invitation to aggression replacement training
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Invitation to Aggression Replacement Training Three Short SentencesTRANSCRIPT
Invitation to Aggression Replacement Training
Mike Canfield Washington State ART Master Trainer/Consultant A 6
hour interaction for People Working with Aggressive Youth
Introductions We: 21 years parenting Foster children that would
otherwise be in a Group home or institution. 1st 4 years in Group
home for up to 10 adol., specialized home since then. Mike-- Child
and Family therapist, last 5 years teaching ART to kids who are on
probation for aggressive behaviors. Beth years as a foster parent
education specialist, teaching pre-service, in-service, and 1 day
workshops Both working towards What works the best to help these
kids take positive control of their lives. Cell phones Side
conversations Invitation to Aggression Replacement Training
Three Short Sentences Invitation to Aggression Replacement
Training
Three Sentences Invitation to Aggression Replacement Training
Invitation to Aggression Replacement Training
A well groomed man in a pinstriped suit cautiously scans the area
before he walks down the worn granite steps. He moves quickly to
the curb and hails a cab. He holds his hat tipped forward as he
steps into the backseat. Who can tell me, What building was he
leaving?What did his hat look like? How many steps?What color was
the taxi? Our brains fill in what we see as missing using our
history/experiences. Why do you think that is? What we fill in is
going to depend on our historys or the stories that we have.
Invitation to Aggression Replacement Training
Common Characteristics of Delinquents Taken from FosterParentScope
curriculum 1. They lack the Skills and Attitudes that make up
effective Pro-Social Behavior The ability to express complaints The
ability to problem solve The ability to handle stress Empathy for
the feelings of others Willingness to help others 3. They function
at a low level of Moral reasoning A sense of fairness A commitment
to justice for everyone Concern for others Anger Control may be
lacking in those we label juvenile delinquents, but one of its
components (self-talk) normally begins at about age 2, when the
toddler; for example, wanting to work the TV buttons and knowing
that it is forbidden, says to herself, No, no no, mustn't, as she
pushes the buttons. Between ages 3 and 6, the child consolidates
and understanding of how to control him or herself, and self-talk
becomes an internal and unconscious process. 2. They Lack the
ability to Control their own anger, namely: The ability to calm
themselves down An awareness of external & internal triggers A
sensitivity to their own body signs that a situation is getting
out-of-hand. The ability to think ahead The ability to evaluate or
reward their own behavior Please notice, while you read this next
hand out that it repeatedly refers to ability not willingness The
imbalance of Self and other Survival, I HAVE to meet my own needs,
no one else will. If I dont I will not survive. When I try to solve
problems or express complaints it doesnt work, I have to try harder
vs. a different way to get my needs met. ART is about making you
more powerful. Its not my fault, I have no choice, everyone is
doing it to me. Our kids are Lacking in the skills and attitudes to
empower themselves They lack control over their own behavior They
usually have a low level of moral reasoning Invitation to
Aggression Replacement Training
A.R.T. is appropriate for youth who: Have Attitudes and Behavior
that lead to Aggression Have a history of aggression Are low
Skilled At any age. Expectations would vary, depending on any
disabilities, but still works Invitation to Aggression Replacement
Training
Social Skills Training Behavior Component Anger Control Training
Emotional Component Research shows that you need all three! Moral
Reasoning Training Values Component Invitation to Aggression
Replacement Training
Kohlbergs Levels of Moral Reasoning Level 1:Power Might Makes
Right, Behavior is Focused on the Avoidance of Punishment. In
Absence of Punishment or Threat of Punishment anything goes. Level
2:Deals You scratch my back and Ill scratch yours.Individual
maintains relationships and obeys rules because they perceive it to
be to their own advantage. Negative form involves revenge. Level
3:Mutuality Do unto others as you would have them do unto
you.Person behaves in a pro-social manner because they wish to be
treated as a good person.They treat others well in hopes that they
will be treated well.Wish to maintain rules and authority that
support good behavior. Level 4:Systems Am I Contributing?Person
behaves in a pro-social manner because they have agreed to follow
the law except in extreme cases where laws conflict with other
agreed upon social duties.Person develops conscience and guilt.Laws
are needed to avoid social chaos. Moral Reasoning Pro-social
