For use by certified TACT2 trainers. Any other use prohibited. Copyright 2014 by Steve Parese, Ed.D....

For use by certified TACT2 trainers. Any other use prohibited. Copyright 2014 by Steve Parese, Ed.D. For use by certified TACT2 trainers. Any other use prohibited. Copyright 2014 by Steve Parese, Ed.D. www.TACT2.com

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http://www.TACT2.com/

Part 1: IntroductionPart 1: Introduction

TACT2 TACT2 SurveySurvey

You are a new foster parent. Andy is an angry 9-year-old boy who has been with your family for about 3 weeks. At first, he was quiet, refusing to interact much with any of the children or adults in your home. Eventually, he opened up a little, but only to your spouse. No matter how hard you try to engage him, Andy has refused to make eye contact with you or answer any of your questions.

Today, you try to win him over with a gift…

1.1. How would you How would you RESPOND?RESPOND?

You work in a group home in a residential neighborhood. Willie is a manipulative 12-year-old boy who has been in your program for 8 months. He usually behaves well one-on-one, but often acts out in front of peers.

Today, Willie and Drew, a new boy, are outside building snowmen….

2. How would you 2. How would you RESPOND?RESPOND?

3. How would you 3. How would you RESPOND?RESPOND?

You are a 5th grade teacher/aide. Jesse is a new student in your class, and has had a hard time fitting in. He lives in a very poor home and often comes to school dirty. This makes him an easy target for teasing, especially from Heather, the class bully. As a result, Jesse relies heavily on staff for encouragement and reassurance.

Today, Jesse slips into class 10 minutes late…

TACT2 TACT2 ModelModelThe TACT2 Model suggests that decisions in crisis should be made by first assessing the level of imminent danger, then determining the psychological source of the issue.

Deliberate or intentional problems can often be handled by enforcing RULES (corrective behavior management), but overwhelming emotional crises require RELATIONSHIP-based counseling and de-escalation.

Immediately Dangerous?

CORRECTION1. Reminder

2. Warning

3. Confrontation

Not Immediately Dangerous?

COUNSELING1. Give Space

2. Active Listening

3. Problem Solving

TACT-2 MODELTACT2 MODEL

Deliberate

Emotional

CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict

4. Restrain




List 2-3 conditions that are Immediately

Dangerous




CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict

4. Restrain




Deliberate

Emotional

CORRECTION1.Reminder2.Warning3.Confrontation

COUNSELING1.Give Space

2.Active Listening

3.Problem Solving




Emotional

Deliberate

12

ThinkingThinking

Outside Outside IssuesIssues

ExpressionExpression

BehaviorBehavior

Cue Deliberate EmotionalCue Deliberate Emotional

Usual,Normal

Unusual,Abnormal

Calm,Low-stress

Intense,High-stress

Rational,Clear

Irrational,Distorted

Minimal Significant

a. “Is it immediately dangerous or not?”

b. “Is it probably deliberate or probably emotional?”

c. “Because it is emotional, which of the three counseling responses is most appropriate?”

1. Your PROFESSIONAL 1. Your PROFESSIONAL JUDGMENT?JUDGMENT?




c. “Because it is deliberate, which of the three corrective responses is most appropriate?”



c. “Because it is emotional, which of the three counseling responses is most appropriate?”





c. “Because it is deliberate, which of the three corrective responses is most appropriate?”

Part 2: Deliberate Part 2: Deliberate ProblemsProblems

Social NeedsSocial Needs

Glasser’s Social NeedsDeliberate misbehavior can be defined as “an intentional choice to act in ways which meet your own social needs at the expense of others.” Dr. William Glasser’s Choice Theory suggests that all people are drawn to activities and relationships which meet four basic social needs.

Most children and youth have adopted healthy, socially acceptable ways to meet these needs, but those from harsh home environments may have learned to use unhealthy or unacceptable behaviors instead.

Love Love BelonginBelongin

gg

Power Power ImportanImportan

ceceFreedom Freedom IndividualitIndividualityy

Fun Fun PleasurPleasur

ee

List positive and negative ways to meet each List positive and negative ways to meet each social needsocial need

Willie’s Snowball FightWillie’s Snowball FightLook back at the interaction between Willie and his group home staff.

Which of Dr. Glasser’s four social needs are being met by his behavior?

Heather’s TeasingHeather’s TeasingLook back at the interaction between Heather and Jesse.

Which of Dr. Glasser’s four social needs are being met by her behavior?

Part 2: Deliberate Part 2: Deliberate ProblemsProblems

Surface MgtSurface Mgt

Skill ofSkill of Surface Surface ManagementManagement

Surface Management skills are used to distract or deter minor misbehaviors, getting a student back on track without the use of

consequences.

