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Losing Control: Helping Students get Back on Track Jessie Benash LCSW. Goals. Learn about behaviors and why they happen Learning more about de-escalating children
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Losing Control: Helping Students get Back on TrackJessie Benash LCSW
Goals • Learn about behaviors and why they happen • Learning more about de-escalating children • Continuing to work on shifting the perspective from what is wrong with you to: what happened to you, what do you need and how can I help • Learn more preventative ideas and how to help all students work through stressors • Add more tools to your tool box of what to do and how to respond to a child that is struggling • Not all students have a mental health diagnosis, an IEP, 504 or behavior plan so what can we do as a team to help and advocate for all students
The materials provided in this power point are from my personal experience. Some of the slides are from TACT, some with additions to TACT principals with my information added and additional resources. Professional Education Services, Inc. T.A.C.T. Training Therapeutic Alternatives in Crisis Training “Confidence Through Achievement”
You are all AMAZING!!! • Everyone should volunteer in the school for a day to see what goes on. • There are way more children than staff and not all the children are making good choices all day long. • I have went into several schools always see staff that are smiling and encouraging. They are also either trying to help a child through the difficult time they are having or celebrating their successes or how hard they are trying. • Thank you for all that you do each and every day. You are never thanked often enough.
This is not a training to talk about what anyone is doing wrong • Change is hard especially if you are used to doing things a certain way • Somethings that work for some aren’t going to work for others, just like some things that will work for some students won’t for others. • Not all kids that have trauma and/or mental health issues will have behaviors and not all kids that have behaviors have mental health issues and/or trauma. • That is why there isn’t a simple answer of what to do and how to recognize mental health, especially in kids.
Collin Raye Video11th Commandment http://youtu.be/okeRuvG5inM Right click on the link to open
Trauma Sensitive Care • “Trauma” is an unexpected or sudden event that creates feelings of extreme fear or helplessness. • There are different levels of trauma • Some people don’t even realize there has been a trauma and others have had repeated traumas. • Effects of Trauma: • Changes in brain neurobiology • Social, emotional, and cognitive impairment • Adoption of maladaptive, injurious coping strategies • Severe and persistent health and social problems
Trauma/Classroom Sensitive Care • Evolving Characteristics • Minor events can have exaggerated reactivity (0-100) • Persistent fear state (roller coasters and scary movies) • People respond differently to trauma • Human Stress Response to ACUTE Threat • Hyper-vigilance • Acting often without thinking • Not using the front of their brains when responding • Increased aggression • Loss of impulse control • Speechless terror
Trauma/Classroom Sensitive Care Continued • What You May See • Aggression, low impulse control, past behaviors in new situations or with new people • Power struggles and fear when rules are being enforced • Disengagement or shutting down as means of defense • If they perceive they are in trouble they may have a lack of eye contact or tell the story from their perception. No one wants to be in trouble
Additional Trauma Responses • Flashbacks • Nightmares • Terror • Anxiety • Hallucinations • Dissociations • Depression • Substance abuse • Eating disorders • Poor judgment • Continued cycle of victimization • Numbness
Trauma Informed Care Responses vsNon Trauma Informed Care Responses • Understand the function of the behavior. • Using objective and neutral language. • Include the person’s perspective. • Implementing psycho-education, alternative skills training and tools to use. • Collaborating with others. • Recognizing the prevalence of trauma and how children react to stressful situations. • Life stories and exposure to trauma is recognized. • Recognition of practices that are re-traumatizing. Huckshorn, Stromberg, LeBel, 2004 (with additions) • Seeing the behavior as intentionally disruptive and attention-seeking. • Using language such as manipulative, needy, gamey, instigator and attention seeking. • Lack of self-directed care and only looking at the issue from your perspective. • Reliance of punishment, removal and medication without focusing on skills training. • Not accepting outside advocates and support systems. • Lack of education on trauma prevalence and precautions. • See the person without recognizing their family and social history. • Valuing the tradition of toughness as the best approach to care.
