(on the ground) (in the chair) (against the back of the chair…) (wherever they might be resting…) Now Check Your And Around Find something to look … at that makes you feel good! TM These illustrated steps for Grounding and Self-Regulation / Settling the Nervous System have been used in Spaces” or Centers” in the classroom. “Safe “Calming The above has been provided to teachers on lanyards to wear around “script” their neck for easy access to ground themselves as well as their students when they become dysregulated. School Interventions for Working with Traumatized Students Keep in mind that as a teacher you may not see a specific antecedent. When students have been traumatized, a single facial expression, words, smells, etc. can set off the student’s internal alarm. Once this happens, the part of the brain shuts off and the part (seeking to “thinking/rational” “instinctual” protect itself against a perceived threat) kicks in. At this point, asking a student to and think” will “Stop
(on the ground) (in the chair) (against the back of the chair…) (wherever they might be resting…) Now Check Your … And Around Find something to look at that makes you feel good! TM These illustrated steps for Grounding and Self-Regulation / Settling the Nervous System have been used in “Safe Spaces” or “Calming Centers” in the classroom. The above “script” has been provided to teachers on lanyards to wear around their neck for easy access to ground themselves as well as their students when they become dysregulated. School Interventions for Working with Traumatized Students Keep in mind that as a teacher you may not see a specific antecedent. When students have been traumatized, a single facial expression, words, smells, etc. can set off the student’s internal alarm. Once this happens, the “thinking/rational” part of the brain shuts off and the “instinctual” part (seeking to protect itself against a perceived threat) kicks in. At this point, asking a student to “Stop and think” will
Trauma_Video_Discussion_Facilitation_Guide-11-5.docx