TACT-2

1. Therapeutic Aggression Control Techniques TACT-2 2011 Annual Staff Recertification

2. 1. What’s your GUT REACTION? Peter is a small, sarcastic 13-year-old who attends an urban charter school. He used to be fairly respectful, but has recently begun hanging around with a group of much older, tougher kids. Today, he and two of his new friends walked into school 45 minutes late, laughing and calling out profanities. When security staff tried to look in his backpack, he yelled out: “Get offa me, beee-atch!” Jorge, one of the older boys, laughed: “You tell ‘em, lil’ man! Don’t let them @#$% with you!” Peter got more verbally insulting and began posturing, though he never got physically aggressive.

3. 2. What’s your GUT REACTION? Britney lives in a girls’ group home, and is hoping to go on her first weekend home visit. Although she is normally well-behaved, on Thursday evening Britney got into a horrible argument with an inexperienced part time staff member, Ms. Belinda. Britney got so worked up that she actually spit in Belinda’s face. She spent the night in tears, confined to her room. The next morning, she began snapping angrily at staff and students. “I better get my home pass, or I’m gonna go off, wait and see!”she threatened over and over again.

4. 3. What’s your GUT REACTION? Jorge is a tough 17-year-old living in a rough neighborhood with his uncle after being released from juvenile detention. He sometimes hangs out at an after school center with some of his buddies, playing basketball or lifting weights. Today, he was discovered holding a twisted paperclip with a pair of pliers, heating it up with a lighter. Another teen was holding a younger boy’s arms behind his back, exposing his skinny bicep. When staff yelled out to let the boy go, Jorge laughed: “We’re just playing around. Mind your own business, why don’t you?” The younger boy’s face was white with fear, but he looked determined to go through with it.

5. TACT-2 MODEL TACT-2 MODEL Not Immediately Dangerous? Immediately Dangerous? Deliberate CRISIS RESPONSE Emotional COUNSELING Give Space Active Listening Problem Solving CORRECTION Reminder Warning Confrontation 1. Redirect 2. Remove 3. Restrict 4. Restrain

6. DeliberateEmotional Behavior Unusual Normal Intense Calm Expression Approve Peers Disapprove Outside Issues No Significant

7. 1. Your PROFESSIONAL ANALYSIS? • “Is it immediately dangerous or not?” • “Is it probably deliberate or probably emotional?” • “Which of the three corrective or counseling responses is most appropriate?” Warn or Confront with consequences

8. 2. Your PROFESSIONAL ANALYSIS? • “Is it immediately dangerous or not?” • “Is it probably deliberate or probably emotional?” • “Which of the three corrective or counseling responses is most appropriate?” Actively Listen

9. 3. Your PROFESSIONAL ANALYSIS? • “Is it immediately dangerous or not?” • “Is it probably deliberate or probably emotional?” • “Which of the three corrective or counseling responses is most appropriate?” Remove or Restrain

10. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques UnderstandingDeliberate Problems

11. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques “Purposeful attempt to meet one’s own needs at the expense of others.” What is Deliberate Misbehavior?

12. Functional Misbehavior TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Deliberate misbehaviors are often learned from aggressive or manipulative role models. They can be “functional” in chaotic environments, actually meeting youths’ short term survival and social needs.

13. Love Belonging Power Importance Fun Pleasure Freedom Choice Glasser’s Social Needs

14. Functional Misbehavior When security staff tried to look in Peter’s bag, he yelled out: “Get offa me, beee-atch!” His older friend Jorge laughed: “You tell ‘em, lil’ man! Don’t let them @#$% with you!” Peter got more verbally insulting and began posturing.... Peter’s behavior is probably deliberate. Which of Dr. Glasser’s four social needs is being met?

15. Functional Misbehavior Jorge was discovered a twisted paperclip with a pair of pliers, heating it up with a lighter. Another teen was holding Peter’s arms behind his back, exposing his skinny bicep. When staff at the rec center yelled out to let the boy go, Jorge laughed: “We’re just playing around. Mind your own business, why don’t you?” This behavior is certainly dangerous and probably deliberate as well. Which of Dr. Glasser’s four social needs is being met?

16. Firm, Fair Rules TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Deliberate misbehavior often responds well to firm, fair, and consistent rule enforcement in more structured settings found in schools, centers, and group homes. To be effective, rules should be based on agency values (such as learning or responsibility), rather than focusing on simple obedience.

17. Values-based Rules Obedience-based rule: “Students who do not abide by the school dress code will be sent to ISS.” Values-based rule: “To build school and personal pride, students must abide by our dress code. Those who are not dressed properly must do independent seat work in ISS.” What VALUES are most important to YOUR agency? Write a values-based rule for your agency.

18. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques UnderstandingEmotional Crisis

19. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques “Impulsive reaction to overwhelming stress or misperceptions.” What is Emotional Crisis?

20. Emotional Problems TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Emotional problems are often the result of high stress or low self-esteem. When youth are emotionally overwhelmed, minor problems can easily turn into major crises, especially when staff rigidly enforce rules and consequences without first exploring underlying issues.

21. Stressful Problem Thoughts Feelings Negative Consequences Impulsive Behavior Conflict Cycle Self-Defeating Beliefs Low Self-Esteem Based on a model created by Nicholas Long, Ph.D.

22. Self-Defeating Patterns Britney spent the night in tears confined to her room. Now she is snapping angrily at staff and students. “I better get my home pass, or I’m gonna go off, wait and see!” she threatened under her breath. Britney’s current behavior is probably emotional. What OTHER emotions are underlying her anger? How is her behavior self-defeating? What SHOULD she be doing instead of making threats?

