understanding & dealing with the difficult & disruptive –
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Understanding & Dealing with the Difficult & Disruptive –. Counselor’s Only Conference March 5 th , 2012. YOU CAN’T CHANGE WHAT YOU DON’T UNDERSTAND… - Bob Dylan, 1961. Presenter Dr. Richard F. Palazzo 3/5/12. A LOOK AT CONDUCT DISORDERS. UNDERSOCIALIZED - PowerPoint PPT PresentationTRANSCRIPT
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Understanding & Dealing with the Difficult & Disruptive –
YOU CAN’T CHANGE WHAT YOU DON’T UNDERSTAND…
- Bob Dylan, 1961
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A LOOK AT CONDUCT DISORDERS
UNDERSOCIALIZED
AGGRESSIVE
UNDERSOCIALIZED
NON-AGGRESSIVE
SOCIALIZED
AGGRESSIVE
SOCIALIZED
NON-AGGRESSIVE
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Do We Want to Understand Them?
3 MAJOR RISK FACTORS
BORN WITH DIFFICULT TEMPERAMENT
PARENT W/ MARGINAL DISCIPLINE & NUTURING SKILLS
PARENTS UNDER EXCESSIVE STRESS
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Little more detail for those not ready to take a nap
Difficult temperament due to biochemical anomalies
< epinephrine
^ serotonin
< monamine oxidase
^ dopamine-beta- hydroxylase
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POOR or No Parenting Skills
INCONSISTENCY
SPARE THE ROD….
WON’T STOP TIL YA HIT EM!
COERCIVE HYPOTHESIS
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COERCIVE HYPOTHESIS OR
HOW TO RAISE A NON-COMPLIANT CHILD IN 5 EASY STEPS
1. PARENT ASKS KID TO DO SOMETHING2. CHILD REFUSES3. RISING WITH EMOTIONS PARENT
REPEATS REQUEST4. CHILD RESPONDS WITH ABRASIVE
DEFIANCE5. PARENT WITHDRAWS REQUEST TO
AVOID UNPLEASANT CONFRONTATION
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STRESS – INSIDE & OUT
SINGLE PARENTSNO ASSISTANCENO RELIEFMARITIAL DISCORDLOW MARITIAL SATISFACTION = NEG. PERCEPTION OF KIDSDEPRESSION or MOOD DISORDER
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OPPOSITIONAL RISK FACTORS
1 OUT OF 3 = At-Risk
As At-Risk #’s > OD >
All 3 = Unavoidable
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Why Have Conventional Approaches Failed???????
PUNISHMENT = < Chance of response recurring
FLAWED ASSUMPTIONS1. CONSIDERED CONSEQUENCES2. WEIGHED CHANCES3. DELIBERATLELY MISBEHAVED
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HOWEVER… the OD CHILD’SNEGATIVE BEHAVIOR STEMS FROM:
An UNPREMEDITATED IMPULSE
OR
AN OVERWHELMING EMOTIONAL OUTBURST
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IGNORING THE BEHAVIOR
REMOVE THE REWARD AND THE RESPONSE WILL CEASE = EXTINCTION
PROBLEM IS …
MANY ARE NOT SEEKING ANYBODY’S ATTENTION
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How about ‘REWARDS’ ???
RESPONSES AT A LOW RATE WILL > WITH A REWARD
FIXED INTERVAL REINFORCEMENT USUALLY WORKS
FALLS APART AFTER COUPLE OF DAYS
OD kid quits trying
learns not to invest in any behavior plan teacher attempts
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HOW COME ???
I THOUGHT REWARDS WORKED WITH EVERYBODY?WELL, BECAUSE…
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REWARD SYSTEMS ARE A CRUEL HOAX FOR SOME KIDS !
lack that level of controls
DISENGAGE FROM THE TEACHER
SMELLS CONTROL
CONFIRMS FAILURE
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IDENTIFYING THE PROBLEM
Power StrugglesYour “FAV” verbal defiance'sSome non-verbal active defiance's
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Think about a challenging student
How do you typically react ?So how is that working for you?How would you like to start reacting to the kid or situation?What is getting in the way?
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WHAT DOES WORK?
Understand the 3 underlying motivations
LACK OF RESPECT
LACK OF BELONGING
LACK OF POWER or CONTROL
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#1 ASSUMPTION
ALL BEHAVIOR IS GOAL DIRECTED
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BEHAVIOR= an attempt to meet a NEED
THEREFORE… IT HAS MEANINGIDENTIFY THE NEEDS OF THE STUDENTTEACH MORE APPROPRIATE WAYS
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THEY DO IT FOR A REASON
IT AIN’T RANDOM BEHAVIOR
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And … so do we!
Every action … has a reaction
Even a non-reaction…is a reaction
Maintain in a low-stress level
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Who are you? EDUCATORS CHECKLIST
TRUE 1 2 3 4 5 FALSEUnless my students and the staff approve of me, it indicates I’m inadequate as an educator.
