initial staff training 8.15.13. day 1: learning objectives 1. how to utilize a therapeutic decision...

Initial Staff TrainingInitial Staff Training

8.15.13

Day 1: Day 1: Learning Learning ObjectivesObjectives1. How to utilize a therapeutic

decision making model.2. How to use four diagnostic cues.3. How to identify four social needs.4. How to identify sources of stress.5. How to recognize when we are engaging in power struggles.

3

Day 1: Day 1: Pearl of WisdomPearl of Wisdom”Every child needs at least

one adult who is irrationally crazy about him.”

Dr. Urie Bronfenbrenner

Part 1: Making Part 1: Making ProfessionalProfessional

Decisions in Decisions in CrisisCrisis

1. Andrew (11) is an angry, withdrawn boy who transferred to your program after last year’s highly publicized incident of violence in his old school. He has had a hard time making new friends, and seems to be the favorite target of Billy (12), one of the school’s worst bullies.

1. How would you 1. How would you RESPOND?RESPOND?

Hunter (22) is a pleasant young man with mild cognitive disabilities who has been in your independent living program for the past 3 months. Your policy prohibits tobacco use indoors, but Hunter enjoys dipping tobacco and often “forgets” the rules.


Tiffany (16) is a popular girl whose parents enrolled her in your after school rec program. She and her friend Camille seem to live on their iPhones, and spend most of their time texting each other or posting to their Facebook pages.


Keisha (15) is your newest foster child, a girl with a history of cutting herself. She’s been living with you and your family for the past few months, since being removed from her grandmother’s custody. You know that she’s been having a hard time adjusting to her new school, but she seldom opens up to give you details.


Group DiscussionGroup DiscussionWhat were you raised to believe about how children should behave?

And how they should be disciplined if they didn’t?

TACT2TACT2 Model ModelThe TACT2 Model suggests that decisions in crisis should be made by first assessing the level of imminent danger, then determining the psychological source of the issue.

Deliberate or intentional problems can often be handled with straightforward behavior management, but overwhelming emotional crises require de-escalation and counseling first.

WB p 6

Immediately Dangerous?

CORRECTION1. Reminder

2. Warning

3. Confrontation

Not Immediately Dangerous?

COUNSELING1. Give Space

2. Active Listening

3. Problem Solving

TACT-2 MODELTACT-2 MODEL

Deliberate

Emotional

CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict

4. Restrain



TACT-2 MODELTACT2 MODEL

““Immediate DangeImmediate Dangerr ””

“Situation which puts self or others at risk of

imminent and serious harm.”





4. Restrain




Deliberate

Emotional““Deliberate Deliberate

MisbehaviorMisbehavior””“Intentional behavior that meets youth’s own needs at the expense of others.”

CORRECTION1.Reminder2.Warning3.Confrontation




Deliberate

Emotional




Deliberate

Emotional

“Impulsive reaction to overwhelming stress or

misperceptions.”

““Emotional CrisisEmotional Crisis””

COUNSELING1.Give Space

2.Active Listening

3.Problem Solving




Emotional

Deliberate

18

ThinkingThinking

Outside Outside IssuesIssues

ExpressionExpression

BehaviorBehavior

Cue Deliberate EmotionalCue Deliberate Emotional

Usual,Normal

Unusual,Abnormal

Calm,Low-stress

Intense,High-stress

Rational,Clear

Irrational,Distorted

Minimal Significant

a. “Is it immediately dangerous or not?”

b. “Is it probably deliberate or probably emotional?”

c. “Because it is emotional, which of the three counseling responses is most appropriate?”

1. Your PROFESSIONAL 1. Your PROFESSIONAL ANALYSIS?ANALYSIS?



c. “Because it is deliberate, which of the three corrective responses is most appropriate?”




c. “Because it is dangerous, which of the four crisis responses is most appropriate?”


Key Point 1: Key Point 1: Decision-Making in Decision-Making in CrisisCrisisIn our personal lives at home, discipline

decisions are driven by our personal beliefs. In our professional lives at work, however, behavior management must be grounded in a strong understanding of emotional, behavioral and mental health.

The TACT2 Model provides a professional framework for therapeutic interventions, based first on the danger level, then on the psychological source of the problem. Deliberate problems can often be handled with rules-based behavior management, but overwhelming emotional crises require relationship-centered de-escalation and counseling first.

Part 2: UnderstandingPart 2: Understanding

Deliberate Deliberate MisbehaviorMisbehavior

25

““Deliberate MisbehaviorDeliberate Misbehavior””“Intentional behavior that meets youth’s own needs at the expense of others.”

FunctionalFunctional MisbehaviorMisbehaviorDeliberate behavior is functional, an intentional choice to act in a way which meets social needs. Dr. William Glasser’s work suggests that all human beings are motivated toward activities and relationships which meet four basic social needs. Most responsible adults have learned healthy, socially acceptable ways to meet their needs, but troubled individuals often rely on inappropriate behaviors which violate the rules or the rights of others.

WB p 7

Love Love BelonginBelongin

gg

Power Power ImportanImportan

ceceFreedom Freedom IndividualitIndividualityy

Fun Fun PleasurPleasur

ee

GlasserGlasser’’s Social s Social NeedsNeeds

Group ActivityGroup Activity1. How exactly do you meet your social needs? 2. How do your challenging children and youth meet theirs?

List several activities and relationships that you find needs-fulfilling, compared to the more “inappropriate” ways that your youth might use.

WB p 7

Values-BasedValues-Based RulesRulesClearly stated, consistently enforced rules can prevent a great deal of deliberate misbehavior. Rules and consequences that are grounded in core values can also teach and reinforce those values. Because such rules are fair and reasonable, the likelihood of resistance and resentment is reduced.

WB p 8

Prevention Strategy #1

a. Core Valuesa. Core ValuesWhen considering rules, first identify core values. E.g., Safety or cleanliness.

What are OUR core values in this program?

WB p 8

b. Behavioral Rulesb. Behavioral RulesFrame behavioral rules in terms of these core values. E.g., “SAFETY matters in our school, so we won’t tolerate any teasing or bullying.”

Create a behavioral rule basedon a value you identified.

WB p 8

c. Fair Consequencesc. Fair ConsequencesFrame fair and consistent consequences if rules are broken. E.g., “Anyone who teases or bullies will be asked to leave the classroom.

Create a consequence for your behavioral rule.

WB p 8

d. Confronting Behaviord. Confronting BehaviorWhen confronting behavior, reinforce core values along with compliance.

WB p 8

“Billy, I’ve talked to you before about your

intimidating comments. Stuff like that makes

everyone feel unsafe. I need you to report to ISS for

the rest of the day.”

d. Confronting Behaviord. Confronting BehaviorWhen confronting behavior, reinforce core values along with compliance.

WB p 8

“Hunter, you’ve been been warned about dipping

indoors. It’s a nasty habit, and makes a real mess. Put

your tins of Skoal in the office until we can meet with

the house manager tomorrow.”

ProsocialProsocial AlternativesAlternativesSuccessful programs for challenging youth do more than simply punish deliberate misbehavior.

They also teach students how to meet their needs prosocially, without resorting to choices which violate our rules and others’ rights.

WB p 9

Prevention Strategy #2

Group ActivityGroup ActivityPart 1. Against the RulesFirst, look back at the ways our children and youth meet their needs. Cross off behaviors that we do not allow.

Part 2. New WaysNow, brainstorm 3-4 prosocial alternatives to deliberate rule-breaking behavior in each category.

WB p 9

37

BELONGINBELONGINGG

1.Build strong caring adult relationships

2.Encourage healthy contact with family

3.Create social activities

Prosocial ways to allow

38

1.Provide genuine leadership opportunities

2.Give praise and encouragement

3.Recognize actual accomplishments

IMPORTANIMPORTANCECE


39

1.Allow free time to play and socialize normally

2.Integrate music, art, sports, and field-trips

3.Be fun with children and youth!

FUN/FUN/PLEASUREPLEASURE


40

1.Allow choices with some chores/assignments

2.Make opportunities for creative expression

3.ASK, don’t tell, whenever possible

FREEDOMFREEDOMProsocial ways to allow

Tiffany (16) is a popular girl in your after school program. She and her friends spend most of their time on their iPhones, and as a result, it is hard to get any of them involved in center programming. Last week (before the incident with Keisha), you were organizing a Ping-Pong tournament....

