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De-escalating Crisis Situations in School - Session 4 of 5

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Session4December8.wmv
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This podcast is part of the series: De-escalating Crisis Situations in School

Creator:

Robert Hudson & JoNell Comegys


School/Organization:

Glenwood Autism and Behavioral Health Center, Birmingham, AL

Overview:

As we build upon the first 3 videos targeting how to de-escalate a crisis situation in school in this fourth video we discuss the importance of knowing and giving people what they want when they are in a crisis situation.  That doesn't mean what it may sound like it means.  We aren't giving in and giving them what they want.  We will identify some of the emotional and relational needs of stressed out individuals in a crisis and the importance of our meeting those needs as a de-escalation tool.  Additionally, we will target some specific personal characteristics we need to exhibit as we develop ally relationships with students.  As ally is someone who is on your side and wants to help you succeed.  Students in crisis need to know that we are an ally for them.  When they have that assurance they are more likely to have a positive response to our de-escalation interventions.

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.


Length: 11:19

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 and abilities.]
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.]

 


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