1. For use by certified TACT2 trainers in training staff in TACT2. Any other use prohibited. Copyright 2013 by Steve Parese, Ed.D. www.TACT2.com www.TACT2.com F 2013 Annual Staff Recertification For more information about TACT2, contact Dr. Steve Parese at SBParese@aol.com or visit the website at www.TACT2.com SBParese@aol.com F

2. Part 1: Introduction to TACT2 Model

3. 1. Andrew (11) is an angry, withdrawn boy who transferred to your program after last year’s highly publicized incident of violence in his old school. He has had a hard time making new friends, and seems to be the favorite target of Billy (12), one of the school’s worst bullies. 1. How would you RESPOND? Today, you see Andrew storm out of his Social Studies class, where they were watching a video on school safety. He struggles to open his locker, then bangs his forehead into it a couple of times. You call out, “Andrew?” He jumps, then stares at you angrily with his arms crossed and tears in his eyes.

4. Camille (15) is a capable student in your alternative school Health class. Until just this year, she was a pleasant, cooperative girl, but since she’s been hanging around with Tiffany, she seems to have picked up some very bad habits, including an apparent addiction to her cell phone. Your school has clear rules about this: “To keep students focused on their work, all cell phones must stay in students’ bags or lockers during class time. Otherwise, teachers may confiscate them until the end of the day.” Despite this, Camille often sneakily texts her pals when she thinks no one is watching. Today, you see her slip her iPhone out of her back pocket. 2. How would you RESPOND?

5. Tiffany (16) is a popular girl whose parents enrolled her in your after school tutoring program. She and her friend Camille seem to live on their iPhones, and spend most of their time texting each other or posting to their Facebook pages. Today, one of your other kids says: “I don’t want to get anybody in trouble, but Tiffany and Camille have been messing with the new girl Keisha a lot this week. You should check out Tiffany’s Facebook page.” When you do, you see a video of Keisha being beaten up by Tiffany -- clearly taken in the girls’ room of your building yesterday afternoon. 3. How would you RESPOND?

6. TACT2 Model The TACT2 Model suggests that decisions in crisis should be made by first assessing the level of imminent danger, then determining the psychological source of the issue. Deliberate or intentional problems can often be handled with straightforward behavior management, but overwhelming emotional crises require de-escalation and counseling first.

7. Immediately Dangerous? CORRECTION 1.Reminder 2.Warning 3.Confrontation Not Immediately Dangerous? COUNSELING 1.Give Space 2.Active Listening 3.Problem Solving TACT-2 MODEL TACT2 MODEL DeliberateEmotional CRISIS RESPONSE 1. Redirect 2. Remove 3. Restrict 4. Restrain

8. Immediately Dangerous? Not Immediately Dangerous? TACT-2 MODEL TACT2 MODEL List conditions that are Immediately Dangerous

9. Immediately Dangerous? Not Immediately Dangerous? TACT-2 MODEL TACT2 MODEL CRISIS RESPONSE 1. Redirect 2. Remove 3. Restrict 4. Restrain

10. Immediately Dangerous? Not Immediately Dangerous? TACT-2 MODEL TACT2 MODEL DeliberateEmotional CORRECTION 1.Reminder 2.Warning 3.Confrontation

11. COUNSELING 1.Give Space 2.Active Listening 3.Problem Solving Immediately Dangerous? Not Immediately Dangerous? TACT-2 MODEL TACT2 MODEL EmotionalDeliberate

12. 12 Thinking Outside Issues Expression Behavior Cue Deliberate Emotional Usual, Normal Unusual, Abnormal Calm, Low-stress Intense, High-stress Rational, Clear Irrational, Distorted Minimal Significant

13. a.“ Is it immediately dangerous or not? ” b.“ Is it probably deliberate or probably emotional? ” c.“ Because it is emotional, which of the three counseling responses is most appropriate? ” 1. Your PROFESSIONAL ANALYSIS?

