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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. The Conflict Cycle Paradigm- How troubled students get teachers out of control.

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Intervening With Students in the Conflict Cycle Before They Lose Control

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  1. 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

  2. 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

  3. 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.

  4. 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

  5. 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

  6. 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

  7. 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.

  8. 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

  9. 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

  10. Phase Five: Peak • Serious Destruction of Property • Assault • Self-Abuse • Severe Tantrums • Hyperventilation Overall Behavior is out of control.

  11. 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

  12. 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

  13. Strategies: Calm • Classroom Structure • Quality Instruction • Providing Attention • Teaching Social Behavior

  14. Strategies: Triggers • Formal Problem-solving • Curricular Interventions • Individual assistant plans • services purchased from specialists • Pre-Correction Plan • Individual Problem-Solving Plan

  15. Strategies: Agitation • Teacher Recognition • Space • Time • Preferred Activities • Teacher Proximity • Independent Activities • Movement Activities • Involve Student in Plan • Relaxation Activities

  16. 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

  17. Strategies: Peak • Preparations and Precautions • Short-Term Interventions • Long-Term Interventions

  18. 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.)

  19. Acting Out Behavior Plan Name: Date: Teacher(s): ASSESSMENT STRATEGIES Calm Triggers Agitation Acceleration Peak De-Escalation Recovery sample

  20. 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

  21. 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)

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