effectively working with disruptive behaviors
DESCRIPTION
Effectively Working with Disruptive Behaviors. Amy Gallagher, Psy.D., Program/Training Director Psychology Internship As presented by: The Integrated Psychotherapy Consortium. TODAY’S AGENDA. Welcome/ Introductions EBP Background Logistically….how? (EMR/ CCARs/ Etc.) Orientation to Model - PowerPoint PPT PresentationTRANSCRIPT
Effectively Working with Disruptive
BehaviorsAmy Gallagher, Psy.D.,
Program/Training Director Psychology Internship
As presented by:The Integrated Psychotherapy
Consortium
TODAY’S AGENDA• Welcome/ Introductions• EBP Background• Logistically….how? (EMR/ CCARs/ Etc.)• Orientation to Model• Breakout Sessions for Role Play• Supervision and Post Training• Wrap-up
EBP VS. REALITY• Differences between Evidence
Based Practice AND Practice Based Evidence
• Making it fit…• Being Creative…– 90 minutes vs. 60 minutes– Kiddos vs. Parents vs. Both
TARGET POPULATION• Ages 6 to 16• Mild to Moderate distress and symptomology• Oppositional Defiant, ADHD, Disruptive Bx
Spectrum• Behaviorally focused for parents and youth• Contraindicated:– Severe trauma – Severe mental illness– Lower functioning Autistic Spectrum Disorders
(ASDs)
INTERVENTION DESIGN & STRUCTURE
• Phase I (Sessions 1-7)– Introduction– Basic skills development – Problem solving
• Phase II (Sessions 8-14-ish)– Enhancing skills and strategies– Addressing additional situations & difficulties– Graduation
SESSION STRUCTURE• Engagement• Review
– Homework– Parent O Meter
• Set Agenda• Complete Skill
– Discussion– Practice– Role Play
• Assign therapeutic homework• Check-out
SETTING IT UP• Welcome parents and youth to session• Assess reactions to last meeting• Review goals briefly• Create Agenda– What issues would you like to discuss?– Any experiences you’d like to share
• Write agenda items on chart• Cover session topic• Assign therapeutic homework• Check-out
SESSION 1: RAPPORT BUILDING
• Rapport Building• Trauma and Behaviors• Introduction to Intervention• Practice Goal Setting (Goal
Worksheet)• Homework Expectations
• Helpful Hint- you are already doing this!
SESSION 2
Basic Social Learning, Tracking and Improving the Parent-Child
Relationship
Session 2: AGENDA• Skills Building/Practice with Parent
and Child• Goal Setting with the Child• Basic Social Learning: The ABC
Model• Positive Consequences for Positive
Behavior• Tracking and Labeling Behavior
SESSION 2:GOAL SETTING WITH CHILDREN
• Children constantly set goals• “What would make your life better?”• Goals need to make sense• Focus on Long and Short Term goals
THE GOAL LINE
POINTS SYSTEM FOR GOALS: PRICE LIST
Item PointsPencils, markers 2
Stickers 2
Toys 4
Baseball cards 8
Video games 12
ITunes Download
15
Cool shoes/clothes
30
• Have a set of small, changing items to provide quick rewards for behavior change
• Have larger rewards to encourage delay of gratification and planning
COMMON GOAL SETTING CHALLENGES WITH CHILDREN
• Forgetting about goal• Not taking responsibility• Lacking motivation• Sense of failure
COMMON GOAL SETTING CHALLENGES FOR ADULTS
• Believing goals are too easy– Difficulty understanding the importance
of shaping new behavior in small steps• Believing child is reinforced for
negative behaviors• Disrupting home/school tasks
GOAL SETTING: SOLUTIONS• Use reminder cards or stickers• Provide positive social reinforcement
and feedback• Set less challenging goals• Ask for suggestions from parents (&
kiddos!)• Encourage parent comments
SESSION 2: BASIC SOCIAL LEARNING THEORY
• The ABC model:– A=Antecedents– B= Behavior– C= Consequences
• Behavior is influenced by:– Antecedents – Consequences
• Becoming aware of how parents provide A’s and C’s is important!
