Pause Play Intervention Guide
Administrative Intervention Protocol
PAUSE PLAY PROTOCOL
Step-by-step conflict resolution and motivational diagnosis for chronic verbal cruelty.
Level 1-2 Tier Behavioral Intervention
Student Name
Grade / Homeroom
Date of Intake
Facilitator (Counselor/AP)
1
Intake & Behavioral Assessment
Document the nature of the verbal behavior. Is it targeted (bullying) or poor impulse control? Check all observed characteristics:
Targeted: Aimed consistently at one peer. Reactive: Prompted by real/perceived slights. Public: Delivered in front of an audience.
Passive-Aggressive: Sarcasm, under-breath comments. Impulsive: Blurts out words, immediate regret follows. Digital: Extends to online groups/chats.
2
The "Why" Matrix: Root Cause Diagnostic
Ask targeted diagnostic questions during private intake to determine primary psychological/social motivations:
| Motivational Profile | Counselor Diagnostic Prompts | Observed Indicators |
|---|
| Peer Status & Alignment Seeking social credit, trying to maintain dominant place in social hierarchy. | "What did your friends do when you said that? Did you want them to laugh, or did you want to feel in charge?" | Glances at peers during outbursts; target has lower social standing than instigator. |
| Defensive Projection Protecting self from perceived threats, low self-esteem masked by aggressive posturing. | "Do you feel like people are constantly targeting you? Is it easier to strike first before they mock you?" | Extreme defensiveness, quick to cry/yell, claims "I was just defending myself" when unprompted. |
| Impulsive Stimulation Extreme boredom, poor self-regulation boundaries, seeking instant energetic shift. | "How fast does your mouth move compared to your brain? Does it feel like a physical burst you can't hold back?" | Disorganized focus, acts out during quiet times, high physical hyperactivity, genuine post-event guilt. |
Intake Notes & Assessment Conclusions
State specific evidence of motivation and typical environmental catalysts (e.g. locker room, transitions, recess).
PAUSE PLAY PROTOCOL • LEVEL 1 & 2 INTERVENTION PAGE 1 OF 3
Stage 2: Guided Dialogue & Skill-Building
THE MEDIATION PROTOCOL
Four structured conversation steps to intercept impulsive language and establish impact.
Session Flow 30-45 Minute Guide
1
Step 1: Freeze Frame & Replay
Impulse Control
Have the student narrate the exact timeline of the incident in slow motion. Focus strictly on the physical and environmental cues immediately before the words were said.
Counselor Script: "We are going to play a video back in slow motion. Take me to 10 seconds before you opened your mouth. What did you feel physically in your chest or stomach? What did you think would happen right after?"
2
Step 2: Map the Psychological Ripple
Impact of Words
Move focus from intent to physical/emotional impact. Break down the ripple effect into three distinct categories of targets. Use the visual ripple tool below.
Counselor Script: "You said you were 'just joking.' Let’s map out who actually paid the price for that joke. How did it change how safe [Target] felt? What message did the people watching walk away with about our school?"
3
Step 3: The 3-Second Filter (Pause Code)
Self-Regulation Skill
Teach the student the "Pause Code". When experiencing a high-energy impulse (anger, laughter, defensive stress), they must physically touch their desk, take one breath, and answer the three-second mental filter checklist.
Is it true?
Is it helpful?
Is it kind?
The Impact Ripple Mapping Exercise
Fill this out with the student to trace the damage of the statement.
Ripple 1: The Target How did they react? What might they tell themselves tonight?
Ripple 2: Bystanders Did they laugh out of pressure? Did they feel nervous?
Ripple 3: The Student How does this statement impact your reputation & future?
PAUSE PLAY PROTOCOL • LEVEL 1 & 2 INTERVENTION PAGE 2 OF 3
Stage 3: Restorative Actions & Accountability
RESTORATIVE RESOLUTION
Repairing trust, executing real apologies, and building concrete self-regulation check-ins.
Restorative Plan Active Resolution
The Sincere Apology Checklist
Fake apologies (e.g. "I’m sorry you took it that way") compound the damage. Ensure the student's resolution apology contains all four distinct components:
1. State the exact words used No euphemisms like "what happened" or "the little joke." Own the specific phrase.
2. Validate the impact Explicitly name the feeling caused (e.g. "I know it embarrassed you in front of the group").
3. Explain the plan to prevent Explain how you're tracking the verbal impulses going forward so they know it won't repeat.
4. Do not excuse or defend No usage of "but" or blaming bystanders, stress, fatigue, or reciprocal actions.
Concrete Restorative Commitments
Select at least one concrete action the student will perform to actively restore trust with the targeted peer or classroom community:
The Active Bystander Intercept (Social Restoration)
If a peer starts targeting the victim or another student, this student must actively say, "Hey, stop. We don’t do that here."
