Transcript Aggressive students

While you’re waiting…
Remember
back to an incident of aggression in
your school setting…. verbal, physical, ….
-Can you identify the reason or
purpose behind the aggressive act?
-If adults reacted, were their attempts
to manage the situation productive?
-Could this incident have been
prevented? If so, how so?
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When push comes to shove: Today’s Agenda
1. Understanding & categorizing aggressive actions
for incident reports, FBA, Manifestation Determination, &/or Police Report
2. Intervening in student versus student incidents
3. Handling aggression directed at us
4. School-based programs & interventions for
promoting a respectful, cooperative, & safe
environment.
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Volcan Arenal (Costa Rica)
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Volcan Arenal
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Sulfur Cloud
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Ah-Ah Lava
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Letting off some steam
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Our Goal
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Getting in Close
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End of Travelogue
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How do you tell a male chromosome from a
female chromosome?
Aggression peaks at around 2-3 years of age,
suggesting genetic etiology (Trembly, 2000)
Guo (2008) studied 20,000 7th to 12th graders.
– “Aggression genes” (3 of them) in 1% of population
– Increased likelihood of aggression
– Triggered by?
Stress
Family dysfunction
School failure
Social failure
– One group, had risk reduced to nil by regular family
dinners. Conclusion: A feeling of belonging counteracts
genetic predisposition so that it doesn’t present.
G. Guo in American Sociological Review (mid-July, 2008)
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Home Precursors to In-School Violence?
Violence becomes child’s default “coping skills” due to:
– Aggression modeled by family members
– Harsh, inconsistent punishment (warm relationship with one
parent can mediate effects)
– More commands & demands than explaining & instructing
Youngster’s aggressive (re)actions have brought
benefits due to lack of supervision, correction, &
teaching by elders.
Watching violent media
(short term effects, some kids more susceptible)
Limited or inappropriate interaction (social) skills with
peers & adults.
Dodge 1993; Met. Life 1999; Walker, Colvin & Ramsey, 1995; Rosemond, 1998; Deater-Deckard, Dodge, Bates, & Pettit, 1996; Resnick et al., 1997; Patterson,
1982; Biglan, Lewis, Hops, 1990;
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Low SES “Cultural Markers”
Organized versus Disorganized lower class
– Course language
– Greater use of physical, inconsistent punishment
– Less guidance (At risk: 10% Black youth “zero parented” Downey, 93)
Research: Haberman & Schreiber-Dill (Kappa Delta Pi Record, summer 1995)
Surveyed low income White & Hispanic middle schoolers Results:
Fighting viewed as natural & expected.
Swift violent revenge viewed as acceptable response
to an insult at any level…
“She looked at me funny.”
“He ranked my mama.”
“They threatened to kill me.”
Not right to bring in adult figures to prevent violence
Fighting in school should not be punished.
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Not Just Lower Income Homes
Cartoonist & source unknown
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2 General Types of Aggression
Reasoned (goal oriented, premeditated)
– “Bloods” candidate slices stranger’s face to “belong”
– Bully plans to intercept a victim
– OTHERS?
Reactive: (overcome by emotion, “spontaneous”)
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ADHD kid has energy blocked & pushes other
Academically frustrated kid explodes
Outburst due to disappointment with performance
Abused kid with “belonging” issues simmering just below the
surface attacks a beloved teacher who imposed restrictions
– OTHERS?
• What is meant by:
“Anger is a secondary emotion.”?
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Intentions & “Hidden” Messages
Instrumental (“I want that.”)
Dominance (“I’m the alpha brute.”)
Escape and/or protection of self & others
(“I’m in a bad situation & need to get out.”)
Retaliation (“You’ll pay for what you’ve done.”)
Psychopathology (“My thought processes are disordered”)
Belonging (“I want to be accepted.”)
Examples of each that you’ve witnessed?
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No Matter What Type or Reason
There’s always a message being sent
(we just have to decode it for FBA)
Channels for conveying that aggressive message:
Language: The psyche (mind, spirit, soul) receives harm
Physical: The body receives harm
Combined
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Language (Verbal) Which forms does it take?
Harsh & offensive words
Insults
– Level 1: Physical characteristics Examples?
– Level 2: Home, Heart & Hearth Examples?
Depreciation of:
Family
Race
Personal possessions (religious symbol, gift from special person)
– Level 3: Defiles your ability to:
Be fair & make non-biased decisions
Teach
Statements such as?
Statements like?
Threats of physical attack
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Language (non-oral)?
Written aggression
– Typed or handwritten letters
– Text messages
– e-mails & Cyber bullying
My space, Facebook
Non-verbal gestures
– Face (Such as?)
– Body (Such as?)
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Physical (at different levels)
From
to
Combined
Verbal & physical assault in same incident
– Simultaneous
– Interspersed
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Foci of Aggression Directed toward… ?
Self
Others
Animals
Objects
Caption: “Man presents
with palmar angulation after
hitting object with closed
fist.”
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Observe the students in the video clips.
In each instance, is it “aggression”? If
so, which descriptors apply?
