Presentation on theme: "Satori Alternatives to Managing Aggression: Assisting Process"— Presentation transcript:
1Satori Alternatives to Managing Aggression: Assisting Process S.A.M.A.Role play bad teacher… I’ve seen teachers dragging students down the halls screaming at the student…Satori Alternatives to Managing Aggression: Assisting Process
2a Japanese word meaning a flash of enlightenment SatoriSAMA means master in Japanesea Japanese word meaning a flash of enlightenment
3S.A.M.A. isthe TBSI and AISD approved course for verbal and physical de-escalation.
4S.A.M.A. teachesleast restrictive, safe ways to help manage a student in crisis until the student can regain control.
5The Two WolvesOne evening an old Cherokee told his grandson about a battle that goes on inside people. He said, "My son, the battle is between two "wolves" inside us all. One is Evil. It is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego. The other is Good. It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith." The grandson thought about it for a minute and then asked his grandfather: "Which wolf wins?" His grandfather answered "The one you feed the most."
6Children are like wet cement… Whatever falls on them leaves an impression.
7Critical Beliefs We all have the right to physical and personal safety We all have value simply because we existCooperation, not competition is needed for mutual benefit in times of crisisWe all deserve to be treated with respectWe all deserve to get our needs met but not at the expense of other peopleWe all deserve to be taken seriouslyNo one has the right to judge the worth of another personLearning is most beneficial is a safe, supporting environment
8Basic Principals of SAMA Take the Person SeriouslyJoin and Follow to LeadTake Action to get a Beneficial ReactionProceed Step by StepAct Without Hesitation
9Take the Person Seriously How can taking a person seriously reduce anger and frustration?Person doesn’t have to convince us that he is upsetSees us an an ally and not an enemyPerson feels we understandHow can taking a person seriously reduce anger and hostility?
10Join and Follow to LeadYou look a things from his perspectivelisten to what he has to sayDon’t argueLet him know that you are understanding what he saysHow can you join a person who is angry to lead the interaction positively?
11Take Action to Get a Beneficial Reaction Don’t crowd them so they don’t feel anxiousTalk calmlyDon’t make sudden movementsdon’t act afraidWhat are some actions we can take with a person that might lead to a beneficial reaction?
12What is important about doing things step by step? Proceed Step by StepWrong order may cause problemsIt keeps things focusedGives confidence because you know what comes nextWhat is important about doing things step by step?
13Act Without Hesitation Reduces anxietyHopefully not escalateHow does acting without hesitation help in a crisis?
14Personal Effects of Anger State of Body:State of Mind:Do exercise on paper. Have them share. Point: A common response to anger is to get angry right back. When people are angry then tend to see themselves as isolated and cut off. Their thinking is extreme and they are not open to calm, rational problem solving. If we and those we serve are in a state of physical and mental crisis, no one is there to help.
16Calm… What is the value of being calm? How does being calm affect the other person?Other person more likely to be calm, take action to get a beneficial reaction, taking the person seriously
17Aware What is the value of being aware? How does being aware affect the other person?Of what may we want to be aware?Adjust more quickly, act without hesitation, take person seriously, take action-all the principles
18Respectful? What is the value of being respectful? How does being respectful affect the other person?Teacher teflon?
19Some things to think about… What does it mean to respect a person even if you do not approve of his actions?What do you do if you can’t quit judging the behavior enough to respect the person?The more aware we are the calmer we can become and the less room there is for fear. Seeing the persona s worthy of respect even if we deplore their behavior allows us to help him instead of criticizing, assigning blame or wanting to punish him. If we can’t demonstrate these three things it would be best to let someone else take over the situation.
21What do you have to be willing to do, Nature of TrustWhat do you have to be willing to do,to be able to find out whether you can trust someone?For example, with your car?
22What does it mean to be Risk-worthy? Take a Risk…What does it mean to be Risk-worthy?
23Exercise: Risk-worthy Generate a list of all the qualities you would want a person to have if you were angry and wanted to talkWhat qualities would they need to have?What we want from another person is what we must be willing to give to other people when they need help. (remember SAFE!!!!!, if it does not come up during the list.
24The Assisting Process Crisis Intervention, least restrictive . Gives you a plan when you don’t know what else to do.Only works when YOU can be calm, aware, and respectfulIntervene at the pre-cursorsPrevention is always better than management
26What is the function of anger? To make people back off, scare them off…
27So what is our goal when intervening? Help the person regain a sense of power and assume responsibility for how to use it.
