Orientation to Aggression Replacement

TrainingAn Orientation For

People Working with Aggressive

Youth

Mike Canfield Washington State ART Master Trainer/Consultant

360-377-1011

Mkbeth@comcast.net

www.mikecanfield.net

Three Short Sentences

Three Sentences

“A well groomed man in a pinstriped suit cautiously scans the area before he walks down the worn granite steps. He moves quickly to the curb and hails a cab. He

holds his hat tipped forward as he steps into the backseat.”

Common Characteristics of DelinquentsTaken from FosterParentScope curriculum

1. They lack the Skills and Attitudes that make up effective Pro-Social Behavior

The ability to express complaintsThe ability to problem solveThe ability to handle stressEmpathy for the feelings of othersWillingness to help others

2. They Lack the ability to Control their own anger, namely:

The ability to calm themselves downAn awareness of external & internal triggersA sensitivity to their own body signs that a situation is getting “out-of-hand”.The ability to think aheadThe ability to evaluate or reward their own behavior

3. They function at a low level of Moral reasoning

A sense of fairnessA commitment to justice for everyoneConcern for others

“Anger Control” may be lacking in those we label juvenile delinquents, but one of it’s components (“self-talk”) normally begins at about age 2, when the toddler; for example, wanting to work the TV buttons and knowing that it is forbidden, says to herself, “No, no no, mustn't’, as she pushes the buttons. Between ages 3 ½ and 6, the child consolidates and understanding of how to control him or herself, and “self-talk” becomes an internal and unconscious process.

A.R.T. is appropriate for youth who:

• Have Attitudes and Behavior that lead to Aggression

• Have a history of aggression

• Are low Skilled

Aggression Replacement Training

• Social Skills Training– “Behavior Component”

• Anger Control Training – “Emotional Component”

• Moral Reasoning Training – “Values Component”

Kohlberg’s Levels of Moral ReasoningLevel 1: Power “Might Makes Right”, Behavior is Focused on the Avoidance of Punishment. In Absence of Punishment or Threat of Punishment anything goes.

Level 2: Deals “You scratch my back and I’ll scratch yours.” Individual maintains relationships and obeys rules because they perceive it to be to their own advantage. Negative form involves revenge.

Level 3: Mutuality “Do unto others as you would have them do unto you.” Person behaves in a pro-social manner because they wish to be treated as a “good” person. They treat others well in hopes that they will be treated well. Wish to maintain rules and authority that support “good” behavior.

Level 4: Systems “Am I Contributing?” Person behaves in a pro-social manner because they have agreed to “follow the law” except in extreme cases where laws conflict with other agreed upon social duties. Person develops conscience and guilt. Laws are needed to avoid social chaos.

Moral ReasoningPro-social Potential In Antisocial Youth

• Antisocial youths affirm the importance of moral values (Gregg, Gibbs, Basinger, 1995)

• Given a choice, they would choose a non-violent, caring world.

• Most can propose responsible decisions to hypothetical social problem situations. (Gibbs, Potter, Goldstein, 1995)

Sociomoral Development & Delay

• People will behave in a manner consistent with how they think.

• Delay in thought and behavior presents two problems:– prolonged immaturity in moral reasoning– persistent and pronounced cognitive

distortions

Persistent and Pronounced Cognitive Distortions

• Thinking Errors• Self-centered Thinking• Assuming the Worst• Blaming Others• Minimizing / Mislabeling

Self Centered Thinking• Self-Centered Thinking: Individual thinks

his/her own immediate needs, wants, thoughts, feelings, and desires are most important. Individual may ignore his/her own long term best interests and does not care about the needs, wants, thoughts, feelings, and desires of others.

Self-Centered• ‘If I see something I like, I take it.’• ‘If I lie to people, that’s nobody’s

business but my own’• ‘If I really want to do something, I don’t

care if it is legal or not.’• ‘When I get mad, I don’t care who gets

hurt.’

Assuming the Worst

• Assuming the Worst: Belief that self and other cannot improve. Believing the worst about people and the world. Assuming hostile intent without sufficient evidence that hostile thoughts exist.

