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While youre waiting

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'She looked at me funny.' 'He ranked my mama.' 'They ... Text messages. e-mails & Cyber bullying. My space, Facebook. Non-verbal gestures. Face (Such as? ... – PowerPoint PPT presentation

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Title: While youre waiting


1
While youre waiting
  • Remember back to an incident of aggression in
    your school setting. verbal, physical, .
  • -Can you identify the reason or
    purpose behind the aggressive act?
  • -If adults reacted, were their attempts
    to manage the situation productive?
  • -Could this incident have been
    prevented? If so, how so?

2
When push comes to shove Todays Agenda
  • Understanding categorizing aggressive actions
  • for incident reports, FBA, Manifestation
    Determination, /or Police Report
  • Intervening in student versus student incidents
  • Handling aggression directed at us
  • School-based programs interventions for
    promoting a respectful, cooperative, safe
    environment.

3
Volcan Arenal (Costa Rica)
4
Volcan Arenal
  • .

5
Sulfur Cloud
  • .

6
Ah-Ah Lava
7
Letting off some steam
8
Our Goal
9
Getting in Close
10
End of Travelogue
  • .

11
How do you tell a male chromosome from a female
chromosome?
  • Aggression peaks at around 2-3 years of age,
    suggesting genetic etiology (Trembly, 2000)
  • Guo (2008) studied 20,000 7th to 12th graders.
  • Aggression genes (3 of them) in 1 of
    population
  • Increased likelihood of aggression
  • Triggered by?
  • Stress
  • Family dysfunction
  • School failure
  • Social failure
  • One group, had risk reduced to nil by regular
    family dinners. Conclusion A feeling of
    belonging counteracts genetic predisposition so
    that it doesnt present.
  • G. Guo in American Sociological Review
    (mid-July, 2008)

12
Home Precursors to In-School Violence?
  • Violence becomes childs default coping skills
    due to
  • Aggression modeled by family members
  • Harsh, inconsistent punishment (warm relationship
    with one parent can mediate effects)
  • More commands demands than explaining
    instructing
  • Youngsters aggressive (re)actions have brought
    benefits due to lack of supervision, correction,
    teaching by elders.
  • Watching violent media (short term effects,
    some kids more susceptible)
  • Limited or inappropriate interaction (social)
    skills with peers adults.
  • Dodge 1993 Met. Life 1999 Walker, Colvin
    Ramsey, 1995 Rosemond, 1998 Deater-Deckard,
    Dodge, Bates, Pettit, 1996 Resnick et al.,
    1997 Patterson, 1982 Biglan, Lewis, Hops, 1990

13
Low SES Cultural Markers
  • Organized versus Disorganized lower class
  • Course language
  • Greater use of physical, inconsistent punishment
  • Less guidance (At risk 10 Black youth zero
    parented Downey, 93)
  • Research Haberman Schreiber-Dill (Kappa Delta
    Pi Record, summer 1995)
  • Surveyed low income White Hispanic middle
    schoolers Results
  • Fighting viewed as natural expected.
  • Swift violent revenge viewed as acceptable
    response to an insult at any level
  • She looked at me funny.
  • He ranked my mama.
  • They threatened to kill me.
  • Not right to bring in adult figures to prevent
    violence
  • Fighting in school should not be punished.

14
Not Just Lower Income Homes
  • Cartoonist source unknown

15
2 General Types of Aggression
  • Reasoned (goal oriented, premeditated)
  • Bloods candidate slices strangers face to
    belong
  • Bully plans to intercept a victim
  • OTHERS?
  • Reactive (overcome by emotion, spontaneous)
  • ADHD kid has energy blocked pushes other
  • Academically frustrated kid explodes
  • Outburst due to disappointment with performance
  • Abused kid with belonging issues simmering just
    below the surface attacks a beloved teacher who
    imposed restrictions
  • OTHERS?
  • What is meant by
  • Anger is a secondary emotion.?

