Coping Strategies
Coping Strategies
Embedded Files
Teaching Coping Strategies...
Support students who suffer from anxiety, stress, and regulation of emotions & may require instruction on how to cope with emotions/feelings that they may experience.
Create a clear set of steps to recognize emotions and choose appropriate tools to cope with a particular emotion.
Implementation
Implementation
Overview
Coping strategies are the little things that an individual can do that allow them to self regulate. These strategies are unique to each person.
Coping skills should be introduced with time allowed for students to discuss what they do to bring them back to a sense of calm.
An acknowledgement that all emotions and feelings are valid is a prerequisite to teaching coping strategies.
There may be different strategies for different feelings. Listening to music may help a student when sad but escalates them when they are elated.
Strategies should be practiced and trialed by all students
A wide range of strategies should be shared and modeled.
Students should be asked to determine what works best for them
This can be done through whole class coping skills or individual/small group coping skills instruction
Identify that different emotions may require different coping skills
Help the students create their own toolboxes
Core Components
Emphasis on acceptance of all emotions
Opportunities to find strategies that fit for a particular student.
Authentic chances to transfer and implement strategies.
Reflection on attempted implementation.
Proactive Implementation
Coping strategies can be taught proactively through explicit opportunities to trial and explore different strategies to narrow down preferred skills. This allows for a small toolbox of strategies for each student for then a situation happen that a strategy could be implemented.
Responsive Implementation
When a situation occurs that requires a student to use a coping strategy, they may be introdcued to a new variation of a type of coping skill they prefer. Categories may include grounding, breathing exercises, physical activity, etc.
Bucket Fits
Bucket Fits
Connection
If the need is connection coping strategies may be group focused, practiced with others, or driven by a need for coping caused by interactions with others.
Skills Training
If the need is skill building multiple options for coping strategies should be practiced and explored for the student.
Awareness
If the need is awareness the coping skills obtained should be focused on internal monitoring and allow the student to identify possibly a grounding technique.
Emotional Regulation
If the need is regulation the coping skills taught should be practiced and logged. Students should monitor how they are feeling prior and after the strategy.
Considerations & Adaptations
Considerations & Adaptations
Consider Factors Prior to Start
Intensifying or Fading During
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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