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Crisis Cycle Compass

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Lesson Plan

Crisis Cycle Compass Lesson Plan

Students will be able to identify the five stages of the crisis cycle and describe strategies for de-escalation at different stages.

Understanding the crisis cycle helps students recognize escalating emotions and behaviors in themselves and others, enabling them to intervene early and practice self-regulation or support peers effectively. This is a crucial life skill for managing stress and conflicts.

Audience

7th Grade

Time

30 minutes

Approach

Interactive presentation, group discussion, and individual activity.

Materials

Prep

Prepare Materials

10 minutes

  • Review the Crisis Cycle Slides to familiarize yourself with the content.
    * Print or prepare to display the Crisis Cycle Activity.
    * Ensure you have markers or pens for students and a whiteboard or projector for the slides.

Step 1

Warm-Up: Emotional Check-In

5 minutes

  • Begin by asking students: "How do you know when you're starting to feel overwhelmed or upset? What are some signs in your body or thoughts?"
    * Discuss a few student responses to activate prior knowledge about emotional states.
    * Introduce the concept that everyone experiences ups and downs, and today we'll learn about how emotions can escalate if not managed early. Refer to the Crisis Cycle Slides.

Step 2

Introduction to the Crisis Cycle

10 minutes

  • Use the Crisis Cycle Slides to introduce the five stages of the crisis cycle: Baseline, Trigger, Escalation, Crisis, and De-escalation/Recovery.
    * Explain each stage clearly, providing simple examples relevant to 7th graders (e.g., a small disagreement escalating).
    * Emphasize that recognizing these stages can help us prevent a full crisis or recover more quickly.
    * Facilitate a brief discussion: "Can you think of a time when you saw someone (or yourself) go through some of these stages?" (Ensure students understand not to share sensitive personal information or identify others).

Step 3

Crisis Cycle Activity

10 minutes

  • Distribute the Crisis Cycle Activity worksheet to each student.
    * Explain the instructions: Students will fill in the stages of the crisis cycle and list personal or observed signs and potential de-escalation strategies for each stage.
    * Circulate around the room to provide support and answer questions.
    * Encourage students to think about healthy coping mechanisms and ways to seek help or support others during different stages.

Step 4

Share and Reflect

5 minutes

  • Ask students to share one insight or strategy they wrote down on their Crisis Cycle Activity with a partner or the class (time permitting).
    * Conclude by reiterating the importance of self-awareness and having tools to manage emotions. Emphasize that it's okay to ask for help when feeling overwhelmed.
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Slide Deck

Crisis Cycle Compass: Navigating Our Emotions

How do you know when you're starting to feel overwhelmed or upset? What are some signs in your body or thoughts?

Welcome students and introduce the concept of emotions escalating. Ask the warm-up question to get them thinking about their own emotional signals.

What is the Crisis Cycle?

A way to understand how emotions and behaviors can escalate and de-escalate.

It helps us:

  • Recognize warning signs.
  • Find ways to calm down.
  • Support others when they're struggling.

Introduce the idea that emotions can escalate, and understanding the 'Crisis Cycle' can help us manage them. Explain that we all go through these phases at different times.

Stage 1: Baseline

Our everyday state of calm and readiness.

  • Feeling focused
  • Ready to learn
  • Relaxed body
  • Clear thoughts

Explain the first stage: Baseline. This is our 'normal' state. Ask students to think about what 'calm' looks and feels like for them.

Stage 2: Trigger

Something that causes an emotional shift.

  • Can be internal (thoughts, worries) or external (events, people).
  • Everyone has different triggers.
  • Often leads to discomfort or mild irritation.

Introduce 'Triggers'. Emphasize that triggers are different for everyone and can be big or small events. Ask for non-personal, general examples of things that might trigger someone.

Stage 3: Escalation

Emotions and behaviors start to increase in intensity.

  • Physical signs: faster heart rate, tense muscles, fidgeting.
  • Emotional signs: anger, frustration, anxiety rising.
  • Behavioral signs: difficulty focusing, talking louder, withdrawing.

Discuss 'Escalation'. Explain how emotions and behaviors start to build. Give examples like getting louder, fidgeting, or withdrawing. Stress that this is often where intervention can be most effective.

Stage 4: Crisis

The peak of intense emotions or behavior.

