Structured Reflection/Cooldown
Structured Reflection/Cooldown
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Using a structured reflection/cooldown...
Provides processing time
Prevents escalation
Creates expectation & routine for disregulation
Implementation
Implementation
Overview
Clearly identify a routine for student to complete every time they are in need of a cooldown or reflection
This is typically a responsive protocol that is a part of processing.
The process may include a specific reflection sheet or coping strategy if appropriate for the student.
A plan should be created on how the remainder of the day will consist of.
A major goal is to support perspective taking and develop regulation skills for a student.
The full processing of feelings or events must occur prior to a return to the environment with their peers.
Core Components
Must be practiced and shared when student(s) are regulated
Clear part of the physical environment
Set amount of time provided
Processing must occur. How could be...
Conversational
Drawing
Painting
Written
Expressive
Proactive Implementation
Proactively implementing a structured reflection or cool down may look like learning about co-regulation. An environment where students expect and understand the need for processing must be established.
Responsive Implementation
Responsively implementing a structured reflection or cool down may stem from a need for coregulation, processing of conflict or emotions, and understanding impact of actions. Students should be supervised and supported through the reflection and cool down.
Bucket fits
Bucket fits
Connection
If the need is connection then the processing should occur with a trusted adult.
Skills Training
If the need is skill building then specific opportunities to work through strategies during this time such as the use of a timer may be used.
Awareness
If the need is awareness then students should be given a timer to understand the time they may need to process. They may also use a processing sheet to identify their own feelings as well as others.
Emotional Regulation
If the need is regulation then students should complete an individualized coping strategy during this time. The cool down should be unique to the student.
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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