Transcript Staff Training in TACT-2

2013
Annual Staff Recertification
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
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For more information about TACT2, contact Dr. Steve Parese at [email protected] or visit the website at
www.TACT2.com
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Part 1: Introduction to
TACT2 Model
1. How would you RESPOND?
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 Andrew (11) is an angry, withdrawn boy who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.
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.
2. How would you RESPOND?
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.
3. How would you RESPOND?
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.
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.
TACT2 MODEL
TACT-2
MODEL
Not Immediately
Dangerous?
Immediately
Dangerous?
Deliberate
CORRECTION
1. Reminder
2. Warning
3. Confrontation
1. Redirect
Emotional
COUNSELING
1. Give Space
2. Active Listening
3. Problem Solving
CRISIS RESPONSE
2. Remove
3. Restrict
4. Restrain
TACT2 MODEL
TACT-2
MODEL
Immediately
Dangerous?
Not Immediately
Dangerous?
List conditions that
are Immediately
Dangerous
TACT2 MODEL
TACT-2
MODEL
Immediately
Dangerous?
1. Redirect
Not Immediately
Dangerous?
CRISIS RESPONSE
2. Remove
3. Restrict
4. Restrain
TACT2 MODEL
TACT-2
MODEL
Immediately
Dangerous?
Deliberate
CORRECTION
1. Reminder
2. Warning
3. Confrontation
Not Immediately
Dangerous?
Emotional
TACT2 MODEL
TACT-2
MODEL
Not Immediately
Dangerous?
Immediately
Dangerous?
Deliberate
Emotional
COUNSELING
1. Give Space
2. Active Listening
3. Problem Solving
Cue
Deliberate
Usual,
Normal
Expression Calm,
Low-stress
Emotional
Thinking
Rational,
Clear
Unusual,
Abnormal
Intense,
High-stress
Irrational,
Distorted
Outside
Issues
Minimal
Significant
Behavior
12
1. Your PROFESSIONAL ANALYSIS?
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?”
2. Your PROFESSIONAL ANALYSIS?
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?
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?”
Part 2: Understanding
Deliberate
Misbehavior
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.
Glasser’s Social Needs
Love
Power
Belonging Importance
Fun
Pleasure
Freedom
Individuality
Group Activity
List some negative
behaviors that meet each
social need for challenging
children and youth.
Application to Camille’s Story
“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.
Which social needs are being met by Camille’s negative
behavior?
Application to Tiffany’s Story
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.
Which social needs are being met by Tiffany’s negative
behavior?
Part 3: Understanding
Emotional
Crisis
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.
Long’s Conflict Cycle
Background Stress
including Low Self-Esteem
Triggering
Incident
Overwhelming
Negative
Reactions
Feelings
Impulsive
Based on a model created by
Nicholas Long, Ph.D.
Behavior
List 2-3 stressful issues that
your children or youth
experience at:
HOME
SCHOOL
PERSONAL
Too much stress can weighs ANYONE down...
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.
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)
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.
Elementary (age 5-11)
Internalizing symptoms:
• Withdrawal
• Anxiety
• Guilt
• Regression (crying, thumbsucking, bed-wetting)
22
Elementary (age 5-11)
Externalizing symptoms:
• Frequent irritability
• Outbursts of rage
• Inability to calm down
• Defiant refusal to follow
rules
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Adolescent (age 12-17)
Internalizing symptoms:
• Numbness/Depression
• Anxiety
• Sleep problems
• Self-harm & suicidal
behaviors
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Adolescent (age 12-17)
Externalizing symptoms:
• Unprovoked aggression
• Challenging adults
• Substance abuse
• Criminality
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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)
24
Application to Andrew’s Story
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.
How might Andrew’s daily behavior in your program be
impacted by his past trauma?
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.
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.
TACT2 Escalation Model
3. Crisis
2. Escalation
4. Recovery
1. Warning
Signs & Symptoms: Warning Phase
EXTERNALIZERS
• Irritable
• Muttering curses,
warnings, mild threats
1.Goal
Warning
= PREVENT
______
INTERNALIZERS
• Anxious
• Getting quiet, needy, or
whiny
Signs & Symptoms: Escalation Phase
EXTERNALIZERS
• Angry, loud
• Direct threats
• Minor property damage
2. Escalation
Goal =
______
DE-ESCALATE
INTERNALIZERS
• Panicky
• Demand, shut down or
leave
• Picking, pulling, etc.
Signs & Symptoms: Crisis Phase
EXTERNALIZERS
______
Crisis
PROTECT
Goal ==3.
