Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration De - Escalation Presentation Charting the Cs Conference 2025 Sarah Larson Schedule ●Welcome (1 minute) ●De - escalation - what does it mean and why is it important (10 Min) ●Understanding OTHERS behavior (10 Min) ●Understanding OUR behavior (15 min) ●De-Escalation-Trauma Informed Approach (15 minutes) ●Scenarios (5 Minutes) ●Questions (2 Min) Understanding OTHERS behavior Escalation Cycle A diagram illustrating the escalation cycle of emotional and behavioral responses, divided into six stages from baseline to crisis and recovery. Each stage includes descriptions, triggers, and strategies for intervention and de-escalation. 1: Baseline / Green Zone baseline green zone png 2: Escalation / Yellow Zone Escalation yellow zone 2 png 3: Escalation Crisis / Red or Blue Zone crisis zone png 4: De-Escalation / Yellow Zone yellow zone 4 png 5: Post –Crisis Recovery / Gray Zone post crisis recovery png 6: Return to Baseline / Green Zone green zone 6 png The Power of Mindset Won’t Vs. Can’t A mindset shift chart comparing "Won't" (judgmental, defiant) with "Can't" (curious, overwhelmed) in understanding children's behavior. It highlights how different perspectives impact responses, from punishment to skill-building and support. Understanding OUR behavior We all have behaviors to behaviors! Trigger Behaviors - Share - What is your trigger behavior? Behavior is Communication; Behavior Impacts Behavior An illustration of two overlapping head outlines labeled "YOU" and "ME," with the intersection forming "WE." It symbolizes connection, how my behavior impacts you. How to Avoid Power Struggles A visual guide listing 12 ways to avoid or defuse a power struggle, including strategies like positive reinforcement, compromise, and disengagement. The infographic emphasizes practical approaches to maintaining cooperation and reducing conflicts. An image of two hands pulling on opposite ends of a rope, accompanied by the text "Don't pick up the rope." It symbolizes avoiding conflict, engaging in power struggles, or resisting unnecessary battles. Setting Limits ●Setting limits is not the same as an ultimatum. ●The purpose of limits is to teach, not to punish. ●Setting limits is more about listening than talking. Examples of Setting Limits You can When you. First, Then. When, Then. If, Then. (Positive) Would you like to or. You can either do or. Do you want to now or in 5 minutes? You are welcome to do when you . I will be able to listen when your voice is as calm as mine. I am glad to discuss this when. I care about you too much to argue. I’ll be happy to discuss this with you as soon as the arguing stops. De - Escalation - Trauma Informed Approach Bruce Perry’s -Regulate, Relate, Reason An image of brain scans with overlaid text emphasizing Dr. Bruce Perry's "Regulate, Relate, Reason" approach. It highlights the importance of emotional regulation and connection before engaging in reasoning with a child. Regulate, Relate, Reason A diagram of a support triangle: Regulate, Relate, Reason Regulate We must help the child to regulate and calm their fight/flight/freeze responses. What does this look like for the adult? ●REMAIN CALM YOURSELF ●Soothing tone ●Limited words ●Patterned, rhythmic activities ●Watching from a distance (gives space and time while allowing you to monitor for safety) ●Provide a safe and comfortable space ●Controlled breathing ●Grounding techniques (E.g., identify things you can see, smell, hear, feel and taste) ●Demonstrate the activity yourself A child with her eyes closed meditating ●To be ready to regulate another person, you might need to ground or calm yourself first. Find a way to regulate yourself (a controlled breath, a parental pause, an affirmation) before even opening your mouth to respond. A person and a child blowing bubbles A chair in a room A person and person holding books and talking A person and a child meditating Walk Talk Relate We must relate and connect with the child through an attuned and sensitive relationship. This is the most effective way to calm the nervous system. When we are around people we care about and trust, our bodies move back into a state that feels safe again. What does this look like for the adult? ●ACKNOWLEDGE HOW THEY FEEL (“You seem angry/sad/frustrated”) ●Label their feelings out loud ●Acknowledge how hard it is for them (“That was really hard for you” or “I understand this feels really tough”) ●Having an attuned and sensitive relationshipwith the child or young person. ●By empathizing withthem and validating their feelings, adults can support the development of a connection. A humorous comic depicting a man asking a receptionist to "validate" his parking. Instead of stamping his parking ticket, she praises his parking skills, interpreting "validate" as giving approval rather than authorization. ●When adults relate to and connect with children and young people, they are reminded that they are in a safe and secure environment where adults are interested in understanding them and supporting them to deal with their thoughts and feelings. ●The child might look calmer now, but they are still processing, their stress hormones are still spiked, and they are still in a state of heightened arousal. This still isn’t the time to teach them anything. Invalidating Responses Vs Validating Responses A comparison chart displaying invalidating responses, which dismiss emotions, versus validating responses, which acknowledge and support feelings. It highlights how language impacts emotional validation and effective communication. A little validation goes a long way -empathy An illustration of two figures embracing, symbolizing empathy, with the text "A little validation goes a long way." The definition of empathy is provided, emphasizing connection, acknowledgment of feelings, and stepping outside oneself. Reason Finally, we can support the child to reflect, learn, remember, articulate and become self - assured. A reliable adult can, through words and reason, support a child to create logical and sequential connections to understand exactly what has just happened to them. They need a simple explanation of what is happening and what will happen next. What does this look like for the adult? ●Label their feelings out loud ●Give a simple and clear explanation of what has happened, so they can put words to the sequence of events ●Do lots of teaching of feelings, and exploring of emotions ●Play around together to find ways of managing big feelings ●Remind them of their safe places and safe people ●Student is calm and ready to engage with learning. ●Once regulated and feeling connected, they can start to access the parts of the brain needed for reason. ●It is at this stage that adults can support them to remember, reflect, articulate, and become self-assured. Two hands from individuals of different skin tones meeting in a fist bump, symbolizing friendship, solidarity, and mutual respect. The background is plain, emphasizing the gesture of connection. A cartoon illustration of a person holding a map labeled "Following Directions" with a confused expression. In the background, a bicycle accident suggests the consequences of not following directions properly. A 3D-rendered figure stacking red blocks with white letters to spell "PLAN." The image symbolizes strategy, organization, and the process of building or preparing for something. An emoji with a laughing face accompanied by the humorous question, "How many ants would it take to lift an elephant?" The image suggests a playful and lighthearted joke. More Tools for your Toolbox A wooden toolbox filled with various hand tools, including a hammer, wrench, screwdriver, measuring tape, and gloves. The image represents having additional strategies for de-escalation. Now what? Scenarios You are using these strategies and the behavior continues . . . now what? How can we view these behaviors with the lens of Dr. Perry’s regulate, relate, and reason? ●Hallway behaviors - Running? Can you use distraction instead? ●Students who refuse - Think - How can we regulate, relate, and reason to get them to transition? ●Basic Needs - Hungry, Sleepy, Thirsty, Bathroom needs? ●What do you see? What are your biggest concerns? Questions? Many hands reaching up to the sky Charting the Cs logo with black and blue text Thank you!