No man can think clearly when his fists are clenched.

Cases in Aphelion 2008 Terms 1 & 2: Fighting Bullying Open defiance Rudeness / Disrespect / Insensitivity Causing bodily harm Stealing Howling Lateness

Aggression How to prevent it?

Reasons Seeking attention Wishing to distract attention from potential failure at a learning task Trying to control another student or teacher Attempting to secure a position in the status hierarchy Wanting to burn off excess energy Being bored and wanting to get ‘something going’ Ignorance: using ‘home’ or ‘street’ behavior in school

Impulsivity Managing it

How to make aggression less likely to occur? Peer Mediators Anger Management Conflict Resolution Disagreeing Agreeably: Modeling Disagreeing Agreeably: Practice Self-Control: Modeling Social Skills Teambuilding Class Building Silly Sports and Goofy Games Regular Exercise 60 Beats per Minute Music Prepare Responses Think Time Take a Walk

Peer Mediators Train students to be effective mediators of peer conflicts Students have legitimate ‘power’ (influence) in classroom Can be a force for creating solutions

Anger Management Learn practical steps to deal with anger (Education) Example: School counselor

Conflict Resolution Students trained to be peer mediators: 8 modes (STOP HAAC) – Choose 1 at any one time S: Share T: Take Turns O: Outside P: Postpone H: Humor A: Avoid C: Compromise C: Chance

Disagreeing Agreeably: Modeling Use polite disagreement gambits (functional phrases) to express your own disagreement

Disagreeing Agreeably: Practice Students to practice the gambits For example: I beg to differ…. I understand your point of view; in my opinion…. Let’s agree to disagree on that….

Self-Control: Modeling Learn from good role models: Impulse control techniques: Stay calm Calm ways in responding to frustration, threats and anger in others Take deep breaths Move and talk more slowly and deliberately Focus on the feelings of others or desired outcomes

Social Skills Learn skills you need to work effectively in groups and to interact with others For example: Taking turns Sharing materials Listening to others Disagreeing without arguing

Teambuilding Teambuilding activities (E.g. school camps) Help students to know and like each other Help students to understand and respect individual differences Establish bonds Less likely to be aggressive towards others

Class Building Create a sense of community Class building activities Results: Students get acquainted Students identify with other classmates Students value differences

Silly Sports and Goofy Games Put more ‘play’- create non competitive environment For example: Silly sports Goofy games (EOTA, EOYA)

Regular Exercise Releases endorphins ‘Feel good’ hormones Less likely to react to frustrations or threat with aggression Calmer Learn better in school For example: PE lessons EP3 lessons

60 beats per minute music Music at 60 beats or slower is calming Music with no words played at a relatively low level Bring calming music into classroom

Prepare Responses Set PROCEDURES for responding to aggression Practice these procedures before any aggressive outburst occurs For example: “Think Time” “Take a Walk”

Think Time Powerful Take time to think BEFORE you react You don’t always need to come up with a solution on the spot Gambits: I’m going to respond to you, but not right now. Let me think about that and get back to you. It would be good if we both took some time to think over what to do.

Take A Walk COOL DOWN WALK

Preventing Angry Outbursts 9 Steps

Step 1: Monitor Frustration Levels Read non-verbal signs of frustration (tightened fists, tense body, scowls, lowered eyebrows) If above signs mount for a student, especially one with previous outbursts, OFFER TEACHER / PEER HELP Find an alternative task Return to previous task later on

Step 2: Break up learning tasks Three 15-minute sessions on a topic Break up difficult learning sessions = reduces probability of frustration = reduces probability of angry outbursts = reduces probability of boredom Provides outlet for excess energy

Step 3: Apply Rules and Favors Equally Rules apply to all Fairness

Step 4: Disagreeing Agreeably Use gambits DON’T use retaliation “I see it differently” “I would say that a little differently” “I see how you could use it that way. From my perspective…”

Step 5: Anger Control Techniques Count to ten Commune with nature e.g. garden Distraction Drink a glass of water Exercise Get adult help Journal Go to a cool down centre Listen to music Meditate Play a game Recall a pleasant experience Self talk: This too will pass; next year I won’t even remember this Talk it over with a friend Walk away Play with a pet

Step 6: Teacher Disclosure Share with students what works best for us Students learn to find their own methods

Step 7: Verbal Gambit: Avoiding Escalation Preparation: work out how you would want to react if confronted with an aggressor Learn what to do Learn what to say Practice procedures “Right now we are too worked up to talk it over. Let’s do it later.” “I just need to go sit down before I do or say something I will regret.” “We both are angry right now. Let’s get a drink of water and calm down.”

Step 8: Class Discussions: Responsible Anger Have students to discuss times when it is natural to feel anger Talk about times anger motivates us to solve social problems Let students discover anger is neither right or wrong – WHAT WE DO about our anger can be RESPONSIBLE or IRRESPONSIBLE Students to talk about things they can do to express anger responsibly Sample scenarios: basis for discussions (See Samples)

Step 9: Journal Reflections Journaling Help students to reflect on responsible alternatives to aggression

Expressing Anger Appropriately

Teacher Input What we do when we get angry! Responsible Ways! BE A RESPONSIBLE PERSON EVEN WHEN YOU ARE ANGRY

Verbal Gambits: Expressing Anger Learn Verbal Phrases to express your anger appropriately For example: “I felt angry when you….” “I really don’t like it when…” “It doesn’t help me when you…”

Behavioral Gambits: Expressing Anger Responsible Behaviors Practice! Practice! Practice! Control your IMPULSE to hit! For example: Role plays Tabling the matter Taking a walk Discussing the issue with authority Paraphrasing with other person’s feelings

Cool Down Area A non-punitive proactive place You can regain your composure there Low stimulation area Dim lights No interaction with others Quiet individual tasks e.g. drawing, writing, reading

After you have fully cooled down Writing an apology After you have fully cooled down