Potential In Antisocial Youth
Invitation to Aggression Replacement Training Moral Reasoning
Pro-social Potential In Antisocial Youth Antisocial youths affirm
the importance of moral values (Gregg, Gibbs, Basinger, 1995) Given
a choice, they would choose a non-violent, caring world. Most can
propose responsible decisions to hypothetical social problem
situations.(Gibbs, Potter, Goldstein, 1995)
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Sociomoral Development & Delay
Invitation to Aggression Replacement Training Sociomoral
Development & Delay People will behave in a manner consistent
with how they think. Delay in thought and behavior presents two
problems: prolonged immaturity in moral reasoning persistent and
pronounced cognitive distortions ______stay stuckin early
stagesThinking errors get additional strength Persistent and
Pronounced Cognitive Distortions
Invitation to Aggression Replacement Training Persistent and
PronouncedCognitive Distortions Thinking Errors Self-centered
Thinking Assuming the Worst Blaming Others Minimizing / Mislabeling
face should come
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Self Centered Thinking
Invitation to Aggression Replacement Training Self Centered
Thinking Self-Centered Thinking:Individual thinks his/her own
immediate needs, wants, thoughts, feelings, and desires are most
important.Individual may ignore his/her own long term best
interests and does not care about the needs, wants, thoughts,
feelings, and desires of others. Invitation to Aggression
Replacement Training
Self-Centered If I see something I like, I take it. If I lie to
people, thats nobodys business but my own If I really want to do
something, I dontcare if it is legal or not. When I get mad, I dont
care who gets hurt.
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Invitation to Aggression Replacement Training
Assuming the Worst Assuming the Worst:Belief that self and other
cannot improve.Believing the worst about people and the
world.Assuming hostile intent without sufficient evidence that
hostile thoughts exist. Invitation to Aggression Replacement
Training
Assuming The Worst Things arent going to get better attitude. You
might as well steal. If you dont take it, somebody else will. I
might as well lie---when I tell the truth, people dont believe me
anyway. People are always trying to hassle me. You should hurt
people first, before they hurt you.
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Invitation to Aggression Replacement Training
Blaming Others Blaming Others: View of the world where individual
is not at fault.Problems are the fault of another person, group or
momentary deviation (e.g. being in a bad mood, being drunk, being
high, etc.) Victim is blamed for being victimized.Individual takes
little or no responsibility. Invitation to Aggression Replacement
Training
Blaming Others If people dont cooperate with me, its not my fault
if someone gets hurt. People force me to lie when they ask me too
many questions. When I lose my temper, its because people try to
make me mad. If someone is careless enough to lose a wallet, they
deserve to have it stolen.
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Minimizing/Mislabeling
Invitation to Aggression Replacement Training
Minimizing/Mislabeling Minimizing/mislabeling:Viewing anti-social
behavior as causing no real harm.Labeling anti-social behavior as
acceptable or admirable. Referring to others with belittling or
dehumanizing labels. Minimizing/Mislabeling
Invitation to Aggression Replacement Training
Minimizing/Mislabeling Everybody lies. Its no big deal. If you know
you could get away with it,only a fool wouldnt steal. People who
get beat up badly probably dont suffer a lot. You have to get even
with people whodont show you respect.
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Jims Problem Situation
Invitation to Aggression Replacement Training JimsProblem Situation
Jim and Derek are high school friends. Jim, whose birthday is
coming up, has mentioned to Derek how great it would be to have a
CD player to listen to music while he goes about his job driving a
van. Derek steals a CD player from a car in the school parking lot
and gives it to Jim for his birthday. Jim is appreciative, not
realizing the present is stolen. The next day Jim sees Scott,
another friend. Jim knows Scott has a CD player and is good at
electronics. Jim mentions that he got a CD player for a birthday
present and asks Scott to come over to help install it. Sure, Scott
says with a sigh. You look down, Scott. Whats wrong? Jim asks. Oh,
I was ripped off, Scott says. Oh, boy. What did they get? Jim asks.
My CD player, Scott says. Scott starts describing his stolen CD
player. Later, Jim starts thinking about how odd it is that Scotts
CD player is stolen just at the time Derek gave him one. He gets
suspicious and calls Derek. Sure enough, Derek confesses that he
stole it, and the car he stole it from turns out to be Scotts car!
