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2011 Annual Staff

Recertification

2011 Annual Staff

Recertification

TACTACT-2T-2Therapeutic Aggression

Control Techniques

Therapeutic Aggression

Control Techniques

1. What’s your 1. What’s your GUT GUT REACTION?REACTION?Peter is a small, sarcastic 13-

year-old who attends an urban charter school. He used to be fairly respectful, but has recently begun hanging around with a group of much older, tougher kids.

Today, he and two of his new friends walked into school 45 minutes late, laughing and calling out profanities. When security staff tried to look in his backpack, he yelled out: “Get offa me, beee-atch!”

Jorge, one of the older boys, laughed: “You tell ‘em, lil’ man! Don’t let them @#$% with you!” Peter got more verbally insulting and began posturing, though he never got physically aggressive.

2. What’s your 2. What’s your GUT GUT REACTION?REACTION?Britney lives in a girls’ group

home, and is hoping to go on her first weekend home visit.

Although she is normally well-behaved, on Thursday evening Britney got into a horrible argument with an inexperienced part time staff member, Ms. Belinda. Britney got so worked up that she actually spit in Belinda’s face. She spent the night in tears, confined to her room. The next morning, she began snapping angrily at staff and students.

“I better get my home pass, or I’m gonna go off, wait and see!” she threatened over and over again.

3. What’s your 3. What’s your GUT GUT REACTION?REACTION?

Jorge is a tough 17-year-old living in a rough neighborhood with his uncle after being released from juvenile detention. He sometimes hangs out at an after school center with some of his buddies, playing basketball or lifting weights.

Today, he was discovered holding a twisted paperclip with a pair of pliers, heating it up with a lighter. Another teen was holding a younger boy’s arms behind his back, exposing his skinny bicep.

When staff yelled out to let the boy go, Jorge laughed: “We’re just playing around. Mind your own business, why don’t you?” The younger boy’s face was white with fear, but he looked determined to go through with it.

Immediately Dangerous?

CORRECTION

1. Reminder

2. Warning

3. Confrontation

Not Immediately Dangerous?

COUNSELING

1. Give Space

2. Active Listening

3. Problem Solving

TACT-2 MODELTACT-2 MODELDelibera

teEmotion

al

CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict4.

Restrain

PeersPeers

OutsiOutside de IssueIssuess

ExpressExpressionion

BehaviBehavioror

Deliberate Emotional

Deliberate Emotional

Approve

No

Calm

Normal

DisapproveSignificant

Intense

Unusual

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

a. “Is it immediately dangerous or not?”

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

c. “Which of the three corrective or counseling responses is most appropriate?”

Warn or Warn or

Confront Confront with with

consequencesconsequences




c. “Which of the three corrective or counseling responses is most appropriate?”Actively Actively ListenListen




c. “Which of the three corrective or counseling responses is most appropriate?”Remove or Remove or RestrainRestrain

UnderstandingUnderstanding

DeliberaDeliberate te

ProblemProblemss

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What is What is Deliberate Deliberate

Misbehavior?Misbehavior?

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Functional Functional MisbehaviorMisbehavior

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Deliberate misbehaviors are often learned from aggressive or manipulative role models.

They can be “functional” in chaotic environments, actually meeting youths’ short term survival and social needs.

Glasser’s Social Glasser’s Social NeedsNeeds

Love Love BelongiBelongi

ngng

Power Power ImportaImporta

ncenceFreedoFreedom m ChoiceChoice

Fun Fun PleasuPleasu

rere

Functional Misbehavior Functional Misbehavior When security staff tried to look in Peter’s bag, he yelled out: “Get offa me, beee-atch!”

His older friend Jorge laughed: “You tell ‘em, lil’ man! Don’t let them @#$% with you!” Peter got more verbally insulting and began posturing....

Peter’s behavior is probably deliberate. Which of Dr. Glasser’s four social needs is being met?