Application to TiffanyApplication to Tiffany’’s Storys Story

1. Which social needs are being met by Tiffany’s negative behavior? 2. What prosocial alternatives might meet some of the same needs?

WB p 9

Key Point 2: Key Point 2: Deliberate Deliberate MisbehaviorMisbehaviorDeliberate misbehavior is a rational choice

which meets a youth’s social needs, often using unhealthy or inappropriate behaviors that violate the rules or the rights of others.

Deliberate misbehavior can be prevented with clearly stated, consistently enforced rules, especially when these rules are grounded in core values. Because youth may lack the skills to meet their needs in socially-acceptable ways, it is also important to provide them with prosocial alternatives to negative behaviors.

Part 3: UnderstandingPart 3: Understanding

Emotional Emotional CrisisCrisis

44

“Impulsive reaction to overwhelming stress or

misperceptions.”

““Emotional CrisisEmotional Crisis””

Impact of Impact of StressStressEmotional behavior is an impulsive reaction to high stress or distorted thinking.

Even rational people can act irrationally when stressful problems become overwhelming.

WB p10

Group ActivityGroup ActivityMy Highly Stressful DayScore each item’s “stress factor” for you. 0 =No stress1 = Minor2= Major(5= Maximum)(Completely overwhelming!)

WB p 10

Group ActivityGroup ActivityTotal Stress Level for the Day

WB p 10

0 - 8 pointsFairly low stress

9 - 16 pointsModerate stress

17 - 25 pointsHigh stress

26+ pointsCrippling stress!

Group ActivityGroup ActivityThe last straw:

WB p 10

“Sorry, but I can’t make the kids’ school play 2nite. Something came

up at work. 4give me?”

Your

THOUGHTS?Your FEELINGS?Your IMPULSE?

Stress & Stress & ConflictConflictDr. Nicholas Long’s “Conflict Cycle” model illustrates how high background stress (including self-esteem issues) can make a minor incident seem like a major problem to a troubled student.

A small issue may trigger an avalanche of powerful feelings in a youth, leading to impulse behaviors that quickly escalate into a crisis, especially if peers or staff react negatively, aggravating the situation.

WB p 10

Background Stress

including Low Self-EsteemTriggering

IncidentOverwhelmin

g Feelings

Impulsive Behavior

Long’s Conflict Cycle

Based on a model created by Nicholas Long, Ph.D.

Negative

Reactions

Stress acts as a

MAGNIFYING GLASS

making small problems appear

LARGER.

List 2-3 stressful issues that your children or youth experience at:

HOMESCHOOL

PERSONAL

Too much stress can weighs ANYONE down...

Impact of Impact of Childhood Childhood TraumaTraumaSome of our most difficult children and youth are those

who have been traumatized by violence, abuse, or chronic neglect earlier in their lives.

WB p 11

Recurring abuse events can create “malign memories” which may come to define a child’s outlook on him/herself, adults, and life in general.

Choose one and discuss:

How might this child’s daily behavior be impacted by his/her past trauma and current circumstances?

Group ActivityGroup Activity

BillyBillyAndrewAndrew

KeishaKeisha

Results of Childhood TraumaResults of Childhood TraumaPhysical InjuriesBruises, broken bones, scarring, malnutrition, head injuriesPhysical ChangesPhysical and developmental disabilities, traumatic brain injury (TBI), hormonal changes

PTSD Symptoms• Dissociation (dazed & unresponsive) • Hyperarousal (constant readiness)• Re-experiencing (flashbacks)

WB p 11

Three Emotional StatesThree Emotional StatesEmotions in victims of childhood trauma:

1. Hopelessness 2. Powerlessness 3. Shame

Some children come to INTERNALIZE these three feelings as depression and self-abuse

Others learn to EXTERNALIZE the same feelings as anger and aggression

22

Elementary (age 5-11)Elementary (age 5-11)Internalizing symptoms:• Withdrawal

• Anxiety

• Regression (crying, thumb-sucking, bed-wetting)

23

Elementary (age 5-11)Elementary (age 5-11)Externalizing symptoms:• Frequent irritability

• Outbursts of rage

• Defiant refusal to follow rules

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Adolescent (age 12-17)Adolescent (age 12-17)Internalizing symptoms:• Numbness/Depression

• Sleep problems

• Self-harm & suicidal behaviors

23

Adolescent (age 12-17)Adolescent (age 12-17)Externalizing symptoms:• Unprovoked aggression

• Substance abuse

• Criminality

24

Victims of Sexual AbuseVictims of Sexual AbuseVictims of sexual abuse often show unusual sexual behavior as well:

√ Complete AVOIDANCE of physical contact (internalizing)

√ OVER-SEXUALIZED (even seductive) behavior toward adults

and peers (externalizing)

Andrew (11) is an angry, withdrawn boy who is new to your school. He is a transfer student from a school that experienced some highly publicized violence a year ago. After his self-abusive behavior at his locker, you spoke with his teacher, then contacted his mother for a conference.

Application to AndrewApplication to Andrew’’s Storys Story

Which of Andrew’s behaviors seem to be linked to traumatizing experiences in his life?

WB p 12

Trauma-Informed Trauma-Informed Self-Self-AssessmentAssessmentBuilding therapeutic relationships with traumatized

children and youth requires great self-awareness, as well as strong behavior management and crisis resolution skills.

Honestly rate yourself on a 4-point rating scale.1= Very limited. I could probably use a lot of work in this area.

2= A little weak. I could probably use some work in this area.

3= Reasonably strong. I don’t need any real work in this area.

4= Very strong. I can help others improve in this area.

TACT2 TACT2 Escalation ModelEscalation ModelOverwhelming stress can act like a magnifying glass, causing youth to misperceive and overreact to problems.

An understanding of how externalizers and internalizers react during each of the predictable phases of an escalating emotional crisis can help us prevent and de-escalate them.

WB p 13

TACT2 TACT2 Escalation ModelEscalation Model

1. Warning1. Warning

2. Escalation2. Escalation

3. Crisis3. Crisis

4. Recovery4. Recovery

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This is Your Car This is Your Car in Crisis!in Crisis!

1. Warning1. WarningSigns: Oil light on, off, then on again?

AAA Diagnosis: Oil pressure getting very low. To prevent....

Response: Appt with mechanic

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Signs: Light on steadily, off-beat knocking sounds?

AAA Diagnosis: About to throw a rod. To de-escalate....

Response: Pull off road, turn car off, call for assistance.


69


Signs: Banging sounds louder, engine stalls out.

AAA Diagnosis: Engine seized up, thrown a rod. To protect...

Response: Flashers on, neutral, coast to side of road.

3. Crisis3. Crisis

70


Signs: 900 lb mass of molten metal under hood.

AAA Diagnosis: $3,000 to replace with rebuilt engine.

Response: Change oil next time!


Signs & Symptoms: Signs & Symptoms: WarningWarning Phase Phase


Stress: Visible but manageableThinking: Relative clear, rational discussion still possiblePhysically: Tense but trying to cope, utilizing their limited tools.

Signs & Symptoms: Signs & Symptoms: WarningWarning Phase Phase


EXTERNALIZERS• Irritable

• Muttering curses, warnings, mild threats

INTERNALIZERS• Anxious

• Getting quiet, needy, or whiny

Goal = Goal =

____________Goal = Goal =

PREVENTPREVENT

Signs & Symptoms: Signs & Symptoms: EscalationEscalation Phase Phase


Stress: Growing quickly and becoming unmanageableThinking: Distorted, blame oriented, clear discussion unlikelyPhysically: Blood pressure and breathing up, agitation high

Signs & Symptoms: Signs & Symptoms: EscalationEscalation Phase Phase


EXTERNALIZERS• Angry, loud

• Direct threats

• Minor property damageINTERNALIZERS• Panicky

• Demand, shut down or leave

• Picking, pulling, etc.

