Low arousal approach. - understanding, managing and assisting confrontational kids. Bo Hejlskov Elvén Clinical psychologist
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1 Low arousal approach - understanding, managing and assisting confrontational kids Bo Hejlskov Elvén Clinical psychologist
2 Plato, born 422 BC Plato thought that children are savages that must be tamed and disciplined Others that have supported that view are Augustin and Calvin
3 Aristotle, born 389 BC Aristotle thought that children are immature adults who need nurturing and support in order to grow into good adults This view is the base of developmental psychology and is supported by neuropsychological and behaviour genetic research And is beautifully operationalised Freinet s thinking
4 McGregor 1960 McGregor described in 1960 two core beliefs about staff that colours our management - X - that staff are lazy and needs to be motivated, controlled and monitored - Y - that staff are autonomous doing their best according to their prerequisites
5 Change of perspective Ross Greene talks about a change of perspective Greene thinks it s a matter of core beliefs - Do we believe that the child is doing it on purpose? - Or is doing his or her best?
6 Change of perspective We might not know exactly what this change of perspective is But we know exactly when it happens - 20 years ago a diagnosis did it There might be other factors Attribution is probably a big part of it
7 The parking attendant Attributional theory example If you get a parking ticket you have two possible thoughts - I put the car in the wrong spot. That was stupid - The parking attendant is an idiot - The last thought doesn't make you choose another spot tomorrow - And you will get a new parking ticket - Which confirms your opinion: They are idiots - And you do not learn anything
8 Kids do well if they can (Ross W. Greene)
9 Or he or she cannot live up to our demands or expectations regarding - Understanding the consequences of one's own behaviour - Flexibility - Endurance - Impulse control - Social abilities - Etc
10 Affect Regulation When the demands are too high we use solutions and strategies - Refusing
11 Affect Regulation Affect intensity Affect trigger Chaos No control Self control Time
12 Affect Regulation No control Self control Affect intensity Affect trigger Time
13 Affect Regulation Affect intensity Affect trigger Chaos No control Self control Time
14 Affect Regulation Affect intensity Affect trigger Kaos No control Self control Time
15 Affect Regulation Strategies - Refusing - Lying Affect intensity Affect trigger Kaos No control Self control Time
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17 Affect Regulation Affect intensity Affect trigger Kaos Strategies - Refusing - Lying - Running away - Hitting - Self harm No control - Threats Self control - Bad names Time
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19 Moral pop-out effect Ana Gantmans research tells us that we process moral information faster than other information This means that we have a tendency to view behaviour through a moral filter
20 Moral pop-out effect That s why we often fail to see the strategy for keeping self control But view challenging behaviour as immoral behaviour Judging behaviour instead of understanding it Maybe the change of perspective is starting to suppress the moral pop out effect Making it a cognitive process and thereby affected by stress
21 Tools The basic rule: 1. Manage best you can without escalating the situation 2. Evaluate 3. Change what needs to be changed so that it doesn't happen again
22 Tools The basic rule: 1.Manage best you can without escalating the situation 2. Evaluate 3. Change what needs to be changed so that it doesn't happen again
23 Affect Contagion Affect is contagious - we feel other's affects Using mirror neuron systems Mirroring muscle tension
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27 Method: Low arousal approach Affect intensity Affect trigger Chaos No control Self control Time
28 Low Arousal Approach Keep calm Avoid dominating eye contact Calm voice with no jaw tension Divert attention
29 Low Arousal Approach Keep the distance - When the student steps backwards you step backwards as well - Step backwards in demand situations
30 Low Arousal Approach Do not stand opposite
31 Low Arousal Approach Do not stand opposite A little on the side is better
32 Low Arousal Approach Sit down when the child is agitated Avoid a marked body language Pretend to be walking home from the pub Avoid being infected by the child s tension Make sure your calm is contagious
33 Method: Chaos Affect intensity Affect trigger Chaos No control Self control Time
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35 Low Arousal Approach - When In Chaos Wait- it is often enough Make other kids leave Avoid touching with tense muscles Relax when somebody grabs you
36 Low Arousal Approach - When In Chaos And in emergency situations when you need to grab someone - Use the child's own movement instead of restraint - Let go after a few seconds
37 Metod: Deescalation Affect intensity Affect trigger Chaos No control Self control Tid
38 Low Arousal Approach Stay calm Wait Clean up the mess Divert onwards
39 Metod: Calm again Affect intensity Affect trigger Chaos No control Self control Tid
40 Tools The basic rule: 1. Manage best you can without escalating the situation 2.Evaluate 3. Change what needs to be changed so that it doesn't happen again
41 Calm phase Affect intensity Affect trigger - What were happening just before the crises? - What did we expect the child to be able to? - Did the child fail to live up to our expectations Chaos because of a lack of supporting structures? No control - Did our behaviour trigger Self the control crises? - How can we make sure it won't happen again?
42 Escalation phase Affect intensity - What strategies did the child use? - Were they OK? - Did the child have any chances of calming down on his own? - Did we cause the escalation by using strategies that were counter Chaos productive? - Did we raise the demand level? - Did Affect we trigger use deescalation strategies? - How was our body language and use of voice? - Did we use diversions in order to deescalate? No control Self control
43 Chaos phase Affect intensity - Was there immediate danger? - If there was: - If there Affect trigger wasn't: Chaos - Did we manage the situation without escalating it further? - Were we able to resist intervening? - Was our behaviour shortening or prolonging the crises? No control Self control
44 Deescalation phase Affect intensity - Did we manage to secure calm and space enough for the child to calm Chaos down? Affect trigger - Or did we make the situation escalate once again? No control Self control
45 Calm again Affect intensity - Evaluating which structures and routines that need changing in order Chaos to avoid a next time Affect trigger - Do we have an action plan for the next time it happens anyway? No control Self control
46 Identify -Lagging skills -Unsolved problems See how to use it at
47 Tools The basic rule: 1. Manage best you can without escalating the situation 2. Evaluate 3.Change what needs to be changed so that it doesn't happen again
48
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