14. a.“ Is it immediately dangerous or not? ” b.“ Is it probably deliberate or probably emotional? ” c.“ Because it is deliberate, which of the three corrective responses is most appropriate? ” 2. Your PROFESSIONAL ANALYSIS?

15. a.“ Is it immediately dangerous or not? ” b.“ Is it probably deliberate or probably emotional? ” c.“ Because it is deliberate, which of the three corrective responses is most appropriate? ” 3. Your PROFESSIONAL ANALYSIS?

16. Part 2: Understanding Deliberate Misbehavior

17. Functional Misbehavior Deliberate behavior is functional, an intentional choice to act in a way which meets social needs. Dr. William Glasser’s work suggests that all human beings are motivated toward activities and relationships which meet four basic social needs. Most responsible adults have learned healthy, socially acceptable ways to meet their needs, but troubled individuals often rely on inappropriate behaviors which violate the rules or the rights of others.

18. Love Belonging Power Importance Freedom Individuality Fun Pleasure Glasser ’ s Social Needs

19. Group Activity List some negative behaviors that meet each social need for challenging children and youth.

20. “Camille, this is the only chance you’ll get. Put that phone away or lose it,” you warn. Camille quickly stashes it in her purse. Ten minutes later, you catch her texting away again under the table, glancing up to smile at her pal Tiffany, who is sitting across the room. You say: “That’s it, Camille! Give it up!” “If this class wasn’t so boring…” she mutters, but gets ready to deposit her phone in your box. Application to Camille ’ s Story Which social needs are being met by Camille’s negative behavior?

21. Camille is about to drop the phone in the box without further incident when Tiffany says loudly: “You know Camille, I wouldn’t trust him. I heard that he’s gone through people’s phones reading their messages and stuff, and that sometimes phones go missing altogether. If it was mine, I’d make him sign a receipt for it or something.” The class erupts in angry accusations. “Is that true? Do you guys do that? That’s illegal isn’t it?” Camille stubbornly stashes her phone back in her purse while Tiffany gives you a smug smile. Application to Tiffany ’ s Story Which social needs are being met by Tiffany’s negative behavior?

22. Part 3: Understanding Emotional Crisis

23. Impact of Stress Emotional behavior is an impulsive reaction to high stress or distorted thinking. Even rational people can act irrationally when stressful problems become overwhelming. Dr. Nicholas Long’s “Conflict Cycle” model illustrates how high background stress (including self-esteem issues) can make a minor incident seem like a major problem to a troubled student.

24. Background Stress including Low Self-Esteem Triggering Incident Overwhelming Feelings Impulsive Behavior Long ’ s Conflict Cycle Based on a model created by Nicholas Long, Ph.D. Negative Reactions

25. List 2-3 stressful issues that your children or youth experience at: HOME SCHOOL PERSONAL

26. Too much stress can weighs ANYONE down...

27. Impact of Childhood Trauma Some of our most difficult children and youth are those who have been traumatized by violence, abuse, or chronic neglect earlier in their lives. Recurring abuse events can create “malign memories” which may come to define a child’s outlook on him/herself, adults, and life in general.

28. Results of Childhood Trauma Physical Injuries Bruises, broken bones, scarring, malnutrition, head injuries Physical Changes Physical and developmental disabilities, traumatic brain injury (TBI), hormonal changes PTSD Symptoms Dissociation (dazed & unresponsive) Hyperarousal (always on high alert) Re-experiencing (flashbacks)

29. Results of Childhood Trauma Emotional & Behavioral Issues Hopelessness, powerlessness, and shame Some children come to INTERNALIZE these feelings as depression and self-abuse. Others learn to EXTERNALIZE them as anger and aggression.

