{"id":5509,"date":"2021-09-20T05:00:14","date_gmt":"2021-09-20T10:00:14","guid":{"rendered":"https:\/\/aoeudev.wpengine.com\/2021\/09\/sept-4-practical-de-escalation-strategies-to-support-sel-in-the-art-room\/"},"modified":"2023-03-27T13:46:49","modified_gmt":"2023-03-27T18:46:49","slug":"sept-4-practical-de-escalation-strategies-to-support-sel-in-the-art-room","status":"publish","type":"post","link":"https:\/\/theartofeducation.edu\/2021\/09\/sept-4-practical-de-escalation-strategies-to-support-sel-in-the-art-room\/","title":{"rendered":"4 Practical De-escalation Strategies to Support SEL in the Art Room"},"content":{"rendered":"

We all have students who become angry, frustrated, and overwhelmed. How can we diffuse the situation? <\/span>Understanding and practicing <\/span><\/span>social and emotional learning<\/span><\/a>\u00a0is the first step to preventing challenging behavior<\/span><\/span>. Yet sometimes students become dysregulated despite our best-laid structures.<\/span><\/p>\n

Before we jump into de-escalation strategies with a professional social worker, here are five art room defusion techniques at a glance in this complimentary download<\/a>.<\/p>\n

\"downloadable<\/a><\/p>\nDownload Now!<\/a>\n

Christine Cusack, Ed.S., is a Licensed Clinical Social Worker at an elementary school in IL. She is also a Certified Clinical Trauma Professional. <\/span>Cusack provides practical de-escalation strategies to apply in the art room at any level<\/span><\/span>.<\/span><\/p>\n

There are four main strategies based on Motivational Interviewing<\/a> and they are:<\/strong><\/p>\n<\/p>\n

    \n
  1. Shift the Mindset<\/li>\n
  2. Reflective Listening<\/li>\n
  3. Empathy to Connect<\/li>\n
  4. Questioning to Unpack<\/li>\n<\/ol>\n

    \n

    As you read through <\/span>these strategies<\/span><\/a>, consider adjusting your approach. Your students may have varying developmental levels. Christine Cusack is a trained professional in counseling, but you might not be. <\/span>Access your school\u2019s Student Services resources to best support your students and their needs<\/span><\/span>.<\/span><\/p>\n

    Let’s explore these four main strategies with practical art room application!<\/h2>\n

    \"hand<\/h2>\n

    1. Shift the Mindset<\/h3>\n

    The first and most important way to de-escalate a situation is to adjust how you think about behavior. When we see challenging behavior, think of it as an unsolved problem. Try not to view it as something negative that needs to go away.<\/p>\n

    For example, when a student <\/span>suddenly<\/span><\/span> started throwing crayons, she was not being “mean.” Cusack explains that “… behavior is communication\u2014there is a function to every behavior.” When we recognize that function, then we can meet that student’s needs in a more appropriate way.<\/span><\/p>\n

    Dr. Ross Greene adds in his book The Explosive Child<\/a><\/em>, \u201cKids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated. But they do lack the skills to behave appropriately. Adults can help by recognizing what causes their difficult behaviors and teaching kids the skills they need.\u201d<\/p>\n

    Assume that your students are doing the best they can. The art room is full of sensory overload, fine motor Olympics, and sensitive topics. We ask students to think big and create deeply. This is no easy task. Pay close attention to early signs of distress or withdrawal. Your awareness can prevent further escalation.<\/p>\n

    2. Reflective Listening<\/h3>\n

    Reflective listening<\/span><\/a> starts with <\/span>active listening<\/span><\/a>. Give the student your full attention. When the student finishes talking, respond by repeating what they said. With a calm presence, confirm with a question like, \u201cDid I understand that <\/span>correctly<\/span><\/span>?\u201d This gives the student an opportunity to acknowledge or clarify. This small gesture empowers the student to reflect and express their feelings. Cusack explains that “… <\/span>this is also important so that adults don’t make incorrect assumptions about what a child is experiencing or project their own feelings onto the child<\/span><\/span>.\u201d<\/span><\/p>\n

    Art Room Application<\/strong><\/p>\n

    Two students named Marcel and Kennedy get into an argument over shared materials. You walk over to intervene. This is a perfect time for a \u201cperception check”. Approach the argument through a lens of wanting to understand. Try not to carry assumptions.<\/p>\n

    Marcel shares that Kennedy \u201cstole\u201d the markers, leaving him with none. Mirror your response, \u201cYou have no markers to work with.\u201d Marcel says, \u201cYes! Kennedy stole them! I couldn\u2019t add in the rainbow!\u201d Again, make your response productive and reflective, \u201cYou want to use markers to make a rainbow.\u201d Marcel says, \u201cYes! She took the yellow, red, and orange!\u201d<\/p>\n

    Through reflective listening, provide time to think and clarify needs and frustrations. Once Marcel has calmed down a bit, you can talk more about feelings and steps to solve the problem. We will unpack both of those parts in the next two strategies!<\/p>\n

    \"headphones\"<\/h2>\n

    3. Empathy to Connect<\/h3>\n

    According to Dr. Brene Brown in her book Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead<\/a><\/em>, empathy<\/a> is simply listening, holding space, withholding judgment, emotionally connecting, and communicating that incredibly healing message of you\u2019re not alone.\u201d<\/p>\n

    Empathy in the art room<\/span><\/a> is important. Learning new techniques, developing skills, and applying them to our vision is difficult! Students don\u2019t always need us to interpret or fix their problems. Plus, we will not always be there to do that for them. Instead, we need to provide space to grapple with these challenges without judgment.<\/span><\/p>\n

    Art Room Application<\/strong><\/p>\n

    A student named Matthew is trying to cut out an image to collage onto his artwork. He slams the scissors down and yells, \u201cI hate this! This is so stupid!\u201d Engage in reflective listening, \u201cYou hate doing this activity.\u201d Matthew responds, \u201cI mean, I don\u2019t hate this. I <\/span>just<\/span><\/span> can\u2019t get the scissors to cut the way I want them to.\u201d<\/span><\/p>\n

    Connect words with feelings to extend empathy. Try saying, \u201cit seems like using scissors is frustrating you.\u201d Even better, approach the situation from a place of wonder. Cusack reminds us that \u201c… <\/span>wondering allows the child to correct us and share their own feelings, or it can acknowledge their feelings if we’re \u2018right.\u2019\u201d<\/span><\/span><\/p>\n

    Matthew says, \u201cYes! This makes me so angry! I can\u2019t cut this out and every time I try it looks jagged and terrible!\u201d Acknowledge by saying, \u201cUsing scissors to cut <\/span>precisely<\/span><\/span> is <\/span>really<\/span><\/span> hard.\u201d Matthew feels validated and heard and the tricky situation is de-escalated.<\/span><\/p>\n

    Sometimes, acknowledging feelings is enough. <\/span>Other times, provide options for students that will encourage them to keep calm and move forward<\/span><\/span>.<\/span><\/p>\n

    Some options may include:<\/strong><\/p>\n<\/p>\n