1. Annual Staff Recertification
2015
Annual Staff Recertification
For use by certified TACT2 trainers. Any other use prohibited. Copyright 2014 by Steve Parese, Ed.D. F

2. Part 1: Introduction TACT2 Survey

3. How would you RESPOND?
You are a new foster parent. Andy is an angry 9-year- old boy who has been with your family for about 3 weeks. At first, he was quiet, refusing to interact much with any of the children or adults in your home. Eventually, he opened up a little, but only to your spouse. No matter how hard you try to engage him, Andy has refused to make eye contact with you or answer any of your questions.
Today, you try to win him over with a gift…

4. 2. How would you RESPOND?
You work in a group home in a residential neighborhood. Willie is a manipulative 12-year-old boy who has been in your program for 8 months. He usually behaves well one-on-one, but often acts out in front of peers.
Today, Willie and Drew, a new boy, are outside building snowmen….

5. 3. How would you RESPOND?
You are a 5th grade teacher/aide. Jesse is a new student in your class, and has had a hard time fitting in. He lives in a very poor home and often comes to school dirty. This makes him an easy target for teasing, especially from Heather, the class bully. As a result, Jesse relies heavily on staff for encouragement and reassurance.
Today, Jesse slips into class 10 minutes late…

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 by enforcing RULES (corrective behavior management), but overwhelming emotional crises require RELATIONSHIP-based counseling and de-escalation.

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

8. TACT-2 MODEL
TACT2 MODEL
Immediately Dangerous?
Not Immediately Dangerous?
List 2-3 conditions that are Immediately Dangerous

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

10. TACT2 MODEL TACT-2 MODEL CORRECTION Deliberate Emotional Reminder
Immediately Dangerous?
Not Immediately Dangerous?
Deliberate
Emotional
CORRECTION
Reminder
Warning
Confrontation

11. TACT2 MODEL TACT-2 MODEL COUNSELING Deliberate Emotional Give Space
Immediately Dangerous?
Not Immediately Dangerous?
Deliberate
Emotional
COUNSELING
Give Space
Active Listening
Problem Solving

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

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

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

15. 3. Your PROFESSIONAL JUDGMENT?
“Is it immediately dangerous or not?”
“Is it probably deliberate or probably emotional?”
“Because it is emotional, which of the three counseling responses is most appropriate?”

16. 4. Your PROFESSIONAL JUDGMENT?
“Is it immediately dangerous or not?”
“Is it probably deliberate or probably emotional?”
“Because it is deliberate, which of the three corrective responses is most appropriate?”

17. Part 2: Deliberate Problems Social Needs

18. Glasser’s Social Needs
Deliberate misbehavior can be defined as “an intentional choice to act in ways which meet your own social needs at the expense of others.” Dr. William Glasser’s Choice Theory suggests that all people are drawn to activities and relationships which meet four basic social needs.
Most children and youth have adopted healthy, socially acceptable ways to meet these needs, but those from harsh home environments may have learned to use unhealthy or unacceptable behaviors instead.

19. List positive and negative ways to meet each social need
Power Importance
Love Belonging
Fun Pleasure
Freedom Individuality

20. Willie’s Snowball Fight
Look back at the interaction between Willie and his group home staff.
Which of Dr. Glasser’s four social needs are being met by his behavior?

21. Heather’s Teasing
Look back at the interaction between Heather and Jesse.
Which of Dr. Glasser’s four social needs are being met by her behavior?

22. Part 2: Deliberate Problems Surface Mgt

23. Skill of Surface Management
Surface Management skills are used to distract or deter minor misbehaviors, getting a student back on track without the use of consequences.