If I fail as a teacher, I fail in life.
A good teacher is respected by students and should never be challenged.
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TRUE 1 2 3 4 5 FALSE
I can’t stand to have my class ‘out of control’.
Because things are not going well now, it indicates things are going to get worse.
Some of these students are just bad kids and the only way they’ll change is to suffer.
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RATIONAL or LIFE-ENHANCING BELIEFS
“It would be nice if my staff & students approved of me, but if they don’t, I can still do a good job.”
“My skill as a teacher and my value as a person are two different things.”
“Having the student’s respect is nice, but not an absolute necessity. It’s uncomfortable to be challenged, but it’s happened before and I’ve survived.”
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More Rational Thinking….
“It’s embarrassing and frustrating when my class gets out of control, but it’s not the end of the world.”
“Just because things are going well right now, doesn’t mean things will get worse. It’s more likely they’ll get better.”
“There’s no such thing as a rotten kid, only kids who ACT rottenly. A lot of kids misbehave but that doesn’t mean they should suffer.”
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Attitudinal TherapyKid is being neutral to positive
THEN… You be positive and engaging (Give encouraging feedback & instruction)
If Kid is being negative or worse… THEN You be neutral and business-like (follow-through w/ pre-determined
consequences)
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AVOIDOver reactingLosing your temperBeing inconsistentCreating “secondary gain”Embarrassing the student
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SEEK INSTEADAn atmosphere of respectConvey that you’re in CONTROLLearning through consistencyRepetition of experienceFollowing a posted agenda
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CHANGING YOUR FRAME OF REFERENCE
REFRAMING: THE ART OF FINDING THE POSITIVE IN WHAT APPEARS TO BE NEGATIVE----DISCOVERING THE SILVER LINING AND BUILDING ON IT.
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SEEING IN A NEW LIGHT
Loses temper = ___________Argumentative ____________Defiant ____________ Non-compliant ____________Annoying ____________Blaming ____________Touchy ____________Resentful ____________
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UNDERSTANDING CRISIS
ARE GROWING WHERE THEY ARE NOWMust have confidence in your skillsNeed security, support and toleranceNeed us to view problems as “helping cues” not disaster
STUDENTS IN Crisis
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Seven Behavioral Accommodations
Reinforcers and ConsequencesReinforcement InventoryPersonal Prescriptions“Australia” – (grades K-12) JournalingThe Turtle Technique – (grades K-5)Strategic Seating –(The docile/hyper/hostile shuffle)Enlist Support of Class
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BASIC DEFUSING SKILLS
LOOK AT THIS PHOTO…AND JUST
CHILL
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MORE DEFUSING SKILLS
P.E.P. STANDS FOR:
PRIVACY EYE-CONTACT
PROXIMITY
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NON-VERBAL or in-direct P.E.P.’s
INDEX CARDS & POST- IT NOTES CORRECTIVE OR APPRECIATIVE STATEMENTSCOLOR CARDS FOR SIGNALSPre-arranged, Non-confrontive signals for leaving room-
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The Questions to open the RELATIONSHIP BOX
Do you know exactly who revolves in their daily orbit? Do you understand their chief concerns? Are you aware of their secret likes and dislikes? Does each one have a secret passion that he doesn’t share with anyone else?
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RELATIONSHIP BUILDING
Understanding your students' world not only strengthens the teacher-pupil relationship
It can become the absolute difference between their success and failure
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3 ways can you forge a better connection with your STUDENT instantly ...
1. “Walk and Talk” with THIS student as many times as you can.
2. Find ways to get THIS student to follow your directions quickly and quietly, the first time given. FOCUS ON THIS --- job# 1
3. Get closer to THIS student --- even if you are afraid to or don't feel like it.
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How to contact me for In-services…
Full-day or ½ day
Cell # 918-381-7626
I apologize this is the only photo I have on my desktop…And besides …both Newt & Romney refused to pose with me.
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ReferencesAzrin, N. H., & Besalel, V.A. (1980). How to use over-correction. Lawrence, KS:& H Enterprise.
Elliot, S.N., Racine, C. N., & Busse, R.T. (1995) Best practices in preschool social skills training Washington, DC: National Association of School Psychologists.
Frick, P.J., Lahey, B.B. Loeber, R., and Stouthamer-Loeber, M. (1992). Familial risk factors to oppositional defiant disorder and conduct disorder. Journal of Consulting and Clinical Psychology, 60, 49-55.
Glasser, W. (1965) Reality Therapy, a new approach to psychiatry. New York: Harper & Row.
Hall, R. V., & Hall, M.C. (1980) How to use planned ignoring. Austin, TX: Pro-Ed.
White, J. L., Moffitt, T.E., Earls F., Robins, L., & Silva, P.(1990) How early can we tell?Predictors of childhood Behavior Disorders. Criminology, 28(4), 507-528.