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Satori Alternatives to Managing Aggression: Assisting Process.

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Presentation on theme: "Satori Alternatives to Managing Aggression: Assisting Process."— Presentation transcript:

1 Satori Alternatives to Managing Aggression: Assisting Process

2 a Japanese word meaning a flash of enlightenment

3 the TBSI and AISD approved course for verbal and physical de-escalation.

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

5 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 Whatever falls on them leaves an impression.

7  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  Take the Person Seriously  Join and Follow to Lead  Take Action to get a Beneficial Reaction  Proceed Step by Step  Act Without Hesitation

9 How can taking a person seriously reduce anger and hostility?

10 How can you join a person who is angry to lead the interaction positively?

11 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?

13 How does acting without hesitation help in a crisis?

14  State of Body:  State of Mind:

15 Calm Aware Respectful

16 What is the value of being calm? How does being calm affect the other person?

17 What is the value of being aware? How does being aware affect the other person? Of what may we want to be aware?

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

19  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?


21 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?

23  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?

24  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 Fear Lack of Power

26 To make people back off, scare them off…

27 Help the person regain a sense of power and assume responsibility for how to use it.

28  Let’s Play…  Describe what you see us doing  “I see you…”  Now practice ▪ (remember no words, no touching, no throwing!)

29 1. Observe 2. Ask 3. Acknowledge

30 *I see you ____________ (behavior). *Are you ____________ (feeling)?  (What are you feeling?-if we guess wrong) *I can see you’re ___________ (feeling)

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

32 *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  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?

34  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?

36 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.


38  The first symbol means danger  The second means opportunity

39  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  Review of TBSI:  All staff that work with students enrolled in special education are required to have completed TBSI training. 

42  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  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  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 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 (512)414-0170

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