Safety-Professionalism-Beliefs-Understanding Training

LONG BRANCH PUBLIC SCHOOLS 2016

Safety
Professionalism
Beliefs
Understanding

Introducing LBPS Training

LBPS Training Mission

The mission of LBPS Training is to provide
professional training that is based upon an
uncompromising respect for the dignity of all
persons and a recognition that best practice
training contributes to safety, positive growth and

improved performance.

LBPS Training

The Teacher

“I have come to a frightening conclusion. I am the decisive
element in the classroom. It is my personal approach that
created the climate. It is my daily mood that makes the
weather.

As a teacher, I possess tremendous power to make a child’s
life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or
heal.

In all situations it is my response that decides whether a
crisis will be escalated or de-escalated and a child
humanized or dehumanized.”

~ Dr. Haim Ginott



LBPS Training

Safety

a. Organization’s mission statement

b. Professional responsibility for the individual’s
safety

c. Least restrictive alternative (LRA) supports

emotional and psychological safety; using the least amount
of restriction necessary to manage the individual

LBPS Training

Reality of the Individual

a. Behavior can be examined as
1) Coping
2) Spontaneous
3) Manipulative/learned

b. Opportunity for therapeutic staff interaction
1) Explore reason for the behavior
2) Collaboratively examine alternative behaviors
3) Enhances relationship building

LBPS Training

Professionalism

a. Adhere to “Best Practice Guidelines”

b. Implement a nationally recognized curriculum

c. Create & maintain a positive normative culture

Should match organization’s policies, procedures and best
practice guidelines

d. Provide on-going training & supervision



Positive Growth & Behavior

Positive Beliefs

a. All individuals have strengths & can be motivated

b. Failure to demonstrate strengths does not mean they
do not exist

c. Treatment, education and behavior support planning
should be strength based

d. All types of interventions need to be positive

e. Positive beliefs promote feelings of safety & healthy
relationships

Positive Growth & Behavior

Maslow’s Hierarchy of Needs

• Highest values, truth, goodness

Self-
actualization

Self-esteem • Respect, competence, efficacy

Love & Belonging • Participation, closeness,
Safety & Security intimacy, caring

Physiological • Predictability,
control, structure

• Water, food,
shelter, sleep



Understanding Individuals

Group Interactions

a. Polsky’s Diamond Leaders

1) Leaders Lieutenants
2) Lieutenants
3) Members Members
4) Status seekers
5) Scapegoats Status Seekers

b. Social variables Scape-
Power, achievement & affiliation goats

Understanding Individuals

Group Interactions

c. The Bullying Circle

Bullying is one of the triggers that often
leads to misbehavior, that when not
addressed effectively, could lead to a
crisis incident.

Understanding Individuals

Bullying Behaviors

The Bullying Circle - Olweus

Want to bully; start the Individuals Defenders Dislike the bullying &
bullying & play a Who Bully help or try to help the
leader role individuals being bullied

Positive toward the Followers Individual Possible Dislike the
bullying & take Being Defenders bullying; think they
active part; do not Bullied should help
usually initiate; do individual being
not play lead role bullied, but do
nothing

Supporters actively Supporters or Disengaged Do not get involved or
and openly support the Passive Onlookers take a stand; no active
bullying Passive Supports participation in either
direction
Supporters like the

bullying, but do not show

outward signs of support

Adapted from “Olweus Bullying Prevention Program Teacher Guide”. Reprinted by permission of Hazelden Foundation, Center City, MN.



Behaviors of Concern

Behavior Categories

1. Carry In Behavior motivated by stimuli located
2. Carry over outside of the environment
3. Tune in
i.e. gang/neighborhood conflicts, legal issues,
family relationships

Behavioral issues that are generated from
within the program

i.e. primary strategy deficiencies, bullying, over-
stimulation, peer to peer, staff to peer

Behavior occurs when an individual is
reminded of past traumatic experience

i.e. smells, sights, appearances, sounds,
interactions, transitions

Behaviors of Concern

Behavior Characteristics

1. Behaviors of concern are Temporary
2. Behaviors of concern are Cyclical
3. Behaviors of concern are Potentially Aggressive
4. Behaviors of concern are Sequential

Behaviors of Concern

They are Temporary

They do not last forever!

