for use by certified tact2 trainers. any other use prohibited. copyright 2014 by steve parese, ed.d....
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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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20152015
Annual StaffAnnual Staff RecertificatioRecertificatio
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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
Immediately Dangerous?
Not Immediately Dangerous?
TACT-2 MODELTACT2 MODEL
List 2-3 conditions that are Immediately
Dangerous
Immediately Dangerous?
Not Immediately Dangerous?
TACT-2 MODELTACT2 MODEL
CRISIS RESPONSE1. Redirect 2. Remove 3. Restrict
4. Restrain
Immediately Dangerous?
Not Immediately Dangerous?
TACT-2 MODELTACT2 MODEL
Deliberate
Emotional
CORRECTION1.Reminder2.Warning3.Confrontation
COUNSELING1.Give Space
2.Active Listening
3.Problem Solving
Immediately Dangerous?
Not Immediately Dangerous?
TACT-2 MODELTACT2 MODEL
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?
2. Your PROFESSIONAL 2. Your PROFESSIONAL JUDGMENT?JUDGMENT?
a. “Is it immediately dangerous or not?”
b. “Is it probably deliberate or probably emotional?”
c. “Because it is deliberate, which of the three corrective responses is most appropriate?”
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?”
3. Your PROFESSIONAL 3. Your PROFESSIONAL JUDGMENT?JUDGMENT?
4. Your PROFESSIONAL 4. Your PROFESSIONAL JUDGMENT?JUDGMENT?
a. “Is it immediately dangerous or not?”
b. “Is it probably deliberate or probably emotional?”
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
Surface ManagementSurface Management
#2 Proximity ControlMoving closer to the misbehaving student without actually addressing the problem.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#3 Non-Verbal Interference
Using a subtle gesture, look, sound, or other signal to get
students’ attention and cue them to improve.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#4 Friendly ReminderMaking a simple request for improvement, or subtly recalling a rule or expectation.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#5 Interest Boosting
Giving a student something interesting to do to prevent
them from misbehaving out of boredom.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#6 Disarming HumorMaking a joke or jest to lighten a tense situation or redirect an inappropriate behavior.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#7 Antiseptic Bouncing
Giving a student a chance to escape a tense situation by
completing a task elsewhere.
Drawn in part from work by Dr. Nicholas Long
Surface ManagementSurface Management
#8 Tag-TeamingUsing other staff to help when a student is resistant to suggestions or directions.
Drawn in part from work by Dr. Nicholas Long
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?”
Reflective Listening ExamplesReflective Listening Examples
In each statement, circle the FEELING and underline the REASON.
“So Willie, you’re confused about why the snowball fight was such a big deal, when you were only playing around.”
Reflective Listening ExamplesReflective Listening Examples
In each statement, circle the FEELING and underline the REASON.
“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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