This technique is used when dealing with anger problems.
The five-step process needs to be pre-taught.
The five-step process needs to be pre-taught.
- Get a three ring binder and on the first page write (or use pictures) down all the things the individual likes to do and can easily do right in the moment – activities like playing video games, listening to music, going for a walk.
- For two to four weeks practice the skill of having the individual go to the book, pick an activity, and do it. It is important to do this 10-12 times a day. (Add to or revise the list as needed.)
- Then, on the second page make two columns. Label the first one triggers and label the second one agitation.
- In some cases the triggers are easy to identify and at times they may be difficult. Some possible triggers are: health issues; disruption of schedule or routine; transitions; sensory overload or cravings; inability to communicate needs; inability to understand; conflict; pressure; inability to perform a motor skill; and spillover from issues earlier in the day.
- The individual may show a high level of agitation when he or she is unable to manage the trigger. On the other hand the individual may become quiet and withdrawn.
- Examples of increases in behavior include: busy hands and feet; repetitive self-talk; increase in self-stimming; low level destructive behaviors; changes in body language; aimless pacing and walking; refusals and demand avoidance; and whining, making noises, and crying.
- Decreases in behavior include: not making eye contact; not talking; hiding hands; withdrawing from and activity; and seeking isolation.
- Write down in each column possible triggers and agitations. This list can be added to or revised as you learn more about the individual.
- Now put the fourth step back into the complete STOP sequence and practice the entire sequence for another two to four weeks – 10 to 12 times a day.
- When the individual shows signs of being upset and agitated, it is time to go through the entire sequence. The goal is to practice with milder forms of agitation first to get practice in the technique.
- It is important to have the individual identify his or her early signs of agitation and to independently complete the STOP technique. In the beginning you will need to be his or her support system and help with the identification of agitations and help then prompt through all the steps.
THE STOP TECHNIQUE
Hold up one finger: Say, “Stop”
What do you do?
-- Picture in your mind a red stop sign or a red stoplight
Hold up two fingers: Say, “Relax and breathe”
What do you do?
--Take three deep breathes
Hold up three fingers: Say, “Stay calm”
Use cool thoughts, say to yourself
“I can handle it”
“No big deal”
“It’s not the end of the world”
“Be cool”
Hold up four fingers: Say, “What can I do?”
Do an activity like:
Go for a walk
Listen to music
Talk to a friend, etc.
After the incident is successfully defused:
Hold up five fingers: Say
“Great job!
“I kept my cool”
“I did it”
“I’m getting better each time at staying cool”
