Critical Incident Guidance Lesson Plans

Domestic Violence

Tallia Hasser, Sierra Hughes, Jessica Kennedy, Jenny Myers

EDUC G550
IUPUI
 The core of a young child’s educational environment is the teacher. According to the

National Education Association, early childhood education is shown to have a dramatic impact

on lifelong learning, and the relationship a teacher builds with his or her young student lays the

groundwork for how the student connects with school and education (Cevasco et al., 2019). In

our scenario, a room full of second grade students witnesses the teacher’s spouse come into the

classroom and physically abuse her. The students see their teacher - the person “in charge,” the

leader, the adult who is supposed to ensure their safety - be physically hurt.

These students are exposed to violence in their classroom at school, which is a space

where they are supposed to feel safe, secure, and loved. As each student processes the traumatic

event, it is up to the school to provide the students with the time and space to do so and rebuild

the idea that the student is safe here. Students who are impacted by potentially traumatic events

may have difficulty engaging in school and connecting with others (Cevasco et al., 2019). Our

lessons will help students process and cope with what they witnessed.

Many factors impact a child’s response to a traumatic event like domestic violence.

According to The National Child Traumatic Stress Network, “a child’s age, experience, prior

trauma history, and temperament all have an influence” (2010). Other factors include each

student’s proximity to the violence. While the students were all in the same classroom when the

incident occurred, perhaps one student was near the teacher when the assault happened and

another student was across the room with their back turned. Students may have different

reactions to the violence because their perceptions were impacted by how close they were. The

student nearby may have felt like they would be physically hurt next whereas the student across

the room may not have had that fear as suddenly or at all.
 When conducting the lessons, the counselor will keep in mind that children may react in

divergent ways, and how each student feels about the event is acceptable. The manner in which

the students are responding to and processing the experience is of importance. The counselor will

also need to keep in mind that this event could stir up a connection to a child’s past traumatic

event. With a history of trauma, witnessing physical abuse of the teacher could bring up

experiences with violence outside of school. A history of domestic violence may leave a student

to consider the incident as “not that bad” or relatively normal in comparison to other experiences.

The current event could potentially retraumatize students if they consciously or subconsciously

relate what happened with something that has occurred in the past (Cevasco et al., 2019). It will

be important to recognize behaviors and changes in the students, including these possible

reactions to traumatic events and domestic violence for the age group we are working with:

Possible Reactions to Traumatic Events/Domestic Violence Ages 6 - 11

Important for the counselor, teacher, and parents to be aware of:

● Fighting going to sleep; nightmares; sleep disruptions

● Difficulty with peer relationships in school
● Wanting to isolate and be left alone
● Seeming more sad than usual; behavior changes
● Returning to old fears or develop new ones
● Difficulty with concentration and task completion; seem distracted
● Withdrawal and emotional numbing; detached
● School avoidance
● Stomachaches, headaches, or other physical symptoms
Based on information from the The National Child Traumatic Stress Network and the National
Educational Association

Since each child will have their own perspective, thoughts, and feelings towards the

event, we feel it will be important for the counselor to meet individually with each student during

the course of the six lessons. By meeting one-on-one, the counselor will be able to provide a
more individualized check-in and monitoring of the student’s response. Our group felt like these

individual meetings would start occuring after the first lesson when the class has learned some

universal vocabulary and will have started to unpack the event as a group before diving in

deeper. Due to the varying perspectives that could emerge from the potentially traumatic

experience, it will be important to create a compassionate environment that encourages students

to understand that we all process differently. Meeting individually will allow students the

opportunity to open up more easily, and it will allow the counselor to ensure they are available to

meet each student’s needs.

Through these lessons, we are not only helping these students define and express what

they are thinking and feeling, but also providing them with strategies to help them cope and feel

safe moving forward. These second grade students can use techniques that will allow them to

focus on how their thoughts, feelings, body, and brain react to a stressful event. For example,

how can we help our young children acknowledge, process, and calm their rapid heartbeat when

faced with a traumatic/stressful situation? By introducing strategies that will help the students

regulate their emotions, such as breathing techniques, we are encouraging them to quietly calm

both their bodies and minds.

The counselor will teach these mindfulness strategies and coping skills to students and

the teacher. Once we near the end of the series of classroom lessons, it will be important for the

teacher to continue to implement these strategies. For example, the teacher may structure the day

by incorporating a coping technique at the start of the day, partway through the day, and at the

end of the day. The counselor will collaborate with the teacher to develop ideas to help with the

transition and implementation of methods for student emotional regulation.

