Encourage the student to use problem-solving skills (Identify the problem, Identify goals/objectives, Develop strategies, Develop a plan of action, Carry out the plan).

Focus on reading the body language of others (facial expressions, body postures, hand movements). Set up scheduled times to be an observer of another person, group of people, or class. Write down observations and evidence of your thinking.

Review Mood Meter (found on Mindfulness page). Discuss or describe how different emotions fit each word.

Help the student to understand that personal motives have an effect on our perspective-taking.

Purposefully noticing and discussing challenging feelings through books, movies, personal feelings, observations between students, etc. Help to label correct feelings and a strategy to support a positive outcome.

Encourage the student to use problem-solving skills (Identify the problem, Identify goals/objectives, Develop strategies, Develop a plan of action, Carry out the plan).

Conflict Conversation Stems (made visual and practiced)

Review Mood Meter (found on Mindfulness page). Discuss or describe how different emotions fit each word.

Have a daily morning meeting time. Allow students the opportunity to share their feelings (verbally, with hand signals, by color--5 Point Scale). Help students relate to each other by asking if others feel the same way, have experienced similar things, etc.

Have an EMPATHY Box where students can write down feelings they are having and noticing. Have students write down if they would like to share this during a morning meeting time.

Have students keep an Awe-Mazing Journal (a place where they can write/draw positive feelings, noticings, situations, or experiences). This can be reviewed during times when students are feeling down or struggling showing empathy.

See the Other Side T Chart (Write down or describe a statement or idea, have student write down feelings or thoughts they have and feelings or thoughts that some different from them might have).

Dedicate time to practicing mindfulness strategies.

Encourage and notice random acts of kindness.

When talking about differences as an adult (Be available, Be informative, Be receptive, Figure out problems together, Don't assume).

Have students describe how they think they are unique (gender, feelings towards situations, family, different experiences they have had, etc.). This can be done during a morning meeting, beginning of each week, as students start new classes.

Give the student responsibilities in group situations in order that others might view him/her in a positive light.

Have the student lead a small group activity when he/she possesses mastery or an interest in the activity or a certain group of people.

Schedule small group activities as part of the student's daily routine (mentoring, academic, play and/or service group). These group times should be low stress or low requirement activities.

Have student lead a small group or take on a supervising role in an area of mastery or high interest.

Have student work with one or two other members. Gradually increase group size.

Conflict Conversation Stems (made visual and practiced)

Reduce competitiveness in information sharing in order that the student will not feel compelled to make inaccurate statements.

Reinforce the student for making accurate statements when responding to others or using others materials.

Give student a job or responsibility that affects the whole class (delivery of class items i.e. lunch count, attendance, etc., record keeping for positive work, job or responsibility that will have a positive outcome on others).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Have the student maintain a chart/self-monitoring system representing the number of tasks completed (i.e. accurately, independently, without negative behaviors).

Establish a level of minimum accuracy/compliance that will be considered mastery or acceptable, anything above the minimum will result in higher attention/rewards/praise.

Provide praise or recognition for smaller increments of success so that the student may gradually become accustomed/aware of using their strengths.

Present praise/recognition with a matter-of-fact delivery and avoid exaggerated exclamations (Be Brief, Be Positive, Be Gone).

Teach the student decision-making steps (think about how others may be influenced, think about consequences, consider the situation, what are different courses of actions that are possible, think about what is ultimately best to do).

Peer mentoring/tutoring in a wide range of areas (both perceived strengths and those areas where strengths are not perceived).

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Have students complete a personal inventory (likes, dislikes, areas they have been praised/recognized).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Provide time to challenge student to come up with as many possible solutions to a problem as possible (have them rate the solutions from highest to lowest).

Have the student maintain a chart/self-monitoring system representing the number of tasks completed (i.e. accurately, independently, when perceived negative thoughts took place).

Growth Exit Tickets, have student identify first feelings and then how they felt after the activity (student can use a color, drawing, words).

Establish a level of minimum accuracy/compliance that will be considered mastery or acceptable, anything above the minimum will result in higher attention/rewards/praise.

Provide praise or recognition for smaller increments of success so that the student may gradually become accustomed/aware of using their strengths.

Teach the student decision-making steps (think about how others may be influenced, think about consequences, consider the situation, what are different courses of actions that are possible, think about what is ultimately best to do).

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Reflection Time, this should be practiced during a time when emotions are regulated (i.e. have student choose a character in a book, movie, etc. and have them identify the different emotions, what caused them and what behaviors followed the emotion).