Functional Misbehavior Functional Misbehavior Jorge was discovered a twisted paperclip with a pair of pliers, heating it up with a lighter. Another teen was holding Peter’s arms behind his back, exposing his skinny bicep.

When staff at the rec center yelled out to let the boy go, Jorge laughed: “We’re just playing around. Mind your own business, why don’t you?”

This behavior is certainly dangerous and probably deliberate as well. Which of Dr. Glasser’s four social needs is being met?

Firm, Fair RulesFirm, Fair Rules

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Deliberate misbehavior often responds well to firm, fair, and consistent rule enforcement in more structured settings found in schools, centers, and group homes.

To be effective, rules should be based on agency values (such as learning or responsibility), rather than focusing on simple obedience.

Values-based Values-based RulesRulesObedience-based rule:

“Students who do not abide by the school dress code will be sent to ISS.”

Values-based rule:

“To build school and personal pride, students must abide by our dress code. Those who are not dressed properly must do independent seat work in ISS.”

What VALUES are most important to YOUR agency?Write a values-based rule for your agency.

UnderstandingUnderstanding

EmotionEmotional Crisisal Crisis

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What is What is Emotional Crisis?Emotional Crisis?

“Impulsive reaction to overwhelming

stress or misperceptions.”

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Emotional ProblemsEmotional Problems

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Emotional problems are often the result of high stress or low self-esteem.

When youth are emotionally overwhelmed, minor problems can easily turn into major crises, especially when staff rigidly enforce rules and consequences without first exploring underlying issues.

Self-Self-Defeating Defeating

BeliefsBeliefsLow Self-EsteemLow Self-Esteem

Self-Self-Defeating Defeating

BeliefsBeliefsLow Self-EsteemLow Self-EsteemStressful Problem

Thoughts Feelings

Impulsive Behavior

Conflict Cycle

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

Negative Consequenc

es

Self-Defeating PatternsSelf-Defeating PatternsBritney spent the night in tears confined to her room. Now she is snapping angrily at staff and students. “I better get my home pass, or I’m gonna go off, wait and see!” she threatened under her breath.

Britney’s current behavior is probably emotional. What OTHER emotions are underlying her anger?

How is her behavior self-defeating? What SHOULD she be doing instead of making threats?

Self-Defeating Self-Defeating PatternsPatterns

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Emotionally troubled students (especially those who have experienced extensive trauma or struggle with mental illness or extremely low self-esteem) often act out in self-defeating ways when they are triggered by minor irritations or disappointments.

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Self-Defeating PatternSelf-Defeating Pattern

1. AGGRESSION

FEELING: Anger

World is DANGEROUS.

To survive, always strike first.

BEHAVIOR: Fight, threaten, yell, control or intimidate others, damage property.

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2. PASSIVE-AGGRESSION

FEELING: Resentment

World is UNFAIR.

To survive, hide your real feelings.

BEHAVIOR: Sarcastic, mean, undermine authority, gossip, manipulate others

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3. AVOIDANCE

FEELING: Overwhelmed

World is UNFORGIVING.

To survive, escape your problems.


BEHAVIOR: Isolate, shut down, get high, sleep, hurt self, refuse help, don’t show.

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4. DEPENDENCY

4. DEPENDENCY

FEELING: Insecure, Anxious

World is SCARY. To survive, find a protector.

BEHAVIOR: Whine, cling to authorities, demand help, do anything for friends.

Skills for Skills for DeEscalatingDeEscalating

EmotionEmotional al

ProblemProblemss

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Handling Handling Emotional ProblemsEmotional Problems

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Skillfully de-escalating emotionally worked up students requires an understanding of the predictable phases of crisis.

If we can catch the signs and diagnose the correct phase, we can identify reasonable goals and choose the most effective strategies for working through these situations.

