Presentation on theme: "Managing Angry Kids A Staff Development Program to Prevent and Manage Acting-Out Behavior Adapted from Material by : Geoff Colvin, Ph.D. Malcolm Smith,"— Presentation transcript:
1 Managing Angry KidsA Staff Development Program to Prevent and Manage Acting-Out BehaviorAdapted from Material by :Geoff Colvin, Ph.D.Malcolm Smith, Ph. D.JKM Inc.
2 Interventions Book General Use of the Book Managing the Cycle of Emotional Escalation pg
4 Part One Model for describing the phases of acting-out behavior Acting-out behavior will be presented in terms of seven phases of behavior depicted in the graph below. Behavioral indicators will be described for each of the phases. The descriptions are generalizations or summaries of behavior from a large number of students over many years.5. Peak4. AccelerationIntensity6. De-escalation3. AgitationTriggerCalm RecoveryTime
6 THREE COMMON TYPES OF ANGER Expressive AngerPassive AngerImplosive AngerWants you to know about the angerDoesn’t seem to care about consequencesOvertEasy to recognizeShort episodes, not well thought outIn control of emotion, not of behaviorNeeds to talk about what caused the angerAnger is real, but not necessarily deepLow to moderate skill level requiredAnonymous or indirect expression of angerAvoids consequencesCovertSneakyCarefully plottedIn control of emotions and behaviorNeeds to acknowledge the angerAnger is deep and somewhat difficult to admitModerate skill level requiredHides anger insideWants consequencesAmbivalentInconsistentDesigned for self-destructionBehavior dictated by out-of-control emotionsDoesn’t know he/she is angryAnger if buried and very difficult to talk aboutProfessional skill level
8 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase One Calm 1. On Task 2. Follows rules and expectations 3. Responsive to praise 4. Initiates behavior 5. Goal oriented 6. Socially appropriate Overall Behavior Cooperative
9 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Two Trigger 1. Conflicts a. Denial of something they need b. Something negative is inflicted on them 2. Changes in routine 3. Provocations 4. Pressure 5. Interruptions 6. Ineffective problem solving 7. Errors 8. Corrections Overall Behavior Series of unresolved problems
10 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Three Agitation Increase or Decrease in Behavior Increase Decrease 1. Eyes dart Stares into space 2. Language non- Language subdued conversational 3. Busy hands Hands contained 4. In and out of groups Withdraws from groups 5. Off task/On task Off task “Frozen” Overall Behavior Unfocused
11 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Four Acceleration Questioning and arguing Non-compliance and defiance Off task Provoking students Compliance with accompanying inappropriate behaviors Criterion problems Whining and crying Avoidance and escape Threats and intimidation 10. Verbal abuse Overall Behavior Student displays engaging behaviors
12 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Five Peak Physical abuse Assault Self-abuse Severe tantrums Hyperventilation Screaming Running Violence Overall Behavior Student is out of control
13 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Six De-Escalation Confusion Reconciliation Withdrawal Denial Blaming others Sleeping Responsive to directions Responsive to manipulative or mechanical tasks Avoidance of discussion (unless there is occasion to blame others) Overall Behavior Student displays confusion
14 5. Peak4. AccelerationIntensity De-escalation3. Agitation2. Trigger1. Calm RecoveryTimePhase Seven Recover Eagerness for Independent work or activity Subdued in group work Subdued in class work Defensive Avoidance of de-briefing Overall Behavior Eagerness for busy work and reluctance to discuss
15 Summary of Part OneThere are seven phases of acting-out behavior. We need to be able to observe student behavior so as to identify which phase the student may be in. Most of the variability between students lies in the specific behaviors students may exhibit for a given phase and then how quickly they move through the phases.