They are Cyclical Behaviors of Concern
“Behavior Cycle”

INVITATION/
STIMULUS

Internal…External

ACTION CONSEQUENCE THOUGHTS

Unacceptable… Negative…Positive Negative…Positive
Acceptable

FEELINGS Nicholas Long

Negative…Positive

Behaviors of Concern

They are Potentially Aggressive

1) Aggression Theories

a) Innate: It is instinctual

(Freud/Lorenz)

b) Frustration: It is a function of unmet needs

(Dollard)

c) Learned: It is developed through experiences

(Bandura/Sleg)

Behaviors of Concern

They are Potentially Aggressive

2) Aggression Types
a) Active physiological responses that prepares the body for

fight or flight (deeper respiration, dilated pupils, etc.)

b) Passive expression of negative feelings, resentment &

aggression in an unassertive passive way (procrastinates,
stubborn)

c) Counter human instinct that occurs when individuals join

in with acting-out individuals by internalizing their aggression
“road rage”

Behaviors of Concern

They are Potentially Aggressive

3) Insult behavior

a) Characteristics “physical appearance/mannerisms”
b) Home & hearth “what staff value”
c) Professionalism “how staff do their job”

4) Oppositional & defiant behavior

a) Making deals
b) Needing to have the last word
c) Blatant rule violation
d) Constantly questioning “Why?”
e) Playing one staff against another
f) Refusal to comply
g) Loopholes

They are Sequential Behaviors of Concern
“Behavior Curve”

Peak

Out-of-Control Period

Logical cognitive process & decision making is
impaired (EGO Collapse) & behavior is impulsive.

Period of Period of

Escalation De-escalation

Individual (EGO) calls EGO directs
upon existing coping withdrawal.
skills to resolve the Acceptable behavior
problem or to reduce is starting to return.

anxiety.

Stimulus Controlled Behavior

They are Sequential Behaviors of Concern
“Behavior Curve”

Out-of-Control Period

Violent attacks - Destructive acts
Flushed appearance - Hyperventilation

Period of Escalation Period of De-escalation

Aggressive Slower movements
Rapid breathing Relaxed muscles
Tense muscles Emotional
Hostile remarks Calm voice
Verbal complaints Seeks alone time
Restless Exhaustion

Stimulus Controlled Behavior

They are Sequential Behaviors of Concern

“Behavior Curve” – Temper Tantrum

Either Or! / No! No!

Power Behavior Leave Me Alone!
Activity

Help! Help!

“Alexithemia”

Power Behavior
Response

Rumble Coping Response Hangover
Grumble Anxiety
Impotence
Response

Stimulus Controlled Behavior

A. Trieschman



If the only tool you have
is a hammer, you treat everything

like a nail.

~ Abraham Maslow

Responding to BOCs

Considerations

a. Remain alert to

1) Appearance / body language
2) Eyes
3) Muscles
4) Mood
5) Posture
6) Respiration
7) Voice

a) Tone
b) Rate
c) Volume

Responding to BOCs

Considerations

b. Pay attention to…

1) Size
2) Skills
3) Medications
4) Agenda
5) Histories

a) Medical
b) Abuse
c) Relationships

Considerations Responding to BOCs

c. Environmental factors Can bad things
happen if staff do
1) Floor surface not pay attention to
2) Temperature their environment?
3) Lighting
4) Sound
5) Inside or outside
6) Public or private
7) Other individuals
8) Other staff
9) Furniture
10) Potential weapons
11) Exits
12) Communication device

Responding to BOCs

Manage Self

2. Negative responses

1) Freeze
2) Overreact
3) Disrupted motor response
4) Irrational thought process
5) Aggression (passive, counter and/or active)

Responding to BOCs

Manage Self

Factors that influence staff response

a) Staff’s mood
b) Unmet professional expectations
c) Feelings of rejection and/or helplessness
d) Violation of staff’s personal values and beliefs
e) Prejudging individuals
f) Unfinished psychological business
g) Caught up in an individual’s own Behavior Cycle

Responding to BOCs

Counter Aggression Cycle

Client/Student Staff Behavior
IBnedhivaivdiuoarl’s Staff’s Behavior
Behavior

Stimulates

Client/Student Staff’s
CognInitdivivei/dEumaol’tsion Cognitive/Emotion
CognRietiavcet/iEomn otion
Reaction
Reaction

Moving from negative interactions towards positive interactions

Responding to BOCs

Manage Self

b. Positive responses “Professional Courage”
1) Ignore inconsequential behavior
2) Walk away then re-engage
3) Share feelings
4) Self-talk

a) Components
1. Perception
2. Interpretation
3. Behavior

b) Guiding self-talk – “STAR”

1. Stop
2. Think
3. Analyze
4. Respond

LBPS Administration

Michael Salvatore, Ph.D. Superintendent
Alvin L. Freeman, Assistant Superintendent
JanetLynn Dudick, Assistant Superintendent for Pupil & Personnel Services
Peter E. Genovese III, School Business Administrator/Board Secretary
Nancy L. Lalenti, Assistant Business Administrator & Assistant Board Secretary

Walter J. O’Neill, District Public Safety Liaison

Board of Education 2016

Rose M. Widdis, President
Bill Dangler, Vice President
Mary L. George
Avery W. Grant
Michele Critelli, Ed.D.
Armand R. Zambrano, Jr
James N. Parnell
Donald Covin
Caroline Bennett