building an ecology for non-violence

“WHAT ALMOST ALL FAIL TO UNDERSTAND IS THAT BEING AN EFFECTIVE

TEACHER MAY BE THE MOST DIFFICULT JOB IN ALL OF

OUR SOCIETY”

- Dr. William Glasser

Building an Ecology for Non-Violence

Phase 6Life Space Crisis Intervention

Phase 1Self-

Awareness and the Conflict Cycle

Choice Theory

AndA Quality School

Phase 5Effective Communication

Phase 2Difference between

behavioral management

and behavioral change

Phase 4Surface behavioral management strategies

Phase 3Healing Environment

Philosophy of StudentsA Student is the most important person in any school.

A Student is not an interruption of our work—he or she is the purpose of it.

A Student is not just a statistic. He or she is a flesh and blood human being with feelings and emotions like ourselves.

A Student is one who comes to us with needs and/or wants. It is our job to fill them.

A Student is deserving of the most courteous and attentive treatment that we can provide.

A Student is the lifeblood of this and every school. Without him or her, we would have to close our doors.

The Quality Paradigm Shift in Education

Old Paradigm of Teaching and Testing• Success if artificially limited to

a few “winners”.• Competition based.• Product orientated; focused

solely on results.• Work is a task, not intended

to bring joy to the worker.

• School is a place where teaching is done to (at) students. Students are passive, teachers are active.

New Paradigm of continuous learning and improvement: The quality school• Unlimited, continuous

improvement.

• Cooperation based.

• Process orientated.• Work should be meaningful,

challenging and invigorating.

• Teachers and students learn how to get better and better at work they do together.

The Quality Paradigm Shift in Education

Old Paradigm of Teaching and Testing• Teachers are isolated from

each other by time and space.

• Administration is viewed as the teacher’s natural enemy.

• Teachers are viewed as the student’s natural adversaries.

• Single-discipline instruction• Tayloresque factory model:

Rule by compliance, providing control and command. Authoritarian, hierarchical. Fear used as a tool of power.

New Paradigm of continuous learning and improvement: The quality school• Teachers work together on

school time to build success.• Administrators are viewed as

teammates and helpers.• Teachers are viewed as

teammates and helpers.• Multi- and cross discipline

learning.• Rule by helping. Teachers and

students take pride in their work together.

The Quality Paradigm Shift in Education

Old Paradigm of Teaching and Testing• Testing as primary means of

assessing results of the learning process.

• Teachers give information, students memorize it, then forget most of it.

• Ultimate goal: Students are the products of the school.

New Paradigm of continuous learning and improvement: The quality school• Testing, when appropriate, to

improve the process, process portfolios, exhibitions and so on.

• Students learn from teachers, other students and other sources.

• Students are their own products, continuously improving, getting better and better and helping others to do the same.

The Five Shifts• Material to the spiritual• Cognitive to the Affective• Certainty to Curiosity• Solution to Transformation• Discussion and debate to dialogue

Choice Theory Overview

HOW and WHY We Choose to Behave

1.) BASIC NEEDS

2.) QUALITY WORLD

3.) PERCEPTUAL SYSTEM

- survival, love, belonging, power, freedom, fun

- pictures of people, things, systems of belief

-positive, negative, neutral

How and Why cont.4.) THE REAL WORLD

5.) THE COMPARING PLACE

6.) THE BAHVIORAL SYSTEM

- information about everything, including ourselves

- frustration signal, an urge to behave when the real world perception does not match the quality world picture

- organized behaviors & creativity

How and Why cont.7.) TOTAL BEHAVIOR

8.) SELF-EVALUATION

- acting, thinking, feeling, physiology

- Is what I am doing working?

Quality World Basic Needs Treasured Memories

Treasured Memories

Valued Behaviors & Ideas

Creative Musings

Special People

Love/BelongingPower

FreedomFun

Survival

WE BEHAVE AS A WHOLE, BEHAVIOR IS TOTAL…

WANTS

FEELING

PHYSIOLOGY

BASIC NEEDSACTING

THINKING

TOTAL BEHAVIOR

The Difference Between External Control and

Choice Theory Thinking

External Control Choice Theory

You can motivate people People are internally motivated

You can control other’s behavior

You can only control your own behavior

You know what’s right for others

You know what’s right for yourself

You evaluate others You evaluate yourselfYou punish You negotiateYou reward to control You reward for the good

of the recipient

External Control Choice Thoery

You threaten You talk it over

You criticize You say what you can do to help the relationship

You blame You accept responsibility for your own behavior

You believe that others can control you or make you feel bad

You believe no one can make you do or feel anything, it’s your choice

External Control Choice Theory

You say and do things that drive the relationship apart

You say or do only what will bring you closer in the relationship

You are threatened by allowing others to have choices

You embrace the idea of empowering people with choices

You inhibit the freedom of others and kill their creativity

You give people the encouragement to try different ways to do things without judging them

