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AGGRESSION REPLACEMENT TRAINING LIFE SPACE CRISIS INTERVENTION A Multi-Modal Approach

April 3-4, 2003 Garden Grove, CA. Cognitive Behavioral Approaches in Institutional Settings. 2. Aggression Replacement Training. Skillstreaming (the behavioral component) Teaches what to do.Anger Control Training (the emotional component) Teaches what not to do.Moral Reasoning Training (the values component) Teaches why to use the skills. .

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AGGRESSION REPLACEMENT TRAINING LIFE SPACE CRISIS INTERVENTION A Multi-Modal Approach

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    1. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 1 AGGRESSION REPLACEMENT TRAINING & LIFE SPACE CRISIS INTERVENTION A Multi-Modal Approach Robert Oliver, ED.D. Mark Amendola, CSW

    2. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 2

    3. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 3 Socially Toxic Environments The social world of children, the social context which they grow up in, has become poisonous to their development. To be a child is to be shielded from the direct demands of adult economic, political, and sexual forces. At stake is the essence of childhood as a protected time and place in the human life cycle.

    4. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 4 Moments in America for Children 1

    5. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 5 Where America Stands 1

    6. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 6 Sources of Burnout Inadequate orientation Work overload Lack of stimulation Inadequate leadership and supervision Social isolation Role conflict and ambiguity Nonparticipation in decision-making Poor parent-teacher relations Student disruptiveness Student violence Student apathy

    7. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 7 Personal Approach Unrealistic Optimism Pessimism Realistic

    8. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 8

    9. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 9

    10. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 10 Physical Abuse Punch Kick Shake Choke Burn Shoot Stab Smack Spank Swat

    11. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 11 Verbal Abuse Character Attacks Competence Attacks Example: “How could you be so stupid?” Background Attacks Example: “You’re just like your father; a loser.” Physical Appearance Attacks Example: “Must you always look like a slob?” Maledictions Example: “You’ll never amount to anything.” Teasing Ridicule Threats Swearing Nonverbal Emblems Example: Making derogatory faces

    12. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 12 Coercive Parenting Frequent, vague commands Low levels of warmth, involvement, empathy Strict and lax monitoring of child’s behavior Nattering Empty threats Pleading Nagging Scolding Threatening, yelling, corporal punishment High frequency Noncontingent Start-ups, counterattacks, escalation of conflicts Inconsistent reaction after escalation Giving up Exploding Negative reinforcement of child’s coerciveness

    13. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 13 Development of Aggression in Childhood

    14. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 14 Skillstreaming Procedures Modeling (Skill Demonstration by Trainers) + Role-Playing (Skill Rehearsal by Youth) + Performance Feedback (By Trainers and All Youth in Group) + Generalization Training (To Increase Both Transfer and Maintenance)

    15. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 15 Skillstreaming the Adolescent Group I: Beginning Social Skills Listening Starting a Conversation Having a Conversation Asking a Question Saying Thank You Introducing Yourself Introducing Other People Giving a Compliment

    16. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 16 Skillstreaming the Adolescent Group II: Advanced Social Skills Asking for Help Joining In Giving Instructions Following Instructions Apologizing Convincing Others

    17. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 17 Skillstreaming the Adolescent Group III: Skills for Dealing with Feelings Knowing Your Feelings Expressing Your Feelings Understanding the Feelings of Others Dealing with Someone Else’s Anger Expressing Affection Dealing with Fear Rewarding Yourself

    18. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 18 Skillstreaming the Adolescent Group IV: Skill Alternatives to Aggression Asking Permission Sharing Something Helping Others Negotiation Using Self-Control Standing Up for Your Rights Responding to Teasing Avoiding Trouble with Others Keeping Out of Fights

    19. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 19 Skillstreaming the Adolescent Group V: Skills for Dealing with Stress Making a Complaint Answering a Complaint Being a Good Sport Dealing with Embarrassment Dealing with Being Left Out Standing Up for a Friend

    20. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 20 Skillstreaming the Adolescent Group VI: Planning Skills Deciding on Something to Do Deciding What Caused a Problem Setting a Goal Deciding Your Abilities Gathering Information Arranging Problems by Importance Making a Decision Concentrating on a Task

    21. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 21 Skillstreaming the Adolescent Skill 2: Starting a Conversation Steps Greet the other person. Make small talk. Decide if the other person is listening. Bring up the main topic.

    22. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 22 Skillstreaming Training Steps Define the skill. Model the skill. Establish trainee skill need. Select role-player (main actor). Set up the role-play (co-actor, set the “stage”). Conduct the role-play. Provide feedback (order: co-actor, observing trainees, trainers, main actor). Assign skill homework. Select next role-player.

    23. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 23 Moral Reasoning Training Dilemma discussion groups designed to teach children how to: Think about moral issues. Deal with moral situations that do not have clear-cut solutions. Use principles of fairness and justice in their interactions with others.

    24. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 24 Moral Reasoning Goals Increase the moral reasoning stage of the trainees. Help the trainees use newly learned and more advanced reasoning skills in the real world.

    25. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 25 Anger Control Training

    26. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 26 The Being Model Philip R. Belzunce, Ph.D. The Inner Being The Environment and Creative Adjustments The External Self

    27. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 27 Self as Instrument Act professionally and not emotionally during irrational expressions of anger and rage. Be clean instruments in order to do our work. Make professional decisions based on student needs and not our feelings about the student.

    28. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 28 Why Staff Become Counter-Aggressive Trapped in the conflict cycle. Violation of our personal values system. Personal irritability. Embarrassed for not meeting professional expectations. Over-involvement leading to feeling helpless. Actions triggering our own unfinished psychological business.

    29. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 29 Life Space Crisis Intervention The skill of processing a student’s verbal abuse, distorted thinking, and defensive statements without losing one’s professional direction, temper and self-confidence.

    30. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 30 Specific Goals of Intervention Maintain adults as authority figures. Teach skills of flexibility and frustration tolerance: #2. Thinking clearly in the midst of frustration. #1. Staying calm enough to do #2. Be mindful of the child’s limitations.

    31. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 31

    32. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 32 Stage One: The Crisis Stage The staff helps the student regain some measure of control. High-intensity emotions are drained off so the student can begin rational dialogue. IQ is maintained.

    33. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 33 Stage Two: The Timeline Stage The goal is to discover what happened from the child’s point of view: as he/she remembers. Ask clarifying questions — “Columbo”

    34. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 34 Stage Three: The Central Issue Stage The adult makes a diagnosis. Can the situation be dealt with by mediation and the student returned to class? Is the situation characteristic of the student’s pattern of perceiving, thinking, feeling, and behaving?

    35. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 35 Stage Four: The Insight Stage The staff uses the selected LSCI strategy to help the student gain insight into his/her pattern of self-defeating behavior.

    36. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 36 Stage Five: The New Skills Stage The staff teaches the student the new skills he/she needs to improve the quality of his/her interpersonal relationships and self-concept. Skillstreaming

    37. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 37 Stage Six: Transfer of Training Stage The adult prepares the student to resume the ongoing activity and to practice his/her new skills.

    38. April 3-4, 2003 Garden Grove, CA Cognitive Behavioral Approaches in Institutional Settings 38 Six LSCI Reclaiming Interventions Red Flag Carry-In Reality Rub New Tools Symptom Estrangement Massaging Numb Values Manipulation of Body Boundaries

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