1. Behavior Management 03.20.08

2. Therapeutic Behavior Management(TBM) Program Focus- Positive behavioral interventions Program Focus- Positive behavioral interventions Program Goals- Program Goals- Separate deliberate misbehavior from genuine emotional crises Separate deliberate misbehavior from genuine emotional crises Recognize and manage our own potential to worsen problems Recognize and manage our own potential to worsen problems De-escalate and talk with students in emotional crisis De-escalate and talk with students in emotional crisis Manage deliberate misbehavior without becoming unnecessarily punitive. Manage deliberate misbehavior without becoming unnecessarily punitive.

3. Typical Behavior Problems Brainstorm a list of behavior problems seen in school. Include problems you see: Brainstorm a list of behavior problems seen in school. Include problems you see: In class In class In hallways In hallways In cafeteria In cafeteria During Before/After school program During Before/After school program With peers With peers With adults With adults Be Specific Be Specific For example: “Refusing to stay in seat” rather than “disobedience” For example: “Refusing to stay in seat” rather than “disobedience”

4. 1)Give Space 2)Active Listening 3)Problem Solving TBM Model 1)Surface Management 2)Warning 3)Confrontation 1)Command3) Seclusion or Isolation 2)Removal4) Restraint

5. Deliberate vs. Emotional Problems DeliberateEmotional Definition Student attempts to meet his/her needs at the expense of others Student over- reacts to stress and misperceptions Demeanor Behavior Peers Issues CalmIntense Normal Abnormal ApprovalRejection NoneSignificant

6. Social Needs According to Dr. William Glasser, we all have According to Dr. William Glasser, we all have 4 basic social needs: 4 basic social needs: 1) Love/Belonging 1) Love/Belonging 2) Power/Importance 2) Power/Importance 3) Fun/Pleasure 3) Fun/Pleasure 4) Freedom/Choice 4) Freedom/Choice Problem students have learned that misbehavior (e.g. aggression, rule- breaking, etc.) can meet their social needs, though often at the expense of others. Problem students have learned that misbehavior (e.g. aggression, rule- breaking, etc.) can meet their social needs, though often at the expense of others.

7. Social Needs Being part of a gang/clique Sexual activities Getting pregnant Testing teacher Being part of a gang/clique Sexual domination Graffiti Disobeying teacher Drugs Breaking curfew Uniform violations Drugs Cutting school/class Destruction of property Confrontation Problem behaviors that meet social needs:

8. Needs-Fulfilling Schools Teams Athletics/Activities Positive phone calls Spirit Week SGA/Peer Leaders Awards Assemblies Pep Rallies Newsletter- highlight student accomplishments Surveys Dress-up Days Choice of assignment/project Parties/Dances Team Performance Wksht Panther Lair Trips/Outreach Prgms Spirit Week Meeting social needs in positive, appropriate ways:

9. Conflict Cycle According to Dr. Long, many troubled youth have low self-esteem and negative expectations of others. They develop self-fulfilling prophesies of failure. According to Dr. Long, many troubled youth have low self-esteem and negative expectations of others. They develop self-fulfilling prophesies of failure. Irrational Beliefs Self-defeating assumptions about self or others, developed through negative experiences. Stressful Incident Difficult situation activates youth’s irrational beliefs Impulsive Behavior Inappropriate acting out behaviors Overwhelming Feelings Negative emotions flood the student, limiting clear thinking Negative Reactions From peers and adults

10. Emotionally Safe Schools Create “family” environment  Teams Stop bullying Mediation/Intervention Phone calls to parents Refrain from angry, harsh punishment Developing a relationship outside of class Eat lunch w/students Keep weapons and contraband out of school Censor violent or over- stimulating information Build self-esteem Stop self-injury Investigate threats to self-harm Relationship w/guardians To create and maintain safe, healthy relationships, we should:

11. Escalation Model Maximum Stress

12. Student Behaviors Staff Goal 1) Warning 2) Escalation 3) Crisis 4) Resolution Hands or foot tapping; staring; mumbling Staff Goals in Emotional Crisis Slamming books, eye contact avoidance, indirect threat Yelling; throwing objects; direct threat; crying; running away Initially shaken; crying; withdrawal; apologies; shameful PREVENTION- acknowledge student’s difficulty; offer help DE-ESCALATION- time/space to calm down SAFETY- firm verbal command; physical intervention LEARNING- things to understand; How can you make it right?

13. Adult Anger Traps There are 5 typical anger traps for adults working with difficult children and youth: There are 5 typical anger traps for adults working with difficult children and youth: 1) Stress- left-over from unrelated problems 1) Stress- left-over from unrelated problems 2) Inadequacy- feeling of 2) Inadequacy- feeling of incompetence incompetence 3) Fear- anxiety  anger 3) Fear- anxiety  anger 4) Values violation 4) Values violation 5) Authority Challenge 5) Authority Challenge

14. For Thought & Discussion Please take 5 minutes to answer the following questions: What are YOUR greatest anger traps? What are YOUR greatest anger traps? What are your warning signs? What are your warning signs? What might you do or say when you are angry? What might you do or say when you are angry? What do you need to help you calm down? What do you need to help you calm down?

