The Pivotal Curriculum For Behaviour and Safety...Do you verbally abuse drivers who cut you up in...

Pivotal Education Ltd Training adults to inspire

The Pivotal Curriculum For Behaviour and Safety Unit 4: Anger

Thelicencetousethisdocumentexpireson1stOctober2017.IfyouhavebeengiventhisdocumentafterthatdatepleasecallPivotalEducationon02070001735asthisisabreachofthelicence.

T+44(0)2070001735Wpivotaleducation.comAllcontent©PivotalEducationLtd2014-2016

2

WelcometoThePivotalCurriculumUnit4:Anger.

Name

School/College

NameofmyPivotalInstructor/s

ContactDetailsofmyPivotalInstructor/s

OtherimportantcontactdetailsatPivotalEducation Shouldyouneedanyadditionalsupportoradvice,donothesitatetocontactusatPivotalEducation: [email protected] Youwillfindmorehelpfulresourcesthatsupportthetrainingdeliveredbyyourinstructorsonourwebsite: www.pivotaleducation.com AimsoftheAngerunit: Youwillhavetheopportunityto:

• Lookattheindividual’srelationshipwithanger. • Investigatehowhabitsarecreatedandplayedout. • Addressnegativeroutinesthatangrylearnersfindthemselvesin. • Practisenewlanguagepatternsthathelptode-escalateanger.



3

Section4.1

TheBroadPictureMatchthestatisticstothestatements

Morethan_________ofUKdriverssaytheyhavebeeninvolvedinatleastoneroadrageincident.

Airlinesreported_________significantorseriousactsofairrageinayear.Thisisa_________increase

onthepreviousyear.

_________ofmanagersintheconstructionindustrysoughtmedicalhelpforstressanddepression.

_________ofnursessaytheyhavebeenattackedatwork.

_________peoplehavehadafightwiththepersonlivingnextdoor.

_________familieshave‘remote’rage.

_________ofparentslosetheirtemperwiththeirchildreneveryday.In36%ofcases,thisistriggeredby

theirchildbeingphysicallyaggressive.

_________ofallabsencesfromworkarecausedbystress.

_________ofushavereactedtocomputerproblemsbyhittingoutatthePC,hurlingpartsofitaround

orscreamingandabusingcolleagues.

80% 1,486 1in20 60% 50%

27% 27% 1in4 17% 59%



4

Section4.2Self-diagnostictest

Always Sometimes Rarely Never

Whenpeopleyoutrustletyoudown,doyoufeelingangryorbetrayed?

Whenyouarestressedorpressuredandthingsdon’tgoyourway,doyoufeeldepressedorlow?

Doyouverballyabusedriverswhocutyouupintraffic?

Doyoukeepyouremotionsbottledupinsideyou?

Doyoufeeltheurgetobephysicallyviolentwhenangry?

Doyoulieawakere-livingtheday’supsets?

Doco-workersavoidyouatworkbecauseofyourangerissues?

Doyoufinditdifficulttoforgiveotherswhohavemistreatedyouinthepast?

Doyougetannoyedifyouhavetowaityourturninalongline?

Doyouturntoalcoholwhenyouareangry?



5

Section4.3Physicalsignsofanger

FrontBack

Otherphysicalchanges:



6

Section4.4TheFireworkModelAnger isoftenadifficultemotion for learners todiscuss/express. It is thereforeuseful tohaveananalogywith

whichlearnerscaneasilyidentifye.g.angercanbelikea“firework”ora“volcano”.Thisisparticularlyhelpfulfor

learnerswithsomespecialeducationalneeds.

Thematchusedtolightthefirework=thetrigger

Afireworkhasafusewhichcanbelongorshort=theescalationofanger

Theexplosionofthefirework=theangryoutburst

E

Physiology: Howthebodyresponds

Psychology: Theeffectsofnegative/distortedthinking

Behaviour: Thewaywereact



7

Section4.5Five-PhaseAssaultCycleThereisawell-established“aggressioncycle”(MasonandChandley,1999;Breakwell,1997).

This can be used in a systematic way to increase understanding and awareness of anger and to develop and

implementstrategiestodealwithproblemanger.

1. Trigger

2. Escalation

3. Angryoraggressiveoutburst

It issuggestedthattherearetwofurtherstages inthecycle i.e.a recovery stageandapost-angerdepression

stage,aftertheangryoutburst,Breakwell(1997),citedinFaupeletal,(1998).

Notes:



8

Breakwell,1997

A Trigger

Phase

B Escalation

Phase

C CrisisPhase

D Recovery

Phase

E Depression

Phase



9

Section4.6TriggersheetExaminethetablebelowandidentityyourtop3triggers.