16
Intentions Hidden Messages
  • Instrumental (I want that.)
  • Dominance (Im the alpha brute.)
  • Escape and/or protection of self others
    (Im in a bad situation need to get out.)
  • Retaliation (Youll pay for what youve done.)
  • Psychopathology (My thought processes are
    disordered)
  • Belonging (I want to be accepted.)
  • Examples of each that youve witnessed?

17
No Matter What Type or Reason
  • Theres always a message being sent (we just
    have to decode it for FBA)
  • Channels for conveying that aggressive message
  • Language The psyche (mind, spirit, soul)
    receives harm
  • Physical The body receives harm
  • Combined

18
Language (Verbal) Which forms does it take?
  • Harsh offensive words
  • Insults
  • Level 1 Physical characteristics Examples?
  • Level 2 Home, Heart Hearth Examples?
  • Depreciation of
  • Family
  • Race
  • Personal possessions (religious symbol, gift from
    special person)
  • Level 3 Defiles your ability to
  • Be fair make non-biased decisions Statements
    like?
  • Teach Statements such as?
  • Threats of physical attack

19
Language (non-oral)?
  • Written aggression
  • Typed or handwritten letters
  • Text messages
  • e-mails Cyber bullying
  • My space, Facebook
  • Non-verbal gestures
  • Face (Such as?)
  • Body (Such as?)

20
Physical (at different levels)
  • From to
  • Combined
  • Verbal physical assault in same incident
  • Simultaneous
  • Interspersed

21
Foci of Aggression Directed toward ?
  • Self
  • Others
  • Animals
  • Objects
  • Caption Man presents with palmar angulation
    after hitting object with closed fist.

22
Observe the students in the video clips. In each
instance, is it aggression? If so, which
descriptors apply?
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus? Click to skip over written situs

23
Quiz Focus, Category, Intent ?
  • An autistic child bites her hand when the teacher
    approaches. Which aspects apply?
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

24
Talking with another, student walks into door
frame while exiting room. Turns pushes another
for pushing her.
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

25
Upon receiving a paper with a poor grade, the
student tears it up throws it on the floor.
When told to pick it up, he says I aint picking
up your fin test. I aint takin any more of
your m_ther-f---in tests until you learn how to
teach. You stink. No one understands what
youre saying and you put us all to fkin
sleep.
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

26
A teacher pleads with non-motivated student to
start the task. After several attempts to
reason with the student, receiving various
brush off responses, the student spews foul
words with a loud voice.
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

27
A student carries out a long-planned event,
bringing weapons to school using them in attack
that kills wounds others before he takes his
own life.
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

28
Two students engage in the dozens. Suddenly,
one throws punches at the other when one of the
mother insults hits a psychological soft spot.
  • Intent/Purpose/Cause
  • Communication
  • Release for emotions
  • Instrumental (to attain a goal)
  • Dominance
  • Escape and/or protection
  • Retaliation
  • Language, Physical, Combined?
  • Focus?

29
Pele in the Schools
30
Sign on Kahoolawe (Kilauea)
31
How Schools TeachersPlace Themselves At Risk
for AggressionThe Usual Suspects
  • Which factors have been identified in research
    (Walker, Rutter) as correlating with violence in
    the school?
  • Low emphasis of teachers on academic work
  • Low rates of (effective) praise
  • Little emphasis on individual responsibility
  • High student-teacher ratio
  • High-risk children clustered with high density
    of other high-risk students
  • Rejecting non-supportive responses from
    teachers
  • Poor student-teacher relationships
  • Poor classroom management skills
  • A spiraling pattern of child misbehavior
    teacher reactivity.

32
Why the Problems?
  • Most educators arent trained in In what
    areas could you have used more training?
  • Positive or instructional behavior management
  • Creating a sense of class community
  • Connecting interpersonally with kids who engage
    in inappropriate and/or coercive actions
  • De-escalating emerging crises
  • Conflict resolution
  • Problem solving procedures (click)
  • Avoiding contagion of behavior (adopting
    the students demeanor)
  • Dick Armey You cant get ahead if youre
    getting even.