 How to help students express what they are How to help students feel safe:
thinking and feeling:

● Listen attentively; don’t judge ● “What happened IS NOT your fault”

● Respond calmly; be patient
● Help them identify feelings ie: “How
did it make you feel?”
● Identify specific worries and concerns
ie: “How do you feel re-entering the
classroom?”
● Practice writing or drawing thoughts
and feelings ie: “How can you express
your worries, thoughts, and feelings?”
Based on information from the The National Child Traumatic Stress Network and the National
Education Association
● “However you reacted in the moment
is okay”
● Respond to questions clearly and
concisely
● Teach students how they can respond
ie: Coping Techniques that help the
brain and body calm down
● Help students identify a “safe space”
and “trusted adult” ie: Where can they
go when they feel unsafe? Who is
someone they can trust?
● Help students make a plan for when
they feel unsafe

Our lessons focus on giving students space for expressing their emotions, identifying

trusted adults, building connections with others, creating a plan for what to do when feeling

unsafe, and teaching self-regulating techniques that can be incorporated into daily life.

According to the National Education Association, it is vital that students who experience a

traumatic event are provided a sense of security and structure (Cevasco et al., 2019). Our lessons

combined with teacher collaboration provide support as students process the experience and

learn for the future. “Traumatic experiences may affect a student’s regulatory skills by impacting

their ability to appropriately express and manage their emotions” (Cevasco et al., 2019). As such,

we focused on encouraging students to identify feelings and process those emotions through

self-regulation techniques in order to support students as they cope during this critical time.
References

Cevasco, M., Rossen, E., & Hull, R. (2019). Best practices for supporting and educating students
who have experienced domestic violence or sexual victimization. National Education
Association. ​http://www.nea.org/home/62845.htm

Desautels, L. (2016, October 25). 7 Ways to Calm a Young Brain in Trauma. Edutopia.
https://www.edutopia.org/article/7-ways-calm-young-brain-trauma-lori-desautels

National Child Traumatic Stress Network, Domestic Violence Collaborative Group. (2010).
Domestic violence and children: Questions and answers for domestic violence project
advocates. National Center for Child Traumatic Stress.
http://www.doj.state.or.us/wp-content/uploads/2017/08/domestic_violence_and_children.p
df
LESSON 1: ​THE EMOTION WHEEL : IDENTIFYING EMOTIONS AND FEELINGS
GRADE LEVEL: ​1-3

LESSON/OBJECTIVE:
Students will identify and depict ten basic emotions and feelings, discuss and practice
appropriate expression of feelings and emotions, and create an individual Emotion Wheel.

MATERIALS NEEDED:
● Sample Emotion Wheel
● Individual Emotion Wheel Templates
● Crayons, Markers, Colored Pencils
● Paper Fasteners

PROCEDURE:
1. Introduction to emotions and feelings.
a. Ask students to share what they believe are emotions and/or feelings.
b. Allow conversation to be open but highlight those listed on Emotion Wheel for
correlation.
c. (This lesson may be adapted for older students who may be more equipped to
think and talk about the difference between feelings and emotions.)
2. Divide the class into groups of 2-4 students.
a. Secretly assign one of the emotions from the wheel to each group.
b. Ask them to create a short skit or silent charade to act out the emotion.
c. The other students try to guess the emotion.
d. Use questions to encourage discussion.
i.e. Could one expression be interpreted as more than one emotion? Why?
3. Allow the students an opportunity to ask questions or share.
a. Direct discussion to healthy emotional expression.
i.e. How should we act when we feel…?​”
4. Pass out an Emotion Wheel to each student. Ask them to color and decorate the wheel.
Allow students to edit, add, and/or change the wheel to be more personally relevant.
5. Play peaceful music quietly in the background if available. Visit each small group and
encourage discussion about emotions and healthy expression of emotions.
6. Bring the class back together and ask students to share:
a. Something they learned that day, and
b. Ideas for how they may use their Emotion Wheel (i.e. when they might have a
hard time sharing their feelings, when they may not know how to label their
feelings, or when they might want to consider a more appropriate feeling).
LESSON 2: ​CONNECTIONS QUILT : IDENTIFYING A TRUSTED ADULT
GRADE LEVEL: ​1-3

LESSON/OBJECTIVE:
Students will identify and depict at least one trusted adult in their lives whom they can approach
when they need help. A “Connections Quilt” will be made and hung in the room, and each
student will be provided a bookmark/Connections Card to take with them should they need to
reach out for help.

