Facts Not Feelings Slides Unit: Peer Behavior Analysts
FACTS NOT FEELINGS
Mastering Objective Observation vs. Subjective Interpretation
Lesson 01 / Session A
The Incident
ANALYSIS PHASE 01
[Ambiguous Interaction Video - 30 Seconds]
What did you just see?
Take 1 minute to write down exactly what happened.
Observation vs. Interpretation
Objective
"Just the facts."
Observable with the 5 senses.
Verifiable by multiple people.
Example: "He raised his voice volume."
Subjective
"What you think/feel about the facts."
Based on opinions or assumptions.
Biased by personal perspective.
Example: "He was acting crazy."
Why does accuracy matter?
Fairness
Subjective labels (like "angry" or "weird") can be unfair and create lasting reputations.
Safety
Real warning signs (pacing, loud volume) are objective. Opinions can miss the danger or escalate it.
The "Show Me" Test
If you use a word, ask yourself:moving hands ."bad intentions."
YES = Objective
NO = Subjective
Fact Finder Worksheet Fact Finder
PEER BEHAVIOR ANALYSIS / LESSON 01
Name:
Date:
Mission Objective
In behavioral analysis, we must separate Objective Facts (what we see and hear) from Subjective Interpretations (how we feel or judge those facts). Use the "Camera Test": If a camera could record it, it's objective.
Part 1: The Sorting Room
Categorize the following statements. Place an 'O' for Objective or an 'S' for Subjective in the space provided.
The student is tapping their pencil against the desk every 2 seconds.
The student is trying to be annoying because they are bored.
She looks like she is about to explode with anger.
He crossed his arms and looked at the floor for three minutes.
They are whispering because they are talking behind my back.
Her face is flushed red and her volume has increased.
Part 2: Fact Translation
Translate these subjective judgments into objective observations using the "Camera Test."
Subjective: "The guy in the back is being super aggressive."
Objective Observation:
Subjective: "She is acting weird and suspicious today."
Objective Observation:
Part 3: The Hallway Incident
Read the following paragraph and circle only the **Subjective** words or phrases.
Marcus walked down the hall and slammed his locker door. He was clearly looking for a fight. He stomped over to Sarah and gave her a mean look. Sarah looked terrified and started trembling. Marcus yelled something hateful at her and then stormed off like a maniac.
Reflection Challenge:
Why might "He stomped" be considered subjective to some people? What would be a more objective way to describe his walking?
Peer Behavior Unit Guide Unit Facilitation Guide
PEER BEHAVIOR ANALYSTS / GRADES 9-12
Ref: PBA-TG-2026
Unit Philosophy
This sequence is designed to shift social-emotional learning from "self-reflection" to "objective analysis." By teaching students to observe their peers as Behavioral Analysts , we reduce the emotional reactivity that often leads to conflict. Students learn to see escalation as a physiological process rather than a personal attack.
The Goal
Identify early warning signs before they become safety issues.
The Skill
Objective observation using the "Camera Test."
The Mindset
Distress ≠ Defiance. Patterns tell the story.
Pacing & Facilitation
LESSON 1
Facts Not Feelings
Key Concept: If you can't see it on a camera, it's not a fact.
Teacher Script Prompt
"We aren't mind readers. We are analysts. Don't tell me he's 'mad.' Tell me his volume is at an 8 and his hands are clenched."
Common Misconception
Students think 'angry' is a fact because it's 'obvious.' Remind them 'angry' is a label for a cluster of physical facts.
LESSON 2
Body Talk
Key Concept: Baseline shifts. Leakage happens when words and body don't match.
Activity Tip
In the Silent Analysis, watch for 'micro-gestures' like lip biting or rapid blinking that show stress under the surface.
Discussion Spark
"Why is sudden stillness often scarier than shouting?" (Answer: Internalization of pressure; preparation for outburst).
LESSON 3
The Vocal Edge
Key Concept: Controlling the situation through 'Countering' volume and speed.
The Neutral Phrase Demo
Encourage students to be dramatic. The goal is to see that the words stay the same while the danger level increases purely through vocal edge.
LESSON 4
The Quiet Storm
Key Concept: Implosive escalation is often missed but equally critical.
Intervention Focus
Stress that withdrawal is a cry for help. The "Empathy Pivot" is about opening a door, not dragging someone through it.