Goal
• Antagonistic
• Property destruction
• Dangerous to others
INTERNALIZERS
• Shut down/melt down
• Attempt escape, selfharm, even suicide
Signs & Symptoms: Recovery Phase
EXTERNALIZERS
• Sullen & angry
• Blame others
• Eventually address
problem
4.
Recovery
Goal = ______
RESOLVE
INTERNALIZERS
• Depressed & shameful
• Blame selves
• Address problem
Part 4: Intervening in
Emotional
Crisis
Cues to Emotional Crisis
Behavior
Unusual, abnormal
Expressions Tense, high stress
Thinking
Irrational, distorted
Outside
Issues
Significant
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Counseling Responses
Red Zone
Give
Space
Yellow Zone
Actively
Listen
Green Zone
Problem
Solve
“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.
Three Levels of Active Listening
1. ATTENDING
2. DECODING
3.
REFLECTING
47
Listening Level 1
ATTENDING
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.
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Listening Level 2
DECODING
Much of a speaker’s real meaning is
communicated non-verbally or paraverbally.
Good listeners learn to read between
lines and interpret what is NOT said.
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How is REAL MEANING communicated?
Facial expressions &
body language
55%
Tone of voice/
inflection
Actual words
chosen
38%
7%
50
Decoding Expressions/Body Language
Decoding Expressions/Body Language
Decoding Practice
“I see you
_______________.
What’s that look all
about?”
Decode by describing and interpreting
body language.
Decoding Practice
“I see you with
your head hanging
down, looking
pretty miserable.
What’s that look all
about?”
Decoding Practice
“You SAY that
you’re ________,
but you LOOK
___________.
What’s going on?”
Decode by distinguishing between verbal
and non-verbal messages.
Decoding Practice
“You SAY you’re
fine, but you LOOK
really upset.
What’s going on?”
Listening Level 3
REFLECTING
Reflective listening paraphrases what
we hear youth saying and feeling,
without attempting to insert our own
opinions or give unsolicited advice.
EMOTION
"It sounds like you feel ______________________
REASON
because/about ____________________________."
57
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?”
“Nothing. I’m just mad.”
Read the rest of the interaction and fill in the blanks to
create a reflective statement.
Decoding & Reflecting with Andrew
“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
“ 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
BOTHERED
by THE MOVIE
REALLY
FRUSTRATED
with
IN CLASS
TODAY...”
YOUR
LOCKER
THIS
MORNING...”
More Reflecting Practice
“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
“You
sound
sound
pretty
________________
worried about what
about
might
__________
happen
________________.”
tomorrow.”
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
feeling___________
guilty about
about
the angry
____________
comments
_________________.
you made.”
”
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.”
“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.”
“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
Part 5: Intervening in
Deliberate
Misbehavior
Cues to Deliberate Behavior
Behavior
Usual, Normal
Expressions Relaxed, low-stress
Thinking
Rational, clear
Outside
Issues
Minimal
67
Corrective Responses
Depending on the severity of misbehaviors
1. Friendly Reminder
2. Fair Warnings
3. Firm Confrontation
(Consequences)
Skill 2: Fair Warning
Use a fair warning with
a deliberately
misbehaving youth to
inform him/her of the
consequences of
continued misbehavior.
Step 1: Giving Warnings
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.”
Step 2: Giving Warnings
2. Give “If/Then” Statement of Consequences
Clearly tell youth about consequences which will soon occur.
Option 1: “If
you don’t <BEHAVIOR CHANGE>,
then <NEGATIVE CONSEQUENCE>.”
For
For Billy:
Billy:
2.
2. “If
“If you
youdon’t
don’t______________,
get off the game,
then
thenyou’ll
you’ll_________________.”
lose privileges for the
week.”
Steps to Giving Warnings
2. Give “If/Then” Statement of Consequences
Clearly tell youth about consequences which will soon occur.
Option 2: “If
you want <POSITIVE CONSEQUENCE>,
then <BEHAVIOR CHANGE>.”
For
For Billy:
Billy:
2.
2. “If
“If you want
want__________________,
keep your game
privileges,
then you have
then
to you
_______________.”
have to share
with others.”
Step 3: Giving Warnings
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.”
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.
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? _______________
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? _______________
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? _______________
Application to Billy’s Story
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
You see Billy with his hand on Andrew’s
neck as they walk between classes. Billy
is laughing but Andrew looks
uncomfortable.
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?”
Application to Billy’s Story
Billy rolls his eyes and says, “I was just
walking him to class. ” You offer a
second warning.
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
____________________.”
Application to Billy’s Story
Billy rolls his eyes and says, “I was just
walking him to class. ” You offer a
second warning.