30. 22 Elementary (age 5-11) Internalizing symptoms: Withdrawal Anxiety Guilt Regression (crying, thumb- sucking, bed-wetting)

31. 23 Elementary (age 5-11) Externalizing symptoms: Frequent irritability Outbursts of rage Inability to calm down Defiant refusal to follow rules

32. 22 Adolescent (age 12-17) Internalizing symptoms: Numbness/Depression Anxiety Sleep problems Self-harm & suicidal behaviors

33. 23 Adolescent (age 12-17) Externalizing symptoms: Unprovoked aggression Challenging adults Substance abuse Criminality

34. 24 Victims of Sexual Abuse Victims of sexual abuse often show unusual sexual behavior as well: √ Complete AVOIDANCE of physical contact (internalizing) √ OVER-SEXUALIZED (even seductive) behavior toward adults and peers (externalizing)

35. Andrew (11) is an angry, withdrawn boy who is new to your school. He is a transfer student from a school that experienced some highly publicized violence a year ago. After his self-abusive behavior at his locker, you spoke with his teacher, then contacted his mother for a conference. Application to Andrew ’ s Story How might Andrew’s daily behavior in your program be impacted by his past trauma?

36. Trauma-Informed Self-Assessment Building therapeutic relationships with traumatized children and youth requires great self-awareness, as well as strong behavior management and crisis resolution skills. Honestly rate yourself on a 4-point rating scale. 1= Very limited. I could probably use a lot of work in this area. 2= A little weak. I could probably use some work in this area. 3= Reasonably strong. I don’t need any real work in this area. 4= Very strong. I can help others improve in this area.

37. TACT2 Escalation Model Overwhelming stress can act like a magnifying glass, causing youth to misperceive and overreact to problem situations. An understanding of the predictable phases of an escalating emotional crisis can help us prevent and de-escalate them.

38. TACT2 Escalation Model 1. Warning 2. Escalation 3. Crisis 4. Recovery

39. Signs & Symptoms: Warning Phase 1. Warning EXTERNALIZERS Irritable Muttering curses, warnings, mild threats INTERNALIZERS Anxious Getting quiet, needy, or whiny Goal = ______ Goal = PREVENT

40. Signs & Symptoms: Escalation Phase 2. Escalation EXTERNALIZERS Angry, loud Direct threats Minor property damage INTERNALIZERS Panicky Demand, shut down or leave Picking, pulling, etc. Goal = ______ Goal = DE-ESCALATE

41. Signs & Symptoms: Crisis Phase 3. Crisis EXTERNALIZERS Antagonistic Property destruction Dangerous to others INTERNALIZERS Shut down/melt down Attempt escape, self- harm, even suicide Goal = ______ Goal = PROTECT

42. Signs & Symptoms: Recovery Phase 4. Recovery EXTERNALIZERS Sullen & angry Blame others Eventually address problem INTERNALIZERS Depressed & shameful Blame selves Address problem Goal = ______ Goal = RESOLVE

43. Part 4: Intervening in Emotional Crisis

44. 44 Thinking Outside Issues Expressions Behavior Cues to Emotional Crisis Irrational, distorted Significant Tense, high stress Unusual, abnormal

45. Green Zone Yellow Zone Red Zone Problem Solve Actively Listen Give Space Counseling Responses

46. “ Yellow Zone ” Skill: Active Listening Use Active Listening when an emotional youth is calm enough to begin talking rationally, but not yet ready to problem solve.

47. 47 1. ATTENDING 1. ATTENDING Three Levels of Active Listening 2. DECODING 2. DECODING 3. REFLECTING 3. REFLECTING

48. 48 ATTENDING Listening Level 1 Good listening is more than just waiting your turn to talk. Good listeners communicate their concern and willingness to help as much by what they DO as by what they SAY.

49. 49 DECODING Listening Level 2 Much of a speaker’s real meaning is communicated non-verbally or para- verbally. Good listeners learn to read between lines and interpret what is NOT said.

50. 50 How is REAL MEANING communicated? Facial expressions & body language Tone of voice/ inflection Actual words chosen 55% 38% 7%

51. What EMOTIONS can you decode? Decoding Expressions/Body Language Depressed Miserable Worried

52. What EMOTIONS can you decode? Decoding Expressions/Body Language Defeated Worthless Lost

53. Decoding Practice “I see you _______________. What’s that look all about?” Decode by describing and interpreting body language.

