Anger Management

Anger Management

How many difficult students does it take to stop an entire class from functioning? JUST ONE

What behaviors are disruptive? • Talk back; rude • Intense responses • Constantly off task • Physically abusive to teacher • Provokes peers Violent behavior with peers • Highly emotional • Defiant attitude • One misbehavior after another • Verbally abusive to teacher • Non-stop talking • Don’t care • Chronically absent/ tardy

Trust Difficult students “enter school with a deficit of trust in schools and in the adults who are there to teach and guide them.”

Reactive Staff • Don’t plan how to deal with difficult students • Personalize students’ responses • Give up on students

Proactive Staff • Have individualized structured plans for students • Recognize that they have a choice in how they respond to a student • Build positive relationships with difficult students

Very Important Message “I care about you and I’m going to do everything in my power to help you succeed. I’m here for you.”

Why are they disruptive? • They need extra attention • They need firmer limits • They need extra motivation • They need a way out * Identifying needs helps set goals

Function: • the purpose that the behavior serves • to get something • to avoid, delay, or escape something

Teaching Appropriate Behavior Develop a Behavior Profile • Determine when problems occur • Define problem behaviors • Plan what you want the student to do

Teaching Appropriate Behavior • 1. Meet with the student one-to-one when no other students are around • 2. In a very matter-a –fact manner, specify the exact behaviors you expect *Remind students of the appropriate behavior before the activity takes place

Support the behavior you want repeated Change tendency to look for the negative - Set goals for positively recognizing a student’s appropriate behavior - Select and implement positive behavior

“It is easier to prevent a behavior from occurring, than to deal with it after it has happened.” Behavior Mantra

Conflict Management

Establish Conflict Resolution Rules • Cool off • One person speaks at a time • Use “I” messages • Restate what is heard • Take responsibility • Brainstorm solutions • Decide on one solution • Affirm, forgive, thank

1. “Cool Off” Examples • Take a quick walk • Count to 10 • Look at the sky • Breathe deeply • Take a step back • Splash cold water on face

2. Only one Person Speaks at a Time Why It’s Important: • Allows people to be heard • Fosters respect

3. Use “I” Messages • Each student states what they did • Each student states how they felt • Students should avoid: • “you” messages • put downs • guilt trips • sarcasm • negative body language

4. Restate What is Heard Each student summarizes what they heard the other one say. Why it’s important: • demonstrates respect • shows the person they have been heard/understood • ensures understanding • fosters empathy

5. Take Responsibility • Student accepts their contribution to the problem • Listen to others’ contribution to the problem • Acknowledge own feelings • Listen to others’ feelings

6. Brainstorm Solutions Examples: • Take turns • Share • Play something else • Agree to play apart • Seek compromise • Write an “incident report”

7. Decide on One Solution • Both agree on a solution • Both agree to abide by the solution • Both agree not to “bad mouth” or talk about the solution with their friends

8. Affirm, Forgive, Thank • “Sorry” • Handshake • Kind words • “Thank You” • Hug

Things for Adults to Remember • Behaviors happen for a reason • Acknowledge the feelings/emotions • Be a positive role model manage tone, body language, etc. • Be part of the solution, not part of the problem

Be a Good Listener • Passive listening – listen without talking, listen for facts/emotions • Acknowledgement responses – communicate that you are interested and listening (“uh-huh,” “Oh, I see”) • Door openers – encourages children to talk (“Please tell me more.”) • Active listening – most effective technique

Active Listening Example Mirror what you are hearing (repeating, restating the original message) Child: You are not fair. Adult: You feel like I am blaming you. Child: Yeah, I didn’t do anything. Adult: You’re angry because you don’t feel like you did anything wrong. Child: Yeah, Billy is being mean to me. Adult: So you believe he started it? Child: Yeah. Adult: Do you want to tell me about it?

Adult Role in Problem Solving • Open ended problem solving(brainstorm solutions) • Example: • “It looks like we have a problem, what can we do to solve it?”

Adult Role in Problem Solving 2) Limit setting Provide choices for both parties Example: “You can choose to ignore each other and continue to play, or you can choose to continue bugging each other and get a low level referral”

Challenging Behaviors

Peak 5. 4. Acceleration 6. De-escalation 3. Agitation 2. Trigger Recovery 7. 1. Calm Seven Phases of Challenging Behaviors

Peak 5. 4. Acceleration 6. De-escalation 3. Agitation 2. Trigger Recovery 7. 1. Calm Seven Phases of Challenging Behaviors You are here

Seven Phases of Challenging Behaviors 1. Calm Definition: • Student is in typical, neutral state • Student is cooperative and responsive to teacher and task demands

Seven Phases of Challenging Behaviors 1. Calm • Tips for preventing challenging behaviors • Be aware of the antecedents that affect behavior • Environmental • Time • Physical/Medical • Task • Instructor • Presentation

Seven Phases of Challenging Behaviors1. Calm How to respond when behaviors occur • Treat students with respect • Look for opportunities to praise students • Attend to appropriate behaviors of student

Seven Phases of Challenging Behaviors 2. Trigger Definition • Any event that provokes an undesired response from the student • School-based • Non-school based

Seven Phases of Challenging Behaviors 2. Trigger Tips for preventing challenging behaviors • Remove or reduce the importance of the trigger • Provide a reminder or cue for an alternate reaction to the trigger • Precision requests

Seven Phases of Challenging Behaviors 2. Trigger How to respond when behaviors occur • Respond to negative student behaviors in a professional manner • Don’t take it personally • View as a teaching opportunity

Seven Phases of Challenging Behaviors 3. Agitation (Anxiety) Definition • Student behavior unfocused or off-task • Student showing indicators of anxiety • Student no longer in typical, neutral state

Anxiety • A state of intense apprehension, uncertainty and fear • Results from anticipating a threatening event • Intense anxiety = “fight or flight”

Anxiety What it looks like. • A noticeable increase or change in behavior • e.g., pacing, finger drumming, wringing of hands, rocking, etc… What to do. • Be Supportive • Take an empathetic, nonjudgmental approach attempting to alleviate anxiety

Seven Phases of Challenging Behaviors 3. Agitation Tips for preventing challenging behaviors • Let student know you are aware there is a problem • Use active listening • Help student label the emotion • Clarify immediate expectations • Reduce situation demands

Seven Phases of Challenging Behaviors 3. Agitation How to respond when behaviors occur • Provide or withdraw attention • Avoid a power struggle • Offer choices • Use interrupting strategies

Seven Phases of Challenging Behaviors 4. Acceleration Definition • Student actively resisting, refusing • Verbal aggression, threats • Violation of behavior rules • A student screams “You can’t make me, _________” • A student curses at you • Behavior is confrontational

Seven Phases of Challenging Behaviors 4. Acceleration Tips for preventing challenging behaviors • Posture • Eye Contact • Facial Expression • Distance • Voice Quality • Privacy • Present Options • Acknowledge cooperation

Seven Phases of Challenging Behaviors 4. Acceleration How to respond when behaviors occur • Avoid escalating prompts • Remain calm and respectful • Set clear limits • Remove potentially dangerous items • Obtain needed support to manage situation • Use distracting statements to help student redirect focus

Seven Phases of Challenging Behaviors 5. Peak Definition • Student aggression to self, others or property • Overall student behavior out of control • Fighting • Property destruction • Assault

Anger Management