24. Surface Management #1 Planned Ignoring
Deliberately ignoring the inappropriate behavior of one student while praising the appropriate behavior of another.
Drawn in part from work by Dr. Nicholas Long

25. Surface Management #2 Proximity Control
Moving closer to the misbehaving student without actually addressing the problem.
Drawn in part from work by Dr. Nicholas Long

26. Surface Management #3 Non-Verbal Interference
Using a subtle gesture, look, sound, or other signal to get students’ attention and cue them to improve.
Drawn in part from work by Dr. Nicholas Long

27. Surface Management #4 Friendly Reminder
Making a simple request for improvement, or subtly recalling a rule or expectation.
Drawn in part from work by Dr. Nicholas Long

28. Surface Management #5 Interest Boosting
Giving a student something interesting to do to prevent them from misbehaving out of boredom.
Drawn in part from work by Dr. Nicholas Long

29. Surface Management #6 Disarming Humor
Making a joke or jest to lighten a tense situation or redirect an inappropriate behavior.
Drawn in part from work by Dr. Nicholas Long

30. Surface Management #7 Antiseptic Bouncing
Giving a student a chance to escape a tense situation by completing a task elsewhere.
Drawn in part from work by Dr. Nicholas Long

31. Surface Management #8 Tag-Teaming
Using other staff to help when a student is resistant to suggestions or directions.
Drawn in part from work by Dr. Nicholas Long

32. Group Activity: Surface Management
Label each intervention according to the type of Surface Management technique it represents.

33. Part 3: Emotional Problems Conflict Cycle

34. Long’s Conflict Cycle
Emotional crisis can be defined as “an impulsive reaction to overwhelming stress or misperceptions.” Dr. Nicholas Long’s Conflict Cycle illustrates how a small issue may trigger an avalanche of powerful feelings in a student.
If unmanaged, these overwhelming emotions can lead to impulse behaviors that quickly escalate into a real crisis, especially when peers or adults aggravate the situation.

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

36. List stressful issues that your children or youth experience at:
HOME
SCHOOL
PERSONAL

37. Jesse’s Conflict with Mr. Taylor
After reading Jesse’s story, track each element of the Conflict Cycle.
First, put a star beside the TRIGGER INCIDENT.
Then, circle Jesse’s FEELINGS.
Underline his impulse BEHAVIORS.
Box others’ negative REACTIONS.

38. Phases of Escalation
An understanding of the predictable phases of emotional crises can help us prevent and de- escalate them.
Each phase has a unique goal and a number of helpful strategies.

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

40. 1. Warning In the Warning Phase Useful Prevention Strategies?
Goal = PREVENT
Goal = ______
1. Warning
Useful Prevention Strategies?

41. In the Escalation Phase
Goal = DE-ESCALATE
Goal = ______
Useful De-escalation Strategies?

42. 3. Crisis In the Crisis Phase Useful Protection Strategies?
Goal = ______
Goal = PROTECT
3. Crisis
Useful Protection Strategies?

43. 4. Recovery In the Recovery Phase Useful Resolution Strategies?
Goal = RESOLVE
Goal = ______
4. Recovery
Useful Resolution Strategies?

44. Active Listening EMOTION REASON
Reflective listening paraphrases what we hear students saying and feeling, without attempting to insert our own opinions or give unsolicited advice.
This simple technique often calms upset children, helping them talk it out instead of acting it out.
"It sounds like you feel ______________________
because/about ____________________________."
EMOTION
REASON

45. Reflective Listening Examples
“So you’re mad about the way Carol kind of shoved the book into your hands. Is that right, Andy?”
In each statement, circle the FEELING and underline the REASON.

46. Reflective Listening Examples
“So Willie, you’re confused about why the snowball fight was such a big deal, when you were only playing around.”
In each statement, circle the FEELING and underline the REASON.

47. Reflective Listening Examples
“It looks like something happened in health class that really upset you, Jesse.”
In each statement, circle the FEELING and underline the REASON.

48. Reflective Listening with Jesse
“I hate this school! All the kids make fun of me! And I hate Mr. Taylor’s class too. He’s always mean to me. Today, he asked if anyone knew what HYGIENE meant and someone said ‘Don’t ask Jesse,’ and everyone started laughing -- including HIM! Why can’t I JUST… GO… HOME?”
“It sounds like Mr. Taylor could use a whoopin’ in the parking lot after school. What do you think?”
“It sounds like what upset you most was that your teacher was laughing too.”
“It sounds like ______________
about/because/with _________
“It sounds like you got really embarrassed when one of the other students made a mean comment.”