follow up with a pupil, make sure you do. Be aware of, and use if necessary, the schools sanction procedures. © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

High level strategies ( High level strategies (must be planned for) Remember calm (lower voice etc.) Have a clear plan Use your ‘scripts’ Diversionary activity Compliance or deferred consequence Remove the child Remove the class/group Send for additional adult help Change face/save face Don’t invade personal space Fights – encourage the least aggressive to move away Record the incident Cooling off (Time?) Follow up –rebuild your relationship © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

3 minute activity With your colleagues discuss the systems and strategies which presently exist in your school to support pupil teacher relationships. © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Protocols for following up Protocols for following up (Repair and rebuild relationships) Environment Allow time for the meeting Thank the child for staying back Acknowledge their feelings Focus on specific behaviour – Describe how the behaviour makes you feel (‘I’ statements) Relate behaviour to mutual rights/agreed rules Continued © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Invite feedback Ask child to consider what they might do instead of this behaviour Ask them what support, from you or other adults they would welcome to help them succeed Emphasise personal responsibility State expectation and confidence in the child Agree another meeting date, if required Part amicably © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Strategies for supporting complex and challenging children. Work on preferred tasks High level of affirmation and praise Structured reward system Emphasis on reducing stress level Work gradually introduced with support and encouragement Home/school contact ‘Small steps’ targets (IEP/IBP) Need for ‘ways out’ before a situation escalates Short achievable times in classroom Easily achievable targets – reviewed weekly Child included in discussions about expectations Support though praise Unconditional positive regard Limited choice Change face/save face © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Dealing with Children’s Anger Don’t take it personally Avoid ‘power struggles’ Leave them a way out Acknowledge their feelings Use their past experiences to find a solution ‘Anger Mountain’ Focus on the present and not past behaviour Be aware of your own behaviour Be brief, don’t lecture Follow up – repair and rebuild © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

Conflicts are more likely to de- escalate if we… Have a good relationship with the child Label the behaviour not the child Avoid threatening gestures-body language Remain calm and controlled Can create ‘a better for both solution’ The child and audience separated Give the child room to move Take the blame Are prepared © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008

And Finally A few thoughts.. The only thing we can control is our own behaviour and our responses to the behaviour of others What we do can determine whether a situation escalates or de-escalates We all work within a team and it is okay to ask for help We need to be teaching and modelling the skills children need to learn © Social, Emotional and Behavioural Support Service, Children and Young People’s Directorate Somerset County Council. 2008