External Control Choice Theory

You believe instilling fear in your authority is a necessary component of leadership

You are approachable and always remove from your demeanor anything that others might fear

You only listen to yourself

You listen to others and try to understand them

You believe that you are locked in an externally controlled world and are defenseless against it

You believe in the Choice Theory process and live your life accordingly

DEVELOPMENTAL MATCH

What Students NEED

- More choice

- Positive teacher relationships

- More small group interaction

What Students GET

- Greater emphasis on control & discipline

- Less positive & personal teacher-student relationships

- More whole-class instruction

THE SIX CONDITIONS OF QUALITY SCHOOL WORK

1.) There must be a warm supportive classroom environment

2.) Students should only be asked to do useful work

3.) Students are always asked to do the best they can do

Six Conditions cont.

4.) Students are asked to evaluate their own

work and improve it

5.) Quality work always feels good

6.) Quality work is never destructive

7 DEADLY Habits That Destroy Relationships

1.) CRITICIZING

2.) BLAMING

3.) COMPLAINING

4.) NAGGING

5.) THREATING

6.) PUNISHING

7.) REWARDING PEOPLE TO CONTROL THEM

7 Connecting Habits1.) CARING

2.) LISTENING

3.) SUPPORTING

4.) CONTRIBUTING

5.) ENOURAGING

6.) TRUSTING

7.) BEFRIENDING

MANAGING SCHOOLS AND CLASSROOMS

Boss Manager Lead ManagerDrives the students Leads the studentsDepends on authority Depends on

cooperationThinks “I” and “They” Thinks “We”Instills fear Instills confidence

Communicates resentment

Communicates enthusiasm and hope

MANAGING SCHOOLS AND CLASSROOMS (cont.)

Boss Manager Lead ManagerFixes blame Fixes problems

Makes work drudgery Makes work interesting

Accepts poor, mediocre work

Accepts only high quality work

Sees this as unimportant

Tries to enter students’ quality world

MANAGING SCHOOLS AND CLASSROOMS (cont.)

Boss Manager Lead ManagerTries to “make” people work

Realizes that process is more important than outcome

Strongly wants to be in charge

Allows students to makes some decisions

Is concerned about “needs” of curriculum

Is concerned about needs of students

MANAGING SCHOOLS AND CLASSROOMS (cont.)

Boss Manager Lead ManagerImposes work Discusses quality of

work with studentsSets adversarial atmosphere

Sets friendly atmosphere

Uses coercion Constantly searches for better ways to do things

MANAGING SCHOOLS AND CLASSROOMS (cont.)

Boss Manager Lead ManagerConcerned about images as authority

Concerned about genuine role-modeling; empathetic, authentic, knowledgeable

Is abrupt and impersonal with people

Is courteous, calm, and consistent

Doesn’t want to get “involved”

Shows interest in the personal lives of others

Directions: Discuss how needs are met in a Glasser Quality School as seen through the Quality Worlds

of the people involved creating it

THE BASIC NEEDS IN A GLASSER QUALITY SCHOOL

FunLearningLaughing

Survival Security Safety

Love and Belonging

Connectedness Involvement

Freedom Choices Creativity

The Principal

The Teachers and Staff

The Students

The Parents

THE QUALTIY WORLD PICTURES

The skills of Life Space Crisis Intervention are important because the acts of violence by children and youth are not by appointments.

LIFE SPACE CRISISINTERVETNION

A therapeutic skill which enables us to make the best out of a stressful students incident

when we get the worst of it.

I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate; it’s my daily mood that make the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can

humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated or a child humanized or de-humanized.

- Haim Ginott

In this world you are only one person, but to a troubled student

you are the world.

