Mirror
Mirror
Embedded Files
Using a mirror ...
Provides visual feedback
Teaches non-verbal cues
Promotes de-escalation
Implementation
Implementation
Overview
Students use a personal or posted mirror to see their own emotional expressions.
Students may be taught to demonstrate different emotions in the mirror to promote understanding of non-verbal cues and gestures.
The mirror may be used as a responsive intervention to allow students to recognize the disconnect they may have with emotions perceived and emotions being demonstrated.
Core Components
Acrylic mirrors are used
Students must take time to review their facial and body expressions
The student must process their emotions after the use of this strategy.
Visual observations are made during processing
Proactive Implementation
Proactively implementing the use of a mirror may look like outfitting the space with mirrors and allow students to use the mirrors as a means to see themselves.
Responsive Implementation
Responsively implementing the use a mirror may stem from a need to identify and ultimately become aware of body language, facial expressions, and emotional states.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may use a handheld mirror with another person and discuss their own emotional state.
Skills Training
If the need is skill building then the student should practice using the mirror to identifying thier emotions.
Awareness
If the need is awareness then the student may be prompted or signaled to use a mirror to see their current emotional state.
Emotional Regulation
If the need is regulation then students may use the mirror as a may or shifting their facing expression as a break. They may combine with other strategies such as grounding.
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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