Its time for Scott to arrive to help Jim install the CD Player.
Scott will probably recognize the CD player as his. Scott is at the
door, ringing the doorbell. What should Jim-the one who got the
stolen birthday present from Derek say or do? Read the story Get
Responses for each possible answer. Whiteboard the answers Talk
with high responders about why they answered that way Suggest they
keep this story in mind as we move on. Jims Problem Situation
Questions
Invitation to Aggression Replacement Training Jims Problem
Situation Questions 1. Should Jim tell Scott that Derek took Scotts
CD player? Should tell Shouldnt tell Cant decide 2. How good a
friend is Derek? Would Jim be able to trust Derek not to steal from
him? Yes, could trust No, couldnt trust Cant decide 3. Derek stole
the CD player for a good cause (Jims birthday). Does that make it
all right for Derek to steal the CD player? Yes, all right No, not
all right Cant decide Volunteers from each answer group When this
is done in groups, the adol. Expect everyone to have their same
answer. 4. What if Derek didnt steal the CD player from Scotts car?
What if instead Derek stole the CD player from a strangers car?
Then would it be all right for Derek to steal the CD player for
Jims birthday? Yes, all right No, not all right Cant decide Setting
up a Social Decision Making Meeting
Invitation to Aggression Replacement Training Setting up a Social
DecisionMaking Meeting Promoting the development of sociomoral
reasoning. When you use this in your home.. When setting it up,
there are 4 phases. Next page Invitation to Aggression Replacement
Training
Ground Rules 1. Never Put down or threaten anyone 2. Listen to what
others have to say. 3. If you criticize anyone, give that persona
chance to answer. 4. Stay on the subject when you disagree. 5.Never
talk to anyone outside the group about what is said in the group.
Phase 1: Introducing the Problem Situation
Invitation to Aggression Replacement Training Phase 1: Introducing
the Problem Situation Ground rules for discussion All group members
must understand clearly what the problem situation is and how it
relates to their lives. Questions are raised to stimulate
discussion The kids in group are often times surprised that
everyone does not see things the same way they do. Phase 2:
Cultivate Mature Morality
Invitation to Aggression Replacement Training Phase 2:Cultivate
Mature Morality Reinforce the potential for mature morality Ask
group members who answered with positive decisions for their
reason(s) for those decisions. Record those reasons on an easel pad
or whiteboard for group consideration. Reasons for negative
decisions will be listed separately after the reasons for positive
decisions.
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Phase 3: Remediate Moral Developmental Delay
Invitation to Aggression Replacement Training Phase 3: Remediate
Moral Developmental Delay Challenging individuals to consider
other, more mature, viewpoints Invite the negative group members to
explain their views Publicly record on an easel pad or chalkboard
the explanations or reasons for their decisions Invite members of
the majority to respond
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Phase 4: Consolidate Mature Morality
Invitation to Aggression Replacement Training Phase 4: Consolidate
Mature Morality Group leader seeks consensus for positive decisions
and mature reasons. Goal is to convert as many of the positive
majority positions as possible into unanimous group decisions.
Groups culture becomes more positive and cohesive.
