The Unopened Letter
The Unopened Letter
Embedded Files
Using the unopened letter...
Shifts mindsets
Promotes de-escalation
Increases coping
Implementation
Implementation
Overview
The family of a student is contacted and asked to write different letters to their child.
The letter topics may include....
Open when you are frustrated
Open when you need a laugh
Open when you need a pep talk
Leave the letters unopened for rewards/breaks/times of need.
A system must be created to allow the student to be given or self monitor when to open the letter
BONUS the opened letters may be kept and read as a reset or mantra.
Core Components
Letters must be communicated and used for the intended purpose.
Guidelines are set by the team including student, school, & family
Student must be allowed to read the letter and may be prompted to read it.
The student shouldn't be punished for using this coping strategy
Proactive Implementation
Proactively implementing the unopened letter may look like gathering insight into who students hold in high regard. This may be done through inventories or get to know you. Contacting these family members and having them write letters early allows for implementation later.
Responsive Implementation
Responsively implementing the unopened letter may stem from students who are extremely connected to their families needing added layers of coping/regulation support. Contacting these family members and partnering to implement this strategy is the next step.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may be asked who they would like to write them a letter.
Skills Training
If the need is skill building then the letter may be given at a particularly challenging time or reference a specific skill that the student is practicing.
Awareness
If the need is awareness then the student may be prompted in the letter to think about how their actions may impact that specific family member or letter writer.
Emotional Regulation
If the need is regulation then the student may be given the unopened letter when they need to regulate.
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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