Third Person Self Talk
Third Person Self Talk
Embedded Files
Using third person self talk...
Supports empathy toward self
Builds self awareness
Establishes self regulation
Implementation
Implementation
Overview
Third person self talk is a strategy used to allow yourself the same level of empathy that you show others.
Third person self talk is used by verbally stating a positive phrase while using your own name.
Give yourself a pep talk while stating your name.
This can be taught as a coping strategy to an individual to response to a negative event.
The goal is to shift your attention away from perseveration and allow grace to yourself.
Core Components
Core Components
Core Components
Students must practice speaking to themselves in third person
Speak in asset based positive statements
Promote the student showing grace for themselves
Proactive Implementation
Proactively implementing Third Person Self Talk may look like having students provide themselves with a narrative feedback on a specific task. Students should be taught the value of this strategy and understand the purpose.
Responsive Implementation
Responsively implementing Third Person Self Talk may stem from a need to increase agency, self management, and self awareness. Students should be taught the purpose of the strategy and help plan how they can implement its use.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student may teach this strategy to a younger class or mentee. The student may also process their self talk with a preferred individual. This could be in combination with a strategy such as CICO.
Skills Training
If the need is skill building then the student may pre-plan to use Third Person Self Talk to a specific task or skill.
Awareness
If the need is awareness then the student may be signaled or prompted to use the strategy when a supervising adult or peer can visually see the need for implementation.
Emotional Regulation
If the need is regulation then the student should use this strategy as a way of providing coping and regualtion.
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
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
Page updated
Report abuse