Goal = Goal = ____________Goal = Goal = DE-DE-ESCALATEESCALATE

Signs & Symptoms: Signs & Symptoms: CrisisCrisis Phase Phase

3. Crisis3. Crisis

Stress: Overwhelming, completely unmanageableThinking: Highly distorted, rational discussion impossiblePhysically: Adrenalin rush, tunnel vision, fight-or-flight

Signs & Symptoms: Signs & Symptoms: CrisisCrisis Phase Phase

3. Crisis3. Crisis

EXTERNALIZERS• Antagonistic

• Property destruction

• Dangerous to othersINTERNALIZERS• Shut down/melt down

• Attempt escape, self-harm, even suicide

Goal = Goal = ____________Goal = Goal =

PROTECTPROTECT

Signs & Symptoms: Signs & Symptoms: RecoveryRecovery Phase Phase


Stress: Gradually reducingThinking: Rational discussion possible within 10-15 minutesPhysically: Breathing & heart rate slower, trembling, exhausted

Signs & Symptoms: Signs & Symptoms: RecoveryRecovery Phase Phase


EXTERNALIZERS• Sullen & angry

• Blame others

• Eventually address problemINTERNALIZERS• Depressed & shameful

• Blame selves

• Address problem

Goal = Goal = ____________Goal = Goal =

RESOLVERESOLVE

Billy (12) lives in a small trailer with his mother, her current boyfriend, and his 6-year-old sister Tammy. For the past two years, Billy has been enrolled in the Big Brother/Big Sister program. He has developed a close relationship with Tim, a 30-year-old man who was once a troubled youth himself....

Application to BillyApplication to Billy’’s Storys Story

1. Underline three specific events that contributed to Billy’s crisis. 2. Underline three physical warning signs Tim missed.3. Circle five (strong emotions) Billy experiences.4. Put a large “E” where Billy crosses into the Escalation Phase.5. Put a large “C” where he crosses into the Crisis Phase.

Strategies for: Strategies for: WarningWarning Phase Phase


Goal =Goal = PREVENTIONPREVENTION

PREVENTION STRATEGIES:• Use humor or distraction• Notice unusual behavior• Acknowledge emotions• Talk calmly & privately

Strategies for: Strategies for: EscalationEscalation Phase Phase


Goal =Goal = DE-DE-ESCALATIONESCALATION

DE-ESCALATION STRATEGIES• Offer time to self• Remove instigators• Actively listen•Involve supportive staff

Strategies for: Strategies for: CrisisCrisis Phase Phase

Goal =Goal = PROTECTIONPROTECTION

PROTECTION STRATEGIES:• Remove aggressor• Remove audience• Call for back up staff• Physically restrain

3. Crisis3. Crisis

Strategies for: Strategies for: RecoveryRecovery Phase Phase

Goal =Goal = RESOLUTIONRESOLUTION

RESOLUTION STRATEGIES:• Allow time to self• Active listening• Problem solving• Peer Mediation4. Recovery4. Recovery

InspirationalInspirational Quote Quote“I’ve come to the

frightening conclusion that I am the decisive element

in the classroom. z“It’s MY personal approach that

creates the climate; It’s MY daily mood that

makes 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.”

-Dr. Haim Ginott

Key Point 3: Key Point 3: Emotional BehaviorEmotional BehaviorEmotional behavior is an irrational, impulsive reaction to high stress. Youth may be triggered by what seems like a minor problem, then become overwhelmed by their feelings, and react negatively to simple staff directives. Youth who have suffered childhood trauma are especially likely to overreact to shaming and embarrassment.

An understanding of the predictable phases of escalating crisis can help staff choose the best strategies to calm or manage a stressful situation. It is helpful to understand the differences between youth who externalize their feelings and those who internalize instead.

Part 4: ImprovingPart 4: Improving

Self-Self-AwarenessAwareness

89

Despite our training, there may be times when we react personally rather than respond professionally to challenging youth.

Adult Adult Anger TrapsAnger TrapsWB p 16

A deeper understanding of our own anger traps can help us defend against emotional overreactions in difficult situations, allowing us to remain clear, calm, and focused instead.

02/16/2011

ANGER TRAP #1

Outside Outside STRESSSTRESS

Leftover stress from other home or work problems

makes it easy to overreact angrily to a minor situation we might otherwise be able

to handle.

02/16/2011

ANGER TRAP #2

EMBARRASSMEMBARRASSMENTENT

We feel helpless or inadequate trying to manage a challenging situation, then turn our embarrassment to

anger.

02/16/2011

ANGER TRAP #3

FEAR/FEAR/SHOCKSHOCK

We feel a natural shock or fear in response to a

threatening situation, then turn anxiety into anger.

02/16/2011

ANGER TRAP #4

VALUES VIOLATIO

NA core value is violated

by an offensive behavior, sparking feelings of deep

indignation and righteous anger.

VALUES VALUES VIOLATIONVIOLATION

02/16/2011

ANGER TRAP #5

AUTHORITY AUTHORITY CHALLENGECHALLENGE

We engage in an angry power struggle to establish control or dominance over a defiant

youth.

Will Hunting is a brilliant but troubled young man who doe not want to go o therapy. His new therapist is unprepared for just how expert Will is at sabotaging helping relationships.

Which anger traps does Will set for Sean? Which does he resist? fall into?

A few minutes ago, one of your rec center kids pulled you aside and said: “You should check out Tiffany’s Facebook page.” As you view the video of what happened to Keisha yesterday, you can feel your heart pounding and your hands trembling. You march up to Tiffany and her friends and growl: “I can ’t believe what you did to Keisha, you heartless b----! How could you? Give me that phone right now, or I’ll… I’ll…”


Which anger traps do you see? What advice would you give this staff member before, during, or after

the confrontation with Tiffany?

Your Own Your Own Anger TrapsAnger TrapsPair up and describe a situation involving youth that was really upsetting to you.

TALKER: Tell your partner(s) about the situation that triggered your emotions.

LISTENER: Let your partner talk, then try to identify his/her Anger Traps.

Avoiding Avoiding Power Power StrugglesStrugglesWhen tempted to engage in a power

struggle with a frustrating child, remember these things about the psychology of troubled youth and the impact they have on staff.

Choose one from each set which seems most meaningful to you, and explain why.

WB p 17

a. Remember that stress acts like a magnifying glass, making small problems seem larger than they are.

Be aware of the stressors in your youth’s lives. Avoid putting extra stress on a young person whose coping skills are already maxed out.

a. About thea. About the Child/Youth in Crisis Child/Youth in Crisis

b. Remember that a child’s past experiences give him a very different way of perceiving events than you have, especially if he has experienced childhood trauma.

However unreasonable or unfair this perception seems to you, it is very REAL to him. Try to see things through his eyes before reacting to his behavior.

b. About theb. About the Child/Youth in Crisis Child/Youth in Crisis

c. Remember that during conflict, a troubled child may be her own worst enemy. She will defend, deny, blame, rationalize, and regress from owning her feelings or taking responsibility for her behaviors.

Don’t try to reason with her when you can see she is highly agitated. Back off, and give her time to cool off first.

c. About thec. About the Child/Youth in Crisis Child/Youth in Crisis

a. About Staff a. About Staff during Crisisduring Crisisa. Remember that outside stress (such as a bad cold or problems at home) can make it harder to tolerate the situational stress of a conflict.

Be aware of the stressors acting on you, and be able to tell what you are reacting to in a crisis. Reduce your stress when you can before entering “hot” situations.

b. Remember that everyone has sensitive issues that set them off. Know your emotional hot spots and anger traps before problems occur.

Admit to yourself when you are getting angry or overwhelmed in a crisis. Take a deep breath and slow down, or ask for help if you need it.

b. About Staff b. About Staff during Crisisduring Crisis

c. About Staff c. About Staff during Crisisduring Crisisc. Remember to catch yourself using sarcasm, belittling comments, or accusations when you are angry. Trying to beat emotional youth at their own game lowers us to their level, and reinforces their negative perceptions of adults.

Apologize if necessary (without expecting one in return) and make a habit of letting go of grudges. Every day is a new day, another chance to start fresh!

Key Point 4: Key Point 4: Self-AwarenessSelf-AwarenessAdult anger is an understandable emotional response to threatening situations. Adult counter-aggression is NOT. As staff, we must find a way to respond professionally (rather than reacting personally) when youth are in crisis.

An awareness of our own anger traps and willingness to improve our skills are essential parts of maintaining this therapeutic and professional perspective.

