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).

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).

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.

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).

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)

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)

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).

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.

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

Use or phrase with questioning stems such as:

Have student develop a personal rating scale for pre and post situations (i.e. can use a 5 point scale).

Encourage student to keep a personal journal/reflection log

Seek evidence (what are others saying/feeling, study facial cues/body language, what is your body feeling).

Use 5 Why's

Questioning: What's Working? What's Not? What's Next?

Safe Person: Having a person(s) not emotionally connected to the situation or people to discuss what happened (have these persons identified for home and school).

Keep a journal or reflection log on how each event/day went. Dedicate specific time to review your journal/log (i.e. during lunch, possibly with Safe Person, Sunday evenings, etc.).

5 R's of Reflection

Practice Mindfulness strategies

PAUSE Practice: Take 30 seconds to reflect on specific questions (i.e. my attitude towards this is...., I am aware that ..., I was surprised ..., I felt ..., I understand ..)

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

Assign student a role as a reporter to a conversation, issue, or topic (recording facts, observations of tones/expressions).

Use checklists (i.e. Did I = Pause, Listen, Take Turns, Compromise)

Have student create their Top 5 Beliefs list (i.e trace your hand and label or draw on each finger a belief -- tell students that there are certain fingers you use more often to think about which 2 fingers/beliefs are most important or used most often).

Ethical Questioning/Considerations: Do No Harm, Make it Better, Respect Others, Be Fair, Be Compassionate

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

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

Discussing the different forms of communication that affect our success. (Verbal, Non Verbal)

Verbal = the tone that someone is talking in, how fast they are talking, is the conversation matching the other person

Non Verbal = eye contact, body language, facial expressions

Using a talking stick or item to promote turn taking and pausing in conversations

Model phrases that promote healthy conversation

Have student practice retelling or writing down what they have heard

Consider pairing the student with someone that is socially more advanced to provide a model for student

Monitor the length of time the individual has to socially engage (allow an early out, provide a beginning and end time, build on the length of time). Have student chart their length of time.

Provide student with positive feedback (verbally, hand gesture,etc.) as they are participating

Have student keep a log of the thoughts/feelings that stopped or negatively impacted the engagement with others (ie. I felt that others were looking at me, I didn't know anybody, I don't think I am good at ___.")

Have student be an observer to a setting (what do you see others doing, studying verbal discussions, How close are they to each other, What are the written and unwritten rules to a game/situation, what are questions you have)

Identify time in your day that you are going to actively dedicate to meeting or doing something with a different group or person.

Identify different strengths and weaknesses that you have and look for someone that has the opposite of you.

Relationship Reflection

Discuss and practice the three C's in relationships (Communication, Compromise, Commitment).

Recognize and tell someone 3 positives : 1 suggestion/criticism

Help students to identify the different roles of a team (leader, time keeper, rule enforcer, helper, motivator etc.)

Identify what the common goal is, what you are working towards or what you want to achieve.

Reinforce that being a team does not always result in winning.

Require teams to set expectations or norms for their behavior