Dysregulation

Use a consistent approach, with reasonable adjustments made to the behaviour policy as required by individuals

Ensure appropriate de-escalation strategies are in place (for example, a time out card) - all staff should know about these if they work with the child or young person (Mollie to send resources)

Explicitly teach and support the development of emotional literacy de-escalation and self- regulation strategies, using programmes such as zones of regulation, Colour Monsters, Zones of Regulation, 5-point scale

Use informal observations to analyse incidents, develop understanding and plan for adjustments accordingly

Communicate with parent carers to find out what helps and what may trigger dysregulation, this could include changes within the family (for example, divorce, bereavement, illness) - work with the family to ensure consistency for the child or young person and ensure information is shared with key staff.

Continue to implement strategies that are reassuring - collect the child or young person’s views about these strategies to ensure that support is impactful

Ensure that behaviour and relationship policies and practice follow a trauma-informed approach and prioritise relational practice.

Develop understanding of the frequency and location of triggers: monitor using frequency charts; situation, trigger, action, response (STAR) observation sheet and antecedent, behaviour, consequence, communication (ABCC) observation sheet

Give clear guidance, using clear language to provide explicit messages and make expectations clear, with visual support if required - ensure that rules and expectations are explicitly taught and revisited whilst the child or young person is regulated

Use wondering aloud approaches to support children and young people to recognise their emotions, for example, “I wonder if you are tired today? You are yawning”