{"id":293,"date":"2023-08-21T14:26:01","date_gmt":"2023-08-21T13:26:01","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/?page_id=293"},"modified":"2023-09-05T09:20:50","modified_gmt":"2023-09-05T08:20:50","slug":"guidance-resources-3","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/guidance-resources-3\/","title":{"rendered":"Guidance &amp; Resources"},"content":{"rendered":"<p><strong>Key Aspects of De-escalation<\/strong><\/p>\n<p>There are 5 Key areas of De-Escalation:<\/p>\n<ul>\n<li>Communication<\/li>\n<li>Knowing individuals<\/li>\n<li>Early intervention<\/li>\n<li>Planning<\/li>\n<li>Review and reflection<\/li>\n<\/ul>\n<p><strong>COMMUNICATION<\/strong><\/p>\n<p>De-escalation is a <u><b>Communication<\/b><\/u>-based intervention, embedded in every day contexts and routines. Adults provide a positive role model for children &amp; young people &amp; a scaffold for learning.\u00a0 De-escalation is based on a process of coaching and feedback. The time spent on Review and Reflection is an important part of the process.<\/p>\n<p><strong>KNOWING INDIVIDUALS<\/strong><\/p>\n<p>We need to be aware of and understand the triggers of the individuals we are supporting. We also need to be aware of what supports &amp; motivates our children &amp; young people.<\/p>\n<p><b>EARLY<\/b><b> INTERVENTION<\/b><\/p>\n<p>Once these are identified we have much more chance of staging an <u><b>early intervention <\/b><\/u>before the situation escalates. Stepping in quickly is an important element of successful de-escalation &#8211; to avoid crisis point!<\/p>\n<p><b style=\"font-size: 1rem\">PLANNING<\/b><\/p>\n<p>If you have identified a trigger situation and you can see child or young person is about to cross the threshold, it is important to have a <u><b>plan of action <\/b><\/u>for the child or young person which will support them manage their responses.<\/p>\n<p>What this involves will depend entirely on the individual, some of the common strategies include:<\/p>\n<p><i>Distraction <\/i>\u2013 have a task which is mechanical in nature, repetitive and tactile e.g. threading beads, sorting activities or for older children it might involve a typing exercise or \u2018job\u2019. This might need to be in a \u2018safe space\u2019, not necessarily outwith the classroom.<\/p>\n<p><i>Naming the problem <\/i>\u2013 It might be important for you as the adult to articulate the individual\u2019s feelings e.g. \u2018I can see that you are angry\u2019 or \u2018 you look upset\u2019. This could help the child or young person to think about how they are feeling and identify what makes them feel that way. It also values and acknowledges their feelings.<\/p>\n<p><b style=\"font-size: 1rem\">REVIEW &amp; REFLECTION<\/b><\/p>\n<p>However, sometimes it is not possible for early intervention or your action plan might fail so it is important the situation is <u><b>review and reflect <\/b><\/u>with the child or young person at a time when they are able to manage this conversation.<\/p>\n<p>This can be done by asking the child or young person to create a journey of the events which led up to the incident. This then becomes an action plan because the child or young person is able to use this to plan for the next time.<\/p>\n<p><b>Fife\u2019s De-escalation Pack provides some useful strategies and further information.<\/b><\/p>\n<p>Here are some further practical approaches which can be implemented in your setting:<\/p>\n<p><strong>Regulate &#8211; Relate &#8211; Reason<\/strong><\/p>\n<p>When supporting a child or young person to de-escalate, Bruce Perry recommends a 3 step sequential process &#8211; Regulate, Relate then Reason:<\/p>\n<div class=\"_df_book df-lite\" id=\"df_419\"  _slug=\"3-rs\" data-title=\"3-rs\" wpoptions=\"true\" thumbtype=\"\" ><\/div><script class=\"df-shortcode-script\" nowprocket type=\"application\/javascript\">window.option_df_419 = {\"outline\":[],\"autoEnableOutline\":\"false\",\"autoEnableThumbnail\":\"false\",\"overwritePDFOutline\":\"false\",\"direction\":\"1\",\"pageSize\":\"0\",\"source\":\"https:\\\/\\\/blogs.glowscotland.org.uk\\\/fi\\\/public\\\/relationships\\\/uploads\\\/sites\\\/14030\\\/2023\\\/08\\\/21152338\\\/The-Three-Rs-1.pdf\",\"wpOptions\":\"true\"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}<\/script>\n<p>Each step is explained