End of Day One End of Day One TrainingTraining

For use by certified TACT2 trainers in training staff in TACT2. Any For use by certified TACT2 trainers in training staff in TACT2. Any other use prohibited. Copyright 2013 by Steve Parese, Ed.D. other use prohibited. Copyright 2013 by Steve Parese, Ed.D.

www.TACT2.com

20132013

Day 2Day 2

http://www.TACT2.com/

Day 2: Day 2: Learning Learning ObjectivesObjectives1. How to process with youth who

are genuine emotional crisis:Giving Space, Active Listening, Problem Solving

2. How to manage youth who are deliberately misbehaving:

Friendly Reminders, Fair Warnings, Firm Confrontations

3. How to verbally intervene in dangerous situations:Redirection, Removal, Restriction

109

Day 2: Day 2: Pearl of WisdomPearl of Wisdom“I've learned that people will

forget what you said, they will forget what you did, but people will never forget how you made them feel.”

Maya Angelou

Part 1: Emotional Part 1: Emotional Crises: Crises:

Counseling Counseling ResponsesResponses

Counseling Counseling ResponsesResponsesCounseling responses are most useful when a youth's problem behavior is the result of overwhelming emotional stress. In this case, our interventions often rely more upon relationships than rules.

WB p 20

112

ThinkinThinkinggOutsidOutside e IssuesIssues

ExpressioExpressionsns

BehavioBehaviorr

Cues to Emotional Crisis

Cues to Emotional Crisis

Irrational, distortedSignificant

Tense, high stress

Unusual, abnormal

Green ZoneGreen Zone

Yellow ZoneYellow Zone

Red ZoneRed Zone

Problem Solve

Actively Listen

Give Space

Counseling Counseling ResponsesResponses

Red ZoneRed ZoneGiving Space

Counseling Counseling Response 1Response 1

““Red ZoneRed Zone”” Skill: Skill: Giving Giving SpaceSpaceGive space when an

emotionally overwhelmed youth

is physically safe, but unable to talk

rationally.

Negative Demonstration:Negative Demonstration: Giving Giving SpaceSpace

Paula throws the phone after talking to her mom:

“@#$% it! She ALWAYS does this @#$% to me! I’m sick of it!”

“You have GOT to be kidding me! Pick that phone up and lower your voice, or you can forget about your home visit, Paula!”

What’s wrong with this response?

Negative Demonstration:Negative Demonstration: Giving Giving SpaceSpace


“@#$% it! She ALWAYS does this @#$% to me! I’m sick of it!”

“It’s really not her fault if the car if having problems, is it? Give your Mom a break! She’s doing the best she can…”


Positive Demonstration:Positive Demonstration: Giving Giving SpaceSpace


“@#$#% it! She ALWAYS does this @#$% to me! I’m sick of it!”

“Wow, I can see how worked up you are, Paula. Why don’t you take a minute in your room to get yourself together. I’ll come down in 5 or 10 minutes, and we’ll talk about what’s going on.”

What’s BETTER with this one?

When do we need this When do we need this skill?skill?Brainstorm 8-10 examples of

“Red Zone situations” when a child or youth might need space. ___________________________School: Test-anxious student explodes over a failing grade on a test

Foster care/group home: Youth gets verbally abusive when he gets no birthday cards or calls

Community: Youth blows up/shuts down when mentor cancels visit

RecallingRecalling Keisha Keisha’’s Examples ExampleKeisha is a new foster child in your home. Something she just saw online upset her, and she ran upstairs crying. You got there in time to see her shatter the mirror hanging on her bedroom wall.

She looks shocked for a moment, then slumps to the bed crying hysterically. You enter quietly to clean up the glass closest to her, then ask if she’s okay, but she doesn’t answer.

Steps toSteps to Giving SpaceGiving SpaceStep 1. Acknowledge feelings“Keisha, I can see how _______________ you are right now.”

Step 2. Suggest time alone“Why don’t you take a _______________”

Step 3. Set limits “You can __________________ and I’ll just sit over here in case you want to talk.”

Skill Practice:Skill Practice: Giving Giving SpaceSpaceChoose ONE of the

emotional situations in which a child or youth needed space. ___________________________1. Envision the emotional situation. 2. Script out “Giving space” response. 3. Plan a 1-2 minute role play, including the emotional youth, a skillful staff, and supporting/aggravating characters

Yellow ZoneYellow ZoneActive

Listening


““Yellow ZoneYellow Zone”” Skill: Skill: Active Active ListeningListening

Use Active Listening Use Active Listening when an emotional when an emotional

youth is calm youth is calm enough to begin enough to begin talking rationally, talking rationally,

but not yet ready to but not yet ready to problem solve.problem solve.

125

1. 1.

ATTENDINGATTENDING

Three Levels of Active Listening

2. 2. DECODINGDECODING 3. 3.

REFLECTINGREFLECTING

126

ATTENDINGATTENDING

Listening Level 1

Good listening is more than just waiting your turn to talk. Good listeners communicate their concern and willingness to help as much by what they DO as by what they SAY.

AttendingAttending Activity #1 Activity #1

Good/Bad Traits?WB p 21 shows a list of good and bad things we might say or do when listening to a child or youth in crisis.

Mark “G ” for good habits.Mark “B” for bad habits.

How would each impact the youth?

AttendingAttending Activity #2 Activity #2

Talkers & Listeners1. First, pair up with a person. 2. Then, decide on roles:

One TALKEROther LISTENER

1. What did your Listener do to 1. What did your Listener do to you? you?

2. How did it make you feel?2. How did it make you feel?

129

DECODINGDECODING

Listening Level 2

Much of a speaker’s real meaning is communicated non-verbally or para-verbally. Good listeners learn to read between lines and interpret what is NOT said.

130

How is REAL MEANING communicated?

Facial expressions & body language

Tone of voice/

inflection

Actual words chosen

55%

38%

7%

What EMOTIONS can

you decode?

DecodingDecoding Expressions/Body Expressions/Body LanguageLanguage

• Depressed• Unsure• Worried

What EMOTIONS can

you decode?


• Defeated• Worthless• Lost

What EMOTIONS can

you decode?


• Hopeless• Alone• Distant

What EMOTIONS can

you decode?


• Desperate• Anxious• Overwhelmed

What EMOTIONS can

you decode?


• Angry• Stubborn• Cornered

Ferris’ sister Jeanie tried to catch him skipping school. She is now in the police station, sitting beside Charlie Sheen.

Observe & decode her body language and facial expressions as they interact!

137

REFLECTINGREFLECTING

Listening Level 3

Reflective listening paraphrases what we hear youth saying and feeling, without attempting to insert our own opinions or give unsolicited advice.

9-year-old ADD brother 9-year-old ADD brother ListensListens"It’s just not fair! No matter how hard I try, nobody likes me! I hate this place. I just wanna go home!"

"That’s not true! I like you, and so does my hamster, Fluffy.

You wanna hold him? You know what I do when I’m in a bad mood? I eat chocolate! You

want some chocolate?"


17-year-old snobby sister 17-year-old snobby sister

ListensListens"It’s just not fair! No matter how hard I try, nobody likes me! I hate this place. I just wanna go home!"

"Well, if you washed that black gunk out of your hair, and took off that horrid black mascara, you might fit in a little better,

Keisha. A little hygiene goes a long way, you know."


Parent triesParent tries Reflective Reflective ListeningListening

"It’s just not fair! No matter how hard I try, nobody likes me! I hate this place. I just wanna go home!"

"You sound pretty unhappy about all the problems

you’re having right now. [Why don’t you tell me

more?]"

What’s better about this response?

Using Using Reflective Reflective ListeningListeningTo reflect an emotional statement, pay careful

attention to the student’s verbal and non-verbal messages.

Then in your own words, summarize what happened to him/her, and how s/he feels about it.

WB p 22

"It sounds like you feel _____________

because/about _________________."REASON

EMOTION

DecodingDecoding Statement Statement“I see you all

slumped over, looking pretty

miserable. What’s that look

all about?”

DecodingDecoding Statement Statement“You SAY you’re

fine, but you LOOK really

upset... What’s going on?”

ReflectingReflecting Statement Statement“It sounds like you’re worried

about tomorrow’s court

appointment.”

ReflectingReflecting Statement Statement

“So you’re really upset about

what’s happening at

home.”

ReflectingReflecting Statement Statement

“So you lost your privileges, and I

can see how mad you are

about it.”

SCHOOL COUNSELOR: “Andrew, I’m concerned about you walking out of class and banging your head on your locker like that. What happened in class today?”

