AGGRESSION REPLACEMENT TRAINING

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AGGRESSION REPLACEMENT TRAINING LIFE SPACE
CRISIS INTERVENTIONA Multi-Modal Approach

• Robert Oliver, ED.D.
• Mark Amendola, CSW

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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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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.

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Moments in America for Children 1
Moments in America for Children
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Where America Stands 1
Where America Stands
Among Industrialized countries, the United States
ranks
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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

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Personal Approach

• Unrealistic Optimism
• Pessimism
• Realistic

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Physical Abuse

• Punch
• Kick
• Shake
• Choke
• Burn

• Shoot
• Stab
• Smack
• Spank
• Swat

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Verbal Abuse

• Character Attacks
• Competence Attacks
• Example How could you be so
  stupid?
• Background Attacks
• Example Youre just like your
  father a loser.
• Physical Appearance Attacks
• Example Must you always look like
  a slob?
• Maledictions
• Example Youll never amount to
  anything.
• Teasing
• Ridicule
• Threats
• Swearing
• Nonverbal Emblems
• Example Making derogatory faces

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Coercive Parenting

• Threatening, yelling, corporal punishment
• High frequency
• Noncontingent
• Start-ups, counterattacks, escalation of
  conflicts
• Inconsistent reaction after escalation
• Giving up
• Exploding
• Negative reinforcement of childs coerciveness

• Frequent, vague commands
• Low levels of warmth, involvement, empathy
• Strict and lax monitoring of childs behavior
• Nattering
• Empty threats
• Pleading
• Nagging
• Scolding

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Development of Aggression in Childhood
Coercive Parenting Early Aggression Peer
Rejection Social
Isolation Attribution of Hostile
Intent Affiliation with Antisocial Peer
Group Inadequate Social Skills
Development Continued High Levels of Aggressive
Behavior
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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)

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Skillstreaming the AdolescentGroup 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

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Skillstreaming the AdolescentGroup II Advanced
Social Skills

• Asking for Help
• Joining In
• Giving Instructions
• Following Instructions
• Apologizing
• Convincing Others

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Skillstreaming the AdolescentGroup III Skills
for Dealing with Feelings

• Knowing Your Feelings
• Expressing Your Feelings
• Understanding the Feelings of Others
• Dealing with Someone Elses Anger
• Expressing Affection
• Dealing with Fear
• Rewarding Yourself

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Skillstreaming the AdolescentGroup 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

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Skillstreaming the AdolescentGroup 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

• Responding to Persuasion
• Responding to Failure
• Dealing with Contradictory Messages
• Dealing with an Accusation
• Getting Ready for a Difficult Conversation
• Dealing with Group Pressure

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Skillstreaming the AdolescentGroup 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

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Skillstreaming the AdolescentSkill 2 Starting a
Conversation

• Steps
• Greet the other person.
• Make small talk.
• Decide if the other person is listening.
• Bring up the main topic.

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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.

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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.

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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.
• 
  

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Anger Control Training
Triggers 1. External 2. Internal Cues Reducer
s Reminders Self-Evaluation Skillstreaming
Skill Use
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The Being ModelPhilip R. Belzunce, Ph.D.

• The Inner Being
• The Environment and Creative Adjustments
• The External Self

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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.

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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.

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Life Space Crisis Intervention

• The skill of processing a students verbal abuse,
  distorted thinking, and defensive statements
  without losing ones professional direction,
  temper and self-confidence.

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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 childs limitations.
  

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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.

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Stage Two The Timeline Stage

• The goal is to discover what happened from the
  childs point of view as he/she remembers.
• Ask clarifying questions Columbo

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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 students
  pattern of perceiving, thinking, feeling, and
  behaving?

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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.

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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

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Stage Six Transfer of Training Stage

• The adult prepares the student to resume the
  ongoing activity and to practice his/her new
  skills.

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Six LSCI Reclaiming Interventions

• Red Flag Carry-In
• Reality Rub
• New Tools
• Symptom Estrangement
• Massaging Numb Values
• Manipulation of Body Boundaries