Helping Kids Behave Part Ten 

  ¨      Give a rationale “Avoiding run on sentences will make your papers easier to read.”

¨      Request acknowledgment  “Does that make sense?”

¨      Practice “Please rewrite the paragraph and see me when you are finished.”

¨      Feedback  “Good job of rewriting. Good Work!”

¨      Consequence  “Correcting your work moved you up to a B on your paper.”

¨      General praise “I am proud of you.” “I knew you could do it.” 

Crisis Teaching is the final component of this model. This is used in crisis situations to help a child/student regain self-control and make good decisions in times of conflict. It also teaches skills that help them manage their responses next time.

Step by step of Crisis Teaching

¨      ADDRESS THE PROBLEM SITUATION: Remind the student of what he/she should be doing. Give the student a positive instruction such as “please turn around.” If the behavior could harm the student or others it should be stopped immediately. This may involve simply putting a firm hand on the shoulder. If it is very dangerous, be sure to get help. 

¨ MONITOR YOUR SELF-CONTROL: This is Crucial. Tune in to how you are communicating. Be sure to keep your Voice Low and Even. Praise students for calming down or make empathy statements to show you understand. Do NOT let yourself get drawninto an argument.

Do NOT become CONDESENDING OR SARCASTIC. Do what you need to do in a matter-of-fact way. Stay calm; if you get angry and upset, you will only escalate the situation. It is vitalthat you train yourself not to let anything your students do or say make you lose your self-control.

This also models the behavior you wish them to employ. Be aware of your; Physical actions. Be sure you do not use behaviors the students would consider aggressive or threatening, such as shadowing them around the room; they might consider this stalking.

Other examples include using a harsh or demanding voice, standing over the child to establish your dominance, pointing your index finger, standing with your hands on your hips, raising a fist, or putting your face close to the child’s face.

You should sit down or be sure you are at eye level with the student; keep your hands relaxed or in your pockets or your arms at your sides. Another method that works is deep breathing as long as you don’t over do it.

You should do self-examination to determinewhat your hot buttons are and work on them. You can be sure that your students will know them even if you don’t.Some children take delight in finding all the “strings” that adults have and then pulling them. Use the self-awareness Interview (appendix A) to become aware of how you react to particular students.

Helping Kids Behave Part eleven
Helping Kids Behave Part Nine
Creative Counseing Home

Disclaimer: This website and its content is intended for trained licensed mental health professionals and school certified mental health professionals to use for their clients / students at their own discretion.

*If you ignore the disclaimer above are using these techniques on yourself and you feel any discomfort or upset it is highly suggested that you seek out a licensed  mental health professional immediately.

"Beyond Art Therapy" is the concept from Dr. Stangline that combines all creative fields in therapy. It is not the traditional "art therapy" but goes beyond to include sand tray therapy, play therapy, mindfulness, meditation, color therapy, cognitive behavioral therapy, and a vast majority of other therapies.

For any other type of mental health emergency call your local 911 / Police Number immediately.

Dr. Stangline does not offer advice / suggestions to anyone who is not a professional mental health provider, or a student who is studying this field and has questions about mental health programs of study.

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