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This podcast is part of the series: De-escalating Crisis Situations in School
Robert Hudson and JoNell Comegys
Glenwood Autism and Behavioral Health Center, Birmingham, AL
Crisis situations are happening even to students. They become stressed and begin to show signs of agitation that can quickly create an environment that puts them and others at risk of injury or disciplinary action. In this first of five videos targeting how to de-escalate a crisis situation in school, we begin with a basic discussion defining crisis and recognizing how coping skills, life experiences and other variables impact that definition. When an individual doesn't have or chooses not to utilize healthy coping skills, emotions can drive their behavior so we will also discuss 3 negative emotions and identify some possible behavioral reactions to those emotions. In this video we hope you gain a better understanding of how stress and the lack of healthy coping skills influences the definition of a crisis for a person. We all experience life differently and it is important to recognize that truth as we relate to students who are dealing with stress and experiencing crisis with limited resources and skills. Our goal is to help them gain the skills to deal with stress and crisis in more positive ways.
Please contact Robert Hudson 205-410-1576 for more information.
This project was made possible through collaboration with the Alabama Department of Education, Special Education Services.
Content Areas: Professional Development
Alabama Course of Study Alignments and/or Professional Development Standard Alignments:
AQTS_2.C.1: Learning Environment [Knowledge of norms and structures that contribute to a safe and stimulating learning environment.]
AQTS_2.C.3: Learning Environment [Ability to develop a positive relationship with every student and to take action to promote positive social relationships among students, including students from different backgrounds
AQTS_2.D.10: Instructional Strategies [Ability to use strategies that promote the independence, self-control, personal
responsibility, and self-advocacy of all students.]
AQTS_2.D.9: Instructional Strategies [Ability to use questions and questioning to assist all students in developing skills and
strategies in critical and high order thinking and problem solving.]
AQTS_2.E.11: Assessment [Ability to engage all students in assessing and understanding their own learning and behavior.]
AQTS_3.A.4: Oral and Written Communications [Ability to model appropriate oral and written communications.]
AQTS_3.A.5: Oral and Written Communications [Ability to demonstrate appropriate communication strategies that include questioning and
active and reflective listening.]
AQTS_4.A.1: Cultural, Ethnic and Social Diversity [Knowledge of the ways in which student learning is influenced by individual experiences and
out-of-school learning, including language and family/community values and conditions.]
AQTS_4.A.2: Cultural, Ethnic and Social Diversity [Knowledge of cultural, ethnic, gender, linguistic, and socio-economic differences and of
how these may affect individual learner needs, preferences, and styles.]
AQTS_4.A.5: Cultural, Ethnic and Social Diversity [Ability to communicate in ways that demonstrate sensitivity to diversity such as appropriate use of eye contact, interpretation of body language and verbal statements, and acknowledgement of and responsiveness to different modes of communication and participation.]
AQTS_5.A.9: Collaboration [Ability to communicate and collaborate effectively with colleagues, students, parents, guardians, and significant agency personnel who are included and valued equally as partners.]