Most of the rest of this will pertain to any of your students. • I know that some of you have heard some of this information so it may be a review so please don’t take offense. • I hope that you are able to learn something new today and that as a society we can all continue to work together to learn more to help our students succeed.
Types of Triggers • In order to have an effective plan of action, you must understand the child and stressors that may trigger a crisis. What do you have in place to know your students history? • Trauma: triggers in the environment related to previous trauma. • History The more you know the child and their history the more triggers you will figure out. • Situationaltriggersarebased on the specific needs of the child in your care. These can range from injury, grief, anger and loss. • Environmentaltriggers may be the result of sensory stimulation from noise, temperature, confinement of space, visual stimuli or other environmental attributes. • Internal: fear, pain, hunger, thirst and physical impairments.
Situational Stressors • Situational Stressors are brought about by a particular event or incident that irritates a person or “sets them off”. Know what each of your students stressors are and try to be proactive. • Disruptive students • Thinking the staff doesn’t care or “mean” staff • Realizing that a students perception is theirs and can’t be taken away from them • Many times we do not control these events but we can understand the cause of the stress and work from there to create a calm and safe environment. • Remain calm • You have to give respect to get respect • Make sure you are the right person to be helping to calm the student
Environmental Stressors These are things that we can sometimes control and correct. • Classroom- clutter, comfort of furniture, poor lighting or temperature • Excessive noise and over-stimulation • Lack of Structure/Routine/Outlets (What are my options if I am done early with my work, having a sub) • Staffing ratios, turnover or lack of training • Staff Attitude: disrespectful, non-therapeutic, not caring, tone and loudness of voice • Talking to the principal or other authority figure and where the conversation is happening
Preventing Environmental Stressors • Grouping is important in school settings. • Functioning Level • Physical Abilities • Adaptive Behaviors • Set Up Failure (i.e. reading, writing, physical) • It is human nature to avoid failure and possible embarrassment. Students attempting to avoid these situations could be passive with somatic complaints and others will create a diversion in order to be removed from the activity. Older children may act out to get in trouble. It’s a lot cooler to get in trouble than to admit they don’t know how to do something.
Preventing Environmental Stressors • Consistency • Balanced Routine • Rituals • Proximity of Staff • New Employees • Being mindful of staying on schedule • Making sure that your classroom is comfortable and provide a safe feeling, environment and for your students • Have an alternative environment for them to go to
Teamwork • Get feedback from co-workers • Know how to get assistance • Don’t be afraid to ask questions • Share what is working for you and what isn’t • Each year help the students teacher for next year get to know them but realize that things change from year to year • Remember we often spend more times with our co-workers than we do our friends and family. Conflict is normal. Find an appropriate time to process differences and disagreements. Role modeling is important for students to see too.
Tips, tricks and tools • Get on their level • Always be looking for hungry, thirsty and tired • Remove audiences • Don’t ask questions to invite lies “Who threw that?” • Give them tools and language to use • Make sure each student has one go to person. Everyone needs someone in their corner • Use stressful moments as teachable moments
Tips, tricks and tools cont. • Believe in them and yourself that you can resolve this • Make them feel important • Talk about how to destress with the whole class • Keep expectations • Find something they are good at • Do things with them vs for them • Don’t take away things they love to do or need like recess • We give adults a treat when they are having a bad day why not kids • Use natural consequences whenever possible • Rules can’t always be black and white
Assessing Agitation: Children & Adolescents • Limited language to express themselves • Students may have inadequate role modeling of conflict resolution and problem solving • Difficulty tolerating strong emotions • Fear of failure or embarrassment • Developmental Impairments may create barriers to comprehension, communication and expression
3 Stages of Behavioral Agitation • Mild Agitation – Anxiety • Moderate Agitation – Defensive • Extreme Agitation – Acting Out
Mild Agitation • Mild Agitation or “Anxiety” • These behaviors would be classified as non-harmful to self and others. Physiological or changes in “normal” behavior that would provide clear signs there are pending issues that could result in further agitation. • Staff can be 90% successful at this level of intervention with the proper supportive approach. Staff confidence is very important with this intervention. • The GOAL IS TO HELP THEM SUCCEED!!!!!!