further in these infographics from Chris Moore:<\/p>\n<p>Regulate &#8211;<\/p>\n<div class=\"_df_book df-lite\" id=\"df_430\"  _slug=\"regulate\" data-title=\"regulate\" wpoptions=\"true\" thumbtype=\"\" ><\/div><script class=\"df-shortcode-script\" nowprocket type=\"application\/javascript\">window.option_df_430 = {\"outline\":[],\"autoEnableOutline\":\"false\",\"autoEnableThumbnail\":\"false\",\"overwritePDFOutline\":\"false\",\"direction\":\"1\",\"pageSize\":\"0\",\"source\":\"https:\\\/\\\/blogs.glowscotland.org.uk\\\/fi\\\/public\\\/relationships\\\/uploads\\\/sites\\\/14030\\\/2023\\\/08\\\/21154128\\\/Regulate.pdf\",\"wpOptions\":\"true\"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}<\/script>\n<p>Relate &#8211;<\/p>\n<div class=\"_df_book df-lite\" id=\"df_432\"  _slug=\"relate\" data-title=\"relate\" wpoptions=\"true\" thumbtype=\"\" ><\/div><script class=\"df-shortcode-script\" nowprocket type=\"application\/javascript\">window.option_df_432 = {\"outline\":[],\"autoEnableOutline\":\"false\",\"autoEnableThumbnail\":\"false\",\"overwritePDFOutline\":\"false\",\"direction\":\"1\",\"pageSize\":\"0\",\"source\":\"https:\\\/\\\/blogs.glowscotland.org.uk\\\/fi\\\/public\\\/relationships\\\/uploads\\\/sites\\\/14030\\\/2023\\\/08\\\/21154127\\\/Relate.pdf\",\"wpOptions\":\"true\"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}<\/script>\n<p>Reason &#8211;<\/p>\n<div class=\"_df_book df-lite\" id=\"df_427\"  _slug=\"reason\" data-title=\"reason\" wpoptions=\"true\" thumbtype=\"\" ><\/div><script class=\"df-shortcode-script\" nowprocket type=\"application\/javascript\">window.option_df_427 = {\"outline\":[],\"autoEnableOutline\":\"false\",\"autoEnableThumbnail\":\"false\",\"overwritePDFOutline\":\"false\",\"direction\":\"1\",\"pageSize\":\"0\",\"source\":\"https:\\\/\\\/blogs.glowscotland.org.uk\\\/fi\\\/public\\\/relationships\\\/uploads\\\/sites\\\/14030\\\/2023\\\/08\\\/21154129\\\/Reason.pdf\",\"wpOptions\":\"true\"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}<\/script>\n<p>&nbsp;<\/p>\n<p>You can also find additional helpful infographics at Dr Chris Moore&#8217;s website: www.epinsight.com<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Brainstem Calmers<\/strong><\/p>\n<p>The team at Beacon House has shared a helpful list of activities which help C&amp;YP to feel calm.<\/p>\n<div class=\"_df_book df-lite\" id=\"df_406\"  _slug=\"brainstem-calmers\" data-title=\"brainstem-calmers\" wpoptions=\"true\" thumbtype=\"\" ><\/div><script class=\"df-shortcode-script\" nowprocket type=\"application\/javascript\">window.option_df_406 = {\"outline\":[],\"autoEnableOutline\":\"false\",\"autoEnableThumbnail\":\"false\",\"overwritePDFOutline\":\"false\",\"direction\":\"1\",\"pageSize\":\"0\",\"source\":\"https:\\\/\\\/blogs.glowscotland.org.uk\\\/fi\\\/public\\\/relationships\\\/uploads\\\/sites\\\/14030\\\/2023\\\/09\\\/05100726\\\/Brainstem-Calmer-Activities.pdf\",\"wpOptions\":\"true\"}; if(window.DFLIP && window.DFLIP.parseBooks){window.DFLIP.parseBooks();}<\/script>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Aspects of De-escalation There are 5 Key areas of De-Escalation: Communication Knowing individuals Early intervention Planning Review and reflection COMMUNICATION De-escalation is a Communication-based intervention, embedded in every day contexts and routines. Adults provide a positive role model for children &amp; young people &amp; a scaffold for learning.\u00a0 De-escalation is based on a process &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/guidance-resources-3\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Guidance &amp; Resources&#8221;<\/span><\/a><\/p>\n","protected":false},"author":7755,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-293","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/pages\/293","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/users\/7755"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/comments?post=293"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/pages\/293\/revisions"}],"predecessor-version":[{"id":439,"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/pages\/293\/revisions\/439"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fi\/relationships\/wp-json\/wp\/v2\/media?parent=293"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}