How to not escalate things in your first contact with the child
Katie Dill of Vistelar sets out the four parts of the universal greeting, a greeting, name and affiliation, reason for contact and a relevant question, and explains why a positive start builds rapport.
Non-Escalation and De-escalation Training at Trainer-level for Schools
A five-day Vistelar train-the-trainer course, coming to the UK in December, certifies staff to teach non-escalation, de-escalation and crisis intervention, covering the conflict spectrum from context to closure but not physical tactics.
SEN Classroom Management – because you have a respectful language, the community is safer to work in
Katie Dill, a special education teacher from Illinois, describes using Vistelar’s verbal skills to give pupils clear steps and social contracts, so they start managing their own behaviour and the community feels safer.
De-Escalating the Distressed Child – Positive Handling Strategies for Behaviour Management
Gerard O’Dea explains paraphrasing, one of the verbalisation tools, and how putting a name to what a distressed child seems to feel helps them regulate their own behaviour and emotions.
Course Feedback: “excellent practical guidance”
An alternative provision headteacher describes guidance that is practical and grounded in clear principles. After online study, training covered body language through to restraint, keeping dignity and respect central.
Legal Safe and Effective Positive Handling
A special needs behaviour support specialist from Suffolk describes a course that gave practical, legal tools, then recounts using the necessary, last resort check and a taught technique to calm the person.
Managing Behaviour may include Positive Handling
Managing behaviour should begin with persuasive verbalisation, but this post argues physical alternatives are sometimes needed when words fail. A behaviour management consultant calls the tailored course the best of three providers.
Classroom Conflict 7: Influencing the Resistant Child in your Classroom
When a pupil refuses a reasonable request, the advice is not to dig in or issue threats. The post explains moving with resistance to gain voluntary cooperation, rather than turning to physical intervention.
Classroom Conflict 6: Staying on Track with the Distressed Child
Part six of the classroom conflict series looks at staying on track when a child says hurtful things. Redirections and deflectors keep responses considered, so physical intervention stays reserved for legally defensible reasons.
Classroom Conflict 5: Truly Listening to the Distressed Child
Listening to a distressed child is not just hearing words. The post describes taking information in, understanding the child’s point of view, checking that understanding and then acting on a shared view.