This chart is based on knowing that:a. It can be difficult to learn new skills when we don’t know what part of life is challengingb. It can be difficult to find out what part of life is challenging when a person is at code red,orange or even yellowThis chart provides specific behavioural instructions to support someone to get closer to codeblue so they are able to (1) communicate and then (2) learn new skills to respond to life.Some instructions to support a person when they are close to or at code red:STOP1. Stop the behaviour you are currently usingBREATHE1. Focus on the fleshy part at the tip of your nose2. Breathe in, bringing awareness to the cool temperature at the tip of your nose3. Breathe out, bringing awareness to the warmth around the lower part of the noseSQUEEZE1. Bring attention to a single part of the body2. Gently squeeze the muscles in that part of the body (e.g. the hand)3. Relax that muscle group4. Repeat gently, squeezing and relaxing5. Bring focus to how the muscles feel when they are being squeezed (i.e. likely tense) towhen they are relaxed (i.e. likely at ease)AND THE MOST IMPORTANT STEP …COMMUNICATE– What is the part of life that initially took the body higher than code blue?– Words that can support here include: Show me, tell me, help me understand what you findchallenging right now? What was your picture of what you expected to happen? Whatwas your smashed picture? Help me understand what you were expecting to happen.Note: A key purpose here is to support the body to return closer to code blue. Only then cancommunication occur and a relief-based strategy be used. Some people have a shower, jumpon the trampoline, go for a walk or have a rest. No right or wrong here, rather a focus to bringthe body to a state of being able to communicate. The relief strategy does support the bodyto get closer to code blue but the error often made is that this most important step is left out.SKILLSHaving communicated about the part(s) of life the person perceives they were not YET equippedto respond to, the opportunity for teaching and learning new skills can be provided. Skills thatfocus on addressing the original part of life they found challenging will be most needed here.