SESSION 2: PRAISE• Positive Consequences for Good
Behavior• Ask parents to provide examples• “Catch your Child Being Good”• Types of Praise– Labeled Praise- identifies specific child
Bx–Unlabeled Praise- is positive but not
specific
HOMEWORK/HANDOUTS
HOMEWORK/HANDOUTS
HOMEWORK/HANDOUTS• Social Learning Theory• Tracking and Labeling Behavior– Parent Report of Child’s Behaviors– Behavior Tracking Form
• Praise– The Power of Praise– Tracking & Praising Your Child’s Behavior
• Parent-O-Meter
PARENT-O-METER
SESSION 3
The Parent-Child Relationship, Ignoring Minor Disruptive Behavior
SESSION 3: PARENT CHILD RELATIONSHIPS
• Engagement/Check in • Review homework/handouts & Set
Agenda– ABC Model, Behavior Tracking, & Praise– Goal Line and rewards– Parent-O-Meter
• Discuss any challenges with tracking • Teach & practice skills• Wrap-up
SESSION 3: SPECIAL TIME• Present Parent – Child Special Time
Handout– To maintain close positive contact– To have a protected positive time together
• Brainstorm ideas about a special time activity• Spend 10-15 min. a day in Special Time• Do not criticize or discuss problems during Special
Time• Praise child often during Special Time• Allow child to choose the activity-parents participate
with child• Record on Special Time worksheet
Keeping Special Time Special
SESSION 3: IGNORING• Ignoring Minor Disruptive Behavior– Behavior that is annoying Not dangerous– Substitute for “overreactions” by parent– Scolding and reprimanding is Not ignoring– Ignoring means stopping all communication– Avoid speaking or looking at the child–Negative child behavior may escalate
initially– After ignoring, “catch your child being
good” and praise the next good behavior
SESSION 3: IGNORING• Role Play Ignoring– Clinician plays “Parent” & parent plays
“Child”– Role-play “Parent” pulled into an
argument– Role-play “Parent” ignoring child’s
argument– Validate difficulty ignoring escalating
child
Session 3: IGNORING• Ask parents what they thought of
role-play• Handout: Tracking Praise &
Ignoring• Parent identifies 3 Bx to ignore on
sheet• Ask Parent to track for 2 weeks
HANDOUT/HOMEWORK
SESSION 3: WRAP UP• Summarize main points from session• Assign homework:– Behavior Tracking Form– Scheduling Special Time
• Encourage “catch your child being good”
SESSION 3: HANDOUTS• Keeping Special Time Special• Special Time Worksheet• Ignoring: An Effective Strategy• Techniques of Praise and Ignoring• Behavior Tracking Form: Praise and
Ignoring
YOUR TURN!• Each group will be assigned a
session– Learn a skill from Sessions 4 or 5–Understand the worksheets– Create a short role play to present
SESSION 4
Giving Effective Instructions to Children
SESSION 4: GIVING EFFECTIVE INSTRUCTIONS
• Instructions that Work– “Instructions” are Antecedents in the ABC
Model. They precede the child’s behavior, compliance, or noncompliance
– Considerations in giving good instructions• Is the instruction important?• Are you willing to follow through if the child
noncomplies?• Consider the timing of instructions• Treat children with respect (pleasant tone of
voice; saying “Please”)
SESSION 4: INEFFECTIVE INSTRUCTIONS
• Misguided Instructions– Buried or Interrupted Instructions-
• The adult keeps talking – Question Instructions-
• Instruction is given as a question– Chain Instructions-
• Too many instructions given once– Repeated Instructions-
• Repeating the same instruction over, and over, and over again– Vague Instructions-
• The instruction is unclear– Let’s Instructions-
• The instructions begins with “Let’s”– Distant Instructions-
• The instruction is shouted from a distance
SESSION 4: HANDOUTS• Giving Good instructions to your
Children• And Life Can be Humorous… Really
Funny Instructions that Won’t Work (I and II)
SESSION 5
Establishing Rules and Expectations
SESSION 5: RULES & EXPECTATIONS
• Rules vs. Expectations• Rules– Decrease Bx (hitting, fighting, swearing)– Always followed–No warnings, just consequences
• Expectations– Good behaviors/chores– Age appropriate
SESSION 5: HANDOUTS• Behavior Rules and Expectations• Establishing Behavior Rules and
Expectations• Household Rules and Expectations• Behavior Tracking Forms– Behaviors Rules– Expectations
Session 6
Anger Management (could be presented in multiple sessions)
SESSION 6: ANGER CONTROL
• Identify physiological cues of anger & other feelings
• Identify anger levels the child experiences
• Discuss triggers for anger and introduce idea of learning to cope with anger
• Brainstorm with child coping skills for each level of anger
SESSION 6: CLINICIAN HINTS• Children may have difficulty seeing a range of
emotional arousal• Children may become highly emotionally
aroused when thinking about their anger triggers
• Children may have difficulty identifying triggers• Anger may be masking other emotional states
(anxiety; depression)• Children may have very limited sense of coping
responses
ANGER AWARENESS: PHYSIOLOGICAL CUES
• Awareness of Signs of Anger– Facial expression– Tone of voice– Body Position/ Movement– Internal Body States• Increased Heart rate, Rapid Breathing• Feeling Flush, Sweating Palms • Tight Muscles, Clenched Fists