Intent/Purpose/Cause:
– Communication
– Release for emotions
– Instrumental (to attain a goal)
– Dominance
– Escape and/or protection
– Retaliation
Language, Physical, Combined?
Focus?
Click to skip over written situs
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Quiz: Focus, Category, Intent ?
An autistic child bites her hand when the
teacher approaches. Which aspects apply?
Intent/Purpose/Cause:
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Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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Talking with another, student walks into door
frame while exiting room. Turns & pushes
another for “pushing” her.
Intent/Purpose/Cause:
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–
–
–
–
–
Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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Upon receiving a paper with a poor grade, the
student tears it up & throws it on the floor. When
told to pick it up, he says “I ain’t picking up your f—in’
test. I ain’t takin’ any more of your m_ther-f---in’ tests
until you learn how to teach. You stink. No one
understands what you’re saying and you put us all to
f—kin’ sleep”.
Intent/Purpose/Cause:
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Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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A teacher pleads with non-motivated student to start
the task. After several attempts to “reason” with the
student, & receiving various “brush off” responses,
the student spews foul words with a loud voice.
Intent/Purpose/Cause:
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Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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A student carries out a long-planned event, bringing
weapons to school & using them in attack that kills
& wounds others before he takes his own life.
Intent/Purpose/Cause:
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–
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Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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Two students engage in “the dozens”. Suddenly,
one throws punches at the other when one of the
“mother insults” hits a psychological soft spot.
Intent/Purpose/Cause:
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Communication
Release for emotions
Instrumental (to attain a goal)
Dominance
Escape and/or protection
Retaliation
Language, Physical, Combined?
Focus?
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Pele’ in the Schools
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Sign on Kaho`olawe (Kilauea)
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How Schools & Teachers
Place Themselves At Risk for Aggression:
The Usual Suspects ^
Which factors have been identified in research (Walker,
Rutter) as correlating with violence in the school?
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Low emphasis of teachers on academic work
Low rates of (effective) praise
Little emphasis on individual responsibility
High student-teacher ratio
High-risk children clustered with high density of
other high-risk students
– Rejecting & non-supportive responses from teachers
– Poor student-teacher relationships
– Poor classroom management skills
– A spiraling pattern of child misbehavior & teacher reactivity.
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Why the Problems?
Most educators aren’t trained in:
In what areas could you have used more training?
– Positive or instructional behavior management
– Creating a sense of class community
– Connecting interpersonally with kids who engage
in inappropriate and/or coercive actions
– De-escalating emerging crises
– Conflict resolution
– Problem solving procedures (click)
– Avoiding “contagion of behavior”
(adopting the student’s demeanor)
Dick Armey: “You can’t get ahead if you’re getting even.”
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Eldfell, Iceland
(1973)
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What do I do when…
Sense problems
Fight!!!
Others are fighting
I’m the target of aggression
– The person is poised to strike
– I am under attack
The incident is over
To packet
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Fuel on the Fire: Avoid these words… ^
Never
Always
Can’t
Won’t
Don’t
Should, Shouldn’t
…& other absolutes
And “Mind Reading”
– “…On purpose”
– “…because you wanted to…”
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Words that De-escalate
^
Maybe, Perhaps
Sometimes, Once-in-awhile
What if…, Consider this…
Let’s check whether we can…
I wonder if…
I’ll consider it.
No guarantees, but I’ll…
Help me understand why you’re feelin’ this way.
And other words & phrases that exude
–Optimism
–Consideration
–Wisdom
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If we have the time…
David cuts in line
After the video clip ends, David pushes the
teacher and says “C’mon! Make me go to the
end of the line.”
Click here for video
Tony’s Art Criticism
– Tony gets up from seat to view art of others.
Click here for video
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Teacher behaviors associated with
improved classroom behavior ^
High levels of praise & social reinforcement
Proactive strategies
– preparing kids for transitions
– setting clear, predictable rules
Effective use of short, clear commands, warnings,
reminders, & distractions
Reinforcement systems for appropriate social
behavior; team-based rewards
Mild, but consistent response costs for aggression
Direct instruction in appropriate social & classroom
behavior, problem-solving, & self-management
skills.
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Principles of Schools that Effectively Deal
with Violence
Whatever is a crime outside of school is a crime
inside of school.
Violence is not viewed merely as an intrusion
on the school program. It’s prevention
becomes part of the school program.
The process of discipline is important
– Informed
– Personal and respectful
– Flexible
– Instructional rather than merely punitive.
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Programmatic Preventions &
Interventions: 3 Levels (Waite, 1995) ^
Level 1: All students What should be in place?
(For fill-in-the-blanks & in addition to ones in your handout)
– Staff training in (followed by implementation):
How to present interesting & pertinent instruction
Positive & proactive behavior management
(Phrasing & approach, structure, supportive strategies)
Teaching “Character Education/Values Education”
(infused into academic lessons & also taught directly)
School-wide behavior management system
Violence prevention & response
Crisis intervention (perhaps only individuals serving in this capacity)
– Committee formed to identify violence sources & forms
– Violence & threat management policies developed
– Establish ways for students to anonymously report
possible aggression or threats to school safety
– Develop a sense of pride & community in the school
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*How is this camaraderie promoted in your schools?
