Grounding
Grounding
Embedded Files
Using grounding...
Practices mindfulness
Promotes regulations
Provides coping
Implementation
Implementation
Overview
This method is used to help "ground" or bring yourself back to a sense of control and calm.
Students are taught to take mindful breaths for 10 seconds
Students continue to practice mindful breathing and begin to look for....
5 things that they can see
4 things you can touch in the environment you are in
3 things you can hear
2 things you can smell
1 emotion you are now currently feeling.
This reflective process always for processing and mindset shifting.
Whole classrooms may practice these steps at built in times of the day or when the teacher deems it as needed.
Core Components
Students must practice and go through each step of the process
Students continue to practice mindful breathing and begin to look for....
5 things that they can see
4 things you can touch in the environment you are in
3 things you can hear
2 things you can smell
1 emotion you are now currently feeling.
Proactive Implementation
Proactively implementing Grounding may look like teaching students multiple grounding strategies and exposing them to the purpose. Scheduling or allowing time for practice supports eventually responsive use.
Responsive Implementation
Responsively implementing Grounding may stem from students needing support in regulation or self awareness. Students should learn and practice different grounding exercises.
Bucket Fits
Bucket Fits
Connection
If the need is connection then students should complete the learning of grounding exercises as a classroom unit so the strategies are universally shared.
Skills Training
If the need is skill building then the student should have ample time to practice grounding exercises while seeking/providing feedback.
Awareness
If the need is awareness then students should use grounding as a way of building awareness of their own state and the environment they are impacting.
Emotional Regulation
If the need is regulation then the student may use a grounding technique to combat their dysregulation.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
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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