MATERIALS NEEDED:
● “Helping Helpers” Slideshow (in Drive)
● Squares of paper – 4x4, white
● Squares of paper - 6x6, variety of colors
● Drawing and coloring supplies
● Glue/Glue Sticks
● Preprinted bookmarks

PROCEDURE:
1. Intro: today we are going to talk about helping and helpers – video to share (Slide 1)
a. {https://www.youtube.com/watch?v=Urb3GYD63og} Esme & Roy
2. Slide 2, Discussion: What does it mean to you to be a helper/what does it mean when
someone is a helper?
3. Trusted Adult – another word for a helper you can turn to (What does trust mean?)
4. Show of hands.. Have you ever needed help with something?
5. Could you relate to any of those situations in the video?
6. Discuss (slide 3) situations when kids may need help.
7. Discuss (slide 4) who they may go to for help; Optional: write names/roles (parent, aunt,
friend, etc.) on board for visual.
8. Pass out white squares of paper and drawing/coloring utensils.
9. Students should draw their trusted adult on the paper with as much detail as possible and
label the picture with the person’s name.
10. While students are drawing, play video with helping song. (1 time = 1 minute)
a. {https://www.youtube.com/watch?v=lYuBRzYk9qs} Ask for Help song
11. Glue the pictures onto colored paper squares. Ask student to name their trusted adult.
12. Lay the squares on the table to show the “quilt,” which the counselor will “stitch”
together and have on display in the classroom the next day.
“​Connecting Our Connections​”
1. Reinforce by asking students to name a situation where they might need help and asking
if a student can point to someone on the quilt (their person) as a person they could go to
in that situation. Do this 2-4 times for reinforcement.
2. Remind children these are the people we can turn to. These are our trusted adults.
3. Pass out bookmarks/Connections Card. (In folder. Photo of front and back attached.)
4. Explain the faces/emojis. Ask/relate situations that might align with each emotion.
5. If time allows, talk about scenarios with students or act out a situation.
SAMPLE BOOKMARK (front and back):
LESSON 3: ​DOMESTIC ABUSE AND CHILD SAFETY
GRADE LEVEL: ​2

LESSON/OBJECTIVE​:
Students will be taught and practice how to keep themselves safe as well as ways to keep others
safe in their home.

MATERIALS NEEDED​:
● Open Minds
● Moldable Hearts
● “Protect Yourself” short video
● Starbursts

PROCEDURES​:
1. Ask the students what it means to be safe. Ask them if there are certain people, places, or
activities that make them feel safe. Encourage an open conversation on safety.
2. Talk about what it might mean to feel unsafe or the opposite of dafe. Ask the students to
name three basic scenarios of when someone might feel unsafe (i.e., when mom & dad
get into an argument, when someone is hit or kicked, etc.)
a. Explain to the students that when in a difficult situation like these, they are
responsible for their own safety, and it is important to know what to do.
3. It is important to know what to do and who to contact in case of an emergency.
Encourage the students to think back to their trusted adult whom they could contact in
case of an emergency. (Refer to Lesson 2/Connections Quilt hanging in the classroom.)
4. Introduce to the students the 3-step “ways to stay safe” rule to use during an emergency:
● Recognize​: Is it safe?
● Report​: Tell a trusted adult.
● Refuse​: Say words that mean no.
5. Show the students the domestic violence “Protect Yourself” short video:
a. https://www.youtube.com/watch?v=0VNOoo9SSrE
6. Identify ways to stay safe with the students:
a. Set an emergency contact or the medical ID information in your (or a family
member’s) phone.
b. Send the medical ID information handout home (attached) with the students to set
this up with a trusted adult.
c. Create a “code word” for you and your trusted family members to say when you
feel unsafe.
d. Set a “safe place” for you and your trusted family members to meet when you feel
unsafe.
7. Play Starburst Safety!
a. Gather the students into small groups & give each group one starburst.
b. Ask each small group to form a circle.
c. Play music for the students & as the music plays, each small group will pass the
starburst around their circle.
d. When the music stops, ask the student with the starburst to name one way to stay
safe at home or at school!
8. Reflection: Encourage an open conversation about how to stay safe if you or someone
you love is struggling with domestic violence in their home.

a. Never keep secrets about domestic violence in your home.

b. Always go to a trusted adult for clarity and support (for example, a family
member or a school counselor).
LESSON 4: ​DOMESTIC ABUSE AND EMPATHY
Grade Level: ​2

LESSON/OBJECTIVE​:
● Students will learn the meaning of empathy.
● Students will explore how to be empathetic towards others (because we never know what
that person might be going through.)
● Students will learn friendship building skills and how to be a support for their friends.