Andrew (looking down): “Well, my stupid teacher was showing this stupid video, and I just didn’t want to be there, so I left. And I couldn’t get my stupid locker open to get my drawing pencils, so I got frustrated and hit it with my head. It’s no big deal. It didn’t even hurt.”

Example 1: Reflecting with Example 1: Reflecting with AndrewAndrew

“It sounds like you were ____________ by/with __________________________. Do you think we can talk more in my office?”

SCHOOL COUNSELOR: “Andrew, I’m concerned about you walking out of class and banging your head on your locker like that. What happened in class today?”

Andrew (looking down): “Well, my stupid teacher was showing this stupid video, and I just didn’t want to be there, so I left. And I couldn’t get my stupid locker open to get my drawing pencils, so I got frustrated and hit it with my head. It’s no big deal. It didn’t even hurt.”

Example 1: Reflecting with Example 1: Reflecting with AndrewAndrew

“It sounds like you were REALLY FRUSTRATED with

YOUR LOCKER THIS MORNING...”

“It sounds like you were BOTHERED by THE MOVIE

IN CLASS TODAY...”

FOSTER CARE WORKER: “Good morning, Keisha. How are you today?”

Keisha (irritated): “I’m FINE! Why is everyone always asking me how I’m doing? I’m not going to OFF myself or anything, if that’s what you mean!”

Example 2: Reflecting with Example 2: Reflecting with KeishaKeisha

“It sounds like you are really ___________ about _______________________________. Let’s talk for a minute, okay?”

FOSTER CARE WORKER: “Good morning, Keisha. How are you today?”

Keisha (irritated): “I’m FINE! Why is everyone always asking me how I’m doing? I’m not going to OFF myself or anything, if that’s what you mean!”

Example 2: Reflecting with Example 2: Reflecting with KeishaKeisha

“It sounds like you are really UPSET about

SOMETHING, THOUGH I DON’T KNOW WHAT...”

“It sounds like you are really AGGRAVATED about THE QUESTIONS PEOPLE

HAVE BEEN ASKING LATELY...”

“Keisha, it’s not like you to be so rude. All I know is that you got upset last night and broke your mirror. Can you tell me more about what’s going on?”

Keisha (intensely): “I’m sorry, but I’m having the worst day EVER! You’d NEVER understand!”

ExtendedExtended Reflecting with Reflecting with KeishaKeisha

Let’s read through Keisha’s story, pausing to fill in the blanks and create a number of reflective listening statements.

Positive Demo:Positive Demo: Active Active ListeningListeningIt’s 10 minutes later, and Paula has been

calming down in her room:

“So Paula, can you tell me what the incident with the phone was all about?”

“It’s my stupid mother! She was supposed to pick me up for a home visit this weekend, but she says her stupid car isn’t up to the trip!”

“I can see how angry you are with your mom right now…”

Skill Practice:Skill Practice: Active Active ListeningListeningReturn to the situation with a highly agitated youth who needed space. Imagine that s/he has calmed down enough to tell you what happened.

Write two emotional statements the youth might make, and a reflective response for each.

Green ZoneGreen Zone Problem Solving


““Green ZoneGreen Zone”” Skill: Skill: Problem Problem SolvingSolving

Use Problem Solving when an

emotional youth has become more rational and is

ready to discuss the problem.

Three steps ofThree steps of Problem Problem SolvingSolving

Step 1: PROBLEMWhat happened?

Often, emotional youth need help organizing their thoughts and feelings after a problem. Use active listening skills to explore what happened, then briefly summarize the chain of events. Try to identify the core problem, but leave deeper therapy issues for clinical staff.


Step 2: GOALWhat did you want? or What do you want?

Youth in emotional crisis sometimes act out in ways that contradict their original intentions. Use non-judgmental, open-ended questions to help them describe their intended goals and to envision better outcomes.


Step 3: SOLUTIONSWhat could you have done? or What can you do now?Many times, emotional youth feel “stuck,” unable to find a feasible path from their problem to their goal. Use brainstorming to consider numerous possible options (even bad ones), then analyze the likely consequences of each choice before picking a solution.

“It sounds like you had a problem at home last night, but what’s REALLY got you upset is whatever’s happening with Tiffany. Tell me more about that.”

Keisha (talking fast): “Well, I was at the rec center -- this was yesterday or the day before....

Problem Solving with Problem Solving with KeishaKeisha

Let’s read through Keisha’s story, pausing to fill in the blanks.

Key Point 1: Key Point 1: Counseling Counseling ResponsesResponsesWhen youth are acting out because of stressful

emotional issues, basic listening skills can be very effective. Our goal is to de-escalate youth while building in them greater stress management and conflict resolution skills.

“Counseling tools” include Giving Space, Active Listening, and Problem Solving. Giving space allows an overwhelmed youth time to calm down physically and emotionally. Active listening encourages them to de-escalate further by venting to a caring adult through attending, decoding, and reflecting. Problem solving helps them find solutions to the immediate issue and explore better ways to handle future problems.

Part 2: Deliberate Part 2: Deliberate MisbehaviorMisbehavior

Corrective Corrective ResponsesResponses

Corrective Corrective ResponsesResponsesUse corrective responses when problems are the result of intentional DELIBERATE CHOICES to misbehave.

These interventions rely on rules more than relationships.

WB p 26

163

ThinkinThinkinggOutsidOutside e IssuesIssues

ExpressioExpressionsns

BehavioBehaviorr

Cues to Deliberate Behavior

Cues to Deliberate Behavior

Rational, clear

Minimal

Relaxed, low-stress

Usual, Normal

CorrectiveCorrective ResponsesResponsesDepending on the severity of misbehaviors

WB p 26

1. Friendly Reminder2. Fair Warning

3. Firm Confrontation (Consequences)

to Emotional?to Emotional?from Deliberatefrom DeliberateCan behaviors shift Can behaviors shift

Skill 1:Skill 1: Friendly ReminderFriendly Reminder

Use a friendly reminder with a

deliberately misbehaving youth to encourage him/her to

abide by rules or expectations.

Negative Demo:Negative Demo: Reminder Reminder

“I’ll get to it. I still have time.”

“Tracy, it’s no wonder none of the other girls wants to be around you. Your hair is greasy, your fingernails are dirty, and don’t even get me

started on your breath!”

Tracy lives in a group home. It’s 15 minutes before bedtime, and she has not done any of her nightly hygiene.


Negative Demo:Negative Demo: Reminder Reminder


“Tracy, I’m tellin’ you what! If you don’t get off your lazy butt and get in that shower by the time I count to 10, you can forget about this weekend’s outing! One…

two… three… ”



Positive Demo:Positive Demo: ReminderReminder


“Tracy, there’s less than 15 minutes left before you have

to be in bed. It would be good to get started on your hygiene right away, don’t

you think?”


What’s BETTER about this response?

When do we need this When do we need this skill?skill?

School: One student teases another about clothes, acne, etc.

Foster care/group home: Youth is late getting out of bed.

Community: Rec center group won’t let a new kid join a BB game.

Brainstorm 8-10 examples of mild deliberate situations when a child or youth might need a reminder or warning.

Friendly ReminderFriendly Reminder for Andrew for AndrewAndrew is your 11-year-old grandson. He and his mother have been living in your home for a few months now. He’s been through a lot in the past couple of years, but you know that some of his misbehavior is just plain old willfulness. Tonight, he is in the family room playing on his XBox.

VERBAL: “Andrew? You’ve got one minute to finish your video game. Dinner’s about to start.”

NON-VERBAL: Raise your eyebrows

Skill Practice:Skill Practice: RemindersRemindersChoose ONE of the deliberate situations in which a child or youth needed a reminder. ___________________________1. Envision the emotional situation. 2. Discuss a verbal and non-verbal “Friendly Reminder.”

Three Types of Three Types of ConsequencesConsequencesCareful use of consequences can be an

effective deterrent to deliberate misbehavior. But if they seem like “threats,” consequences often lead to resistance and resentment.

Understanding different types of consequences helps avoid power struggles with challenging youth.

WB p 27

NATURAL NATURAL CONSEQUENCESCONSEQUENCESNatural consequences occur on their own,

without any staff intervention.

Andrew snuck out of bed, and stayed up until 2:00AM playing video games.

Natural consequences:Natural consequences:· He is tired in school today.· He does poorly on a test.· Others? _______________

LOGICAL LOGICAL CONSEQUENCESCONSEQUENCESLogical consequences are applied by staff,

but are directly tied to the behavior.

