1. Intervening With Students in the Conflict Cycle Before They Lose Control Karen DiSanto, LCSW (kdisanto@kc.rr.com) Park Hill School District 7703 NW Barry Road Kansas City, MO 64153 816-741-1521

2. Agenda The Conflict Cycle Paradigm- How troubled students get teachers out of control. Students Acting-Out Behavior Cycle Recognize the different stages Strategies for Managing Acting-Out Behavior –Ways to interrupt the behavior chain. –Language Putting it all together –Plans Acting Out Behavior Plan B.I.S.T.- Protective Plan Questions & Answers

3. Objectives At the end of this session, you will be able to: understand why and how competent individuals find themselves in self-defeating struggles. understand the stages of the student acting- out cycle. educate school staff on methods of interventions during the different stages of the acting-out cycle develop and utilize plans to prevent repeated inappropriate behavior.

4. THE CONFLICT CYCLE Student’s Self Concept Irrational Beliefs 2 Student’s Feelings 1 Stressful Incident 3 Student’s Observable Behavior 4 Adult/Peer Reaction

5. Why Staff Become Counter-Aggressive Trapped in the Conflict Cycle Student violates our personal values system Personal irritability Embarrassed by not meeting professional expectations Fury due to over-involvement with a student leading to personal helplessness Student triggers our own unfinished psychological business

7. Phase One: Calm On-task behavior Following of rules and expectations Responsiveness to praise Initiation of behavior Goal-Orientedness Overall behavior is cooperative, compliant And desirable

8. Phase Two: Triggers School Based Conflicts Changes in routine Provocations Pressure Ineffective problem solving Errors Corrections Non-School Based Dysfunctional Homes Health problems Nutrition Sleep Substance Abuse Gangs Overall Behavior involves a series of unresolved problems.

9. Phase Three: Agitation Increase in Behavior Darting eyes Nonconversational language Busy hands Moving in & out of groups Off-task, then on-task behavior Decrease in Behavior Staring into space Subdued language Contained hands Withdrawal from group Overall behavior is unfocused and off-task

10. Phase Four: Acceleration Questioning & Arguing Noncompliance & Defiance Off-task behavior Provocation of others Compliance with accompanying inappropriate behavior Criterion problems Wining & Crying Avoidance & Escape Threats & Intimidation Verbal Abuse Destruction of Property Serious Behavior in General Over-all behavior is teacher-engaging

11. Phase Five: Peak Serious Destruction of Property Assault Self-Abuse Severe Tantrums Hyperventilation Overall Behavior is out of control.

12. Phase Six: De-Escalation Confusion Reconciliation Withdrawal Denial Blaming Others Responsiveness to Directions Responsiveness to manipulative or Mechanical Tasks Avoidance of Discussion Overall Behavior displays confusion

13. Phase Seven: Recovery Eagerness for Independent Work or Activity Subdues Behavior in Group Work Subdued Behavior in Class Discussions Defensive Behavior Avoidance of Debriefing Overall Behavior shows eagerness for busy work and reluctance to interact or discuss

14. Strategies: Calm Classroom Structure Quality Instruction Providing Attention Teaching Social Behavior

15. Strategies: Triggers Formal Problem-solving –Curricular Interventions –Individual assistant plans –services purchased from specialists Pre-Correction Plan Individual Problem-Solving Plan

16. Strategies: Agitation Teacher Recognition Space Time Preferred Activities Teacher Proximity Independent Activities Movement Activities Involve Student in Plan Relaxation Activities

17. Strategies: Acceleration Avoid escalating prompts Maintain Calmness, Respect, and Detachment Use Crisis-Prevention Strategies Complete Exit Paperwork Restore the Environment as Appropriate Return to the Original Activity or the Next Class Activity Debrief

18. Strategies: Peak Preparations and Precautions Short-Term Interventions Long-Term Interventions

19. Providing What Kids Need 1. Early Intervention (When) Body, face, language let you know student is overwhelmed emotionally Behavior Interferes with learning Behavior is hurtful to others 2. Caring Confrontation (How) Responding to anger Giving directives Responding to student escalation 3. Protective Plan (What) Anticipates problems Designed to keep kids safe until they can keep themselves safe 4. Outlast the Acting Out Full accountability (B.I.S.T.)

20. Acting Out Behavior Plan Name: Date: Teacher(s): ASSESSMENTSTRATEGIES Calm Triggers Agitation Acceleration Peak De-Escalation Recovery

21. THE CONFLICT CYCLE Student’s Self Concept Irrational Beliefs 2 Student’s Feelings 1 Stressful Incident 3 Student’s Observable Behavior 4 Adult/Peer Reaction TRIGGE R AGITATION ACCELERATION PEAK CALM Highest Priority Protective Plan Early Intervention Caring Confrontation RECOVER Y Accountability Think Sheets Restitution Outlast the Acting Out

22. REFERENCES Lee, S. (1994).The Flex Model Classroom Management Planning System. Lawrence, KS. Child Research Institute. (University of Kansas/Steven Lee, Ph.D/ 785-864-2700) Long & Morse (1996). “The Conflict Cycle Paradigm.” Reprinted from Conflict in the Classroom, Fifth Edition. Ozanam’s Behavior Intervention Support Team. (1998).Saying No To: Acting Out, Defiance, and Violence In Your Schools. Kansas City, MO. ( Ozanam Home For Boys/B.I.S.T.) 816-942-5600) Walker,H.M., Colvin,G. & Ramsey,E. (1995). Antisocial Behavior in School: Strategies and Best Practices. Pacific Grove.CA: Brooks/Cole Publishing Co. Wood,M. & Long,N. (1991).Life Space Intervention: Talking With Children & Youth in Crisis. Austin, TX.:Pro-Ed. (Frank Fecser, Ph.D./ 216-361-4400 Ext. 23)