Assuming The Worst• Things aren’t going to get better attitude.• ‘You might as well steal. If you don’t take

it, somebody else will.’• ‘I might as well lie---when I tell the truth,

people don’t believe me anyway.’• ‘People are always trying to hassle me.’• ‘You should hurt people first, before they

hurt you.’

Blaming Others

• Blaming Others: View of the world where individual is not at fault. Problems are the fault of another person, group or momentary deviation (e.g. being in a bad mood, being drunk, being high, etc.) Victim is blamed for being victimized. Individual takes little or no responsibility.

Blaming Others

• ‘If people don’t cooperate with me, it’s not my fault if someone gets hurt.’

• ‘People force me to lie when they ask me too many questions.’

• ‘When I lose my temper, it’s because people try to make me mad.’

• ‘If someone is careless enough to lose a wallet, they deserve to have it stolen.’

Minimizing/Mislabeling

• Minimizing/mislabeling: Viewing anti-social behavior as causing no real harm. Labeling anti-social behavior as acceptable or admirable. Referring to others with belittling or dehumanizing labels.

Minimizing/Mislabeling

• ‘Everybody lies. It’s no big deal.’• ‘If you know you could get away with it,

only a fool wouldn’t steal.’• ‘People who get beat up badly probably

don’t suffer a lot.’• ‘You have to get even with people who

don’t show you respect.’

Jim’s Problem Situation

Jim and Derek are high school friends. Jim, whose birthday is coming up, has mentioned to Derek how great it would be to have a CD player to listen to music while he goes about his job driving a van. Derek steals a CD player from a car in the school parking lot and gives it to Jim for his birthday. Jim is appreciative, not realizing the present is stolen.

The next day Jim sees Scott, another friend. Jim knows Scott has a CD player and is good at electronics. Jim mentions that he got a CD player for a birthday present and asks Scott to come over to help install it. “Sure,” Scott says with a sigh.

“You look down, Scott. What’s wrong?” Jim asks.“Oh, I was ripped off,” Scott says.“Oh, boy. What did they get?” Jim asks.“My CD player,” Scott says. Scott starts describing his stolen CD

player.Later, Jim starts thinking about how odd it is that Scott’s CD player is

stolen just at the time Derek gave him one. He gets suspicious and calls Derek. Sure enough, Derek confesses that he stole it, and the car he stole it from turns out to be Scott’s car!

It’s time for Scott to arrive to help Jim install the CD Player. Scott will probably recognize the CD player as his. Scott is at the door, ringing the doorbell.

What should Jim-the one who got the stolen birthday present from Derek– say or do?

Jim’s Problem Situation Questions

1. Should Jim tell Scott that Derek took Scott’s CD player?

Should tell Shouldn’t tell Can’t decide2. How good a friend is Derek? Would Jim be able to trust Derek not to steal

from him?Yes, could trustNo, couldn’t trustCan’t decide

3. Derek stole the CD player for a good cause (Jim’s birthday). Does that make it allright for Derek to steal the CD player?

Yes, all rightNo, not all rightCan’t decide4. What if Derek didn’t steal the CD player from Scott’s car? What if instead Derek stole

the CD player from a strangers car? Then would it be all right for Derek to steal the CD player for Jim’s birthday?

Yes, all rightNo, not all rightCan’t decide

Setting up a Social Decision Making Meeting

Promoting the development of sociomoral reasoning.

Ground Rules• 1. Never Put down or threaten anyone• 2. Listen to what others have to say.• 3. If you criticize anyone, give that person

a chance to answer.• 4. Stay on the subject when you disagree.• 5.Never talk to anyone outside the group

about what is said in the group.

Phase 1: Introducing the Problem Situation

• Ground rules for discussion

• All group members must understand clearly what the problem situation is and how it relates to their lives.

• Questions are raised to stimulate discussion

Phase 2: Cultivate Mature Morality

• Reinforce the potential for mature morality

– Ask group members who answered with positive decisions for their reason(s) for those decisions.

– Record those reasons on an easel pad or whiteboard for group consideration.

– Reasons for negative decisions will be listed separately after the reasons for positive decisions.

