“Redirection” written by Paige Lichens
September 2021
For Teachers working with students grades 6 to 12
Why redirect?
The idea behind redirection is to encourage another point of view to help a student consider helpful actions and behaviors. You may find that others use the word positive but I disagree. This isn’t about labeling the experience as positive or negative; just different.
It is all in how you look at it!
Who:
Anyone when they are constantly repeating other thoughts, worried constantly and can’t seem to focus on anything that is health or joyful.
What are some redirection techniques?
Ask about sleep, what they ate and what they may be aware of in their life. Ask what brought them joy today? Inquire what they already do when they feel anxious, angry, scared or hurt. Inquire about animals/pets, travel plans, music.
What kind of data can you assess? A lot from their answers. Is there uncertainty, anger, flatness? Is the mood shifting while they answer things that may bring them joy.
Do you notice anxiety, stress, depression, fatigue, exhaustion, anger, sadness or are they withdrawn. Can they make eye contact or process information clearly? Do you know if they have an existing condition already? Is it safe to continue the class or are there other choices that could be made? Can you categorize if their response is flight, fight or freeze?
Four types of redirecting that are most commonly used:
Verbal redirecting: A teacher gives an instruction which distracts the student from the challenging behavior and directs them to a more appropriate activity.
Physical redirecting: A teacher physically prevents a student from engaging in a challenging behavior and redirects them to an alternative or new activity.
Redirecting with a cue that is visual or gestural (e.g., a picture or gesture).
Redirecting attention to a positive model in a students proximity (proximal attention): For example, a teacher draws attention to a nearby student who is engaged in an appropriate behavior.
How do you redirect a student?
Social Judgement Theory suggests that in helping to persuade there is a latitude between acceptance and rejection. If you think along these lines the steps below may start to be the way you teach and instruct. If you start your teaching in a way that starts off where the student can say “yes” or accept what you say first, you have more of a chance of offering redirection. This is why I use the words “is it fair?” to see if I can bridge them into another point of view. It is less defensive and builds compassion.
Some steps to consider:
This example would be used for a student (ages 12 to 18) in a flight/fight state of reaction:
The first step to redirecting negative behavior in a student is to learn why they made the choice and the redirection may take the form of gentle guidance of ideas of what to do vs what not to do (listed above).
The second step is to validate the feelings. They are allowed their feelings and may not fully know how to describe their feelings. The brain is still developing up till age 18 so don’t assume or make logical conclusions; simply ask them questions like if they can identify the feeling in their body, how they identify it and you may need to ask if they feel like they want to harm themselves or others.
The third step is asking them about alternatives and choices. ie “is it fair” Or “could you consider another way to phrase that” as a way to help the student mentally move towards acceptance vs rejection of an alternative. Be careful this is where many just list facts and sources assuming that the person will bridge the information logically.
Fourth step may be offering suggestions or solutions however be aware of the boundaries of the teachers role. The suggestions are made without diagnosis and information collected should be referred to administration and referred to other professionals.
This example would be used for a student (ages 12 to 18) in a freeze mode of reaction:
The first step is see if you can learn why they made this choice. Maybe you observed a trigger or symptom and may ask the student about this.
The second step is to validate their feelings and pause a lot more. Don’t move to other steps as in previous example.
The third step is to assess if the space is safe and if it is ok with them if you sit with them. Stay silent and hold space for them. Lead by example by showing them that you are calm, peaceful and there for them. We communicate more non-verbally anyway.
Which is why the fourth step is to remain calm, silent and do some deep breathing. Consider offering the student an example of a safe place. Be able to help them transition and without blame or apology especially as they start to shift from their place of freeze and may feel really bad for it. “Not sorry… thankful” is a great phrase to teach them.
Now lets go over some examples and techniques:
Student has a history of autism and visits a therapist regularly. Student is a 17 year old male (he/him), his parents are divorced, has a younger brother and he spends time living in two homes. He enjoys playing video games and being with his dog. He is aware that he talks very fast, doesn’t enjoy being around others and isn’t good at picking up others social cues. When you meet the student they are talking very fast, jumping up and down and their eyes move left to right repeatedly. Gaining their attention is very hard so how could you help him redirect?
Student is a 12 year old female (she/her) has a history of seizures, is meeting with a therapist, and you have just heard about a death in the family so you are aware of possible grief/trauma. Student has come to your class but is not responding. Instead they are playing a video game but not talking or engaging with you. You observe that the student is not having a medical emergency but the patient appears to be distant and withdrawn. What could you do to help them redirect?
Student is a 16 year old female (they/them) and is being treated for ADHD with medication, and you know that the student is very assertive and easily expresses their thoughts and opinions. You ask the student how they are today and they get very upset and tell you about another student who didn’t respect their wish to be ID as “they/them”. They appear very angry, upset and have expressed that the entire world is against them. What could you do to help them redirect?
In summary:
When working with redirection remember don’t take their response personally. You want to find balance in your life as well, have a support group and not take issues home into your personal life. Also be familiar that we may transfer our personal experiences to students and we don’t want to guide them based on our past. Instead we want to allow them space to develop better choices. Additionally be aware that students may also transfer their feelings both positive and negative directly towards us or become attached and we want to practice professional boundaries. (Transference and Counter-Transference). ie the student praises you for ‘saving them’ in a challenging situation and becomes emotionally attached. Instead we should redirect that response to empower them. ie “I may have been there to guide you but you did all the work.”
Review:
Look for the reasons behind behavior.
Offer the student specific guidance of what to do, rather than what not to do.
Point out alternative views and/or compassionate behavior.
Try the “is it fair” strategy of conversation and remember the Social Judgement Theory.
Offer choices and let them know that we all make mistakes; but we can take an action or karma to that is kinder or healthier.
Maintain professional boundaries.