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Practice Divided Room Mature Cant decide Immature List
responses
Facilitated Discussion Invitation to Aggression Replacement
Training
What Can Adults Do? Model higher levels of Moral Development
(Study) Look for teaching opportunitys related to Moral dilemma's
Have a social decision making meeting with the child and family
members or other youth as the situation dictates. 1.Establish the
ground rules. 2.Define the real problem situation. 3.Cultivate
mature morality from family members or brainstorm other possible
realities. 4.Remediate Moral developmental delays by listing youths
reasoning. 5.Consolidate mature morality by comparing the youths
list to more mature family responses. (or brainstorm ) You can take
advantage of TV, music To talk about moral reasoning, Social Skills
Training Teaches discrete Skills with discrete Steps
Invitation to Aggression Replacement Training Social Skills
Training Teaches discrete Skills with discrete Steps Behavioral
Component of A.R.T. Effective for:Aggressive Shy Withdrawn Immature
Low Skilled Developmentally Delayed Some of the 50 skills (not just
ones used in ART) are helpful for these There are a total of 50
shills for adolescent 50-60 forpre-school and grade school age
children These skills address these children along with aggressive
Social Skills Training is Habilitation
Invitation to Aggression Replacement Training Social Skills
Training is Habilitation Is Habilitation not Rehabilitation Teaches
Discrete Skills with Discrete Skill Steps Use of Skill Leads to
Pro-Social, Non-Aggressive Outcome Rehabilitation means they had it
and lost it. Habilitation is teaching it for the first time. Skill
streaming makes the assumption that the learner is weak or lacks a
behavioral skill or skills within his or her repertoire. Believing
orknowing that the child lacks the skill to act productively in
given situations lessons the frustration frequently experienced by
adults. It allows the adult to focus on teaching the missing skills
rather than seeing the behavior as purposeful. We (the adults) can
look at what are they trying to tell us with their
behavior?Historically interventions concentrated on disciplineie:
time out, loss of privileges. Reinforcement to increase positive
behaviors were used, although it is necessary to wait for the
behavior to reinforce,which ends up to infrequent Teaching
pro-social skills provides more opportunity to be successful. Which
increases self esteem: external pos and neg. is determined by
others puts the others in power, which can foster feelings of
helplessness. When the child learns to handle conflict in pos. ways
they also learn a sense of responsibility and control. They can see
the connection (cause and effect), when they learn that they have
the skills and ability to effect change. Their self esteem is
likely to improve. Interactive, Easy to Learn, Fun to Do Invitation
to Aggression Replacement Training
Making a Complaint 1.Decide what your complaint is. 2.Decide what
you would like done about it. 3.Decide whom to complain to. 4.Tell
that person your complaint and what you would like done about it.
5.Ask if he/she can and will do what you have suggested. Describe
steps, get 5 audience, model At home ask whoever else is there to
watch for mistakes. Have them look at handout. Get a partner.role
play making a complaint. Fill out the form for skillstreaming steps
to making a complaint. Youve nowwatched it, read, practiced, and
written itthe next step in transfer training is to take it home and
use it in the real world. Why are all 5 steps important. Practice
1.Decide what your complaint is.
Find a partner Decide whom will receive the complaint Think about a
complaint a child might have. Go trough the steps Give feedback
Switch 1.Decide what your complaint is. 2.Decide what you would
like done about it. 3.Decide whom to complain to. 4.Tell that
person your complaint and what you would like done about it. 5.Ask
if he/she can and will do what you have suggested. Invitation to
Aggression Replacement Training
What Can Adults Do? Social Skills When a problem happens due to a
youths lack of skills, see it as a teaching moment. 1. Stay Calm
and see the problem as a skill deficit. 2. Decide what skill is
lacking (50 available). 3. Work through the situation when
possible. 4. Encourage an opportunity to try a do-over. If they are
able to role play a positive outcome, reward them. 5. Model and
Practice social skills on a regular basis. Watch closely for
teaching moments. Model: Child asked for something in a very rude
manner (give me pop) you say I want to say yes, I cant say yes when
you ask me the way you did. I can model , the skill Making a
complaint then let him practice the skill answering a complaint
then Understanding the feelings of others, GREAT, now I can say
yes. What happened? What happens when you talk to people that way?
Does your need get met? WOW you took charge and got your need met!
Invitation to Aggression Replacement Training
Anger Control Training Emotional Component Teaches anger arousal
recognition, reduction, and avoidance (Domain 10) Purpose of ACT
Reduce Anger Arousal Frequency Provide Anger Control Techniques
Increase Pro-social Behavior Invitation to Aggression Replacement
Training
ANGER CONTROL CHAIN Triggers Body Signs Reducers Reminders Thinking
Ahead (If Then) Social Skill Self-Evaluation Invitation to
Aggression Replacement Training
ANGER Introduce and Sell ACT Everyone Becomes Angry Feindlers
Levels of Anger (Frequency and Intensity) Things Happen When People
Become Angry Personal Power Tools of ACT versus Single Tool of
Fighting ABCs of Anger Action Behavior Consequence Brainstorm
People Who Have Good Anger Control and Poor Anger Control Frequency
and Intensity ABCs of Anger Control Action Behavior Consequences
Tool Box Aggression Social Skill Anger Control Moral reasoning Good
Control of Their Anger Poor Control of Their Anger Invitation to
Aggression Replacement Training
What can you do with your personal power? How can you give your
personal power away? PersonalPOWER Dont change slide to fast!! Who
do you know that is powerful? What happens if they use aggression?