54. Decoding Practice “I see you with your head hanging down, looking pretty miserable. What’s that look all about?”

55. Decoding Practice “You SAY that you’re ________, but you LOOK ___________. What’s going on?” Decode by distinguishing between verbal and non-verbal messages.

56. Decoding Practice “You SAY you’re fine, but you LOOK really upset. What’s going on?”

57. 57 REFLECTING Listening Level 3 Reflective listening paraphrases what we hear youth saying and feeling, without attempting to insert our own opinions or give unsolicited advice. "It sounds like you feel ______________________ because/about ____________________________." REASON EMOTION

58. Decoding & Reflecting with Andrew “Andrew, I see you walking around all slumped over with an unhappy look on your face. That’s not how you usually look on a good day. What’s going on?” Read the rest of the interaction and fill in the blanks to create a reflective statement. “Nothing. I’m just mad.”

59. “Well, my stupid teacher was showing this stupid video, and I just didn’t want to be there, so I left. And I couldn’t get my stupid locker open to get my drawing pencils, so I got frustrated and hit it with my head. It’s no big deal. It didn’t even hurt.” “It sounds like you were ____________ by/with __________________________. Do you think we can talk more in my office?” Decoding & Reflecting with Andrew

60. “Well, my stupid teacher was showing this stupid video, and I just didn’t want to be there, so I left. And I couldn’t get my stupid locker open to get my drawing pencils, so I got frustrated and hit it with my head. It’s no big deal. It didn’t even hurt.” Decoding & Reflecting with Andrew “It sounds like you were REALLY FRUSTRATED with YOUR LOCKER THIS MORNING...” “It sounds like you were BOTHERED by THE MOVIE IN CLASS TODAY...”

61. More Reflecting Practice “You sound ________________ about __________ ________________.” “I don’t know WHAT I’m going to do with my brother and sister if they lock my Momma up in court tomorrow. I can take care of myself, but I don’t know what will happen to them.” “You sound pretty worried about what might happen tomorrow.”

62. More Reflecting Practice “I’m sorry about the things I said earlier. I feel terrible. I guess I was still thinking about some stuff from my therapy appointment this morning, but that’s no excuse.” “It sounds like you’re feeling ___________ about ____________ _________________. ” “It sounds like you’re feeling guilty about the angry comments you made.”

63. Inspirational Quote “ I ’ ve come to the frightening conclusion that I am the decisive element in the classroom. z “ It ’ s MY personal approach that creates the climate;. ” It ’ s MY daily mood that makes the weather. ”

64. “ As a teacher, I possess a tremendous power to make a child's life miserable or joyous. “ I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. ”

65. “ In all situations, it is MY response that decides whether a crisis will be escalated or de-escalated… or a child humanized or de-humanized. ” -Dr. Haim Ginott

66. Part 5: Intervening in Deliberate Misbehavior

67. 67 Thinking Outside Issues Expressions Behavior Cues to Deliberate Behavior Rational, clear Minimal Relaxed, low-stress Usual, Normal

68. Corrective Responses Depending on the severity of misbehaviors 1. Friendly Reminder 2. Fair Warnings 3. Firm Confrontation (Consequences)

69. Skill 2: Fair Warning Skill 2: Fair Warning Use a fair warning with a deliberately misbehaving youth to inform him/her of the consequences of continued misbehavior.

70. Step 1: Giving Warnings Get Youth’s Attention 1. Get Youth’s Attention Eliminate distractions. If possible, address the issue privately or quietly to limit embarrassment from peers. Billy’s been dominating the XBox 360 for over an hour, refusing to let others play. To warn him: 1. “Billy, put the game on pause and look at me.”

71. Step 2: Giving Warnings Give “If/Then” Statement of Consequences 2. Give “If/Then” Statement of Consequences Clearly tell youth about consequences which will soon occur. Option 1: “If you don’t, then.” For Billy: 2. “If you don’t ______________, then you’ll _________________.” For Billy: 2. “If you don’t get off the game, then you’ll lose privileges for the week.”