Andrew snuck out of bed, and stayed up until 2:00AM playing video games.

Logical consequences:Logical consequences:· He has to go to bed early

tonight.· He loses video games for a

week.· Others? _______________

PUNITIVE PUNITIVE CONSEQUENCESCONSEQUENCESPunitive consequences are applied by

staff, but either do not fit the behavior or go to extremes. Andrew snuck out of bed, and stayed up until 2:00AM playing video games.

Punitive consequences:Punitive consequences:· He’s grounded to his room for a

week.· He has to do extra dishes tonight.· Others? _______________

Although he is allowed to use tobacco outside, Hunter is caught dipping in his room at the independent living center.

Categorize each consequence as Natural, Logical, or Punitive.1. Hunter has to give up his dip.... 2. He has to do extra chores every night...3. Hunter isn’t allowed to go to tonight’s movie...4. Staff are disappointed in Hunter...

Application to HunterApplication to Hunter’’s Storys StoryWB p 27

Instructor Demo:Instructor Demo: ConsequencesConsequences


Consequence #1: Tracy can’t watch tomorrow’s

movie.

Tracy lives in a group home. It’s 15 minutes before bedtime, and she has not done any of her nightly hygiene. If she doesn’t get it finished...

What kind of consequence is each?

Consequence #2: She might get zits.Consequence #3: She has to

take an early shower tomorrow.

Consequence #4: She might not feel good about herself.

Skill Practice:Skill Practice: ConsequencesConsequencesContinue with the same

deliberate situations you used for a reminder. ___________________________1. Create four consequences for the behavior, at least one from each category.

2. Describe each specific consequence, but let the group guess its type.

Skill 2:Skill 2: Fair WarningFair Warning

Use a fair warning Use a fair warning with a deliberately with a deliberately misbehaving youth misbehaving youth to inform him/her of to inform him/her of the consequences of the consequences of

continued continued misbehavior.misbehavior.

Step 1:Step 1: Giving Warnings Giving Warnings1. Get YouthGet Youth’’s Attentions AttentionEliminate distractions. If possible, address the issue privately or quietly to limit embarrassment from peers.

It is almost dinner time and Andrew is playing a video game. He ignored your subtle reminders a few minutes ago.

1. “Andrew, put the game on pause and look at me.”

Step 2:Step 2: Giving Warnings Giving Warnings2. Give Give ““If/ThenIf/Then”” Statement of Statement of ConsequencesConsequencesClearly tell youth about consequences which will soon occur.

Option 1: “If you don’t <BEHAVIOR CHANGE>, then <NEGATIVE CONSEQUENCE>.”

For Andrew:2. “If you don’t_______________, then ________________________.”

For Andrew:2. “If you don’t turn the game off now, then you’ll lose all game privileges for the rest of the night.”

Step 2: Step 2: Giving WarningsGiving WarningsStep 2. Give Give ““If/ThenIf/Then”” Statement of Statement of ConsequencesConsequencesClearly tell youth about consequences which will soon occur.

Option 2: “If you want <POSITIVE CONSEQUENCE>, then <BEHAVIOR CHANGE>.”

For Andrew:2. “If you want_______________, then ________________________.”

For Andrew:2. “If you want to be able to play some more after dinner, then you have to turn the game off now.”

Step 3:Step 3: Giving Warnings Giving Warnings3. Request Change or ImprovementRequest Change or ImprovementMake a clear, final request for positive change, encouraging the youth to make a good choice.

For Andrew:3. “So please turn it off RIGHT NOW, will you? Don’t make me be the bad guy.”

To keep all students physically and emotionally safe, your school has adopted strict rules and consequences about teasing and bullying. “Anyone who teases or bullies will be asked to leave the classroom, and will have to mediate with staff before returning.”

Application to BillyApplication to Billy’’s Storys StoryWB p 28

You see Billy with his hand on Andrew’s neck as they walk between classes. Andrew looks uncomfortable.

Application to BillyApplication to Billy’’s Story s Story Part Part 11

WB p 28

1. Get Attention: “Billy, let him go. Let me talk with you.”

2. If/Then: “If you WANT TO STAY OUT OF ISS, then KEEP YOUR HANDS TO YOURSELF.”3. Request Change: “No go to class and leave Andrew alone, would you?”

Billy rolls his eyes and says, “I was just walking him to class.” You offer a second warning.


WB p 28

1. Get Attention: “Billy, look at me. I’m serious.”

2. If/Then: “If you don’t ____________, then ___________________________.”

3. Request Change: “So make a good choice and ______________________.”

Billy rolls his eyes and says, “I was just walking him to class.” You offer a second warning.


WB p 28

1. Get Attention: “Billy, look at me. I’m serious.”

2. If/Then: “If you don’t TAKE YOUR HANDS OF ANDREW, then YOU’RE GOING TO ISS RIGHT NOW.”3. Request Change: “So make a good choice and LEAVE HIM ALONE.”

Instructor Demo:Instructor Demo: Warnings Warnings


Tracy lives in a group home. It’s 15 minutes before bedtime, and she has not done any of her nightly hygiene. You decide to give her a fair warning.

Warning: “Tracy, please put the magazine down and listen to me.

Unless you want to get moved to the earliest shower time tomorrow

evening, you have to get up and get into the shower right now. Please

don’t make this a problem. Just get up and start your hygiene routine.”

Skill Practice: Skill Practice: WarningsWarningsContinue with the same deliberate situation you used for the previous activity, but imagine that it has worsened. ___________________________1. Script a 3-step WARNING.

2. Plan a 1-2 minute role play of both the reminder and warning, including the deliberate youth, a skillful staff, and supporting/aggravating characters.

Before Before ConfrontingConfrontingWB p 26

When a behavior continues despite a fair warning of reasonable consequences, take a step back. Ask yourself:

1. Environment: If we changed the setting or timing, would the behavior improve?

2. Staff: Am I escalating the problem?

3. Misdiagnosis: Is this an emotional issue in disguise?

Skill 3:Skill 3: Firm ConfrontationFirm Confrontation

Use a firm behavioral confrontation to

address a serious deliberate

misbehavior when fair warnings have failed

to encourage compliance with the

rules.

or Consequencesor Consequences

Step 1:Step 1: Confronting Confronting BehaviorBehavior1. Describe MISBEHAVIORDescribe MISBEHAVIOR

Tell youth what he's done wrong. Use specific and objective terms. Avoid general or emotional phrases.

Dinner has begun and Andrew is STILL playing his video game.

1. “Andrew, I asked you several minutes ago to turn the game off, and you’ve ignored me.”

Step 2:Step 2: Confronting Confronting BehaviorBehavior2. State EFFECTSState EFFECTS

Tell youth WHY what he's doing is wrong. Briefly explain how the behavior is impacting others, the environment, or you.

Andrew is STILL playing his game.

2. “It’s rude to keep everyone waiting for you at dinner.”

Step 3:Step 3: Confronting Confronting BehaviorBehavior3. Give CONSEGive CONSEQQUENCESUENCES

Apply reasonable and enforceable consequences (or if you haven’t previously given a warning, give a choice instead).

Andrew is STILL playing his game.

3. “You know the rules: You lose game privileges for the rest of the night. Now come to the table.”

Typically, youth will respond to consequences from staff with some sort of angry retort.

It can be exceptionally challenging to remain professional in moments like these!

WB p 29Avoiding Power Struggles

Avoiding Avoiding Power StrugglesPower Struggles“That’s not fair! You didn’t give

me a warning like you’re ‘sposed to! Besides, I’m not even hungry! And you’re not my father, so you

can’t tell me what to do!”

“It’s a good thing I’m NOT your father, or

I’d…”

Avoiding Avoiding Power StrugglesPower Struggles“That’s not fair! You didn’t give

me a warning like you’re ‘sposed to! Besides, I’m not even hungry! And you’re not my father, so you


“Yes, I DID give you a warning! If you’d clean the

wax out of your ears, maybe you could hear me!”

Avoiding Avoiding Power StrugglesPower Struggles

“You know, it’s no wonder your mother started drinking

again…”

“That’s not fair! You didn’t give me a warning like you’re ‘sposed to! Besides, I’m not even hungry! And you’re not my father, so you


Good Tactics Good Tactics When Kids When Kids ArgueArgue

√ Lower your own tone.