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.”
Part 6: Improving
SelfAwareness
Adult Anger Traps
Despite our training, there may be times when we react
personally rather than respond professionally to challenging
youth.
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.
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.
02/16/2011
ANGER TRAP #2
EMBARRASSMENT
We feel helpless or inadequate
trying to manage a challenging
situation, then turn our
embarrassment to anger.
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.
02/16/2011
ANGER TRAP #4
VALUES
VALUES
VIOLATION
VIOLATION
A core value is violated by an
offensive behavior, sparking
feelings of deep indignation
and righteous anger.
02/16/2011
ANGER TRAP #5
AUTHORITY
CHALLENGE
We engage in an angry power
struggle to establish control or
dominance over a defiant youth.
02/16/2011
Application to Tiffany’s Story
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…”
Which anger traps do you see? What advice would you
give this staff member before, during, or after the
confrontation with Tiffany?
Part 7: Intervening in
Dangerous
Situations
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.”
Crisis Responses
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.
Situational Judgment in Crisis
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.
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!”
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.
1. Redirecting Billy
In Situation 1, Billy is the aggressor. How
could we redirect him?
“Billy,
“Billy!_________________
Back off right now.
________________________.”
Leave Andrew alone.”
95
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.
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
you
toto:
put________________
that apple down right
_________________________.
now, and walk with Mr. Burgess
to the ”office.”
97
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.
2b. Removing Billy
In Situation 2, Billy is the target of Andrew’s
‘attack.’ How could we verbally remove Billy?
“Billy,listen
listentotome.
me.I Iwant
wantyou
youto
“Billy,
to:hold
_______________________
it together and walk with
_________________________.
me to my office. We’ll sort this
”
out.”
99
Response 2c:
Remove Aggravator
Sometimes, a passive aggressive manipulator (or a selfrighteous staff member) may be escalating the situation
with aggravating comments or actions.
Removing Staff Member
In Situation 2, the main aggravator is a passing
staff member, Mr. Burgess. How could we
verbally remove him?
“Mr.
“Mr. Burgess,
Burgess, your
your comments
comments
aren’t
aren’t terribly
terribly helpful
helpful right
right now.
now.
you please:
WouldWould
you please
take Andrew
_________________________
to the main office and let me
_________________________.
work with Billy?”
”
101
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.
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
“Okay
gentlemen,
gentlemen,
show’s
show’s
over.
I want
youyou
to: __________
over.
I want
to go back to
_________________________.
the unit. James, Tony,
Ramone…. ”I said go.”
103
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.
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.
TACT-2 MODEL
Not Immediately
Dangerous?
Immediately
Dangerous?
Deliberate
CORRECTION
1. Reminder
2. Warning
3. Confrontation
1. Redirect
Emotional
COUNSELING
1. Give Space
2. Active Listening
3. Problem Solving
CRISIS RESPONSE
2. Remove
3. Restrict
4. Restrain
Cue
Deliberate
Usual,
Normal
Expression Calm,
Low-stress
Behavior
Emotional
Unusual,
Abnormal
Intense,
High-stress
Thinking
Rational,
Clear
Irrational,
Distorted
Outside
Issues
Minimal
Significant
107
Physical Training
I. Self-Protection Techniques
a. Same/Opposite Side Arm Grab
1: Make a fist.
2: Twist your wrist.
3: Step back and pull.
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.
I. Self-Protection Techniques
c. Two-on-Two Arm Grab
1: Make TWO fists.
2: Twist your wrists.
3: Step back and pull.
I. Self-Protection Techniques
d. Front Choke Escape
1: Raise both arms.
2: Step back.
3: Spin away.
I. Self-Protection Techniques
e. Rear Choke Escape
1: Raise both arms.
2: Step back.
3: Spin away.
I. Self-Protection Techniques
f. Side Headlock Escape
1: Turn head and tuck chin.
2: Inside hand, Outside hand.
3: Push UP and away.
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.
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.
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*.
II. Holds & Escorts
c. Double Arm Bar Hold
1: Bump, Hook, Lock & Turn
2: Lean back, pulling youth off
balance.
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.
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.
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.
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.
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).
III. TACT2 Restraints
d. Arm Bar Restraint (Supine, 2-psn)
From Standing DAB Hold (2nd person spotting)
III. TACT2 Restraints
e. Shoulder Lock Restraint (Supine, 3-psn)
From 2-person Escort position (3rd person spotting)
2013
Annual Staff Recertification
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
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For more information about TACT2, contact Dr. Steve Parese at [email protected] or visit the website at
www.TACT2.com
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