16 Phase One-Calm Structure Quality Instruction Providing Attention PreparationDelivery of InstructionClassroom OrganizationExpectationsManagementQuality Instruction“Teach them to learn and they will pay attention”Providing AttentionContingent AttentionNon-contingent Attention
17 Phase Two-Triggers Identify contexts that trigger escalation Reteach ExpectationsModify the ContextCue and PrecorrectProvide positive feedback when the student demonstrates the expected behaviorMonitor and Review
18 Phase Two-Triggers Formal strategies for problem-solving Curricula1:1 services from district resourcesServices purchased from the communityPre-Correction PlanContext or predictable problem behaviorExpected or alternative behaviorContext adjustments or accommodationsBehavioral rehearsalStrong reinforcementPromptsMonitoring plan
19 Individual Problem Solving Plan Clearly identify the source of the problemIdentify possible solutions for the problemAssist student in evaluation options and selecting one optionDiscuss results and implication of the choiceDevelop implementation plan, specify task and who is responsible for eachDevelop criteria for success andspecify review date
20 Phase Three-Agitation Basic Approach-Make accommodationsTimingMake accommodation before the onset of serious behavior – otherwise you may reinforce a chain of avoidance or escalationSpaceProvide the student with an opportunity to have some isolation from the rest of the class
21 Time Preferred Activities Teacher Proximity Give the student some options withdeadlinesPreferred ActivitiesAllow the student to engage in a preferred task for a short timeTeacher ProximityStand near the student if possible or have student’s desk near the teacher’s– but back off if signs are apparent
22 Independent Activities Independent activities where thestudent needs a minimum of assistanceMovement ActivitiesHelp set up materials, run an errand, etc.Involve the student in the plan
23 Phase Four-Acceleration Avoid escalating promptsAgitated behavior from staffCornering the studentPower games, “getting in student’s face”Touching or grabbingNaggingMaking statements that may discredit the student in front of his/her peers “I appreciate the way you are ignoring…”Engaging in arguingMaintain calmness, respect and detachment
24 Utilize crisis prevention strategies Establish a “bottom line” negative consequenceDeliveryPresent the expected behavior and the bottom line consequence as a choice or decisionAllow some time for the student to decideWithdraw from the student, attend to others or engage in some other taskFollow-upDe-briefWhat was your behavior?What was your concern or need?
25 What else could you have done that would have been acceptable and would have met your need? What will you do next time this situation arises?Remember!!!If you inadvertently assist the student to escalate, do not be concerned as you’ll get another chance to do it right in the very near future!!!
26 Phase Five-Peak Short term interventions Precautions Must address SAFETY First!!!Isolation and removal of other studentsParent contactPolice callShort term suspensionRestraintPrecautionsThese are intrusive procedures!! It is critical that staff have developed a clear process for managing students at the peak of out-of-control behaviorSchool procedures
27 Long term interventions Training for those who will use themMore than one staff memberMonitor carefully and prepare to offer an independent activityCareful records should be keptParent permission through IEPLong term interventionsRepeated instances should be a “red flag” for doing things differentlyPlan to intervene earlier in the chainAnalyze the environment for escalating promptsAssess school workRefer for counselingRefer for evaluation
28 Phase Six-De-Escalation Isolate the studentAllow some time to cool downEngage in independent work fortwenty minutesComplete exit paperworkRestore environmentResume regular schedule
29 Phase Seven-Recovery Provide strong focus on normal routines Do not negotiate on consequences for the serious behaviorStrongly acknowledge appropriate handling of situations similar to previous situation where student exhibited serious behaviorDe-briefCommunicate expectation that the student can succeed with helpEstablish a plan with specificsteps
30 The Profile of a Dangerous Educator …believes that his job is not about relationships.…believes that this is just a job, and when the school day is over, the work’s all done.…believes that he/she can handle any situation alone.…believes that, It was good enough for me, by golly, it oughta’ be good enough for them.”…believes that all these kids need is a good whippin.’…believes that what he/she does outside of here has no bearing.…believes that anger shouldn’t be part of the curriculum.…never makes time to just sit and listen.…believes that these kids have no right to be mad.
31 …believes he/she can’t make a difference. …believes that punishment is more effective than discipline.…thinks you shouldn’t smile until Thanksgiving…believes that morality and values should only be taught at home.…sees the act, not the young person behind it.…believes that strict adherence to the rules is the most important goal of any youth’s day.…forgets that he/she is modeling.…is a “structure monster.”…constantly says “that isn’t in my job description.”…doesn’t deal with his/her anger.…believes that saying “I’m sorry” would be a bad message to give.…never makes mistakes.…never allows young people their mistakes.…can’t wait for the day to end.
32 …believes that calling for help is a sign of weakness. …believes he/she can handle any situation.…never wonders what happened to the young people once they leave.…never practices random acts of kindness or senseless acts of beauty.…thinks his/her job is only to maintain order.…has no boundaries.…has no structure.…makes promises he/she can’t keep.…thinks these kids can’t be trusted.…doesn’t understand that respect is a two-way street.…has lost a sense of humor.…doesn’t believe in a second chance.…thinks it’s too late for these kids to learn something.…is resistive to change.…never takes time to care about his/her team members.