Nqt c deescalation
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Transcript of Nqt c deescalation
Why do students seek to escalate? In pairs think of some reasons from your
experience why students escalate situations.
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Why do students seek to escalate?
• To escape.• To use anger as a
substitute emotion.• To deflect.• To entertain.• To save face.• Boredom.• Fun• Entertain friends.• Family modelling• Heighten status kudos
• School staff modelling.
• Friends modelling.• Lack of other
strategies.• Lack of emotional
self-management.• Hostile attribution
bias.• Entrapment.
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Why do adults escalate? Assuming that adults have a more developed
social emotional skill set than students ... how/why do adults seem to trigger escalation situations?
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Why do adults escalate? Assuming that adults have a more developed
social emotional skill set....
• Control• To establish position.• To maintain position.• To exert power.• To gain kudos.• Fear.• Revenge.• To save face.
• Lack of strategies• Colleague modelling.• Lack of emotional self-management.
• Hostile attribution bias.• Entrapment.• To get rid of a student.• Lack of time
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Recognising signs of agitation/aggression.
Decreases in behaviour• Stares into space• Subdued language• Contains hands• Lacks involvement• Withdraws from
groups• Lacks responding• Avoids eye contact.• Darting eyes
Increases in behaviour• Non-conversational
language/rising voice.• Busy hands• Moves in and out of
groups.• Starts and stopping.• Moves around room• Fidgety/tensing of
muscles.• Rapid breathing.
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Defusion Strategies
Staff should seek to:-• Appear confident.• Display calmness.• Create some space.• Speak slowly, gently
& clearly.• Lower your voice• Avoid staring
• Avoid arguing & confrontation.
• Show you are listening.
• Calm the student before trying to solve problem.
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Defusion Strategies.
• Give a clear statement of what you want: “ I want you to....”
• Stick to your statement. Repeating as necessary. (Stuck needle technique)
• Deflect the student’s responses, the ones that undermine your statement: e.g. irrelevances, arguing etc.
• Preface re-statements with recognition of their view, “I’ve heard your reason for.......I want you to.....”
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Defusion Strategies.
Choice
Gives pupils some control over the situation; is less likely to initiate point-blank refusal.
Take up time
Allows pupils not to lose face. Watching and waiting is, in a way, issuing a challenge. We need to be clear about expectations.
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Defusion Strategies
Partial agreement
‘Maybe you were talking about your work but now I would like you to...'
‘When...then’ direction
This is trying to avoid the negative - 'No you cannot go out because you have not finished your work' becomes 'When you have finished your work, then you can go out'.
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Defusion Strategies
Privately understood signals
For drawing the class together or to monitor the noise level.
Tactical ignoring
Appropriate for attention-seeking behaviour or 2nd, focus on 1st behaviour. Praise the nearby pupil..
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Defusion Strategies
Redirect behaviour
By reminding students what they should be doing.
Avoid getting bogged down in discussions about what is wrong.
Consequences & sanctions
In line with school policy.
Implemented clearly and consistently.•detention or ‘catch-up’ ??
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Defusion Strategies.
Deferred consequences
Deal with issue later - it removes the 'audience’.
Avoids confrontation.
A quiet 1:1 is more likely to have a positive outcome.
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Defusion Strategies.
• “Flip the script”.• “Stuck needle” technique.• “Breakaways”• “Four Step” strategy.
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