Tasks During Crisis

1. WarningPREVE

NT

• Use humor or distraction

• Notice unusual behavior

• Acknowledge emotions

• Talk calmly & privately

• Offer reassurance

Tasks During Crisis

1. Warning

DE-ESCALATE

• Offer time to self

• Avoid angry demands

• Remove instigator(s)

• Actively listen to problem

• Involve supportive staff

2. Escalation

Tasks During Crisis

1. Warning

SAFETY

• Verbally or physically remove to safe setting

• Call for back up staff

• Remove other students

• Physically restrain/911

2. Escalation

3. Crisis

Tasks During Crisis

1. Warning

LEARNING

2. Escalation

3. Crisis

4. Resolution

• Allow time to self

• Offer calm reassurance_______________________________________________________________

• Actively listen

• Provide counseling and problem solving help

Skills for Skills for ManagingManaging

DeliberaDeliberate te

ProblemProblemss

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Using ConsequencesUsing Consequences

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Skillfully managing students who are deliberately acting up requires the ability to:

(1) Calmly redirect minor problems without creating unnecessary power struggles, and

(2) Consistently apply reasonable consequences without becoming too emotional ourselves.

Three Types of ConsequencesThree Types of Consequences

a. NATURAL CONSEQUENCES

b. LOGICAL CONSEQUENCES

c. PUNITIVE CONSEQUENCES

Peter tries to steal money from his mother’s purse.

√ Natural Consequences of this behavior?

√ Logical Consequences of this behavior?

√ Punitive Consequences of this behavior?

Understanding Understanding ConsequencesConsequences

Peter is insulting security staff as they try to search his backpack.

√ Natural Consequence?

√ Logical Consequence?

√ Punitive Consequence?


Britney is bickering with Ms. Belinda over her hygiene.... and is about to make the mistake of spitting on her.





Jorge is about to brand Peter with a hot paper clip.




Managing Managing

Our Own Our Own AngerAnger

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Adult Anger TrapsAdult Anger Traps

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

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

ADULT ANGER TRAP #1OUTSIDE

STRESSLeftover stress from other home or work problems… makes it

easy to overreact angrily to a minor

situation.

ADULT ANGER TRAP #2EMBARRASSM

ENTWe feel helpless or

inadequate trying to manage a challenging situation…

then turn embarrassment to anger.

ADULT ANGER TRAP #3

FEARWe feel a natural shock or fear in response to a

threatening situation… then turn anxiety

into anger.

ADULT ANGER TRAP #4

VALUES VIOLATI

ONA core value is violated

by a resident’s behavior, sparking

feelings of righteous anger.

VALUES VIOLATIO

N

ADULT ANGER TRAP #5AUTHORITY

CHALLENGE

We engage in an angry power struggle to

establish dominance over a defiant

resident.

Anger Trap Anger Trap exampleexampleMs. Belinda is 40 years old, an office worker who lost her job last year.

Her family has been struggling since her unemployment benefits ended, and to make ends meet she was forced to take on TWO jobs, the second one working part-time at a group home. Last night, Ms. Belinda got into a HUGE argument with Britney over her clothing.

“She came out of her room wearing this skimpy little top from V.S. that was just completely inappropriate! I don’t know if it was against the rules or not, but it should have been!

“I tried to make her go back in her room and change, but she just kept arguing with me. That’s not the way I was raised to talk to adults, so I got up in her face -- I admit it -- and the little b---- SPIT IN MY @#$% FACE! I would have slapped her silly if my supervisor hadn’t grabbed my arm. And all the other kids saw her get away with it... How I am supposed to go back there and face them?”

What Anger Traps did she fall into?

25-item 25-item multiple choice multiple choice

test test


test test

Prepare forPrepare for

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Immediately Dangerous?

CORRECTION

1. Reminder

2. Warning

3. Confrontation

Not Immediately Dangerous?

COUNSELING

1. Give Space

2. Active Listening

3. Problem Solving

TACT-2 MODELTACT-2 MODELDelibera

teEmotion

al

CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict4.

Restrain


test ? test ?


test ? test ?

Ready forReady for

TACT-2TACT-2You’re READY!

tact-2

Documents

security staff

counseling responses

older boys

professional analysis

gut reaction

time staff member

older friend jorge

younger boys face