THE PSYCHOLOGICAL NEEDS BELONGING- Students feel like they belong in their

school, feel attached to it

BULLYING- Students do not feel like they will be picked on, ranked, teased, or ridiculed

THE PSYCHOLOGICAL NEEDS (CONT.) PERSONAL INFLUENCE- Students feel that they

have some say in what goes on in school

SUCCESS- Student experiences a sense of success and achievement in school

THE PSYCHOLOGICAL NEEDS (CONT.) FUN- Students find learning fun and enjoyable

TEACHER CARING- Students see teachers caring, being respectful and supportive

DISCIPLINE- Students feel that discipline is applied fairly and consistently

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS

Diagnostic Stages(1-3)

STAGE 1- DRAIN OFFStaff de-escalating skills to drain off the student; intense feelings while controlling one’s counter-

aggressive reactions

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)

Diagnostic Stages(1-3)

STAGE 2- TIMELINE Staff relationship skills to obtain and validate the

student’s perception of the crisis

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)

Diagnostic Stages(1-3)

STAGE 3- CENTRAL ISSUEStaff diagnostic skills to determine if the crisis represents one of the six LSCI patterns of self-

defeating behavior

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)

Reclaiming Stages (4-6)

STAGE 4- INSIGHTStaff clinical skills to pursue the student’s specific

pattern of self-defeating behavior for personal insight and accountability

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)

Reclaiming Stages (4-6)

STAGE 5- NEW SKILLSStaff empowering skills to teach the student new

social skills to overcome his/her pattern of self-defeating behavior

COGNITIVE MAP OF THE SIX STAGES OF THE LSCI PROCESS (cont.)

Reclaiming Stages (4-6)

STAGE 6- TRANSFER OF TRAININGStaff consultation and contracting skills to help

the student re-enter the classroom and to reinforce and generalize his/her social skills

THE SIX LSCI RECLAIMING INTERVENTIONS

1.) Imported Problems: The Red Flag Intervention. The student carries in a home or community problem and displaces it on staff.

2.) Errors in Perception: The Reality Rub Intervention. Student reacts because of errors or distortions in thinking or perceiving a situation.

THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)

3.) Delinquent Pride: The Symptom Estrangement Intervention. Student is purposely aggressive and exploitive toward others while justifying his/her actions and even casts himself/herself in the role of the victim.

THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)

4.) Impulsivity and Guilt: The Massaging Numb Values Intervention. Student reacts impulsively, and afterwards is burdened by intense feelings of guilt and self- punishment.

THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)

5.) Limited Social Skills: The New Tool Intervention. Student has the right attitude or the correct intention, but lacks appropriate social skills.

THE SIX LSCIRECLAIMING INTERVENTIONS (cont.)

6.) Vulnerability to Peer Influence: The Manipulation of Body Boundaries Intervention (MBBI). This pattern involves two diagnostic variations. The first involves a student exploited under the guide of false friendship; the second involves a “set-up” by subtle provocation of an aggressive student by an intelligent passive-aggressive student.

KIDS IN STRESS CREATE IN ADULTS THEIR FEELINGS, AND IF NOT TRAINED, THE ADULTS WILL MIRROR THEIR BEHAVIOR.

According to Long and Morse (1996)…

“When a student crisis occurs, it is to be perceived by staff as a unique opportunity for change and not as a disaster to be avoided. It is time for benign instruction and not a time for punishment and student alienation.”

To have half a chance at changing lives, one must seriously consider the possibility that

there are snowballs in hell.

THE CONFLICT CYCLE

CHILD’S SELF CONCEPT IRRATIONAL BELEIFS

4.ADULT/PEER REACTIONS

1.STRESSFUL

EVENT

2. CHILD’S FEELINGS

3. CHILD’S OBSERVABLE

BEHAVIOR

THOUGHTS

Problem Solving Sheet(student interview help sheet)

FEELINGS AND

THOUGHTS

REACTIONS BEHAVIORA

BC

1.Pro-social behavior2. self-evaluation question

For use after the student has de-escalated. Start anywhere on the blank form with the student; order is not the important piece, the connection between them is.

OUTCOME GOALS ARE TO HELP THE STUDENT:

1.) Identify self-defeating patterns of thinking and behaving.

2.) Gain insight into chronic behavior problems.3.) Assume responsibility for behaviors.4.) Develop more adaptive ways of responding

to circumstances in the future.5.) Transfer new learning to other settings

within the school with a supportive team approach.

6.) Learn to trust caring adults and use them for support in time of crisis.

SCHOOL STUDENT BEHAVIOR

RESIDENTIAL OCCUPANCY AND INCIDENTS (Jan 1988-Jan 1993)

# O

F IN

CID

EN

TS

EMOTIONAL and BEHAVIORAL PROBLEM SCALE(Jan 1992- Apr 1993)

AVE

RA

GE

RAT

ING

S O

F B

EA

CIO

RS