28Observing Let’s Play… Describe what you see us doing Now practice “I see you…”Now practice(remember no words, no touching, no throwing!)Do very obvious motions until they can describe what you are doing, reframe them into saying I SEE YOU…If they say acting angry, remind about What are they DOING that makes you think angry…Discuss: can anyone argue with what you just stated? Is it less likely to escalate someone than simply saying “hey why are you so angry?”POINT: We want to observe what the person is doing. The actions will give us a clue about what the person might be feeling. We only KNOW what the person is feeling when they tell us.
29Let’s add this to the first part of the Assisting Process 1. Observe2. Ask3. Acknowledge
30Part One Join and Follow to Lead * I see you ____________ (behavior).* Are you ____________ (feeling)?(What are you feeling?-if we guess wrong)* I can see you’re ___________ (feeling)
31Part Two Identify the Problem * What are you ________ (feeling) about? Don’t ask “Why ….?” * So, you’re _________ (feeling) about _________, (cause) is that right?
32Part Three Identify Solutions * What do you want?* What have you tried?* How well did that work?* What are you willing to do to get what you want?(Is there anything else you might try?)
33Make a Plan Out of those solutions which one are you willing to try? (If they identified more than one)Who/What/When/Where/How?* Will you let me know how that goes?Why is it important to check back in?What if they can’t identify any? Offer choices…
34SAMA Assisting I see you _______. (behavior) Are you _______? (emotion)I can tell you’re ________.What are you ______ about?So you’re ______ about _____ is that right?What do you want?What have you tried?How well did that work?What are you willing to do?(Who/What/When/Where/How?)Will you let me know how that goes?
35Questions? What if.. …what they want is impossible? …what they want is dangerous?…what they want just won’t work?What if what they say is dangerous? (talk about quick cues. I.e. “well, hitting is an option but it has consequences, is there anything else you might try?”What if it is impossible for them to get what they want (I.e. go home now) Talk about how to help them get through the time they have until that (write a letter to your parents, listen to a pre-recorded story in your mom’s voice…) Remember that we are not there to give advice or solve the problem for them.
36The ButterflyA family in my neighborhood once brought in two cocoons that were about to hatch. They watched as the first one began to open and the butterfly inside squeezed very slowly and painfully through a tiny hole that it had chewed in one end of the cocoon. After lying exhausted for about ten minutes following its agonizing emergence, the butterfly finally flew out the open window on its beautiful wings. The family decided to help the second butterfly so that it would not have to go through such an excruciating ordeal. So, as it began to emerge, they carefully sliced open the cocoon with a razor blade, doing the equivalent of a Caesarian section. The second butterfly never did sprout wings, and in about ten minutes, instead of flying away, it quietly died.The family asked a biologist friend to explain what had happened. The scientist said that the difficult struggle to emerge from the small hole actually pushes liquids from deep inside the butterfly’s body cavity into the tiny capillaries in the wings, where they harden to complete the healthy and beautiful adult butterfly.
38The Chinese Symbol for Crisis The first symbol means dangerThe second means opportunity
39Take the Opportunity… To teach the social skills the student needs To build a trusting relationshipTo avert potential aggressionTo increase someone’s self esteem
40Teach emotionsTeach students what they can do when they are upsetAssisting Process using picturesFirst/Then
41So who needs SAMA? Review of TBSI: All staff that work with students enrolled in special education are required to have completed TBSI training.The Texas Behavior Support Initiative (TBSI) was established in 2001 in response to Senate Bill TBSI is designed to build capacity in Texas schools for the provision of positive behavioral support (PBS) to all students. The TBSI training modules are designed to assist campus teams in developing and implementing a wide range of behavior strategies and prevention-based interventions. These skills help educators establish school wide, classroom, and individual student level systems of support.
42TBSI Module 5 Module 5 defines restraint in Texas Gives limitations and discusses who can legally use restraintStates that any person who works with a special education student who has a Behavioral Intervention Plan (BIP) or any student that is likely to need physical restraint MUST be trained in the district approved restraint course, which is SAMAThis can include administrators, special education, regular education teachers, paraprofessionals, special area teachers, bus drivers and other school personnel
43Any student with a WHAT?Behavior Intervention Plan (BIP)Requires a Functional Behavior AssessmentRequired for every student who has the educational diagnosis ofAutismEmotionally DisturbedOHI for AD/HD (Type I, II or combined)If you work with these students you must be SAMA trained
44What if I am not trained? Take the Initial Class (1 day) Class is good for one year, then 1/2 day refresherCan refresh ONCE before returning to the initial classAdvanced Protection is also offered if needed
45What if I have to help and I am not trained? You have 30 days to get trained after you have put your hands on a special education child to keep them safe in an emergency
46Neely Kulhanek SAMA Trainer firstname.lastname@example.org (512)414-0170