LESSON 5
The Big Picture
Key Concept: Synthesis. Environmental factors act as accelerators.
Assessment Guidance
"When grading the capstone, look for the use of terminology from all 4 previous lessons: Zone A, Leakage, Vocal Edge, Implosive vs. Explosive."
Body Talk Slides Unit: Peer Behavior Analysts
BODY TALK
Decoding Kinesics and Non-Verbal Escalation
Lesson 02 / Session B
The Muted Message
SILENT ANALYSIS
Muted Clip: 2 People Interacting
Primary Goal
Identify the emotion.
Secondary Goal
Rate intensity (1-10).
Kinesic Warning Signs
Pacing
Repetitive walking in a confined area. Signals "trapped" energy or a need to flee/fight.
Space Invading
Moving into someone's personal space (less than 1.5 ft). A physical challenge or intimidation tactic.
Agitated Hands
Clenching fists, wringing hands, or rapid tapping. Indicates rising physiological arousal.
Behavioral Leakage
"When the body tells the truth that the mouth is trying to hide."
Words: "I'm totally fine."
Body: Pacing, jaw clenched, white knuckles.
The Disconnect
The Quiet Warning
Hyper-Activity
Pacing, shouting, large movements.
Sudden Stillness
Freezing, staring, "The Calm Before the Storm." Often precedes a physical outburst.
RED FLAG: Sudden changes in baseline behavior are the most important cues.
Kinesic Audit Activity Kinesic Audit
PEER BEHAVIOR ANALYSIS / LESSON 02
Name:
Date:
Field Mission
Kinesics is the study of body movement as a form of communication. Your goal is to identify Leakage —when a person's physical actions contradict their spoken words or the social situation.
Part 1: Detecting Leakage
Read the scenario and identify the specific kinesic cues that signal rising agitation or a mismatch between words and actions.
"During a group project, Leo says, 'It’s fine, don't worry about it,' but he begins tapping his foot rapidly against the chair leg. As the conversation continues, his jaw clenches, and he starts picking at a loose thread on his sleeve. When a teammate asks for his notes, he stands up abruptly and begins pacing in the small space behind his desk, staring intently at the floor."
List the Kinesic Cues:
What is the "Leakage"?
Part 2: Proxemics and Personal Space
In the diagram below, label the zones of space. Then, answer the question about how invading these zones acts as a warning sign.
ZONE A
ZONE B
ZONE C
Zone A (0-1.5 ft)
Zone B (1.5-4 ft)
Zone C (4-12 ft)
Analysis: Why is "Space Invading" (entering Zone A without permission) a significant escalation sign?
Part 3: The Stillness Test
Contrast Hyper-Activity with Sudden Stillness . Which do you think is harder to spot in a busy cafeteria? Why?
Hyper-Activity Example:
Sudden Stillness Example: Vocal Edge Slides Unit: Peer Behavior Analysts
The Vocal Edge
Analyzing Para-verbal Communication
Lesson 03 / Session C
The Neutral Phrase
VOCAL CHALLENGE
"I am going to lunch."
LVL 1
Bored
LVL 2
Annoyed
LVL 3
Frustrated
LVL 4
Angry
LVL 5
Explosive
What changed besides the volume?
Para-verbal Components
Pitch & Tone
The "edge" or "sharpness." High pitch often signals increased tension or panic.
Volume
Changes in loudness. Sudden drops can be just as alarming as sudden increases.
Cadence & Speed
The rhythm. Rapid-fire speech or clipped, one-word answers signal agitation.
Latency
The delay between a question and an answer. Long pauses can signal internal conflict or "shutting down."
The "Vocal Edge"
Before someone yells or uses aggressive words, their voice usually gains an "edge." This is the physiological sound of frustration.
What to listen for:
Sharp intake of breath
Tightening of the vocal cords (strained sound)
Emphasizing specific words with force
Mirroring vs. Countering
Mirroring (Dangerous)
If they get loud, you get loud.
RESULT: You help them escalate further.
Countering (Effective)
If they get loud, you speak softly.
RESULT: You pull them toward a calmer baseline.
The person who controls their voice controls the situation.