33
Eldfell, Iceland (1973)
  • .

34
What do I do when
  • Sense problems
  • Others are fighting
  • Im the target of aggression
  • The person is poised to strike
  • I am under attack
  • The incident is over
  • To packet

Fight!!!
35
Fuel on the Fire Avoid these words
  • Never
  • Always
  • Cant
  • Wont
  • Dont
  • Should, Shouldnt
  • other absolutes
  • And Mind Reading
  • On purpose
  • because you wanted to .

36
Words that De-escalate
  • Maybe, Perhaps
  • Sometimes, Once-in-awhile
  • What if, Consider this
  • Lets check whether we can
  • I wonder if
  • Ill consider it.
  • No guarantees, but Ill
  • Help me understand why youre feelin this way.
  • And other words phrases that exude
  • Optimism
  • Consideration
  • Wisdom .

37
If we have the timeDavid cuts in line
  • After the video clip ends, David pushes the
    teacher and says Cmon! Make me go to the end
    of the line.
  • Click here for video
  • Tonys Art Criticism
  • Tony gets up from seat to view art of others.
  • Click here for video

38
Teacher behaviors associated with improved
classroom behavior
  • High levels of praise social reinforcement
  • Proactive strategies
  • preparing kids for transitions
  • setting clear, predictable rules
  • Effective use of short, clear commands, warnings,
    reminders, distractions
  • Reinforcement systems for appropriate social
    behavior team-based rewards
  • Mild, but consistent response costs for
    aggression
  • Direct instruction in appropriate social
    classroom behavior, problem-solving,
    self-management skills.

39
Principles of Schools that Effectively Deal with
Violence
  • Whatever is a crime outside of school is a crime
    inside of school.
  • Violence is not viewed merely as an intrusion on
    the school program. Its prevention becomes
    part of the school program.
  • The process of discipline is important
  • Informed
  • Personal and respectful
  • Flexible
  • Instructional rather than merely punitive.

40
Programmatic Preventions Interventions 3
Levels (Waite, 1995)
  • Level 1 All students What should be in place?
  • (For fill-in-the-blanks in addition to ones in
    your handout)
  • Staff training in (followed by implementation)
  • How to present interesting pertinent
    instruction
  • Positive proactive behavior management
  • (Phrasing approach, structure, supportive
    strategies)
  • Teaching Character Education/Values
    Education (infused into academic lessons
    also taught directly)
  • School-wide behavior management system
  • Violence prevention response
  • Crisis intervention (perhaps only individuals
    serving in this capacity)
  • Committee formed to identify violence sources
    forms
  • Violence threat management policies developed
  • Establish ways for students to anonymously report
    possible aggression or threats to school safety
  • Develop a sense of pride community in the
    school
  • How is this camaraderie promoted in your
    schools?

41
Level 2 Some students
  • Provide specialized services supports for about
    10-15 of the student body.
  • Special ed other support services
  • mentorship by adult or older student
  • peer mediation
  • Teach em what they dont know.
  • Practice what they dont do (yet)
  • What are some of the curricular programs for
    teaching alternative behaviors?
  • Social skills instruction
  • Conflict resolution training
  • Anger management/Aggression replacement training
  • Self-esteem building (authentic self esteem)
  • Problem-solving strategies Click here to view
    steps teacher modeling
  • Assertiveness training
  • Emotional language instruction.

42
Level 3 Few students
  • This level requires additional equipment
    personnel to deter violence from a few students
    protect the rest of the student body. Such as?
  • Magnetometers (metal detectors)
  • Police liaison gang/drug intervention officers
  • Security cameras (bus hallways, certain
    classrooms)
  • Providing safe pathways to school for others
  • Expel them! (to friendlier places) with
  • Caring staff trained skilled in
  • Building relationships with difficult youngsters
  • Cognitive-behavioral Psycho-Educational
    interventions
  • Special ed. academic intervention
  • Curriculum for teaching social skills, anger
    management, reattribution, etc. ( expel
    teachers who are disrespectful, aggressive,
    unwilling to re-tool)
  • Lower student-teacher ratio.