Level 2: Some students ^
Provide specialized services & supports for about
10-15% of the student body.
Special ed & other support services
mentorship by adult or older student
peer mediation
– Teach ‘em what they don’t know.
– Practice what they don’t do (yet)
What are some of the curricular programs for teaching
alternative behaviors?
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Social skills instruction
Conflict resolution training
Anger management/Aggression replacement training
Self-esteem building (authentic self esteem)
Problem-solving strategies Click here to view steps & teacher modeling
Assertiveness training
Emotional language instruction.
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Level 3: Few students ^
This level requires additional equipment &
personnel to deter violence from a few students &
protect the rest of the student body. Such as?
Magnetometers (metal detectors)
Police liaison & gang/drug intervention officers
Security cameras (bus & hallways, certain classrooms)
Providing safe pathways to school for others
Expel them! (to friendlier places) with:
– Caring staff trained & skilled in:
Building relationships with difficult youngsters
Cognitive-behavioral & Psycho-Educational interventions
Special ed. academic intervention
Curriculum for teaching social skills, anger management,
reattribution, etc. (& expel teachers who are
disrespectful, aggressive, & unwilling to “re-tool”)
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– Lower student-teacher ratio.
More Reactions to Level 3 Students
My name is Mr. Collins.
I’ll be teaching you English literature, and I’m armed.
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In a crisis situation, remember…
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The following slides are not part of the usual
staff development sessions, but they are
included as they may be of some use to
you and your colleagues.
Dr. Mac
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Problem Solving
Gordon’s 6 (+1)
Identify the problem (Already done early in your
get-together… see next slide)
Brainstorm solutions
Discuss benefits & problems in each one
Select one for use
Role play its use (The +1) (Addition by McIntyre)
Place into practice (with “surprise quizzes”)~
Meet again to evaluate outcome & tweak.
Return to Level 2 slide
Go to level 3 slide
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Model the Use of Problem Solving
Arrange for the two of you to be in the same area
& pretend to have a problem similar to that of the
student.
Teacher: (slams palm on desk) “Ooh no. No. No. No.”
Student: “What’s wrong?”
Teacher: “Oh…, I’ve been given an order by my
supervisor that I don’t want to follow because:
– I think it’s the wrong way to do things.”
– I don’t like the nasty way I was told to do it.”
– I don’t think that I have the skill to do it well.”
– I’m not in the mood for this sort of thing right now.”
(Use the reason(s) that are recurrent for the often-defiant kid47.)
3 Parts of an “I message”
When (describe what happened without using “you”)
I feel (identify feelings)
I would like (make a request)
Show Intervention Central Video
Return to the Intent/Reason slide
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Click for flashdrive avi
AN ACTIVITY
I noticed a distraught/upset student (who I knew well from last
year) as s/he ran into the bathroom.
I approached the restroom doorway and entered. The two of us
were the only ones in the lavatory.
S/he yelled "Stay away from me or you'll be eating tile" (I'd be
thrown down to the floor). This student has a reputation for
being explosive and sometimes violent, but the two of us have
had a friendly and cordial relationship (with some periodic
strife).
At that point I realized that a few other students were gathering
outside the doorway to watch what was happening (the door
was propped open with a wooden wedge).
* *Describe what you thought about or actually did before entering
the bathroom, and what you did in this situation to defuse the
emotionally charged pupil.
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Group Activity
How Do We Counter School Violence & Re-Educate Aggressive Youngsters?
Groups: Please list suggestions for the strategy headings found below.
1. How could we change the physical appearance of our building to counter
violence, support cooperation, build a sense of community, make all kids
feel welcome within, etc.
2. What things could we do to accomplish the tasks in #1 that aren't involved
in changing the look of the building?
3. What curricula should we have available to increase social competence in
"at risk" and aggressive youngsters?
4. What supports might be offered to the families of these youngsters? (By the
school or other agencies)
5. How can we become a positive place in the eyes of the surrounding .
community so that they defend and support us?
6. What are some staff development session topics that would increase the
ability of educators and staff to reduce aggression in certain students, and
the school at large?
7. Other thoughts:
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Zero tolerance = Zero thinking
BD teachers most likely to be working with chronically aggressive youth,
but also most likely to have the personality & skills to help these
youngsters change for the better.
Expel teachers who are disrespectful, aggressive themselves, &
unwilling to “re-tool”
Diane Gordon (1990, The justice juggernaut, Rutgers Univ. Press)
documented American tendency to blame behaviors due to complex
social problems on personal defects, and recommending punitive
responses.
New York City schools have the 9th largest police force in the nation.
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This slide show was developed by:
Tom McIntyre
Coordinator of the graduate program in behavior
disorders
Department of Special Education
Hunter College
New York, NY 1021
[email protected]
www.BehaviorAdvisor.com
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