Vocal Signature Lab Activity Vocal Signature Lab
PEER BEHAVIOR ANALYSIS / LESSON 03
Name:
Date:
The Audio Scan
Para-verbal communication is not what we say, but how we say it. By analyzing changes in volume, pitch, cadence, and latency, we can detect escalation before it turns into conflict.
Part 1: The Neutral Phrase Exercise
During the classroom activity, listen to your peers say the phrase: "I am going to lunch." For each level, describe the vocal changes you heard (besides volume).
LVL 2: Annoyed
Observations (Pitch/Speed/Rhythm):
LVL 3: Frustrated
Observations (Pitch/Speed/Rhythm):
LVL 4: Angry
Observations (Pitch/Speed/Rhythm):
Part 2: Scenario Analysis
Identify the specific para-verbal warning sign in each of the following descriptions.
"When the teacher asks Maya why her work isn't done, Maya waits a full five seconds before answering. Her voice is lower than usual and she speaks in slow, flat tones."
Warning Sign Type:
Interpretation (What is Maya feeling?):
"Dante is arguing with a friend. His words are coming out rapid-fire, almost like he can't get them out fast enough. His pitch keeps rising at the end of every sentence, making it sound like a squeak."
Warning Sign Type:
Interpretation (What is Dante feeling?):
Part 3: The Response Plan
Imagine you are talking to a peer who is clearly escalating (using LVL 4 para-verbals). Based on what you learned about "Countering," how should your own voice sound to help them calm down?
My Volume:
My Speed:
My Tone:
Why is it difficult to stay calm when someone else is being loud or aggressive toward you?
Quiet Storm Slides Unit: Peer Behavior Analysts
The Quiet Storm
Recognizing Withdrawal and Implosive Escalation
Lesson 04 / Session D
The Hidden Path
NARRATIVE ANALYSIS
"Leo didn't yell. He didn't slam his locker. He just stopped looking up. He started wearing his hoodie even when it was 80 degrees in the room. He sat at the same lunch table but didn't take a single bite of his food for three days. When the teacher called his name, he stared at his notebook like it was a map to another world."
Where did the escalation begin?
Two Types of Escalation
Explosive
"Outward & Loud"
Pacing / Stomping
Shouting / Pitch changes
Personal space invasion
Implosive
"Inward & Quiet"
Avoiding eye contact
Sudden social withdrawal
Hiding (hoods, earbuds)
The Shutdown Sequence
Disengagement
Ignoring questions, stopping hobbies, or "zoning out" during interactions.
Physical Guarding
Making the body smaller, hunched shoulders, or using objects as barriers.
The Empathy Pivot
Quiet signs are just as critical as loud ones.distress rather than defiance .
Don't Say:
"Why are you ignoring me?"
Try Saying:
"Hey, you've been pretty quiet today. You okay?"
Withdrawal Tracker Activity Withdrawal Tracker
PEER BEHAVIOR ANALYSIS / LESSON 04
Name:
Date:
Part 1: The Hidden Narrative
Read the story of Elias below. Use a highlighter or pen to circle every moment where Elias withdraws or avoids interaction.
Elias was usually the first person to crack a joke in History class. On Tuesday, he walked in with his hood up and sat in the very back row, even though his assigned seat was in the front. When his partner asked if he wanted to start the project, Elias didn't even look up from his desk; he just shrugged and put his earbuds in. At lunch, he was spotted sitting alone behind the gym, staring at the fence. When a teacher walked by and asked if he was supposed to be there, Elias stood up without a word and walked toward the library, keeping his eyes fixed on his shoes.
Identify the most subtle sign:
Which of Elias's behaviors was the easiest to miss?
Part 2: Categorizing Escalation
Place the following warning signs into the correct category.
Explosive (Outward)
Implosive (Inward)
Pacing Hoodie pulled tight Jaw clenching One-word answers Earbuds at lunch Slamming a book Avoiding eye contact
Part 3: Critical Thinking
Why do you think "Implosive" escalation is sometimes more dangerous than "Explosive" escalation?
Scenario: You notice your friend has been extremely quiet and avoiding everyone for two days. Write a one-sentence "Empathy Pivot" you could say to check in on them without being pushy.
"____________________________________________________________________________________"
Big Picture Slides Unit: Peer Behavior Analysts
The Big Picture
Contextual Analysis and Behavioral Synthesis
Lesson 05 / Session E
Find the Threat
VISUAL SCAN
Busy Hallway / Cafeteria Scene
Find the 3 individuals showing early warning signs.