Length of Emotions (document and have students self-monitor how long their emotions are actually happening). This helps student and adults to understand that emotions don't last forever and they will pass/change.

Have students build a Word Wall (find multiple words to describe the emotion, helps student to look deeper into their feeling).

Have a safe spot or person throughout their day.

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have students complete a personal inventory (likes, dislikes, areas they have been praised/recognized).

Practice Mindfulness Minute activities (breathing, visualizing, and reflecting on what they are going to be successful at).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Provide the student with factual evidence so the student might better understand their emotional responses.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Identify a grounding and/or visualizing strategy.

Provide visuals to increase predictability for student (day, setting, or task). Have student review and predict times where impulse control will be more challenging.

Provide individualized reminders (i.e. sticky note to give to student, count backwards reminders/warnings for transitions).

Develop and practice a self-talk script for times where impulse control is difficult.

Monitor the amount of sleep/rest that is happening (too much of either can negatively impact student). Rest can be the time where there is no requirement of the student.

Practice visualization (i.e. What does it look like when you are stress-free? How does your body feel? What do you hear from others?).

Monitor the amount of exercise student is getting, is it too much or not enough (exercise can be as simple as getting up and moving vs. sitting for an extended period of time).

Use breathing techniques (have these built into daily schedules, transitions, starting new activities, etc.)

Listen to music (have student set up predetermined playlists depending on the mood -- take time to review and question student why these were chosen).

Monitor the amount of food and types of food that are being eaten (this includes water, drink more).

Try one of the 4 A's: AVOID (certain surroundings, people, tasks), ALTER (behavior, feelings, time, limits), ACCEPT (others, personal feelings, tasks, mistakes), ADAPT (standards, reframe, mantra, big picture).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Use of daily schedule, planner, calendar, phone

Prioritizing -- needs vs. wants, levels of importance, tasks to be completed

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Help students to identify things that could be a setback/deterrent (i.e. peers, phone, specific task, time of day).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Reduce emphasis on competition and perfection.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Write a contract with the student specifying what behavior is expected (i.e. accepting his/her behavior) and what reinforcement will be made available when the terms of the contract have been met).

Assign additional responsibilities to the student (i.e chores, jobs, errands) to give him/her a feeling of success or accomplishment.

Give the student the responsibility to be a tutor/positive peer for other students.

Provide the student with a predetermined signal (verbal cue, yellow/red sign, hand gesture) when he/she begins to demonstrate inappropriate behaviors.

Pair the student with a younger or less capable peer in order to enhance his/her feelings of success or accomplishment.

Identify individuals the student can make contact with (school & home) to discuss his/her feelings, come up with a plan of when, where, and how they can access them.

Require student to make at least one positive comment about himself/herself or a particular event that happened (have student log these positive comments).

Allow student to vent/voice concerns or feelings (written in a journal or sticky note).

Reinforce the student for improvement rather than expecting excellence/mastery.

Recognize the student often and in various settings (3 positives : 1 redirection/correction)

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Provide the student with evidence of his/her ability in order that the student might better understand that self-blame/self-criticism is unwarranted.

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).

Have student develop goals based on their strengths (S.M.A.R.T. - Short, Measurable, Attainable, Relevant, Time Frame or use Short/Mid/Interm Goals).

Recognize "wants" vs. "needs"

Take one out, Put one in (this can be done when using materials, or completing tasks when falling behind).

Categorize or Label folders, assignments, tasks (i.e. homework folder, return to school folder)

Schedules (breaking hour, day, or week down to manageable parts). Also helps for predictability and lessons the chances for suprises.

When dealing with multiple subjects or people keep a family/life calendar (i.e including sporting events, vacations, end of marking periods, who is going to be home and when incase help is needed).

Color-code tasks (i.e. green means it can be done over time, orange complete within 2 days, red immediate). Each color can mean a different length of time.

Set up a weekly clean or purge time (i.e. phone, backpack, desk, folders, room, house).

Use of timers to help with time management (work and free time)

Whiteboards, sticky notes, note cards (used for breaking down bigger tasks).

Technology (set alarms, organizational apps, reminders, and times where the phone must be shut off).

Provide the student with success-oriented tasks (i.e., the expectation is that success will result in more positive attitudes and perceptions)

Emphasize individual differences and the fact that everyone has strengths and weaknesses.

Encourage the student to refrain from comparing his/her performance to the students' performances, and emphasize personal improvement (chart own progress, self-monitoring sheets)

Encourage the student to use problem-solving skills (Identify problem, Identify goals/objectives, Develop strategies, Develop plan of action, Carry out the plan).