The Assault Cycle or Breakwell Cycle

“The Assault Cycle” by Breakwell is a model of aggression that was introduced in Breakwell, G. (1997) Coping with Aggressive Behaviour. Leicester, British Psychological Society

According to the model, aggressive behaviour is a cyclical process that progresses through a series of phases. The five phases of the assault cycle, as described by Breakwell, are:

Trigger: The first phase involves the trigger event, which sets the aggressive behavior in motion. The trigger can be internal (such as frustration or anger) or external (such as a perceived threat).

Escalation: The second phase is characterized by an increase in the intensity of the aggressor’s behaviour. The aggressor may become more verbal or physical, and may experience a loss of control.

Crisis: The third phase is a critical point in the cycle, where the aggressor may lose all self-control and act out in a violent manner.

Plateau or Recovery: The fourth phase involves a decrease in the aggressor’s behaviour, as they begin to regain control over their actions.

Post-Crisis Depression: The final phase involves a return to normal behaviour, although the aftermath of the assault may continue to have an impact on both the aggressor and the victim.

The Assault Cycle model can be useful in understanding and managing aggressive behaviour, as it emphasises the importance of identifying triggers and intervening early in the cycle to prevent escalation. By recognizing the warning signs of aggression and taking proactive steps to address the situation, individuals can help to defuse potentially violent situations before they escalate.

We use this PowerPoint to capture and record triggers, signs and strategies for each phase. The first slide shows an entire cycle, this is followed by a slide for each phase with an image of that point on the graph on the left, and titled text boxes to complete on the right.

They are individual to the child and they are stored in an easily accessible shared folder on our SharePoint; this means that it can be completed collaboratively and dynamically. We have found it to be a very useful tool for supporting children who are regularly acting aggressively or who go into crisis, perhaps from overstimulation or in response to a headache. The behaviour may be a trait of a particular neurodivergence such as ASD or pathological demand avoidance.

We use this tool within an early years setting, but it could be applied at any level within education. We have found it to be very useful for identifying triggers so that that strategies can be put in place immediately which are specific to that individual child, so that they do not get to crisis point; or if they do, to ensure that their support is individual and appropriate for them.