Journal Writing

Using journal writing...

- provides an outlet for student expression
- Gives processing time for student emotional state.
- Gives a talking reference for reflection during follow up

Implementation

Overview

- Journal writing can provide students with a means to be reflective or create goals for themselves.
- Time must be allotted for the student or the class to complete this journal writing.
- Building in time for the students to complete an entry shows that it is a priority.
- When students need to reflect, they will be asked to journal using either a reflection sheet or lined paper with a meeting or debrief about subject with adult after
- Journal writing can be through a physical journal or a digital journal.

Core Components

- Journaling should be completed prior to processing if this is the chosen intervention
- Journaling may be a shared or private vehicle for a coping strategy
- A journal should be provided to the student during a conversation on how it will be used in process.

Proactive Implementation

- Providing planned time for students to reflect and journal into the schedule is a proactive solution. This provided time must be set on a consistent basis and expectations are shared at the introduction of the process.

Responsive Implementation

- The benefits of journaling as a responsive interevention are that it can act as a coping and de-escalation strategy. A student can be taught the process of journaling and build it into the de-escalation plan. The student can be prompted to journal or self-advocate a need for journaling if they become dysregulated.

Bucket Fits

Connection

If the need is connection then the student may combine journaling with a pen pal. The pen pal can be an older student, adult, or younger student. The pen pal can converse, give advice, or ask for feedback.

Skills Training

If the need is skill building then the student may combine sentence stems with their journaling. Sentence stems can help channel and guide the entries.

Awareness

If the need is awareness then the student can combine a mood meter or other regulation identifier after my complete their journal entry.

Emotional Regulation

If the need is regulation then the student may relocate to another area to complete the journal entry or complete a secondary coping strategy after completion of the entry.

Considerations & Adaptations

Understanding 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

Journaling Writing Coping