Signs of Mild Agitation • Guarded/Isolated • Teary • Redness of Face • Pacing • Wrenching hands or fists • Loud voice tones • Yelling swearing
Preventive Steps to Reduce Mild Agitation • Provide Empathy & Understanding – This technique requires you to focus your FULL attention, even if their behavior is undesirable. If you can’t give it find someone that can. They must feel that you are truly trying to help. • Actively listening • Ask if you can help or what is wrong. • Fully listen to response and DO NOT INTERUPT • You can’t take away what their perception is • Open with an apology • e.g. “I am sorry that you have experienced that” • Use reflective statements • ”Let me make sure I understand and correct me if I’m wrong”. • Validate their feelings • “I can understand your frustration/anger/feelings, etc.…
Steps to Reducing Mild Agitation • Provide a diversion or distraction – • Calm down strategies (individual or class wide) • Illicit their help, run an errand, offer a quieter place or a person that they feel comfortable talking to • Use the benefit/ risk format • “You have been working so hard on___ or to earn_____. I know you can do this. I don’t want you to lose... • Do Not “If you don’t stop you are going to lose ___ or I am going to call ____. Threats don’t usually help. • Empower them to make the right choice • When assisting with problem solving– be flexible, meet them half way. This is not the time to be black and white with rules. • Offer two positive choices- Offer two choices that you are ok with either outcome. Kids are looking to gain some control. This provides them some control. Right hand/ Left hand, where they sit to take some time
Things to think about when you see these signs • What does the child need? • Can I ignore this or does it require an intervention? • Can praising the other students encourage them all to make positive choices? • Who or what is the cat hair? • Am I taking this personally? • Do I need to tap out?
Listen When I ask you to listen to me and You start giving me advice, You have not done what I have asked. When I ask you to listen to me and You begin to tell me why I shouldn’t feel that way You are trampling on my feelings. When I ask you to listen to me and You feel you have to do something To solve my problem, You have failed me. Strange as that may seem. Listen: All that I ask you to do is listen. Not talk or do- just hear me. When you do something for me That I can and need to do for myself You contribute to my fear and inadequacy. But when you accept a simple fact That I feel what I feel, no matter how irrational Then I can quit trying to convince you And get about this business of understanding what’s behind them. So please listen and just hear me. And, if you want to talk, wait a minute for Your turn and I’ll listen to you. Anonymous
Behavior Management Strategies • Use calming time, movement breaks, etc.. for the whole class or with individuals if staffing allows • Incorporate strategies with them on a daily basis rather than when things are out of control • Positive Reinforcement: praise, reward system, privileges, • Structure, Routine and Activity!!! • When necessary modify the environment to decrease stimulation. (Remove the audience/classroom if needed) • Get down on their level • Two positive choices: Right hand/ Left hand where they sit to take some time • Catch them off guard • Be silly
Behavior Management Strategies Continued • Redirection in front of peers could make it worse • Use movement breaks throughout your classroom day (yoga, wall push ups, balance birds, etc.) • Have a calm down area if possible in your classroom (Refrigerator boxes, tents, etc.) • At a minimum have a calm down kit. It would be ideal if each student had their own. • Know what your students need to calm down: to be touched or not, be alone or with others, certain feels, smells, weighted stuffed animal, people, etc. • Have fidgets available for those students that need them and use them appropriately • Ask the students what they need
Mental Health • How do you know if a student has mental health issues? • How is mental health addressed in your school? • Do you have an on site mental health professional? • Who is on your team? • Do you have parent/guardian’s involved? • How do you learn about mental health and how to interact with students that struggle with issues? • How do you know how your students are feeling? • What tools do you use already? • What plans do you have in place when anyone is having difficulty with their emotions?
