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?

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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.

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Volcan Arenal (Costa Rica)
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Volcan Arenal

• .

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Sulfur Cloud

• .

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Ah-Ah Lava
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Letting off some steam
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Our Goal
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Getting in Close
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End of Travelogue

• .

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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)

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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

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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.

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Not Just Lower Income Homes

• Cartoonist source unknown

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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.?

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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?

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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

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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

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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?)

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Physical (at different levels)

• From to
• Combined
• Verbal physical assault in same incident
• Simultaneous
• Interspersed

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Foci of Aggression Directed toward ?

• Self
• Others
• Animals
• Objects
• Caption Man presents with palmar angulation
  after hitting object with closed fist.

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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

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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?

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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?

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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?

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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?

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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?

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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?

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Pele in the Schools
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Sign on Kahoolawe (Kilauea)
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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.

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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.

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Eldfell, Iceland (1973)

• .

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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!!!
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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 .

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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 .

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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

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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.

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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.

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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?

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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.

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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.

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More Reactions to Level 3 Students

• My name is Mr. Collins.
• Ill be teaching you English literature, and Im
  armed.

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In a crisis situation, remember

• .

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• 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

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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

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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.)

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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

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Click for flashdrive avi
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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.

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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

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• 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.

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• .

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• 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