L   1.   Listening & Validating Feelings

M  2.  Managing the Environment

G   3.  Give choices & time to decide

R   4.  Redirect the child to another positive activity

A   5.  Appeal to the child's self-interests

D   6.  Drop or change the expectation

• Anything that makes challenging behavior more or less likely to occur
• Program Related - routine, staffing, activities
• Organizational Culture - control oriented, poor communication
• Personal - illness, medication, trauma
• Environment - hot, crowded
• Relationship Based - excessive controls, "us vs. them" culture
  

1. What am I feeling now?

2. What does the child want, need or feel?

3. How is the environment affecting the child?

4. How do I best respond?

• Impulsive Outbursts
• Aggression
• Running Away
• Self-Injury
• Defiance
• Inability to regulate emotions
• Trauma re-enactment

• Managing the Environment
• Prompting
• Caring Gesture
• Redirection & Distractions
• Proximity
• Directive Statements
• Time Away
  

L   1.  Listening & Validating Feelings

M  2. Manage the Environment

G  3.  Give choices & time to decide

R  4.  Redirect child to another activity

A  5.  Appeal to the childs self interests

D  6.  Drop or change the expectation

• Eye contact
• Body Language
• Personal Space
• Height Differences
• Gender Differences
• Cultural Differences

1. a Trigger
2. a Target
3. a Weapon
4. Level of Stress or motivation              

(a Tigger went to Target to buy a Weapon because he was Stressed)

• Sit down
• Take a deep breath
• Remember impotance of Body lang. & facial expression
• Use a proactive stance
• Give the situation time
  

1. Return the person to normal functioning
2. Clarify events
   
3. Repair & restore relationship
4. Teach new coping skills
5. Reintegrate the young person back into the program

I solate the conversation

E xplore the child's point of view

S ummarize their feelings

C onnect feeling to behavior

A lternative behaviors discussed

P lan/Practice new behavior

E nter the child back into the routine

1. E liminate elements violent situation

2. M ake Directive Stament

3. U se releases or protective interventions

4. L eave and get assistance

5. E mploy physical restraints

• D rain off emotions
• C larity events
• M aintain relationships and lines of communication
• R emind the child of expectations and mediate the     situation if necessary
  

1. Provide immediate help and support
2. Resolve the immediate crisis
3. Re-enter the child back into the program