23. Self-Defeating Patterns TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Emotionally troubled students (especially those who have experienced extensive trauma or struggle with mental illness or extremely low self-esteem) often act out in self-defeating ways when they are triggered by minor irritations or disappointments.

24. 1. AGGRESSION World is DANGEROUS. To survive, always strike first. Self-Defeating Pattern FEELING: Anger BEHAVIOR: Fight, threaten, yell, control or intimidate others, damage property. 24

25. 2. PASSIVE-AGGRESSION World is UNFAIR. To survive, hide your real feelings. Self-Defeating Pattern FEELING: Resentment BEHAVIOR: Sarcastic, mean, undermine authority, gossip, manipulate others 25

26. 3. AVOIDANCE World is UNFORGIVING. To survive, escape your problems. Self-Defeating Pattern FEELING: Overwhelmed BEHAVIOR: Isolate, shut down, get high, sleep, hurt self, refuse help, don’t show. 26

27. 4. DEPENDENCY World is SCARY. To survive, find a protector. Self-Defeating Pattern FEELING: Insecure, Anxious BEHAVIOR: Whine, cling to authorities, demand help, do anything for friends. 27

28. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Skills for DeEscalatingEmotional Problems

29. Handling Emotional Problems TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Skillfully de-escalating emotionally worked up students requires an understanding of the predictable phases of crisis. If we can catch the signs and diagnose the correct phase, we can identify reasonable goals and choose the most effective strategies for working through these situations.

30. • Use humor or distraction • Notice unusual behavior • Acknowledge emotions • Talk calmly & privately • Offer reassurance Tasks During Crisis PREVENT 1. Warning

31. • Offer time to self • Avoid angry demands • Remove instigator(s) • Actively listen to problem • Involve supportive staff Tasks During Crisis DE-ESCALATE 2. Escalation 1. Warning

32. • Verbally or physically remove to safe setting • Call for back up staff • Remove other students • Physically restrain/911 Tasks During Crisis SAFETY 3. Crisis 2. Escalation 1. Warning

33. • Allow time to self • Offer calm reassurance _______________________________________________________________ • Actively listen • Provide counseling and problem solving help Tasks During Crisis 3. Crisis 2. Escalation LEARNING 4. Resolution 1. Warning

34. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Skills for ManagingDeliberate Problems

35. Using Consequences TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Skillfully managing students who are deliberately acting up requires the ability to: (1) Calmly redirect minor problems without creating unnecessary power struggles, and (2) Consistently apply reasonable consequences without becoming too emotional ourselves.

36. Three Types of Consequences NATURAL CONSEQUENCES b. LOGICAL CONSEQUENCES c. PUNITIVE CONSEQUENCES Peter tries to steal money from his mother’s purse. √ Natural Consequences of this behavior? √ Logical Consequences of this behavior? √ Punitive Consequences of this behavior?

37. Understanding Consequences Peter is insulting security staff as they try to search his backpack. √ Natural Consequence? √ Logical Consequence? √ Punitive Consequence?

38. Understanding Consequences Britney is bickering with Ms. Belinda over her hygiene.... and is about to make the mistake of spitting on her. √ Natural Consequence? √ Logical Consequence? √ Punitive Consequence?

39. Understanding Consequences Jorge is about to brand Peter with a hot paper clip. √ Natural Consequence? √ Logical Consequence? √ Punitive Consequence?

40. TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Managing Our Own Anger

41. Adult Anger Traps TACT-2 TACT-2 Therapeutic Aggression Control Techniques Therapeutic Aggression Control Techniques Despite our training, there may be times when we react personally rather than respond professionally to challenging youth. A deeper understanding of our anger traps can help us defend against emotional overreactions in difficult situations, allowing us to remain clear, calm, and focused instead.

42. ADULT ANGER TRAP #1 OUTSIDESTRESS Leftover stress from other home or work problems… makes it easy to overreact angrily to a minor situation.

43. ADULT ANGER TRAP #2 EMBARRASSMENT We feel helpless or inadequate trying to manage a challenging situation… then turn embarrassment to anger.

44. ADULT ANGER TRAP #3 FEAR We feel a natural shock or fear in response to a threatening situation… then turn anxiety into anger.

45. ADULT ANGER TRAP #4 VALUES VIOLATION A core value is violated by a resident’s behavior, sparking feelings of righteous anger. VALUES VIOLATION

46. ADULT ANGER TRAP #5 AUTHORITY CHALLENGE We engage in an angry power struggle to establish dominance over a defiant resident.

47. Anger Trap example Ms. Belinda is 40 years old, an office worker who lost her job last year. Her family has been struggling since her unemployment benefits ended, and to make ends meet she was forced to take on TWO jobs, the second one working part-time at a group home. Last night, Ms. Belinda got into a HUGE argument with Britney over her clothing. “She came out of her room wearing this skimpy little top from V.S. that was just completely inappropriate! I don’t know if it was against the rules or not, but it should have been! “I tried to make her go back in her room and change, but she just kept arguing with me. That’s not the way I was raised to talk to adults, so I got up in her face -- I admit it -- and the little b---- SPIT IN MY @#$% FACE! I would have slapped her silly if my supervisor hadn’t grabbed my arm. And all the other kids saw her get away with it... How I am supposed to go back there and face them?” What Anger Traps did she fall into?

48. Prepare forTACT-2 25-item multiple choice test

49. TACT-2 MODEL TACT-2 MODEL Not Immediately Dangerous? Immediately Dangerous? Deliberate CRISIS RESPONSE Emotional COUNSELING Give Space Active Listening Problem Solving CORRECTION Reminder Warning Confrontation 1. Redirect 2. Remove 3. Restrict 4. Restrain

50. You’re READY! Ready forTACT-2 25-item multiple choice test ?