ANGER THERMOMETER
ANGER AWARENESS• Using thermometers,
children label own levels of anger and triggers at each level
• Can better problem solve at low to moderate levels of anger
• Aggressive children tend to report their anger in “on-off” terms as “angry” or Not-angry”
ANGER WORDS
ANGER MANAGEMENT TRAINING
• Key points:– Easier to cope if we don’t feel so angry–How can we reduce our feelings of
anger?• Distraction- Focusing attention in
something else (e.g., fun things to do later in the day)• Deep breathing• Self instruction or self- statements
COPING STATEMENTS
ANGER THERMOMETER RECORD
SESSION 6: HANDOUTS• Feeling Chart• Anger Thermometer• Words of Anger• Coping Statements• Anger Thermometer Record Forms
SESSION: 7
Problem Solving:PICC Model
SESSION 7: PICC MODEL
• PI= Problem Identification• C= Identify Choices• C= Identify Consequences• Choose Solution
PROBLEM SOLVING- PICC MODEL
PROBLEM SOLVING WORKSHEET
PROBLEM SOLVING- THE BASICS
SESSION 7: HANDOUTS• Problem Solving- PICC Model• Problem Solving Worksheet• Problem Solving- The Basics
YOUR TURN• Use the PICC Model to solve a
problem based on one of your current clients
• Use the worksheet to identify basic problem solving skills
PHASE II• Check-in about progress• Make decisions about next few
sessions–Which ones?–Which order?– Explore other issues (e.g., depression,
assertiveness, relaxation, learning)– Discuss graduation (termination)• Indications for further treatment• Discuss w/ clients, parents, supervisors
PHASE II• Child-focused sessions include:
– Social Problem Solving I (Session 8a)– Social Problem Solving II (Session 8b)– Anger Management II (Session 9)– Organizational & Study Skills (Session 10)
• Parent/ Family-focused sessions include:– Use of Consequences: Discipline and Rewards (Session 11)– Introducing a Token Economy System (Session 12)– Home Token Economy II (Session 13)– Response Cost Program (Session 14)
SESSION 8
Social Problem Solving I & II
SESSION 8 • These Boys Have a Problem
Worksheet– Discuss how to solve the social problem
using the PICC method–Help child solve relevant social
problems – Continue working on problem solving if
needed through other methods until skill is solidified
SESSION 9
Anger Management & Abdominal Breathing
SESSION 9• Review of physiological signs of
anger• Review use of Anger Thermometer• Practice Abdominal Breathing
(worksheet)–May be enhanced by other breathing
methods• Could be conducted directly after
Session 6
SESSION 10
Organizational & Study Skills
SESSION 10• Help child & family understand the
importance of organization & study skills
• Assess knowledge of both through experiential games– Category Game– Positive/Negative Study Skills
• Decide upon positive study skills for child
SESSION 10: HANDOUTS• Study Skills for School• Homework Contract• Alternative Contract
SESSION 11
Use of Consequences, Discipline, & Rewards
SESSION 11• Designed to be “parent only”• Could be follow-up/adjunct to earlier
sessions• Defines punishment & when to use it• Provides rules for “good
punishment”• Includes Time-Out Guidelines
SESSION 11: HANDOUTS• Punishment Concepts• Time-Out• Time-Out Worksheet
SESSION 12
Family Problem Solving
SESSION 12• Uses the PICC model within the
family• Expands the PICC worksheet to
include a family commitment for implementation
SESSION 13
Family Communication: Building & Adapting Structures for Long-Term
Planning Needs
SESSION 13• Provides structure for positive family
communication• Assists with organizing a family
meeting • Utilizes positive communication
skills to negotiate the logistics of family meetings
• Provides support to create a contract for social outings (Four W’s & an H!)–Who, What, Where, Where, How
SESSION 14
Family Communication: Building & Adapting Structures for the Long-
Term Planning Needs
SESSION 14: TERMINATION• Graduation– Finish Line Handout– Reactions & feelings about the program and
about ending– Skill Review– Improvements noted?– How was the child supported?– What did the child learn?– Advise parents to keep all handouts for future use– Share final regards, regrets, and appropriate
feelings
GRADUATION & BEYOND• Discuss skill maintenance• Discuss (expected) setbacks–What can you do? (e.g., problem
solving, outside help, therapy, etc.)• Identify community/school resources
THE NEXT STEP• Choose 2 cases to use Model• Set up Supervisory or Group
Consultation• Create method for tracking progress– PGQ
Parent Guardian Questionnaire
CWRMH IMPLEMENTATION• Registered in Program in ECR–Multimodal Therapy Program
• Onset, Quarterly, & Graduation – CCARs completed– PGQ Completed and Scanned
• Monthly phone call supervision/consult– Discussed engaging difficult families,
brainstorming ideas, successes
WRAP-UP• Final discussion• Final questions
Thanks for participating!!
CONTACT INFORMATIONAmy Gallagher, Psy.DProgram/Training Director Psychology
InternshipColorado West Regional Mental
Health, Inc.515 28 ¾ Road, Bldg. AGrand Junction, CO 81501– (970) 683-7078– [email protected]