Anxiety • People with anxiety need calming strategies. They get themselves so worked up that they will complain of stomach aches and head aches. They are holding their stomach’s so tight that they are literally restricting their insides. Head aches can be because they are holding their neck and shoulders so tight that it causes a head ache. • Deep breaths- in through the nose and out through their mouth. It needs to get all the way down into their belly. • Stretching like a cat and holding it for 10 seconds stretches out their stomach. • Pulling their shoulders up like a turtle and holding it for 10 seconds will stretch out their neck and shoulders. • Being proactive about times that may produce anxiety and having the whole class do a calming activity
Hyperactive and Disruptive Students (ADHD) • Kids with these types of behaviors need to be able move more than other kids. They have a lot of extra energy that needs to get out of their bodies. Their brains are moving so fast that they can’t slow them down. Their behaviors are impulsive and they often don’t think before they act. • Movement breaks for the classroom • Sending the child on an errand • Having them move heavy objects (Even if they really don’t need to be moved) • Sitting closer to the teacher • Coming up with a code word so they know that they are starting to escalate • Sending them to a place where they can get some of their energy out like running in the gym or around the school. • Taking away recess is one of the worst things to do for any child but especially those that have attention and hyperactivity issues. • Snacks with protein in them help a lot too. • Giving them fidgets to use • Having a band around their chair so they can kick it • Balance birds or doing something to keep them busy but slow them down at the same time
Depression/ Mood Disorders • It can be difficult to work with people that are dealing with depression and how to regulate their mood. • There is still so much stigma with having mental health, but it is improving. This generation seems to be embracing out more than any other. • There is no magic answer with how to help • Get to know the student and figure out together what they are struggling with and what they are capable of being successful with. The more successful they feel and less overwhelmed the better the outcome • Believe what they are saying • Have a plan in place of what works and what doesn’t for the student. Ex: Having a student sit alone isn’t always the best
Someone might… so, you should Be fearful….. Stay calm, yelling usually doesn’t help any situation Be insecure….. Be accepting Have trouble concentrating….. Be brief, simple and calmly repeat things Be over-stimulated….. Limit input Have poor judgment or expressing themselves….. not expect a lot of discussion Be withdrawn….. Initiate relevant conversation or something they like to talk about to bring them back
What if Nothing is Working? • There may be the best plans the team has in place but the student just isn’t able to be successful in the classroom. • Questions to ask? • Is there anyone on staff that can increase their time with the student? • Who else can be collaborated with? • Are there additional accommodations that can be made? • Does the student need to be referred to an outside agency? • Does the student need to be hospitalized or go into a partial hospitalization?
Communication to Avoid • Passive Listening/ Non-attention - The listener is mainly concerned with what they are going to say, or something outside the conversation. • Interrupting - Not allowing them to express feelings or finish sentences. • Self Center Manipulation - The staff responds to meet his/her own needs rather than to meet the needs of the child. Attempting to impose their own beliefs onto the child. Telling them how they should feel. • Controlling - Making the child feel guilty What is wrong with you? ,“I can’t believe you did that” I’ve spent 10 minutes working with you and now you are going to treat me like this?”, “How old are you?” • Superficial Response - Dismissing the importance of the child’s messages by: using cliché’s (I know just how you feel); giving advice (What you should do is), generalizing (Everybody feels like this), pretending no problem exists (Everything happens for a reason, that didn’t really happen that way), denying their feelings (You don’t really mean that)
Responses to avoid • Criticism: putting the person down • Sarcasm: making fun of the person. Humor can be a great tool but make sure it’s being used with the right student at the right time. • Threats: threatening a negative consequence • Arguing: attempting to make them agree with you, power struggles. • Despair: Hopelessness, making person feel guilty • Logic: putting the person down by showing how illogical their behavior is. • Questioning: asking questions you I will never get a good answer to (inviting lies) • Force: Creating fear. • Giving personal examples: They could be used against you later • Giving advice. It could be bad and then it’s your fault.