√ Check your body

language.

√ Refocus on the issue.

√ Let other staff assist.

√ Allow a small face-saving

gesture.

Principal Verne gets into a major power struggle with Bender over the missing screw.

Which anger traps does the principal fall into?

What SHOULD he have done to confront the problem using the steps we’ve discussed?

202

Practice Confronting Practice Confronting BehaviorBehaviorFraming consequences using the steps described helps us

to remain in professional mode in highly stressful situations. By describing the effects and emphasizing values, this approach assures that youth understand not only WHAT they’ve done wrong, but WHY it is wrong.

You manage an after school rec program at the community center.Two days after losing

your cool over the incident with Keisha, Tiffany arrives with Camille in tow.


You pull them aside to apologize for losing your temper and confront them on their hurtful behavior.

“Girls, I want to start out by apologizing for losing my temper the other day. I should have been more professional.”


Step 1 Misbehavior:“That doesn’t change the fact that:_______________________________ _______________________________

Step 1 Misbehavior:“That doesn’t change the fact that:the two of you assaulted another girl here in my rec center, then humiliated her publicly on the Internet.”

Application to TiffanyApplication to Tiffany’’s Storys StoryStep 2 Effects/Values:“I am ___________________________.We try to keep this place __________and what you did __________________________________________________

Step 2 Effects/Values:“I am angry and disappointed in both of you. We try to keep this place safe and secure and what you did was hateful. It makes everyone here feel unsafe.”

Step 3 Consequences:“So for the next 2 weeks, you are __________________________________.”

Step 3 Consequences:“So for the next 2 weeks, you are banned from the center.”


“Then consider it permanent, you twisted, heartless excuse for a

human being!”

“That’s fine. I hate this stupid place anyway!”

Camille looks ashamed of herself, but Tiffany says:

BETTER: “We’ll see you again in two weeks, girls.”

Instructor Demo:Instructor Demo: Confronting Confronting

“I’m going as fast as I can!”

1. Misbehavior: “Tracy, it’s bedtime, and you haven’t finished your hygiene. You ignored my reminders and waited until the very last minute to get started.”2. Effects/Values: “Now it looks like you’ll be late to bed. Taking care of ourselves and being on time is important to us here. You know that.”3. Consequences: “So tomorrow you’ll have the early shower time. If you can be more responsible, we’ll move you back to your regular time.”

Tracy lives in a group home. It’s now bedtime, and she has just barely begun her nightly hygiene. This isn’t the first time...

Instructor Demo:Instructor Demo: Confronting Confronting

“That’s not fair! I’m going as quickly as I can! What more do you want from me?”

Tracy lives in a group home. It’s now bedtime, and she has just barely begun her nightly hygiene. This isn’t the first time...

“It’d be great if you could act your age instead of making me treat you

like a 6-year-old!”

“Just to make better decisions, Tracy. You’ll get a chance to show us that

tomorrow night.”

Skill Practice: Skill Practice: ConfrontingConfrontingContinue with the same

deliberate situation you used for the previous activity, but imagine that it has worsened. ___________________________1. Script a 3-step BEHAVIORAL CONFRONTATION. Write an angry and a calm response to a youth come-back.

2. Plan a 1-2 minute role play, including the deliberate youth, a skillful staff, and supporting/aggravating characters.

Key Point 2: Key Point 2: Corrective Corrective ResponsesResponsesWhen youth misbehave deliberately to meet their

social needs at the expense of others, behavior management is often the best approach. Our goal is to correct the behavior with minimal disruption to the program.

“Corrective tools” include Reminding, Warning, and Confronting behavior. A reminder verbally or non-verbally prompts the youth to correct his/her own behavior without mention of consequences. A warning informs the youth of consequences, in an effort to encourage a better choice. A professional confrontation applies consequences while also reinforcing core values.

Key Point 3:Key Point 3: Using Using ConsequencesConsequencesA deeper understanding of consequences (natural,

logical, and punitive) can be helpful when enforcing rules. Warning youth about natural consequences offers them valuable insights into the impact of their choices. Because logical consequences ensure that “the punishment fits the crime,” youth are less likely to react with resentment and resistance than with random or punitive consequences.

In addition, as staff we must control our own emotions when confronting behavior. It is important to use a non-threatening tone and body language, to stay focused on the behavioral issue, and to allow other staff to assist rather than engaging youth in angry power struggles.

Part 3: Dangerous Part 3: Dangerous SituationsSituations

CrisisCrisisResponsesResponses

Crisis Crisis ResponsesResponsesCrisis responses focus on safety and security. Use them when problems are on their way to becoming IMMEDIATELY DANGEROUS, regardless of the psychological source.

WB p 31

““Immediate DangerImmediate Danger””“Situation which puts self

or others at risk of imminent and serious

harm.”

Response Description

1. Redirect Issuing a clear, calm request for a safer

behavior.

2. Remove Moving youth to a safer location.

3. Restrict Keeping youth in a safe area/out of an

unsafe one.

4. Restrain Physically holding a youth until s/he is safe.

Crisis Crisis ResponsesResponses

1. After lunch, you see Billy shove Andrew into a wall and knee him in the groin. A group of other boys are nearby, cheering Billy on.

Situational Judgment in Crisis

2. A few minutes later, you are walking Billy to the office when a rotten apple strikes him in the head. You both turn and see Andrew about to throw another one. As Billy tenses to lunge at Andrew, a passing staff member (Mr. Burgess) laughs: “Good for you Andy! It’s about time!”

3. A few hours after confronting Tiffany’s behavior, Keisha walks into your rec center with blood on her shirt. She looks shaken up, almost as if she was sleep walking. As you try to assess Keisha’s injuries, Tiffany storms in, holding her bloody arm. “That b---- cut me! Where is she? I’m going to kill her!”

Situational Judgment in Crisis

4. As you work with one of the other staff to calm the situation, you see that Keisha has backed herself into a corner, holding a bloody box cutter in front of her with both hands. Her eyes are unfocused and her hands are trembling wildly. Camille is screaming: “Oh my God, she’s going to kill herself!” Another youth is reaching for his cell phone, trying to record the whole event.

Managing Managing Volatile Volatile SituationsSituationsIn situations like these, we can’t afford to react in

“fight or flight” mode. We need a plan, an approach.

Step 1. ASSESS THE SITUATIONStep 2. ESTABLISH YOURSELFStep 3. INTERVENE

Option 1. REDIRECT Option 2. REMOVEOption 3. RESTRICTOption 4. RESTRAIN

1: Assess the 1: Assess the SituationSituation• How dangerous is the situation? Are weapons involved?

• How large and/or irrational is the person?

• Are other students or staff in danger?

• Should I wait for more staff or police back-up, or initiate this now?

• Is physical intervention needed, or can I talk this situation down?

• Can a physical restraint be done safely in this setting without causing more harm?

WB p 32

2: Establish 2: Establish YourselfYourselfa. Approach the situation calmly. • Make eye contact, appearing centered and competent.

• Introduce yourself if needed; call youth by first name, if known.

• State that you are here to help.

• Allow at least 3-4 feet of space and avoid touching the youth.

WB p 32

2: Establish 2: Establish YourselfYourselfWB p 32

b. Monitor your tone of voice, expressions, etc.• Pitch your voice low, speaking clearly.

• Maintain an open and concerned expression, but not anxious or overly friendly.

• Stand firmly, hands low, slightly turned, in a non-threatening posture.

221

3: Intervene3: Intervene Verbally or Verbally or PhysicallyPhysicallyOption 1. REDIRECT the

behavior

Option 2. REMOVE the aggressor, the target, the aggravator or the audience

Option 3. RESTRICT the youth to a safe place, or from an unsafe one

Option 4. RESTRAIN the youth

Response 1: Response 1: RedirectRedirectIssue a clear, calm request for a safer behavior. Get the individual’s attention and calmly, clearly request a specific safer behavior.

“Keisha, look at me. Put the box cutter on the floor.”

223

Redirecting Redirecting BillyBillyIn Situation 1, Billy is the aggressor. How could we redirect him?

“Billy, __________________________________________.”“Billy! Back off right now.

Leave Andrew alone.”

Response 2a: Response 2a: Remove Remove AggressorAggressorMove youth to safer location, verbally or

physically. When the aggressor is the primary source of danger, it may be best to remove him/her from the setting. Have back-up before physically removing larger youth.

