Intervening With Students in the Conflict Cycle Before They Lose Control

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Intervening With Students in the Conflict Cycle
Before They Lose Control

• Karen DiSanto, LCSW
• (kdisanto_at_kc.rr.com)
• Park Hill School District
• 7703 NW Barry Road
• Kansas City, MO 64153
• 816-741-1521

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Agenda

• The Conflict Cycle Paradigm-
• How 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

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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.

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THE CONFLICT CYCLE
Students Self Concept
Irrational Beliefs
1 Stressful Incident
2 Students Feelings
4 Adult/Peer Reaction
3 Students Observable Behavior
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Why Staff BecomeCounter-Aggressive

• 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

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Phase One Calm

• On-task behavior
• Following of rules and expectations
• Responsiveness to praise
• Initiation of behavior
• Goal-Orientedness
• Overall behavior is cooperative, compliant
• And desirable

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Phase Two Triggers

• School Based
• Conflicts
• Changes in routine
• Provocations
• Pressure
• Ineffective problem solving
• Errors
• Corrections

• Non-School Based
• Dysfunctional Homes
• Health problems
• Nutrition
• Sleep
• Substance Abuse
• Gangs

Overall Behavior involves a series of unresolved
problems.
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Phase Three Agitation

• Increase in Behavior
• Darting eyes
• Nonconversational language
• Busy hands
• Moving in out of groups
• Off-task, then on-task behavior

• Decrease in Behavior
• Staring into space
• Subdued language
• Contained hands
• Withdrawal from group

Overall behavior is unfocused and off-task
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Phase Four Acceleration

• Questioning Arguing
• Noncompliance Defiance
• Off-task behavior
• Provocation of others
• Compliance with accompanying inappropriate
  behavior
• Criterion problems

• Wining Crying
• Avoidance Escape
• Threats Intimidation
• Verbal Abuse
• Destruction of Property
• Serious Behavior in General

Over-all behavior is teacher-engaging
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Phase Five Peak

• Serious Destruction of Property
• Assault
• Self-Abuse
• Severe Tantrums
• Hyperventilation
• Overall Behavior is out of control.

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Phase Six De-Escalation

• Confusion
• Reconciliation
• Withdrawal
• Denial
• Blaming Others
• Responsiveness to Directions
• Responsiveness to manipulative or Mechanical
  Tasks
• Avoidance of Discussion
• Overall Behavior displays confusion

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Phase Seven Recovery

• 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

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Strategies Calm

• Classroom Structure
• Quality Instruction
• Providing Attention
• Teaching Social Behavior

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Strategies Triggers

• Formal Problem-solving
• Curricular Interventions
• Individual assistant plans
• services purchased from specialists
• Pre-Correction Plan
• Individual Problem-Solving Plan

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Strategies Agitation

• Teacher Recognition
• Space
• Time
• Preferred Activities
• Teacher Proximity
• Independent Activities
• Movement Activities
• Involve Student in Plan
• Relaxation Activities

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Strategies Acceleration

• 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

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Strategies Peak

• Preparations and Precautions
• Short-Term Interventions
• Long-Term Interventions

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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.)

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Acting Out Behavior Plan
Name Date Teacher(s)
ASSESSMENT STRATEGIES Calm Triggers Agitation Acc
eleration Peak De-Escalation Recovery
sample
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THE CONFLICT CYCLE
Students Self Concept
Irrational Beliefs
Highest Priority Protective Plan
CALM
RECOVERY
PEAK
TRIGGER
1 Stressful Incident
Accountability Think Sheets Restitution
2 Students Feelings
4 Adult/Peer Reaction
3 Students Observable Behavior
ACCELERATION
AGITATION
Outlast the Acting Out
Early Intervention Caring Confrontation
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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. Ozanams 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) Walke
r,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)