Understanding your reactions in a crisis situation The Crisis Cycle Understanding your reactions in a crisis situation

What is a crisis? A time of great difficulty or danger Can happen anywhere– at school, at home, in public, etc. Spectrum Academy’s Crisis Definition Continuous aggression (violence towards others) Continuous self-injury (violence towards self) Continuous high-magnitude disruption (actions that make the classroom unsafe and a place where others cannot learn) 5 minutes

Continuous Aggression Continuous = happening again and again in one time period Aggression Examples: Hitting, kicking, biting, or pinching another student Hitting, kicking, biting, or pinching a staff member Holding someone down against their will 2 minutes

Continuous Self-Injury Continuous = happening again and again in one time period Self-Injury Examples: Biting yourself Hitting your head Hurting yourself in another way Putting yourself in a dangerous situation 2 minutes Discuss: Why is this a crisis? Why would people want to help you?

Continuous High-Magnitude Disruption Continuous = happening again and again in one time period High-Magnitude = really, really intense Disruption Examples: Taking classroom objects and swiping or throwing them Screaming inappropriate words Smashing a computer Making threats 2 minutes

The Crisis Cycle The Crisis Cycle describes the physical and emotional changes we go through when becoming upset, having a crisis, and calming down. By understanding the Crisis Cycle, we can understand: How to prevent reaching the level of crisis How others will react to us during a crisis How to recover from a crisis 2 minutes

The Crisis Cycle Crisis De-Escalating Escalating Stable and Calm 1 minute Stable and Calm Stable and Calm

The Crisis Cycle + Zones of Regulation Crisis- Red Escalating- Yellow De-Escalating- Yellow Explain that the Crisis Cycle often matches the zone we are in! Hand out the Crisis Cycle Shuffle Papers. Have students put these in order (Stable and Calm, Escalation, Crisis, and De-Escalation) by using the context clues on the paper to figure them out. They can then make a little booklet with them (staple side or top) and tape them into their notebooks under “looks like/sounds like” in the notes. Stable and Calm- Green Stable and Calm- Green

Stable and Calm On-task behavior Reasonable thinking Looks like/sounds like Strategies to stay stable and calm On-task behavior Reasonable thinking Feelings are appropriate to the situation Relaxed body Ask for clarification on confusing instructions Think before you act Do at first request Show respect to all Have a listening body Use this for review only. Discuss how people might react to you if you are stable and calm.

Strategies to return to stable and calm Escalation Looks like/sounds like Strategies to return to stable and calm Off-task behavior Unreasonable thoughts Feelings don’t match the situation Body feels extra alert Take a break Challenge unreasonable thoughts Deep breaths Draw or color Ask for help Move to a safe place, with permission Use this for review only. Discuss how people might react to you if you are escalated.

Crisis Ask for what you need to calm down (silence, space, or help) Looks like/Sounds Like Strategies to De-Escalate Continuous aggression, self-injury, or high-magnitude disruption Irrational thoughts Feelings don’t match the situation Tense, stressed, and ready body Making poor choices you normally wouldn’t make Unpredictable behavior from self and others Ask for what you need to calm down (silence, space, or help) Take deep breaths Use coping strategies that you know work for you (break, sensory, drawing/journaling) Stay in a safe area Use this for review only. Discuss how people might react to you if you are in a crisis.

Strategies to use during De-Escalation Looks like/Sounds like Strategies to use during de-escalation Body is becoming calmer but might still feel stressed You can talk more clearly and calmly Thoughts are becoming more rational You begin to feel “normal” again Communicate if you still need time to cool down Ask for help Drink water Challenge irrational thoughts Begin to think about the situation Use this for review only. Discuss how people might react to you if you are de-escalating. Hand out the Crisis Cycle and You Labeling Chart and have students label what they look like/sound like during each stage. Or, have them write the color of the zone they are in at each stage. After, discuss their favorite ways to stay in green.

Responding to a Crisis You should… Process (talk about) the crisis with a trusted adult. Apologize if needed (in a note or in person). Accept consequences appropriately. Make strategies for de-escalation if something similar happens again. Then, restart! We make mistakes in life and learn from every experience. Your teachers and parents love you and want you to succeed. You are always welcome back. 3 minutes

Preventing a Crisis We want to work to prevent a crisis from happening. This week, we will talk about strategies that will help us prevent a crisis. Preventing crises is crucial! It can help you maintain friendships and other relationships It will help you avoid legal trouble now and when you are an adult- hurting others/destroying the stuff of others is against the law! It will help you be more successful at school and keep a future job Discuss how a crisis at work might affect you.

So Basically… Crises happen, and are serious, but they aren’t the end of the world We can react appropriately when others are in crisis We can try to prevent crises/de-escalate by using strategies that work for us