Moderate Agitation • Moderate Agitation – “Defensive” • These behaviors would be classified as threatening or defiant upon approach. • The goal at this level of agitation is to make attempts to reduce agitation back to the mild state by using active listening responses and diversion and distraction techniques. • Additional safety precautions must be taken at this state of agitation to prevent harm to yourself, the student, or others in the area.
Steps to reduce Moderate Agitation • Know history of student. • Take Safety Measures by Asking for Possible Back-up (Alert Others). • Attempt to Isolate Individual • Use diversion techniques by going to a quiet room or taking a walk • Removal of Stimulus • Stimulus may be a person, something in the classroom, etc.…. • Engage in Alternative Activity (illicit their “help”). • Continue to Make Intermittent Attempts for Communication Through Active Listening Techniques. • This is NOT the time to have conversations. They are no longer thinking with their front part of their brain but rather their brain stem.
Limit Setting Limit setting can be difficult even for the most experienced staff. Many factors play a role when setting limits and power struggles can easily occur. • You must remember your role in the de-escalation process. • remain neutral and not allow your personal beliefs and biases to play a role in this process. • Do not take actions or insults, made by the student personally • If you are feeling offended you are not the right person to be de-escalating. • Don’t be afraid to tap out with someone else. THIS IS NOT A FAILURE! • Ensure that others are not creating an audience and the student feels the need to save face. • Offer choices that will create a win-win situation • Use benefit/risk approach. • “I would really like to see you keep the privileges you have worked so hard to earn
At this stage of crisis staff should ask themselves questions like: • What is the nature of the escalation situational, or environmental: injury, grief, anger, loss, medical or impairment? • What is my role as a staff member? • Do I need assistance or help? • How should I approach? • How am I feeling? • Where are my exits and barriers? • What is the plan for this individual?
Extreme Agitation • Extreme Agitation – “Acting Out” • These behaviors are deemed dangerous to self and others. • Staff should follow specific safety procedures for both the protection of the aggressive individual, self and others.
Staff Professionalism • Always remember your role!! You are the professional. You must maintain your composure, show you are competent and confident that you can help, and show that you care and are willing and able to help the student.
Body Language • 85% of all communication is non-verbal, therefore staff must be aware that their non-verbal communication can say far more than their verbal. • Kids can read this better than adults • Not always what you say but how you say it. • Body parts that are often used during non-verbal communication • Eyebrows, shoulders, hands • Does my body language show I am willing to help? Are my arms crossed, how am I showing myself to the student? • Get down on their level
Voice Tones • Staff should always role model the expectations of voice tones. • Avoid raising your voice to be heard, calm reassuring voice tones will always have greater results. Sometimes whispering is better. • Be receptive if other staff attempt to step in and intervene.
Understanding Behavior & Staff Interaction • Just because you do not “like” a behavior does not mean you have to do something about it. • Will ignoring it will make it go away or make it worse? • If the behavior is harmful to the student or others decide if you need assistance and how to get it.
Principals of Behavior • Behavior is based on the immediate environment, illness, fear, past history and of trauma. • Behavior is strengthened or weakened by its consequences. • Natural consequences work the best. • In the long run, behavior responds better to positive reinforcements and consequences. • Whether our work with the student has helped their behavior can only be seen by how they behave in the future. • Past behavior is the best predictor of future behavior.
Debriefing • Closure & Evaluation • If something out of the ordinary happens decide if a debriefing needs to happen and who needs to be involved. The student should have someone in their corner too. • Processing time is needed for both the staff and the child. • If something happened that shouldn’t have it needs to be made right. This could be for the student, staff or both • What happened right before the incident • How were they feeling/thinking • Is there anything they would do differently • What would have helped them • What could staff have done differently • Use these as teachable moments • Find a positive in the situation too
Final Thoughts • Don’t underestimate yourself! • You never know the impact you can be having on your students • Be flexible • Find ways to make meaningful relationships • Involve the students, families, guardians and outside providers • Connect students to each other • Make sure each student has someone in their corner • Remember to take care of yourself!!!!!!!