43
More Reactions to Level 3 Students
  • My name is Mr. Collins.
  • Ill be teaching you English literature, and Im
    armed.

44
In a crisis situation, remember
  • .

45
  • The following slides are not part of the usual
    staff development sessions, but they are included
    as they may be of some use to you and your
    colleagues.
  • Dr. Mac

46
Problem Solving Gordons 6 (1)
  • Identify the problem (Already done early in your
    get-together see next slide)
  • Brainstorm solutions
  • Discuss benefits problems in each one
  • Select one for use
  • Role play its use (The 1) (Addition by McIntyre)
  • Place into practice (with surprise quizzes)
  • Meet again to evaluate outcome tweak.
  • Return to Level 2 slide Go to level 3
    slide

47
Model the Use of Problem Solving
  • Arrange for the two of you to be in the same area
    pretend to have a problem similar to that of
    the student.
  • Teacher (slams palm on desk) Ooh no. No. No.
    No.
  • Student Whats wrong?
  • Teacher Oh, Ive been given an order by my
    supervisor that I dont want to follow because
  • I think its the wrong way to do things.
  • I dont like the nasty way I was told to do it.
  • I dont think that I have the skill to do it
    well.
  • Im not in the mood for this sort of thing right
    now.
  • (Use the reason(s) that are recurrent for the
    often-defiant kid.)

48
3 Parts of an I message
  • When (describe what happened without using you)
  • I feel (identify feelings)
  • I would like (make a request)
  • Show Intervention Central Video
  • Return to the Intent/Reason slide

49
Click for flashdrive avi
50
AN ACTIVITY
  • I noticed a distraught/upset student (who I knew
    well from last year) as s/he ran into the
    bathroom.
  • I approached the restroom doorway and entered.
    The two of us were the only ones in the lavatory.
  • S/he yelled "Stay away from me or you'll be
    eating tile" (I'd be thrown down to the floor).
    This student has a reputation for being explosive
    and sometimes violent, but the two of us have had
    a friendly and cordial relationship (with some
    periodic strife).
  • At that point I realized that a few other
    students were gathering outside the doorway to
    watch what was happening (the door was propped
    open with a wooden wedge).
  • Describe what you thought about or actually
    did before entering the bathroom, and what you
    did in this situation to defuse the emotionally
    charged pupil.

51
Group Activity
  • How Do We Counter School Violence Re-Educate
    Aggressive Youngsters?
  • Groups Please list suggestions for the strategy
    headings found below.
  • 1. How could we change the physical appearance of
    our building to counter violence, support
    cooperation, build a sense of community, make all
    kids feel welcome within, etc.
  • 2. What things could we do to accomplish the
    tasks in 1 that aren't involved in changing the
    look of the building?
  • 3. What curricula should we have available to
    increase social competence in "at risk" and
    aggressive youngsters?
  • 4. What supports might be offered to the families
    of these youngsters? (By the school or other
    agencies)
  • 5. How can we become a positive place in the eyes
    of the surrounding . community so that they
    defend and support us?
  • 6. What are some staff development session topics
    that would increase the ability of educators and
    staff to reduce aggression in certain students,
    and the school at large?
  • 7. Other thoughts

52
  • Zero tolerance Zero thinking
  • BD teachers most likely to be working with
    chronically aggressive youth, but also most
    likely to have the personality skills to help
    these youngsters change for the better.
  • Expel teachers who are disrespectful, aggressive
    themselves, unwilling to re-tool
  • Diane Gordon (1990, The justice juggernaut,
    Rutgers Univ. Press) documented American tendency
    to blame behaviors due to complex social problems
    on personal defects, and recommending punitive
    responses.
  • New York City schools have the 9th largest police
    force in the nation.

53
  • .

54
  • This slide show was developed by
  • Tom McIntyre
  • Coordinator of the graduate program in behavior
    disorders
  • Department of Special Education
  • Hunter College
  • New York, NY 1021
  • Thomas.mcintyre_at_hunter.cuny.edu
  • www.BehaviorAdvisor.com
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