Hi, welcome to silkysteps xx
Describe how an individual can be supported to reflect on an incident including:
a) how they were feeling at the time prior to and directly before the incident.
Aim: to identify the mood, emotion, level of stress. This helps the individual recognise what part their feelings may of played within the incident.
b) their behaviour
Aim: to identify actions. This helps to critically analyse what went on, the physical contact that occured, verbal language and body language.
c) the consquences of their behaviour
Aim: to see what arose from their actions, who if anyone was hurt emotionally or physically, if an object broke, was part of the incident. If the consequences were negative or positive.
d) how they were feeling after the incident.
Aim: to give names to emotions and feelings, with the possibility to explore alternative means of resolving differences, diffusing challenging behaviour.
Practitioners can support children by
- remaining/modelling patience and calm.
- ask the questions listed above calmly, using the same open ended approach - how and what
- maintain eye contact as a means of reassurance and ensuring the individual can be confident in your commitment.
- where felt safe, lower bodily to be at the same height as the individual eg. sitting together or kneeling.
- Be aware of confidentiality finding somewhere quieter to discuss the incident when felt appropriate.
- Be aware of your body language, your verbal language, tone, volumn of voice and facial expressions.
- Be aware of the individual's body language, verbal language, tone, volumn and facial expressions.
- Know how to respond calmly if a voice rises, individual stands quickly, becomes agitated, aggresive or withdraws.
- Provide time, emotional and physical space for the individual to reflect and express themselves.
- Know ongoimg planning takes desriptive and naming language into consideration to help children find appropriate watys to communicate their thoughts and feelings.
- Be aware of not making premature judgements, lead communication, incriminate or condemn.
- Remember that both/all parties do what they do for their own valid reasons.
- Praise whenever possible, maybe when an individual visibly keeps their cool, implements a breathing deeply strategy, counts slowly to 10, recognises they are managing anger or conflict, diffuses or resolves a situation independantly, communicates the difficulty or problem to another without frustration or aggression.
If you have access to a behavioural policy & procedures it may list what your setting expects of you in dealing with conflict, resolution and challenging situations.
Understanding child behaviour
Researching critical incident analysis will also help show how a statement such as 'they always argue' can be turned into a question 'why do they always argue' to reflect on what they possible factors, causes and triggers are and how they can possibly be resolved.
Work done for CYP 3.2 may also help?