Trauma Workshop 2

Trauma Workshop 2


Response and Reflection

Lynda

Belief

P19 - provide praise that is concrete, specific and delivered in a neutral tone.

Supporting a reluctant, unfocused student, checking they know what the expectations are, quietly redirecting them and affirming “I know you can do this” before moving away. ‘Language of Success’

Ideas to engage children who are resistant to any demands/requests

Pick your battles

Firstly try to keep calm and not take it personally (easier said than done!).  Decide if it is worth making that particular demand – this helps to prevent over-use of strategies (which will lead to them becoming ineffective).

Distract and divert

‘Shall we take the ____ or the ______ in the car with us?’

Initiate a game or turn something into a game

Ask for help

‘I’m not sure how to _____________ , can you help me?’

Set challenges

I bet you can’t do _________

I bet you can’t tidy up the blocks before I open my eyes.

Use choices

‘Do you want to use a green pen or a red pen for your writing?’

Offer a choice of 2 tasks, one which is much easier or preferable than the other.

Use the element of surprise

Act as if you wanted him to do the thing he is doing to avoid the demand eg. when he runs up the hill instead of coming to class “Ah, that’s awesome X, that’s such a good idea to do extra training before school – no wonder you’re always beating the other kids in races!”

Use reverse psychology (sparingly)

Ask them not to do the thing you want them to do ‘It’s my turn to read - I don’t want you to read’ ….

Deflect the ‘blame’ onto someone else

For example, X was complaining one day about why we have to wear a uniform at school, and we were all just deflecting it to the Principal,  e.g. Yeah I’m not really sure why we have to X, the Principal just decided that ,,,, do you want to go and ask him why? “No thank you” – was his response and from that day forward he’s worn his uniform, no problem.

Let them set the order of the day

Show (with visuals or a list) the things that need to be done.  Ask them to choose the order of these.  They may choose the ‘reward’ activity first and that’s absolutely fine.  

Avoid the writing element of the task

This is the part that is usually the most difficult part.  Scribe their ideas or write a sentence and cut it up for them to order.