MATERIALS​:
● Open minds
● Moldable Hearts
● The children’s book “Those Shoes” by Maribeth Boelts
● Converse coloring sheet
● Crayons

PROCEDURES​:
1. Ask the students what they think it means to be considerate. Have students share
examples of what being considerate looks like in their lives.
2. Examine the meaning of ‘empathy’ with the students.
a. Ask the students if anyone has ever heard of the word empathy. Ask them if
anyone knows what empathy means.
b. Explain the meaning of ​empathy​: ​the ability to relate to and understand what
someone is feeling​. Empathy is similar to standing in someone else’s shoes and
seeing a situation from their point of view.
c. Have the students share examples of situations in which they could show empathy
with their peers: Has anyone ever fallen and hurt themselves…anyone ever felt
left out…anyone ever been hurt by someone or by something someone said to
them?
3. Watch the read-aloud video of “Those Shoes” by Maribeth Boelts.
a. https://www.youtube.com/watch?v=LjUFJEduguk
4. After listening to the book, discuss the different characters and how they showed
empathy throughout the book. Explain to students that trying to understand how others
feel (showing empathy) helps us be good friends. Emphasize to the students the
importance of being empathetic toward others because we never know what that person
might be going through (for example, domestic violence).
5. Give each student a shoe coloring sheet. Allow them to decorate their own shoe. Have the
students put a character trait or action they are going to try to work on this school year to
try to be more empathetic toward others (for example, showing kindness, stepping into
someone else’s shoes, respecting others’ differences, etc.).
6. Reflect on what the students have learned throughout this lesson:
a. Challenge them to name 3 different ways to describe empathy.
b. Encourage them to grab a partner and name 3 ways to be a support for others
(because we never know what that person might be going through.)
LESSON 5: ​REGULATING EMOTIONS/SOCIAL SKILLS
GRADE LEVEL: ​2

LESSON/OBJECTIVE​:
Students will be able to identify a breathing technique to use during crisis.

MATERIALS​:
● Breathing Anchor Charts listed in 3a.
● Right Now I Feel poster

PROCEDURES​:
1. Counselor will bring students together and remind them of the expectations. Students will
respond with hand signs: thumbs up showing they understand expectations or thumbs
down if they need some clarification.
2. Students will then do a check in about their day.
3. Students will form a circle to begin instruction on breathing techniques.
a. Balloon Belly, Buzzing Bee, Bubble Breath, Rocks & Socks (Templates
Attached)
4. Utilize student volunteers to demonstrate each of the techniques 1-3 times.
5. Allow students the opportunity to practice each technique and ask questions.
6. Discuss situations where students may want to use one of these breathing techniques.
7. Review the exercises that were practiced and discuss how it made them feel. Discuss how
the feelings associated with what happened in the classroom could occur again at anytime
in other situations and these techniques can help us to control our bodies when we cannot
control what is happening around us.
8. Review the “Right Now I Feel” emotions and talk about or allow students to demonstrate
which breathing technique they might use in response.
LESSON 6: ​Regulating Emotions/Social Skills & Reflection
GRADE LEVEL: ​2

LESSON/OBJECTIVE​:
Students will be able to demonstrate at least one breathing/mindfulness exercise that may be used
as a coping technique.

MATERIALS​:
● Breathing Exercise Anchor Chart
● Notecards
● Writing Utensils

PROCEDURES​:
1. Counselor will invite students to the circle. Group will review expectations and signal
thumbs up for understanding and thumbs down for clarification.
2. Students will then do a check in about their day.
3. Students will form a circle and prepare for the remaining mindfulness/breathing
exercises.
a. Hawk Hug, Fire Hands, Hand Over Heart, Trace Eight
4. Utilize student volunteers to demonstrate each of the techniques 1-3 times.
5. Allow students the opportunity to practice each technique and ask questions.
6. Discuss situations where students may want to use one of these breathing techniques.
7. Review the exercises that were practiced and discuss how it made them feel.
8. Counselor will hand out blank notecards. Students (with help as needed) will write or
depict a:
a. trusted adult they can talk to if they feel unsafe, and
b. breathing exercise they can use in a moment when they are in crisis.
9. Have students pair up with another student and share what they have learned. Rotate
pairings and continue the exercise until they have shared with multiple partners or until
the session is over.