Transcript Intervening with Students in the Conflict Cycle Before

Intervening With Students
in the Conflict Cycle
Before They Lose Control
Karen DiSanto, LCSW
([email protected])
Park Hill School District
7703 NW Barry Road
Kansas City, MO 64153
816-741-1521
Agenda
• The Conflict Cycle ParadigmHow 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
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.
THE CONFLICT CYCLE
Student’s Self Concept
Irrational Beliefs
1
Stressful
Incident
2
4
Student’s
Adult/Peer
Feelings
Reaction
3
Student’s
Observable
Behavior
Why Staff Become
Counter-Aggressive
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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
Phase One: Calm
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On-task behavior
Following of rules and expectations
Responsiveness to praise
Initiation of behavior
Goal-Orientedness
Overall behavior is cooperative, compliant
And desirable
Phase Two: Triggers
School Based
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Conflicts
Changes in routine
Provocations
Pressure
Ineffective problem solving
Errors
Corrections
Non-School Based
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Dysfunctional Homes
Health problems
Nutrition
Sleep
Substance Abuse
Gangs
Overall Behavior involves a series of unresolved problems.
Phase Three: Agitation
Increase in Behavior
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Darting eyes
Nonconversational language
Busy hands
Moving in & out of groups
Off-task, then on-task behavior
Decrease in Behavior
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Staring into space
Subdued language
Contained hands
Withdrawal from group
Overall behavior is unfocused and off-task
Phase Four: Acceleration
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Questioning & Arguing
Noncompliance & Defiance
Off-task behavior
Provocation of others
Compliance with accompanying
inappropriate behavior
• Criterion problems
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Wining & Crying
Avoidance & Escape
Threats & Intimidation
Verbal Abuse
Destruction of Property
Serious Behavior in General
Over-all behavior is
teacher-engaging
Phase Five: Peak
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Serious Destruction of Property
Assault
Self-Abuse
Severe Tantrums
Hyperventilation
Overall Behavior is out of control.
Phase Six: De-Escalation
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Confusion
Reconciliation
Withdrawal
Denial
Blaming Others
Responsiveness to Directions
Responsiveness to manipulative or Mechanical Tasks
Avoidance of Discussion
Overall Behavior displays confusion
Phase Seven: Recovery
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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
Strategies: Calm
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Classroom Structure
Quality Instruction
Providing Attention
Teaching Social Behavior
Strategies: Triggers
• Formal Problem-solving
– Curricular Interventions
– Individual assistant plans
– services purchased from specialists
• Pre-Correction Plan
• Individual Problem-Solving Plan
Strategies: Agitation
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Teacher Recognition
Space
Time
Preferred Activities
Teacher Proximity
Independent Activities
Movement Activities
Involve Student in Plan
Relaxation Activities
Strategies: Acceleration
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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
Strategies: Peak
• Preparations and Precautions
• Short-Term Interventions
• Long-Term Interventions
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.)
Name:
Acting Out Behavior Plan
Date:
Teacher(s):
ASSESSMENT
Calm
Triggers
Agitation
Acceleration
Peak
De-Escalation
Recovery
STRATEGIES
THE CONFLICT CYCLE
Student’s Self Concept
Irrational Beliefs
Highest Priority
Protective Plan
CALM
RECOVERY
PEAK
1
Accountability
Think Sheets
Restitution
TRIGGER
Stressful
Incident
2
4
Student’s
Adult/Peer
Feelings
Reaction
3
ACCELERATION
Outlast the Acting Out
Student’s
Observable
Behavior
AGITATION
Early Intervention
Caring Confrontation
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)