intervening with students in the conflict cycle before they lose control l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Intervening With Students in the Conflict Cycle Before They Lose Control PowerPoint Presentation
Download Presentation
Intervening With Students in the Conflict Cycle Before They Lose Control

Loading in 2 Seconds...

play fullscreen
1 / 22

Intervening With Students in the Conflict Cycle Before They Lose Control - PowerPoint PPT Presentation


  • 515 Views
  • Uploaded on

Intervening With Students in the Conflict Cycle Before They Lose Control. Karen DiSanto, LCSW (kdisanto@kc.rr.com) Park Hill School District 7703 NW Barry Road Kansas City, MO 64153 816-741-1521. Agenda. The Conflict Cycle Paradigm- How troubled students get teachers out of control.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Intervening With Students in the Conflict Cycle Before They Lose Control' - paul2


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
intervening with students in the conflict cycle before they lose control

Intervening With Students in the Conflict Cycle Before They Lose Control

Karen DiSanto, LCSW

(kdisanto@kc.rr.com)

Park Hill School District

7703 NW Barry Road

Kansas City, MO 64153

816-741-1521

agenda
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
objectives
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.
slide4

THE CONFLICT CYCLE

Student’s Self Concept

Irrational Beliefs

1

Stressful

Incident

2

Student’s

Feelings

4

Adult/Peer

Reaction

3

Student’s

Observable

Behavior

why staff become counter aggressive
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
phase one calm
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

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

Phase Two: Triggers

Overall Behavior involves a series of unresolved problems.

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

Phase Three: Agitation

Overall behavior is unfocused and off-task

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

Phase Four: Acceleration

Over-all behavior is

teacher-engaging

phase five peak
Phase Five: Peak
  • Serious Destruction of Property
  • Assault
  • Self-Abuse
  • Severe Tantrums
  • Hyperventilation

Overall Behavior is out of control.

phase six de escalation
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

phase seven recovery
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

strategies calm
Strategies: Calm
  • Classroom Structure
  • Quality Instruction
  • Providing Attention
  • Teaching Social Behavior
strategies triggers
Strategies: Triggers
  • Formal Problem-solving
    • Curricular Interventions
    • Individual assistant plans
    • services purchased from specialists
  • Pre-Correction Plan
  • Individual Problem-Solving Plan
strategies agitation
Strategies: Agitation
  • Teacher Recognition
  • Space
  • Time
  • Preferred Activities
  • Teacher Proximity
  • Independent Activities
  • Movement Activities
  • Involve Student in Plan
  • Relaxation Activities
strategies acceleration
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
strategies peak
Strategies: Peak
  • Preparations and Precautions
  • Short-Term Interventions
  • Long-Term Interventions
providing what kids need
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.)
slide20

Acting Out Behavior Plan

Name:

Date:

Teacher(s):

ASSESSMENT STRATEGIES

Calm

Triggers

Agitation

Acceleration

Peak

De-Escalation

Recovery

sample

slide21

THE CONFLICT CYCLE

Student’s Self Concept

Irrational Beliefs

Highest Priority

Protective Plan

CALM

RECOVERY

PEAK

TRIGGER

1

Stressful

Incident

Accountability

Think Sheets

Restitution

2

Student’s

Feelings

4

Adult/Peer

Reaction

3

Student’s

Observable

Behavior

ACCELERATION

AGITATION

Outlast the Acting Out

Early Intervention

Caring Confrontation

references
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.

Ozanam’s 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)

Walker,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)