“Thank you for putting that down, Keisha. I want to help you work this out

without anyone getting hurt worse. Will you come with me to my office? Please?”

225

Removing Removing AndrewAndrewIn Situation 2, Andrew is the aggressor. How could we verbally remove Andrew (probably while holding Billy back)?

“Andrew, _________________________________________.”

“Andrew, put that apple down right now, and walk with Mr. Burgess to the

nurse’s office.”

Response 2b: Response 2b: Remove Remove TargetTargetIf the aggressor is focused on a single target (student

or staff) and the target is cooperative, it may be safer and faster to remove that individual.

“Tiffany, listen to me. I can see that you’ve been injured. I want you to go down the hall to the girls’ room with Ms. Emily and wash that out. Go now

please.”

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Removing Removing BillyBillyIn Situation 2, Billy is the target of Andrew’s ‘attack.’ How could we verbally remove Billy?

“Billy, _________________________________________.”“Billy, I can see how upset you are. I want you to hold it together and walk with

me to my office. We’ll sort this out.”

Response 2c: Response 2c: Remove Remove AggravatorAggravatorSometimes, a passive aggressive manipulator (or a

self-righteous staff member) may be escalating the situation with aggravating comments or actions.

“Camille, your comments aren’t making this

situation any better. I’d like you to go with one of the other girls and hang out on the stoop outside

the building.”

229

Removing Removing Staff Staff MemberMemberIn Situation 2, the main aggravator is a

passing staff member, Mr. Burgess. How could we verbally remove him?

“Mr. Burgess, ______________________________________.”

“Mr. Burgess, that’s not helpful. How about you

walk Andrew to the nurse’s office and let me work with

Billy, okay?”

Response 2d: Response 2d: Remove Remove AudienceAudienceAn audience may excite a deliberate aggressor or

embarrass an emotionally overwhelmed youth. Removing on-lookers may de-escalate the youth, limit contagion, and reduce the number of potential victims.

“Alright kids, show’s over. The rec center is closing

early today. Grab your stuff and go home. We’ll see you

tomorrow.”

231

Removing Removing the Other the Other BoysBoysIn Situation 1, Billy has just kneed Andrew

while surrounded by a group of boys. How could we verbally remove them?

“Okay kids, ______________________________________.”

“Okay kids, get to your next class. James, Tony,

Ramone…. I said go.”

Response 3: Response 3: RestrictRestrictKeep youth in a safe area or out of an unsafe one. Use verbal and/or physical interventions to keep dangerous youth from leaving a safe area, or to prevent them from entering a safe area and causing harm to others.

In a safe area: “Keisha, I need you to stay right here in the

office. I know you’re upset with Tiffany, but you cannot leave the

room right now. You’re too worked up.”

From an unsafe area: “Yes Tiffany, Keisha is in the office. No, you CANNOT come in. Step

back… you can wait with Ms. Janet while your parents are

being called.”

Response 4: Response 4: RestrainRestrainPhysically hold youth against their will until safe. If properly trained, use safe, approved physical interventions with the minimum force necessary to keep dangerously out of control youth from hurting themselves or others.

Key Point 4: Key Point 4: Crisis ResponsesCrisis ResponsesDangerous behaviors present a significant threat of harm to self or others, and damage the safe learning environment necessary for education. Our goal is to de-escalate these situations and assure school safety using the minimum force necessary.

After carefully assessing the situation, staff have four options: Redirect the youth; Remove the youth/aggressor, the aggravator, the target or the audience; Restrict the youth to a safe area (or from an unsafe one); or if trained and able, Restrain physically. Making the best choice requires a cool head, strong self-awareness, and solid professional skills.

1. Fill in the TACT2 Model with the correct terms.

2. Fill in the diagnostic cues of Deliberate and Emotional behavior.

3. Answer the questions on the Test Review Handout.

Written TestWritten Test Review Review


CORRECTION1. Reminder

2. Warning

3. Confrontation


COUNSELING1. Give Space

2. Active Listening

3. Problem Solving

TACT-2 MODELTACT-2 MODEL

Deliberate

Emotional


4. Restrain

237

ThinkingThinking

Outside Outside IssuesIssues

ExpressionExpression

BehaviorBehavior

Cue Deliberate EmotionalCue Deliberate Emotional

Usual,Normal

Unusual,Abnormal

Calm,Low-stress

Intense,High-stress

Rational,Clear

Irrational,Distorted

Minimal Significant

1. Put your name and today’s date at the top.2. Fill in the TACT2 model (worth 4 bonus points).3. Answer each of the multiple choice questions (4 points each). If you have questions, please let us know.4. Bring the test to front for scoring.

Passing score = 80% (20/25 correct)If you do not score 80%, an instructor will meet with you to review your answers. When you are ready, you may take a second form of the test. If you still do not score an 80%, you may not be certified in TACT2.

Written Test Written Test ProcedureProcedure

End of Day Two End of Day Two TrainingTraining

For use by certified TACT2 trainers in training staff in TACT2. Any For use by certified TACT2 trainers in training staff in TACT2. Any other use prohibited. Copyright 2013 by Steve Parese, Ed.D. other use prohibited. Copyright 2013 by Steve Parese, Ed.D.

www.TACT2.com

20132013

Day 3Day 3

http://www.TACT2.com/

Day 3: Day 3: Learning Learning ObjectivesObjectives1. How to protect from assaults

2. How to use standing holds (bear hug, cradle, & double arm bar)3. How to escort a youth to a safe area4. How to safely restrain a youth (seated &/or supine takedowns)

242

Day 3: Day 3: Pearl of WisdomPearl of Wisdom“Children in stress create in others the same feelings of

stress,and if we are unprepared,

the same behaviors as well.”

Dr. Nicholas Long

I. Self-Protection I. Self-Protection TechniquesTechniques

a. Same/Opposite Side Arm Grab1: Make a fist.

2: Twist your wrist.

3: Step back and pull.


b. Two-on-One Arm Grab1: Make a fist.

2: Twist your wrist.

3: Elbow DOWN.



c. Two-on-Two Arm Grab1: Make TWO fists.

2: Twist your wrists.



d. Front Choke Escape1: Raise both arms.

2: Step back.

3: Spin away.


e. Rear Choke Escape1: Raise both arms.

2: Step back.

3: Spin away.


f. Side Headlock Escape1: Turn head and tuck chin.

2: Inside hand, Outside hand.

3: Push UP and away.


g. Rear Headlock Escape1: Turn head and tuck chin.

2: Step behind, bend over.

3: Inside hand, Outside hand.

4: Push UP and away.

II. Holds & II. Holds & EscortsEscorts

a. Bear Hug Hold1: Approach from behind.

2: Wrap arms around child’s arms and chest,

slightly above elbows (and below bust line for

girls).

3: Turn to side, lean head back.


b. Cradle Hold1: Approach from behind or spin child around.

2: Push elbows together, crossing child’s arms.3: Grasp wrists carefully, pull to hips, tucking outside elbow*.


c. Double Arm Bar Hold1: Bump, Hook, Lock & Turn

2: Lean back, pulling youth off balance.


d. Two-Person Escort1: Approach together, reach for wrist.

2: Hook arm high and pin wrist to hip.

3: Step behind and move youth together.


d. Transition to Double Arm Bar1: Tuck the arm between you.

2: Pivot behind, reaching high.

3: Hook the second arm, lock, & turn.

III. Standing Holds & III. Standing Holds & RestraintsRestraints

a. Standing Double Arm Bar1: Gain a firm Double Arm Bar hold.

2: Turn slightly and lean back into wall.

3: Use 2nd person assist to stabilize youth.


b. Seated Cradle HoldFrom Standing Cradle Hold1: Open stance.2: Slide down wall to seated position. 3: Position youth between legs.


c. Seated DAB RestraintFrom Standing DAB Hold1: Open stance.2: Slide down wall to seated position. 3: Position youth between legs.4: Second staff pin legs (remaining off knees).


d. Arm Bar Restraint (Supine, 2-psn)From Standing DAB Hold (2nd person spotting)


e. Shoulder Lock Restraint (Supine, 3-psn) From 2-person Escort position (3rd person spotting)

initial staff training 8.15.13. day 1: learning objectives 1. how to utilize a therapeutic decision...

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