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Satori Alternatives to Managing Aggression: Assisting Process

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1 Satori 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

2 a Japanese word meaning a flash of enlightenment
Satori SAMA means master in Japanese a Japanese word meaning a flash of enlightenment

3 S.A.M.A. is the TBSI and AISD approved course for verbal and physical de-escalation.

4 S.A.M.A. teaches least restrictive, safe ways to help manage a student in crisis until the student can regain control.

5 The Two Wolves One 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."

6 Children are like wet cement…
Whatever falls on them leaves an impression.

7 Critical Beliefs We all have the right to physical and personal safety
We all have value simply because we exist Cooperation, not competition is needed for mutual benefit in times of crisis We all deserve to be treated with respect We all deserve to get our needs met but not at the expense of other people We all deserve to be taken seriously No one has the right to judge the worth of another person Learning is most beneficial is a safe, supporting environment

8 Basic Principals of SAMA
Take the Person Seriously Join and Follow to Lead Take Action to get a Beneficial Reaction Proceed Step by Step Act Without Hesitation

9 Take the Person Seriously
How can taking a person seriously reduce anger and frustration? Person doesn’t have to convince us that he is upset Sees us an an ally and not an enemy Person feels we understand How can taking a person seriously reduce anger and hostility?

10 Join and Follow to Lead You look a things from his perspective listen to what he has to say Don’t argue Let him know that you are understanding what he says How can you join a person who is angry to lead the interaction positively?

11 Take Action to Get a Beneficial Reaction
Don’t crowd them so they don’t feel anxious Talk calmly Don’t make sudden movements don’t act afraid What are some actions we can take with a person that might lead to a beneficial reaction?

12 What is important about doing things step by step?
Proceed Step by Step Wrong order may cause problems It keeps things focused Gives confidence because you know what comes next What is important about doing things step by step?

13 Act Without Hesitation
Reduces anxiety Hopefully not escalate How does acting without hesitation help in a crisis?

14 Personal 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.

15 As helpers we must be Calm Aware Respectful

16 Calm… 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

17 Aware 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

18 Respectful? What is the value of being respectful?
How does being respectful affect the other person? Teacher teflon?

19 Some 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.

20 We can’t do what we sometimes feel like doing….

21 What do you have to be willing to do,
Nature of Trust What do you have to be willing to do, to be able to find out whether you can trust someone? For example, with your car?

22 What does it mean to be Risk-worthy?
Take a Risk… What does it mean to be Risk-worthy?

23 Exercise: Risk-worthy
Generate a list of all the qualities you would want a person to have if you were angry and wanted to talk What 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.

24 The 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 respectful Intervene at the pre-cursors Prevention is always better than management

25 What underlies ANGER? Fear Lack of Power

26 What is the function of anger?
To make people back off, scare them off…

27 So what is our goal when intervening?
Help the person regain a sense of power and assume responsibility for how to use it.

28 Observing 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.

29 Let’s add this to the first part of the Assisting Process
1. Observe 2. Ask 3. Acknowledge

30 Part 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)

31 Part Two Identify the Problem
* What are you ________ (feeling) about? Don’t ask “Why ….?” * So, you’re _________ (feeling) about _________, (cause) is that right?

32 Part 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?)

33 Make 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…

34 SAMA 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?

35 Questions? 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.

36 The Butterfly A 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.

37 Without the struggle, there are no wings

38 The Chinese Symbol for Crisis
The first symbol means danger The second means opportunity

39 Take the Opportunity… To teach the social skills the student needs
To build a trusting relationship To avert potential aggression To increase someone’s self esteem

40 Teach emotions Teach students what they can do when they are upset Assisting Process using pictures First/Then

41 So 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.

42 TBSI Module 5 Module 5 defines restraint in Texas
Gives limitations and discusses who can legally use restraint States 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 SAMA This can include administrators, special education, regular education teachers, paraprofessionals, special area teachers, bus drivers and other school personnel

43 Any student with a WHAT? Behavior Intervention Plan (BIP) Requires a Functional Behavior Assessment Required for every student who has the educational diagnosis of Autism Emotionally Disturbed OHI for AD/HD (Type I, II or combined) If you work with these students you must be SAMA trained

44 What if I am not trained? Take the Initial Class (1 day)
Class is good for one year, then 1/2 day refresher Can refresh ONCE before returning to the initial class Advanced Protection is also offered if needed

45 What 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

46 Neely Kulhanek SAMA Trainer neely.kulhanek@austinisd.org (512)414-0170


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