15. Breaking the Conflict Cycle 1 ) Understanding the YOUTH in crisis: a) A student’s past experiences give him a different way of perceiving events than you have. However unreasonable this perception seems to you, it is very REAL to her/him. a) A student’s past experiences give him a different way of perceiving events than you have. However unreasonable this perception seems to you, it is very REAL to her/him.  By knowing a student’s past and  By knowing a student’s past and patterns, you can predict her/his stress. patterns, you can predict her/his stress. b) During conflict, the student’s irrational beliefs trigger strong feelings and explosive behaviors, which cause problems w/adults, peers, rules and learning. b) During conflict, the student’s irrational beliefs trigger strong feelings and explosive behaviors, which cause problems w/adults, peers, rules and learning.  Look for unusual behaviors under “normal  Look for unusual behaviors under “normal circumstances” for early clues of crisis circumstances” for early clues of crisis c) During conflict, a student is her/his own worst enemy: c) During conflict, a student is her/his own worst enemy: she/he will defend, deny, blame, rationalize, and she/he will defend, deny, blame, rationalize, and regress from owning her/his feelings or having regress from owning her/his feelings or having responsibility for her/his behaviors responsibility for her/his behaviors  Don’t try to reason w/ her/him when you can see  Don’t try to reason w/ her/him when you can see she/he is highly agitated. Back off and give him she/he is highly agitated. Back off and give him time to cool off if you can time to cool off if you can

16. Breaking the Conflict Cycle 2) Understanding OURSELVES in crisis: a) Outside stress makes it harder for you to tolerate the situational stress of a conflict. Be aware of the stressors acting on you, and be able to tell what you are reacting to in a crisis. a) Outside stress makes it harder for you to tolerate the situational stress of a conflict. Be aware of the stressors acting on you, and be able to tell what you are reacting to in a crisis. b) Everyone has sensitive issues that set them off. Know your emotional “hot spots” b) Everyone has sensitive issues that set them off. Know your emotional “hot spots” c) Anger is a natural response to hostility and threats. Admit to yourself when you are mad or overwhelmed. Take a deep breath and slow down. c) Anger is a natural response to hostility and threats. Admit to yourself when you are mad or overwhelmed. Take a deep breath and slow down. d) Do not be sarcastic or accusatory. Apologize if necessary. d) Do not be sarcastic or accusatory. Apologize if necessary. e) Talk about problems after they happen, and plan for them before they occur. e) Talk about problems after they happen, and plan for them before they occur. Lean on your Support Team!

17. Managing Emotional Problems 1) Giving Space- When a student is still physically safe, but too 1) Giving Space- When a student is still physically safe, but too escalated to discuss a problem rationally escalated to discuss a problem rationally Steps: 1) Acknowledge feelings 2) Offer space 3) Set limits 2) Active Listening- When a student is calm enough to talk, but not 2) Active Listening- When a student is calm enough to talk, but not yet calm enough to problem solve yet calm enough to problem solve Steps: 1) Pay attention without interrupting 2) Reflect student’s feelings in your own words 3) Emotional Problem Solving- After de-escalating and careful listening, try emotional problem solving 3) Emotional Problem Solving- After de-escalating and careful listening, try emotional problem solving

18. Emotional Problem Solving 1) Problem- What happened? Ask questions as needed to get the full story. Summarize the chain of events in the student’s perspective. 2) Insights- What’s missing? Gently challenge misperceptions and assumptions. Provide factual information instead, if available. 3) Solutions- What can we do? Develop strategies to resolve the problem.

19. Managing Deliberate Problems 1) Surface management- When simple redirection or distraction may be enough to get a misbehaving student back on track 1) Surface management- When simple redirection or distraction may be enough to get a misbehaving student back on track 2) Warning- When a student consistently mis- behaves he/she must be warned about the consequences which will occur if he/she does not comply with the rules 2) Warning- When a student consistently mis- behaves he/she must be warned about the consequences which will occur if he/she does not comply with the rules 3) Confrontation- If a student continues to misbehave even after being warned then the student must be confronted 3) Confrontation- If a student continues to misbehave even after being warned then the student must be confronted (e.g. bullying)

20. Surface Management 1) Planned Ignoring- Deliberately ignore an attention- getting misbehavior while reinforcing other students on task behaviors (openly or privately) 1) Planned Ignoring- Deliberately ignore an attention- getting misbehavior while reinforcing other students on task behaviors (openly or privately) 2) Proximity Control- Move near the misbehaving student without interrupting the lesson or activity 2) Proximity Control- Move near the misbehaving student without interrupting the lesson or activity 3) Signal Interference- Give a nonverbal reminder to correct misbehavior 3) Signal Interference- Give a nonverbal reminder to correct misbehavior 4) Interest Boosting- Provide an off-task/high-energy student with a task (taking attendance, distributing papers, …) 4) Interest Boosting- Provide an off-task/high-energy student with a task (taking attendance, distributing papers, …) 5) Support from Routine- Use established routines to bring normalcy to chaotic moments 5) Support from Routine- Use established routines to bring normalcy to chaotic moments 6) Support from Restructuring- Change routines or plans to meet students’ immediate social needs (Stop and talk, pair/group work, alternate assignments) 6) Support from Restructuring- Change routines or plans to meet students’ immediate social needs (Stop and talk, pair/group work, alternate assignments) 7) Support through Humor- Use humor to distract students from problems 7) Support through Humor- Use humor to distract students from problems 8) Appeal to Values- Remind students of important values or goals 8) Appeal to Values- Remind students of important values or goals 9) Antiseptic bouncing- Make a face-saving excuse to briefly remove the student from a difficult situation 9) Antiseptic bouncing- Make a face-saving excuse to briefly remove the student from a difficult situation