72. Steps to Giving Warnings Give “If/Then” Statement of Consequences 2. Give “If/Then” Statement of Consequences Clearly tell youth about consequences which will soon occur. Option 2: “If you want, then.” For Billy: 2. “If you want __________________, then you have to _______________.” For Billy: 2. “If you want keep your game privileges, then you have to share with others.”

73. Step 3: Giving Warnings Request Change or Improvement 3. Request Change or Improvement Make a clear, final request for positive change, encouraging the youth to make a good choice. For Billy: 3. “So please give Andrew his turn too.”

74. Three Types of Consequences Careful use of consequences can be an effective deterrent to deliberate misbehavior as long as they don’t seem like “threats.” Understanding different types of consequences helps avoid power struggles with challenging youth.

75. NATURAL CONSEQUENCES NATURAL CONSEQUENCES Natural consequences occur on their own, without any staff intervention. Billy stayed up too late playing a handheld video game in his room. Natural consequences: · He is tired in school today. · Others? _______________

76. LOGICAL CONSEQUENCES Logical consequences are applied by staff, but are directly tied to the behavior. Billy stayed up too late playing a handheld video game in his room. Logical consequences: · He has to go to bed early tonight. · Others? _______________

77. PUNITIVE CONSEQUENCES PUNITIVE CONSEQUENCES Punitive consequences are applied by staff, but either do not fit the behavior or go to extremes. Billy stayed up too late playing a handheld video game in his room. Punitive consequences: · He’s grounded to his room for a week. · Others? _______________

78. To keep all students physically and emotionally safe, your school has adopted strict rules and consequences about teasing and bullying. “Anyone who teases or bullies will be asked to leave the classroom, and will have to mediate with staff before returning.” Application to Billy ’ s Story

79. You see Billy with his hand on Andrew’s neck as they walk between classes. Billy is laughing but Andrew looks uncomfortable. Application to Billy ’ s Story 1. Get Attention: “Billy, let him go. Let me talk with you.” 2. If/Then: “If you want to stay out of the Support Room, then keep your hands to yourself.” 3. Request Change: “Now go on and leave Andrew alone, would you?”

80. Billy rolls his eyes and says, “I was just walking him to class.” You offer a second warning. Application to Billy ’ s Story 1. Get Attention: “Billy, look at me. I’m serious.” 2. If/Then: “If you don’t___________, then _________________________.” 3. Request Change: “So make a good choice and ____________________.”

81. Billy rolls his eyes and says, “I was just walking him to class.” You offer a second warning. Application to Billy ’ s Story 1. Get Attention: “Billy, look at me. I’m serious.” 2. If/Then: “If you don’t take your hands off Andrew this moment, then you’ll be going to the Support Room.” 3. Request Change: “So make a good choice and leave him alone.”

82. Part 6: Improving Self- Awareness

83. Despite our training, there may be times when we react personally rather than respond professionally to challenging youth. Adult Anger Traps A deeper understanding of our own anger traps can help us defend against emotional overreactions in difficult situations, allowing us to remain clear, calm, and focused instead.

84. 02/16/2011 ANGER TRAP #1 Outside STRESS Leftover stress from other home or work problems makes it easy to overreact angrily to a minor situation we might otherwise be able to handle.

85. 02/16/2011 ANGER TRAP #2 EMBARRASSMENT We feel helpless or inadequate trying to manage a challenging situation, then turn our embarrassment to anger.

86. 02/16/2011 ANGER TRAP #3 FEAR/SHOCK We feel a natural shock or fear in response to a threatening situation, then turn anxiety into anger.

87. 02/16/2011 ANGER TRAP #4 VALUES VIOLATION A core value is violated by an offensive behavior, sparking feelings of deep indignation and righteous anger. VALUES VIOLATION

88. 02/16/2011 ANGER TRAP #5 AUTHORITY CHALLENGE We engage in an angry power struggle to establish control or dominance over a defiant youth.