Phase 3: Remediate Moral Developmental Delay

• Challenging individuals to consider other, more mature, viewpoints

• Invite the negative group members to explain their views

• Publicly record on an easel pad or chalkboard the explanations or reasons for their decisions

• Invite members of the majority to respond

Phase 4: Consolidate Mature Morality

• Group leader seeks consensus for positive decisions and mature reasons.

– Goal is to convert as many of the positive majority positions as possible into unanimous group decisions.

– Group’s culture becomes more positive and cohesive.

What Can Adults Do?• Model higher levels of Moral Development (Study)• Look for teaching opportunity’s related to Moral dilemma's• Have a social decision making meeting with the child and

family members or other youth as the situation dictates.1.Establish the ground rules.2.Define the “real problem situation.”3.Cultivate mature morality from family members or brainstorm other possible realities.4.Remediate Moral developmental delays by listing youth’s reasoning. 5.Consolidate mature morality by comparing the youth’s list to more mature family

responses. (or brainstorm )

Social Skills TrainingTeaches discrete Skills with discrete Steps

• Behavioral Component of A.R.T.

• Effective for: AggressiveShyWithdrawnImmatureLow SkilledDevelopmentally Delayed

Social Skills Training is Habilitation• Is Habilitation not Rehabilitation

• Teaches Discrete Skills with Discrete Skill Steps

• Use of Skill Leads to Pro-Social, Non-Aggressive Outcome

• Interactive, Easy to Learn, Fun to Do

Making a Complaint

1.Decide what your complaint is.2.Decide what you would like done about it.3.Decide whom to complain to.4.Tell that person your complaint and what you would like done about it.5.Ask if he/she can and will do what you have suggested.

What Can Adults Do?Social SkillsWhen a problem happens due to a youths lack of skills,

see it as a teaching moment.1. Stay Calm and see the problem as a skill deficit.2. Decide what skill is lacking (50 available).3. Work through the situation when possible.4. Encourage an opportunity to try a “do-over”. If they are able to role play a positive outcome, reward them. 5. Model and Practice social skills on a regular basis.

Purpose of ACT• Reduce Anger Arousal Frequency

• Provide Anger Control Techniques

• Increase Pro-social Behavior

Anger Control TrainingEmotional Component

Teaches anger arousal recognition, reduction, and avoidance (Domain 10)

TriggersBody Signs

ReducersReminders

Thinking Ahead (If . . . Then)

Social SkillSelf-Evaluation

ANGER CONTROL CHAIN

ANGER• Introduce and Sell ACT• Everyone Becomes Angry• Feindler’s Levels of Anger (Frequency and Intensity) • Things Happen When People Become Angry• Personal Power • Tools of ACT versus Single Tool of Fighting

• ABC’s of Anger• Action• Behavior • Consequence

• Brainstorm People Who Have Good Anger Control and Poor Anger Control

PersonalPOWER

People with poor control oftheir anger

People with good controloftheir anger

Anger Control Training Definitions

Triggers: External – Things that happen outside of a person about which they become angry.

Internal – Statements made to self interpret an external trigger that lead to higher

levels of anger arousal.Body Signs: Physical signs that let a person know they

are becoming angry. (e.g. shortness of breath, clenched fists,..)

Anger Reducers: Deep Breathing, Backward Counting and Pleasant Imagery

Reminders: Short positive self statements designed to decrease anger arousal. (e.g. I’m OK, It’s no

big deal, It’s not worth it.)Thinking Ahead: Individual judges internal and external

short term and long term consequences of intended behavior.

Social Skill Pro-social behavior leading to positive outcomes.Self-Evaluation: Individual judges how well they handled

a situation then self-coaches and/or self-rewards.

Angry Behavior Cycle

TriggersTriggers

What Can Adults Do?• Model Anger Control Skills on a daily basis.

• Remind youth about the Anger Control Chain and practice typical anger provoking situations.

• Look for teaching opportunities, intervene at the earliest

possible time and have the youth fill out a Hassle Log.

• Offer the child the opportunity to have a “Do over”. If they role play the situation resulting in a positive outcome, reward them.