  • Loss of control.
  • Difficulty thinking clearly or communicating.
  • Can be harmful to self or others if not managed.
  • Requires immediate support.

Define 'Crisis'. Explain this is the peak, where control is often lost. Emphasize that this is a difficult stage, and the goal is to prevent reaching it or to safely manage it.

Stage 5: De-escalation & Recovery

The process of calming down and returning to a baseline state.

  • De-escalation: Strategies used to lower intensity.
  • Recovery: Learning from the experience, rebuilding, and resting.
  • May feel tired or regretful afterwards.

Explain 'De-escalation/Recovery'. This is the process of calming down and returning to baseline. Highlight the importance of self-care and reflection after a crisis. Stress that recovery takes time.

Your Crisis Cycle Compass

Now it's your turn to explore the Crisis Cycle!

You'll use the Crisis Cycle Activity to:

  • Identify each stage.
  • Think about personal signs.
  • Brainstorm coping strategies.

Let's become experts at navigating our emotions!

Introduce the activity. Explain that they will be filling out a worksheet to apply what they've learned to their own experiences or observations.

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Activity

Crisis Cycle Compass Activity

Name: ________________________

Instructions: For each stage of the Crisis Cycle, describe what it looks like, feels like, or sounds like. Then, brainstorm strategies that could help you or someone else at that stage.

Stage 1: Baseline

  • What it looks/feels/sounds like: (e.g., calm, focused, relaxed)



  • Strategies for this stage (to maintain calm): (e.g., listening to music, deep breaths, positive self-talk)



Stage 2: Trigger

  • What it looks/feels/sounds like: (e.g., annoyed, frustrated, a specific event)



  • Strategies for this stage (early intervention): (e.g., recognizing the trigger, talking to a friend, taking a break)



Stage 3: Escalation

  • What it looks/feels/sounds like: (e.g., tense body, louder voice, difficulty concentrating, increasing frustration)



  • Strategies for this stage (de-escalation attempts): (e.g., asking for space, using "I" statements, going for a walk)



Stage 4: Crisis

  • What it looks/feels/sounds like: (e.g., yelling, crying intensely, withdrawal, feeling out of control)



  • Strategies for this stage (seeking and providing support): (e.g., getting help from an adult, ensuring safety, waiting for calm)



Stage 5: De-escalation & Recovery

  • What it looks/feels/sounds like: (e.g., calming down, feeling tired, reflecting, apologies)



  • Strategies for this stage (reflection and self-care): (e.g., talking about it, resting, problem-solving, forgiveness)



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Warm Up

Emotional Check-In

Instructions: Think about how you typically react when you start to feel overwhelmed or upset. Circle the statements that best describe you, or write your own.

  1. When I feel a little stressed or annoyed, I usually:
    • Get quiet.
    • Start to fidget.
    • Talk more loudly.
    • Try to ignore it.
    • Tell someone how I feel.




  1. What does your body tell you when your emotions are starting to rise? (e.g., tense shoulders, fast heartbeat, clenching fists)






  2. What is one thing you usually do to try and calm down, even a little bit?



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Cool Down

My Crisis Cycle Takeaway

Instructions: On an index card or a piece of paper, complete the following statements based on what you learned today.

  1. One new thing I learned about the Crisis Cycle is...






  2. One strategy I want to try or remember to use when I feel myself or someone else escalating is...






  3. If I need help navigating my own crisis cycle, I can talk to...



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Activity

Crisis Cycle Compass Activity

Name: ________________________

Instructions: For each stage of the Crisis Cycle, describe what it looks like, feels like, or sounds like. Then, brainstorm strategies that could help you or someone else at that stage.

Stage 1: Baseline

  • What it looks/feels/sounds like: (e.g., calm, focused, relaxed)



  • Strategies for this stage (to maintain calm): (e.g., listening to music, deep breaths, positive self-talk)



Stage 2: Trigger

  • What it looks/feels/sounds like: (e.g., annoyed, frustrated, a specific event)



  • Strategies for this stage (early intervention): (e.g., recognizing the trigger, talking to a friend, taking a break)



Stage 3: Escalation

  • What it looks/feels/sounds like: (e.g., tense body, louder voice, difficulty concentrating, increasing frustration)



  • Strategies for this stage (de-escalation attempts): (e.g., asking for space, using

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