89. A few minutes ago, one of your rec center kids pulled you aside and said: “You should check out Tiffany’s Facebook page.” As you view the video of what happened to Keisha yesterday, you can feel your heart pounding and your hands trembling. You march up to Tiffany and her friends and growl: “I can’t believe what you did to Keisha, you heartless b----! How could you? Give me that phone right now, or I’ll… I’ll…” Application to Tiffany ’ s Story Which anger traps do you see? What advice would you give this staff member before, during, or after the confrontation with Tiffany?

90. Part 7: Intervening in Dangerous Situations

91. Crisis Responses Crisis responses focus on safety and security. Use them when problems are on their way to becoming IMMEDIATELY DANGEROUS, regardless of the psychological source. “ Immediate Danger ” “Situation which puts self or others at risk of imminent and serious harm.”

92. Response Description 1. Redirect Issuing a clear, calm request for a safer behavior. 2. Remove Moving youth to a safer location. 3. Restrict Keeping youth in a safe area/out of an unsafe one. 4. Restrain Physically holding a youth until s/he is safe. Crisis Responses

93. 1. After lunch, you see Billy shove Andrew into a wall and knee him in the groin. A group of other boys are nearby, cheering Billy on. Situational Judgment in Crisis 2. A few minutes later, you are walking Billy to the office when a rotten apple strikes him in the head. You both turn and see Andrew about to throw another one. Billy tenses to lunge at Andrew, and a passing staff member (Mr. Burgess) laughs: “Good for you Andy! And good shot too! It’s about time!”

94. Response 1: Redirect Issue a clear, calm request for a safer behavior. Get the individual’s attention and calmly, clearly request a specific safer behavior.

95. 95 1. Redirecting Billy In Situation 1, Billy is the aggressor. How could we redirect him? “Billy, _________________ ________________________.” “Billy! Back off right now. Leave Andrew alone.”

96. Response 2a: Remove Aggressor Move youth to safer location, verbally or physically. When the aggressor is the primary source of danger, it may be best to remove him/her from the setting. Have back-up before physically removing larger youth.

97. 97 2a. Removing Andrew In Situation 2, Andrew is the aggressor. How could we verbally remove Andrew (probably while holding Billy back)? “Andrew, look at me. I need you to: ________________ _________________________. ” “Andrew, look at me. I need you to put that apple down right now, and walk with Mr. Burgess to the office.”

98. Response 2b: Remove Target If the aggressor is focused on a single target (student or staff) and the target is cooperative, it may be safer and faster to remove that individual.

99. 99 2b. Removing Billy In Situation 2, Billy is the target of Andrew’s ‘attack.’ How could we verbally remove Billy? “Billy, listen to me. I want you to: _______________________ _________________________. ” “Billy, listen to me. I want you to hold it together and walk with me to my office. We’ll sort this out.”

100. Response 2c: Remove Aggravator Sometimes, a passive aggressive manipulator (or a self- righteous staff member) may be escalating the situation with aggravating comments or actions.

101. 101 Removing Staff Member In Situation 2, the main aggravator is a passing staff member, Mr. Burgess. How could we verbally remove him? “Mr. Burgess, your comments aren’t terribly helpful right now. Would you please: _________________________ _________________________. ” “Mr. Burgess, your comments aren’t terribly helpful right now. Would you please take Andrew to the main office and let me work with Billy?”

102. Response 2d: Remove Audience An audience may excite a deliberate aggressor or embarrass an emotionally overwhelmed youth. Removing on-lookers may de-escalate the youth, limit contagion, and reduce the number of potential victims.

103. 103 Removing the Other Boys In Situation 1, Billy has just kneed Andrew while surrounded by a group of boys. How could we verbally remove them? “Okay gentlemen, show’s over. I want you to: __________ _________________________. ” “Okay gentlemen, show’s over. I want you to go back to the unit. James, Tony, Ramone…. I said go.”

104. Response 3: Restrict Keep youth in a safe area or out of an unsafe one. Use verbal and/or physical interventions to keep dangerous youth from leaving a safe area, or to prevent them from entering a safe area and causing harm to others.

