How to De-Escalate Aggressive Behavior

74 Pages·2017·2.29 MB·English

by  Joseph Ryan

How to De-Escalate Aggressive Behavior
Joseph B. Ryan, Ph.D.
Clemson University
[email protected]
4 Types of Violence
• Situational Violence
– Results from factors associated with the adolescents
environment (e.g., crowded conditions)
• Relationship Violence
– Arises from conflicts with persons involved in ongoing relationships (e.g.,
friends, family members and school personnel.
– Aggressive bx is often demonstrated by adolescents who lacked the social
skills needed to interact prosocially with others.
– Behavior serves function of power, control, self gratification & attention
• Predatory Violence
– Often results in some personal gain for aggressor (e.g., Bullying).
• Psychopathological Violence
– Least common (Associated with paranoia, depression)
– skewed views of reality, and pathological possessiveness.
Staff have Frequently used Physical Restraint &
Seclusion to Deal with Physical Aggression
3
Risks Associated with Physical Restraint
1. Psychological Trauma for Staff or Students
2. Physical Injury to Staff
3. Death or Physical Injury to Students
◦ Breathing Problems
 Positional Asphyxia:
 Predisposed when in prone (face down) position
 Aspiration:
 Predisposed when in supine (face up) position
◦ Circulation/Cardiac Problems
 Blunt Trauma to the Chest:
 Cardiac arrhythmia leading to sudden death
 Catecholamine Rush:
 Escalating agitation creates heart rhythm disturbances
 Rhabdomylosis:
 Break down in muscle cells due to strenuous exertion
 Thrombosis:
 Fatal pulmonary embolism due to being immobile for long periods of time
4
Risks Associated with Seclusion
• Procedure May Not be Therapeutic and Might
Actually Escalate Behavior:
– Students consistently perceived timeout procedures as
punishment, especially when used as a threat for “bad” behavior
(Miller, 1986).
• Potential Death or Injury:
– Lack of supervision
– Inadequate safety of environment
• Potential Disparity of Treatment:
– Disproportionate number of African-Americans (67%) separated
from class (Vacc & Siegel, 1980).
– General and special education teachers more likely to use
punishment and exclusion with Asian-American students (Ishii-
5
Jordan, 2000)
 Over 70,000 students subjected to
U.S.
physical restraint
Department
 Over 37,000 students subject to seclusion.
of
Nevada (96%), Florida (95%), and
Education,
Wyoming (93%) reported the highest
Office for
percentages of physically restrained
Civil Rights, students with disabilities.
Data  Nearly 4,000 IDEA students subject to
mechanical restraint
Collection,
2011-12
.
Of students
subjected to
restraint, 75%
were students
with a
disability.
Office of Civil
Rights 2014
Report
U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12
Of students
subjected to
seclusion
58% were
students
with a
disability
Office of Civil
Rights 2014 Report
U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12.
Teachers often Use Seclusion and Restraint for
Reasons Other Than Emergency
Staff Reasons Stated for Staff Staff Reasons Stated for Staff
Using Seclusion Reports Using Restraint Reports
1. Leaving Assigned Area 32.6% 1. Noncompliance 48.4%
2. Leaving Assigned Area 19.4%
2. Noncompliance 31.9%
3. Disrespect 7.3%
3. Disrupting Class 11.2%
4. Property Misuse 7.3%
4. Property Misuse 10.1%
5. Disrupting Class 6.5%
5. Disrespect 4.5%
6. Physical Aggression 3.2%
6. Physical Aggression 2.8%
7. Threats 3.2%
7. Harassment 2.4%
8. Horseplay 3.2%
8. Threats 2.0%
9. Harassment 0.8%
Ryan, et al. 2007
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