暂停-Crystal feels very angry toward Cameron and recognizes she needs to quickly intervene. She immediately calls to have an additional staff member help with supervision and also requests that a member of the leadership team assist. Sheila, the school administrator, will soon be able to help. This is not the first time there has been an incident of Cameron threatening other students. However, staff have never observed him to use inappropriate sexual touch. Staff are already providing targeted support (Tier 2) for Cameron because he has repeatedly had challenges with handling typical, peer conflicts that occur in school-age students.

重定向 -水晶平静地重定向，“卡梅隆，坐在这里等等”，因为她为他等待附近的手势。当额外的工作人员，乔希到来时，水晶要求他密切监督卡梅伦，同时她与Makayla私下讲话。水晶要求乔希让Sheila知道他们在哪里，请加入。

Listen (Makayla) –Once they are in a private area, Crystal checks in with Makayla, “Are you OK?” Makayla begins to cry as she explains that Cameron is always, “Cutting in line for the swing and doesn’t let anyone else have a turn. He is a bully!” Crystal tries to comfort Makayla. Crystal knows she needs to address the explicit language and inappropriate touching to make sure she knows exactly what happened, per Makayla’s account. Crystal waits for Sheila to arrive before asking Makayla open-ended questions about the incident. When Sheila joins, Crystal explains to Makayla, “When things like this happen we have to have two grown-ups available, so Ms. Sheila is going to sit with us while we talk.” Crystal asks Makayla, “Can you tell me exactly what happened to cause you to be so upset?” Makayla used her own words to describe the incident, and Sheila makes sure to carefully document. Both know they must have detailed documentation, including staff observations and those of the students involved.

教(Makayla) -一旦Makayla平静下来，水晶保证Makayla，没有人应该受到威胁，欺负或不恰当地触及。她赞扬Makayla去参加工作人员，而不是用卡梅伦争论或成为对抗。Makayla仍然非常沮丧，并希望看到她的妈妈。水晶建议他们看看Toni女士是否是Makayla喜欢的另一位老师，可以让Makayla与她在操场上坐在场。Makayla很讨人喜欢。Crystal股与Toni认为Makayla发生令人沮丧的事件，并希望与她感到靠近的人在一起。她小心翼翼地继续控制她的情绪，而不是详细讲述其他学生的情况。

听（卡梅伦） -Crystal requests that Josh stay so she, Sheila, and Cameron can speak in private. Crystal explains to Cameron that another grown-up must be present and write some things down when there is a serious conflict with students at school. Crystal uses open-ended questions to understand why Cameron engaged in this behavior. “Can you tell me what happened?” Cameron is upset but withdrawn, gesturing that he doesn’t know. Crystal keeps her cool, trying to minimize the anger she feels inside. She tells Cameron, “You are a good person, and I know you care about other people. How do you think Makayla felt when you threatened her and touched her private parts?” Cameron acknowledges that he made Makayla feel “sad” and “scared.” Cameron says, “I get so mad over stupid stuff,” as tears roll down his face.

教（Cameron） -水晶她最好舒适的卡梅伦。她平静地谈到了威胁如何威胁任何一种暴力或性行为是一种欺凌或骚扰的形式，学生永远不会触及另一个人的私人部分。她与卡梅伦分享，如果他感到不确定他可以做些什么，如果他不同意某人或者他会失去对他的愤怒，他应该立即来到她或另一所学校的工作人员。通常，水晶鼓励学生互相谈判冲突，但她认识到卡梅伦没有技能来做这件事。卡梅伦仍然不安，晶体认识到他需要直接监督。Sheila安排确保Cameron具有一对一的监督。

反映-Crystal shares with Sheila her account of what happened. They make sure they are in agreement about what has been documented. They work through theSexual Development Definition and Factors讲义和Sexual Behavior Flow Chart一起。您可以在学习附件中看到已完成的表格，这也为您提供有关Cameron及其家人的更多信息。Sheila和Crystal确定Cameron的行为是非规范性的，因为：

• 卡梅伦使用了先进的性知识，并有力地触及了另一个学生的私人部分。
• 卡梅隆的威胁行为的模式has not improved with targeted support and redirection.
• Overall behavior is interfering with his ability to have peer relations.
• 该事件发生了2年或更高年龄差距的学生。

准备-Sheila赞扬水晶，她如何应对这种情况。水晶遵循课程的措施步骤并认识到她需要另一名员工的协助。Sheila和Crystal讨论了他们需要在休息提供更多的支持和指导。这不是轮胎摆动时出现的第一个问题。Sheila建议，员工清楚地向大家讲述了使用轮胎摆动的规则。此外，Crystal将以尊重，安全的触摸和欺凌提供休息的所有学生。两者都同意，直到他们有一个更具体的计划，卡梅伦需要直接监督。在进一步的计划支持Cameron之前，Sheila将安排致力于阴影他的教育者或工作人员。

交流-Crystal和Sheila返回其他细节，如事件发生的时间和地点。此外，Sheila还有水晶文件，所有她所做的支持两个学生。他们决定以下沟通计划：

• Sheila will call Makayla’s parent and inform them of the incident, what staff did to support Makayla, the school’s plan to provide additional supervision for the other student, and share information about specialized support they can utilize if Makayla needs it. Sheila will follow-up with them in one week and encourage the family to come to her if they need help with anything sooner.
• Sheila将打电话给Cameron的父母并告知他们事件，支持Cameron的工作人员，计划额外监督Cameron，并建议下一步。Vanessa和Chris，Cameron的父母，意识到该计划一直在实施针对Cameron对同行困难的目标支持。Sheila将告知他们，当支持不成功或学生升级其行为时，最好的学生有更强化的干预。她将沟通，教师需要一个专业的专业知识，以最好地支持卡梅伦的学习和发展，并提供协调这一帮助。yabo电子游艺
• 在学校开始之前，Sheila将与其他教育工作者或与Cameron密切合作的工作人员分享事件。她将突出Crystal的回复，所以工作人员知道如果这发生了什么。此外，Sheila将明确哪些工作人员负责阴影Cameron，直到他们获得专业专业的指导，以获得强化干预。此外，Sheila将加强机密性的问题以及使用适当语言来了解Cameron的行为以及Makayla经验的重要性（例如，“Cameron展示了性行为挑战，”Makayla参与了另一个学生的性行为挑战。“
• With Sheila’s support, Crystal will share the new procedures for the tire swing with the school staff and the plan to do a refresher for all the students on respect, safe touching, and bullying.