105. Response 4: Restrain Physically hold youth against their will until safe. If properly trained, use safe, approved physical interventions with the minimum force necessary to keep dangerously out of control youth from hurting themselves or others.

106. Immediately Dangerous? CORRECTION 1.Reminder 2.Warning 3.Confrontation Not Immediately Dangerous? COUNSELING 1.Give Space 2.Active Listening 3.Problem Solving TACT-2 MODEL DeliberateEmotional CRISIS RESPONSE 1. Redirect 2. Remove 3. Restrict 4. Restrain

107. 107 Thinking Outside Issues Expression Behavior Cue Deliberate Emotional Usual, Normal Unusual, Abnormal Calm, Low-stress Intense, High-stress Rational, Clear Irrational, Distorted Minimal Significant

108. Physical Training

109. I. Self-Protection Techniques a. Same/Opposite Side Arm Grab 1: Make a fist. 2: Twist your wrist. 3: Step back and pull.

110. I. Self-Protection Techniques b. Two-on-One Arm Grab 1: Make a fist. 2: Twist your wrist. 3: Elbow DOWN. 4: Step back and pull.

111. I. Self-Protection Techniques c. Two-on-Two Arm Grab 1: Make TWO fists. 2: Twist your wrists. 3: Step back and pull.

112. I. Self-Protection Techniques d. Front Choke Escape 1: Raise both arms. 2: Step back. 3: Spin away.

113. I. Self-Protection Techniques e. Rear Choke Escape 1: Raise both arms. 2: Step back. 3: Spin away.

114. I. Self-Protection Techniques f. Side Headlock Escape 1: Turn head and tuck chin. 2: Inside hand, Outside hand. 3: Push UP and away.

115. I. Self-Protection Techniques g. Rear Headlock Escape 1: Turn head and tuck chin. 2: Step behind, bend over. 3: Inside hand, Outside hand. 4: Push UP and away.

116. II. Holds & Escorts a. Bear Hug Hold 1: Approach from behind. 2: Wrap arms around child’s arms and chest, slightly above elbows (and below bust line for girls). 3: Turn to side, lean head back.

117. II. Holds & Escorts b. Cradle Hold 1: Approach from behind or spin child around. 2: Push elbows together, crossing child’s arms. 3: Grasp wrists carefully, pull to hips, tucking outside elbow*.

118. II. Holds & Escorts c. Double Arm Bar Hold 1: Bump, Hook, Lock & Turn 2: Lean back, pulling youth off balance.

119. II. Holds & Escorts d. Two-Person Escort 1: Approach together and reach for wrist. 2: Hook arm high and pin wrist to hip. 3: Step behind and move youth together.

120. II. Holds & Escorts d. Transition to Double Arm Bar 1: Tuck the arm between you. 2: Pivot behind, reaching high. 3: Hook the second arm, lock, & turn.

121. III. TACT2 Restraints a. Standing Double Arm Bar 1: Gain a firm Double Arm Bar hold. 2: Turn slightly and lean back into wall. 3: Use 2nd person assist to stabilize youth.

122. III. TACT2 Restraints b. Seated Cradle Hold From Standing Cradle Hold 1: Open stance. 2: Slide down wall to seated position. 3: Position youth between legs.

123. III. TACT2 Restraints c. Seated DAB Restraint From Standing DAB Hold 1: Open stance. 2: Slide down wall to seated position. 3: Position youth between legs. 4: Second staff pin legs (remaining off knees).

124. III. TACT2 Restraints d. Arm Bar Restraint (Supine, 2-psn) From Standing DAB Hold (2nd person spotting)

125. III. TACT2 Restraints e. Shoulder Lock Restraint (Supine, 3-psn) From 2-person Escort position (3rd person spotting)

126. For use by certified TACT2 trainers in training staff in TACT2. Any other use prohibited. Copyright 2013 by Steve Parese, Ed.D. www.TACT2.com www.TACT2.com F 2013 Annual Staff Recertification For more information about TACT2, contact Dr. Steve Parese at SBParese@aol.com or visit the website at www.TACT2.com SBParese@aol.com F