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POWER STRUGGLES EFFECTIVE BEHAVIOR STRATEGIES

POWER STRUGGLES EFFECTIVE BEHAVIOR STRATEGIES. Suzanne M. Rilling, M.Ed. Behavior Support Services. SCHOOL IS FOR ALL CHILDREN, INCLUDING THOSE WE FIND UNATTRACTIVE OR HOSTILE, THOSE WHO MISBEHAVE AND THOSE WHO DON’T GIVE THEIR BEST. MOST COMMON MOTIVATORS THAT DRIVE PEOPLE TO ATTACK.

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POWER STRUGGLES EFFECTIVE BEHAVIOR STRATEGIES

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  1. POWER STRUGGLES EFFECTIVE BEHAVIOR STRATEGIES Suzanne M. Rilling, M.Ed. Behavior Support Services

  2. SCHOOL IS FOR ALL CHILDREN, INCLUDING THOSE WE FIND UNATTRACTIVE OR HOSTILE, THOSE WHO MISBEHAVE AND THOSE WHO DON’T GIVE THEIR BEST

  3. MOST COMMON MOTIVATORS THAT DRIVE PEOPLE TO ATTACK • RESPECT • BELONGING • POWER

  4. NECESSARY SKILLS FOR AN APPROACH TO DISCIPLINE • CRISIS MANAGEMENT • SHORT-TERM STRATEGIES • LONG-TERM STRATEGIES

  5. IDENTIFYING THE PROBLEM VERBAL DEFIANCE: • YOU CAN’T MAKE ME! • YOU’RE NOT MY MOTHER! • SOOOOOO! • NO! • WHY DO WE HAVE TO KNOW THAT? • THAT’S STUPID. • THIS CLASS SUCKS! • MY DADDY SAYS_________.

  6. PREVENTIONS STRATEGIES • GREET STUDENTS • CALL BY NAME • KEEP ATTUNED TO THEIR NEEDS AND INTERESTS • USE THE 2 X 10 METHOD • CALL STUDENTS AT HOME • GIVE OPPORTUNITIES FOR STUDENTS TO BE IN CHARGE • BE RESPECTFUL OF DIFFERENCES IN LEARNING

  7. UNDERSTANDING THE HOSTILITY CYCLE Student – implulsive/refusal Teacher – feels attacked or personally disrespected (fight-flight) (Accepts the challenge) Student – Accepts challenge from hostile adult (increased rage) Teacher – Feels more threatened (More fight or flight)

  8. REFRAMING • IDENTIFY A CHRONICALLY IRRITATING STUDENT • IDENTIFY THE PROBLEM BEHAVIOR • IDENTIFY POSITIVE ASPECTS AND BENEFITS OF THE BEHAVIOR • IMAGINE THE STUDENT IN FRONT OF YOU AND TRY TO EXPRESS THESE BENEFITS • IMPLEMENT THE STRATEGY WITH THE STUDENT

  9. DEFUSING GOALS • DIGNITY FOR THE STUDENT • DIGNITY FOR YOURSELF • KEEP THE STUDENT IN CLASS • TEACH AN ALTERNATIVE TO AGGRESSION

  10. DEFUSING SKILLS • P.E.P. - PRIVACY, EYE-CONTACT, PROXIMITY • NON-VERBAL C. L.A.A.D.- LISTENING, ACKNOWLEDGING, AGREEING, DEFERRING

  11. ADDITIONAL STEPS • STATE THE RULE AND CONSEQUENCE USING P.E.P. • IGNORE THE LAST HOOK • USE AGREEING AND DEFER • TELL THERE’S A POWER STRUGGLE HAPPENING • OFFER THE DOOR • GIVE TEMPORARY CONTROL • DECIDE IF A CONSEQUENCE IS NECESSARY

  12. THE PRIVATE 3-STEP TECHNIQUE • USE AN “I” MESSAGE • USE THE “WHAT HAVE I DONE?” • USE THE “PROBLEM SOLVING”

  13. STAY PERSONAL WITH THE STUDENT WIHOUT PERSONALIZING THE PROBLEM BEHAVIOR AND THEN STAND UP WITHOUT FIGHTING BACK.

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