Surface ManagementSurface Management

#1 Planned Ignoring

Deliberately ignoring the inappropriate behavior of one

student while praising the appropriate behavior of

another.Drawn in part from work by Dr. Nicholas Long


#2 Proximity ControlMoving closer to the misbehaving student without actually addressing the problem.

Drawn in part from work by Dr. Nicholas Long


#3 Non-Verbal Interference

Using a subtle gesture, look, sound, or other signal to get

students’ attention and cue them to improve.



#4 Friendly ReminderMaking a simple request for improvement, or subtly recalling a rule or expectation.



#5 Interest Boosting

Giving a student something interesting to do to prevent

them from misbehaving out of boredom.



#6 Disarming HumorMaking a joke or jest to lighten a tense situation or redirect an inappropriate behavior.



#7 Antiseptic Bouncing

Giving a student a chance to escape a tense situation by

completing a task elsewhere.



#8 Tag-TeamingUsing other staff to help when a student is resistant to suggestions or directions.


Group Activity:Group Activity: Surface Surface ManagementManagement

Label each intervention according to the type of

Surface Management technique it represents.

Part 3: Emotional Part 3: Emotional ProblemsProblems

Conflict CycleConflict Cycle

Long’s Conflict CycleEmotional crisis can be defined as “an impulsive reaction to overwhelming stress or misperceptions.” Dr. Nicholas Long’s Conflict Cycle illustrates how a small issue may trigger an avalanche of powerful feelings in a student.

If unmanaged, these overwhelming emotions can lead to impulse behaviors that quickly escalate into a real crisis, especially when peers or adults aggravate the situation.

Background Stress

including Low Self-EsteemTriggering

IncidentOverwhelmin

g Feelings

Impulsive Behavior

Long’s Conflict Cycle

Based on a model created by Nicholas Long, Ph.D.

Negative

Reactions

List stressful issues that your children or youth experience at:

•HOME•SCHOOL•PERSONAL

Jesse’s Conflict with Mr. TaylorJesse’s Conflict with Mr. TaylorAfter reading Jesse’s story, track each element of the Conflict Cycle.

First, put a star beside the TRIGGER INCIDENT.

Then, circle Jesse’s FEELINGS.

Underline his impulse BEHAVIORS.

Box others’ negative REACTIONS.

Phases of EscalationAn understanding of the predictable phases of emotional crises can help us prevent and de-escalate them.

Each phase has a unique goal and a number of helpful strategies.

TACT2 TACT2 Escalation ModelEscalation Model

1. Warning1. Warning

2. Escalation2. Escalation

3. Crisis3. Crisis

4. Recovery4. Recovery

In the In the WarningWarning Phase Phase

1. Warning1. WarningGoal = Goal =

____________Goal = Goal =

PREVENTPREVENTUseful Useful PreventionPrevention Strategies? Strategies?

In the In the EscalationEscalation Phase Phase

2. Escalation2. EscalationGoal = Goal = ____________Goal = Goal = DE-DE-ESCALATEESCALATE

Useful Useful De-escalation De-escalation Strategies? Strategies?

In the In the CrisisCrisis Phase Phase

3. Crisis3. CrisisGoal = Goal = ____________Goal = Goal =

PROTECTPROTECT

Useful Useful ProtectionProtection Strategies? Strategies?

In the In the RecoveryRecovery Phase Phase

4. Recovery4. RecoveryGoal = Goal = ____________Goal = Goal =

RESOLVERESOLVEUseful Useful Resolution Resolution Strategies? Strategies?

Active ListeningReflective listening paraphrases what we hear students saying and feeling, without attempting to insert our own opinions or give unsolicited advice.

"It sounds like you feel ______________________

because/about ____________________________."REASON

EMOTION

This simple technique often calms upset children, helping them talk it out instead of acting it out.

Reflective Listening ExamplesReflective Listening Examples

In each statement, circle the FEELING and underline the REASON.

“So you’re mad about the way Carol kind of shoved the book into your hands. Is that right, Andy?”



“So Willie, you’re confused about why the snowball fight was such a big deal, when you were only playing around.”



“It looks like something happened in health class that really upset you, Jesse.”

Reflective Listening with JesseReflective Listening with Jesse“I hate this school! All the kids make fun of me! And I hate Mr. Taylor’s class too. He’s always mean to me. Today, he asked if anyone knew what HYGIENE meant and someone said ‘Don’t ask Jesse,’ and everyone started laughing -- including HIM! Why can’t I JUST… GO… HOME?”

“It sounds like ______________

about/because/with _________

“It sounds like you got really embarrassed when one of the other students made a mean comment.”

“It sounds like what upset you most was that your teacher was laughing too.”

“It sounds like Mr. Taylor could use a good @$$ whoopin’ in the parking lot after school. What do you think?”

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