Are they still powerful? Anger Control Training Definitions
Invitation to Aggression Replacement Training Anger Control
Training Definitions Triggers: External Things that happen outside
of a person about which they become angry. Internal Statements made
to self interpret an external trigger that lead to higher levels of
anger arousal. Body Signs:Physical signs that let a person know
they are becoming angry. (e.g. shortness of breath, clenched
fists,..) Anger Reducers: Deep Breathing, Backward Counting and
Pleasant Imagery Reminders: Short positive self statements designed
to decrease anger arousal. (e.g. Im OK, Its no bigdeal, Its not
worth it.) Thinking Ahead:Individual judges internal and external
short term and long term consequences of intended behavior. Social
SkillPro-social behavior leading to positive outcomes.
Self-Evaluation:Individual judges how well they handled a situation
then self-coachesand/or self-rewards. Lets Practice Triggers:
External Things that happen outside of a
person about which they become angry. Internal Statements made to
self interpret an external trigger that lead to higher levels of
anger arousal. Body Signs:Physical Signs that let a person know
they are becoming angry.(e.g. shortness of breath, clenched
fists,..) Practice Anger Reducers: Pleasant Imagery
Triggers: External Things that happen outside of a person about
which they become angry. Internal Statements made to self interpret
an external trigger that lead to higher levels of anger arousal.
Body Signs:Physical Signs that let a person know they are becoming
angry.(e.g. shortness of breath, clenched fists,..) Anger Reducers:
Deep Breathing, Backward Counting Pleasant Imagery (e.g. Im OK, Its
no big deal, Its not worth it.)
Triggers: External Things that happen outside of a person about
which they become angry. Internal Statements made to self interpret
an external trigger that lead to higher levels of anger arousal.
Body Signs:Physical Signs that let a person know they are becoming
angry.(e.g. shortness of breath, clenched fists,..) Anger Reducers:
Deep Breathing, Backward Counting Pleasant Imagery Reminders:Short
positive self statements designed to decrease anger arousal. (e.g.
Im OK, Its no bigdeal, Its not worth it.) Triggers: External Things
that happen outside of a
person about which they become angry. Internal Statements made to
self interpret an external trigger that lead to higher levels of
anger arousal. Body Signs:Physical Signs that let a person know
they are becoming angry.(e.g. shortness of breath, clenched
fists,..) Anger Reducers: Deep Breathing,Backward CountingPleasant
Imagery Reminders:Short positive self statements designedto
decrease anger arousal. (e.g. Im OK, Its no bigdeal, Its not worth
it.) Thinking Ahead: Individual judges internal and external short
term and long term consequences of intended behavior. Social
Consequences? Social Skill Pro-social behavior leading to positive
outcomes.
Triggers: External Things that happen outside of a person about
which they become angry. Internal Statements made to self interpret
an external trigger that lead to higher levels of anger arousal.
Body Signs: Physical Signs that let a person know they are becoming
angry.(e.g. shortness of breath, clenched fists,..) Anger Reducers:
Deep Breathing,Backward CountingPleasant Imagery Reminders:Short
positive self statements designedto decrease anger arousal. (e.g.
Im OK, Its no bigdeal, Its not worth it.) Thinking Ahead:
Individual judges internal and external short term and long term
consequences of intended behavior. Social Consequences? Social
SkillPro-social behavior leading to positive outcomes.
Self-Evaluation:Individual judges how well they handled a situation
then self-coachesand/or self-reward Invitation to Aggression
Replacement Training
Angry Behavior Cycle Triggers Triggers Weve looked at how you get
mad. Now lets look at what you do that makes other people mad. List
3 things you do that irritate/trigger others.
1. 2. 3. if you eliminated a trigger?
What difference would it make if you eliminated a trigger?
Invitation to Aggression Replacement Training
What Can Adults Do? Model Anger Control Skills on a daily basis.
Remind youth about the Anger Control Chain and practice typical
anger provoking situations. Look for teaching opportunities,
intervene at the earliest possible time and have the youth fill out
a Hassle Log. Offer the child the opportunity to have a Do over. If
they role play the situation resulting in a positive outcome,
reward them.