Observation isn't just seeing one person;within the environment.
The Escalation Equation
Personal Cues
(Everything from Lessons 1-4)
Contextual Triggers
(Noise, Crowds, Stressors)
Risk Prediction
(Accurate Assessment)
Contextual Triggers
Sometimes, behavior is a reaction to the surroundings. Before judging, look at the environment.
Sensory Overload
Loud bells, shouting, bright lights.
Density
Tight hallways or crowded buses.
Becoming the Analyst
Your final task is to produce a formal Observation Report for a complex scenario.
Objective Evidence
No opinions, only facts.
Cue Clusters
Look for multiple signs.
Intervention Point
When was it needed?
Observation Report Capstone Observation Report
PEER BEHAVIOR ANALYSIS / CAPSTONE PROJECT
Analyst:
Date:
Incident Scenario: The Library Conflict
The library is crowded during finals week. Sam is sitting at a table with three other students. The room is very loud despite the 'Quiet' signs. Sam begins by tapping his foot rapidly. After five minutes, he stops tapping and sits perfectly still, staring at the student across from him. When that student accidentally knocks over a water bottle, Sam stands up abruptly, invading the student's personal space (Zone A), and says in a low, strained voice with a 4-second delay: "Move your stuff. Now." His jaw is clenched tight.
Part 1: The Multi-Layered Audit
1. Objective Kinesic Cues
(Body language, movements, stillness)
2. Para-verbal Indicators
(Volume, pitch, latency, tone)
3. Proxemic Violation
(Zone invaded? Intent?)
4. Contextual Triggers
(Environmental factors present)
Part 2: Analyst Synthesis
The "Stillness Point":
Identify the exact moment Sam's behavior shifted from Hyper-Active to Sudden Stillness . Why was this the most critical warning sign in the scenario?
Intervention Window:
At what point in the story could an objective observer have noticed Sam's distress and stepped in to de-escalate? What could they have said?
Final Risk Assessment:
Was this an example of Explosive or Implosive escalation? Defend your answer with two pieces of objective evidence from the scenario.
End of Behavioral Analysis Report // Unit 01 Capstone
Unit Answer Keys Unit Answer Keys
PEER BEHAVIOR ANALYSTS / GRADES 9-12
Lesson 1: Fact Finder
Part 1: Sorting
1. O (Objective) | 2. S (Subjective) | 3. S (Subjective) | 4. O (Objective) | 5. S (Subjective) | 6. O (Objective)
Part 2: Translation (Sample Answers)
"Super aggressive" -> "He is clenching his fists and speaking at a high volume.""Acting weird/suspicious" -> "She is looking over her shoulder every 10 seconds and hiding her phone when I walk by."
Lesson 2: Kinesic Audit
Part 1: Cues for Leo
1. Rapid foot tapping | 2. Clenched jaw | 3. Picking at sleeve thread | 4. Abrupt standing/pacing | 5. Intent staring at floor.
Part 2: Proxemics Zones
Zone A: Intimate (0-1.5ft) | Zone B: Personal (1.5-4ft) | Zone C: Social (4-12ft).
Lesson 3: Vocal Signature Lab
Maya: Sign: Latency (5s delay) / Flat Tone. Interpretation: Shutting down/Withdrawal.
Dante: Sign: Rapid Cadence / High Pitch. Interpretation: Agitation/Panic.
Countering: Volume should be Lower than the peer's. Speed should be Slower. Tone should be Neutral/Flat.
Lesson 4: Withdrawal Tracker
Elias's Cues:
"Hood up," "sitting in back row," "didn't look up," "shrugged," "earbuds in," "sitting alone," "eyes fixed on shoes."
Implosive (Inward):
Hoodie pulled tight, earbuds, avoiding eye contact, one-word answers.
Lesson 5: Observation Report (Key Elements)
Stillness Point: When Sam stops tapping and sits perfectly still staring. (Critical because it signals the transition from "venting energy" to "targeting").Intervention Point: Ideally during the 5 minutes of foot tapping (early warning) or the onset of stillness.Assessment: sam exhibits a mix. It begins as Implosive (tapping/stillness/strained low voice) and moves toward Explosive (abrupt standing/invading space). 