The Safe-Distance Pact (Space Giving)
Agree to not interact, sit near, or engage with the target student in digital or physical spaces for a set period of 14 days to allow emotional healing.
Positive Peer Reinforcement
The student commits to identifying two genuine positive traits or contributions of the target peer and stating them privately to the counselor as progress checks.
Active Resolution Commitment
"I agree to follow the Pause Code and execute my Restorative Action. I understand that subsequent incidents of verbal cruelty will trigger advanced tier intervention."
Student Signature
Counselor / AP Signature
Date
1-Week Follow-up: Scheduled for ________________
Behavior Record: □ Satisfied □ Flagged
PAUSE PLAY PROTOCOL • LEVEL 1 & 2 INTERVENTION PAGE 3 OF 3
Thought Filter Worksheet
Student Name: ___________________________ Date: _________________
Classroom Companion Tool
Self-Regulation Workbook
THOUGHT FILTER WORKBOOK
Replaying my words, examining my triggers, and training my brain to pause.
The Freeze Frame: Replaying the Words
Write honestly
Write down the exact words you said that were hurtful to another student. Own the words completely—no excuses:
The Trigger Map: Where & Why?
1. Where did this happen?
In the classroom (during instruction) In transition (hallway, locker area) During free time (recess, lunch, gym) Online (group chat, social media)
2. What was your energy level?
Frustrated or angry at someone else Bored and looking for excitement Stressed or overwhelmed by school Trying to make my friends laugh
The Motivation Analysis
When we say mean things, we are almost always trying to satisfy a hidden social need. Check the box that feels closest to what you actually wanted in that split second:
The Protective Strike
I felt insecure, and wanted to attack before someone could mock me.
Social Status Credit
I wanted peers to look at me, laugh at my joke, and see me as cool or powerful.
Reflective Thought Space
If your words were a "protective strike" or "social status credit," did it actually give you lasting safety or friends? Or did it make you look untrustworthy?
THOUGHT FILTER WORKBOOK • RESET YOUR CODE PAGE 1 OF 2
Student Name: ___________________________ Date: _________________
Classroom Companion Tool
The Pause Code: Building a Filter
The Pause Code is a system of three mental filters. Before any thought exits your mouth, it must pass through all three gates. If it fails even one gate, your brain stops the signal.
T Is it TRUE? Is it accurate, or is it an exaggeration/rumor?
H Is it HELPFUL? Does it make the classroom better or support a peer?
K Is it KIND? Does it lift others up, or does it tear down self-worth?
Practice: Re-Routing Mean Impulses
Read these common impulsive comments. Rewrite them to pass the Pause Code, or explain why they should be deleted from your dialogue:
"Why do you wear those shoes? They are so ugly."
→
Alternative Prosocial Response
"Bro, you're literally so slow. Just give up."
Anchor Card Log
Tier 3 Intensive Behavior Support
THE ANCHOR PROGRESS CARD
Daily period-by-period verbal impulse tracking and collaborative school-home log.
Tier 3 Plan High-Frequency Tracking
Student Name
Week of
Target Behavior Goal
Verbal Self-Regulation & Use of Pause Code
Primary Case Manager
Teacher Instruction
At the end of your class, please initial and circle the behavior code that corresponds to the student's verbal performance. Do not debate scores publicly.
Scoring Key:
G Green: No harmful words; utilized pause
Y Yellow: Required 1 prompt to filter
R Red: Boundary crossed (verbal cruelty)
| Day | Period 1 | Period 2 | Period 3 | Period 4 | Period 5 | Teacher Initials |
|---|
| Mon | G Y R | G Y R | G Y R | G Y R | G Y R | _____ |
| Tue | G Y R | G Y R | G Y R | G Y R | G Y R | _____ |
| Wed | G Y R | G Y R | G Y R | G Y R | G Y R | _____ |
| Thu | G Y R | G Y R | G Y R | G Y R | G Y R | _____ |
| Fri | G Y R | G Y R | G Y R | G Y R | G Y R | _____ |
Reinforcement Schedule
Tier 3 success depends on fast reinforcement. Set a daily and weekly goal with the student:
Daily Goal (G's needed):
Weekly Reward (Target Met):
Intensive Circle of Support
Identify safety individuals the student can privately check-in with if they feel an impulse flare-up starting:
Counselor: ____________________________
Administrator: ______________________
Safe Teacher: _________________________
Home-School Collaborative Review
To be signed by a parent/guardian daily or weekly to ensure reinforcement behavior consistency at home:
Parent/Guardian Signature