Whenpeopletalkaboutmebehindmyback.

WhenIdosomethingwronginmywork.

Whenotherpeoplegethurt.

Whenotherpeopleignoremeorseemtohavebetterpeopletotalkto.

WhenIamtreatedunfairly.

WhenIamshoutedat.

WhenpeopleinterfereanddistractmewhenI’mbusy.

WhenpeoplepreventmefromdoingwhatIwanttodo.

Whenotherpeoplegetmoreattentionthanme.

Whenpeoplearecruelornastytome.

WhenIamlosingatagameI’mplaying.



10

Whenpeoplearerudeaboutmyfamily.

WhenIseepeoplebeingbullied.

Whensomeonecallsmealiar.

Whensomeoneisphysicallyroughwithme.

WhenIamsingledoutforareprimandwhenothershavealsobeeninvolved.

Whenthingsgetbroken.

Whensomeonetakessomethingthatbelongstome.

WhenthereisalotofnoiseandIamtryingtoconcentrate.

WhenIhavetodosomethingIdon’twanttodo.

Whenpeopledon’tgivemeachancetoprovewhatI’mcapableof.

Whenotherpeoplegetangry.

Whenpeopledon’tlistentome.

Whenpeopledon’tunderstandme.



11

Section4.7

Matchingstrategies

Takingonasimilarposture

Matchingthetoneofvoice

Volumeandpaceofspeech

Speedofmovement

Takingonasimilarenergy

Rhythmanddepthofbreathing

Section4.8

Languagetomanageanger

Personalise-uselearnersname

Reassure-usepositivereinforcementwherepossible

Interrupt

Distract

Redirect

Usehumour(gently!)

Ignore

"Slowdown"approaches



12

Section4.9Venndiagram:Assertive–Passive-Aggressive

EnterthenumbersbelowontotheVennDiagram.

1. Lookingaway2. Voicedifficulttohear3. Challengingeyecontact4. Loudvoice5. Steadyeyecontact6. Fiddlingwith

hair/jewellery7. Handgesturesthat

emphasisewords

8. Sarcastictone9. Calmbutfirmvoice10. Pointingfinger11. Wringinghands12. Maintainingpersonal

space13. Invadingspace14. Shouldersstraight15. Slumpedposition

16. Poundingfist17. Smilingconfidently18. Lookingbored19. Handsonhips20. Bodystillandrelaxed21. Deathlysoftvoice22. Openbodylanguage

Hostile

Assertive

Passive



13

Section4.10Strategiesforangrylearners



14

Section4.11

Respondingtoanger

Principles

Simplelanguageslowerspeech.

Modelvolumeofvoice.

Teachthemtheirinnervoicetocontrolthemselves.

Explain,expect,encourageandcorrect.

Don’taskrhetoricalquestions.

Praisebehavioursindividually.

Alwaysrefertolearningfirstofall.

Feelings

1. Identifythefeelings

“Yousoundasif…”

“Youseemtobe…”

“Youlookasif…”

2. Acknowledgethefeelings

“Ohright…OhYes…Isee”

3. Acceptthelearner’sfeelingsasyoustopunacceptablebehaviour

“Iknowyou’reangry,butIcan’tallowyouto…”

Engagethelearner’sco-operation

1. Sayingthankyouasapresuppositionorgivingthanks

“ThankyouforyourhandsupDavid”

“Thankyouforputtingyourguminthebin”



15

2. Questionorcommentonlearning,notthebehaviours

“Whatnumberareyouon?”

“Howfarhaveyougotnow?”

“Howdidyougetthatanswer?”

“Ilikethisanswer,showmehowyoudidit.”

3. Describetheproblem

“Icanheartoomuchnoiserightnow”

“Name…Inoticeyouhaveyourphoneout…”

“Name...You'retalking,thisis...Time...Youneedtolookandlisten,thanks”

“Name...Youarepushingetc...Safehands/feetplease,lookthiswayandlisten,thanks”

“Youaremessingwiththeheadphones,thisisreadingtime”Or“Youneedtobereadingquietly”

4. Giveinformation

“It’seasiertotalkwhilsteveryone’squiet”

5. Offerachoice

“Youcansithere…orthere.”

“Youcanuseapenorthispencil”

“Popitinourpocketoronmydesk?”

6. When…then…

“Whenyou'vegotyourhandupwithoutshoutingout,thenIwillcomeandseeyou”

“Whenyou’vefinishedthefirstparagraph,thenyoucanvisitthetoilet””

7. Useawordorname>gesture

“Jatinder…”Lookatthemandpointtotheirseat.

8. Describewhatyoufeel

“Idon’tlikeyoutalkingoverme.”

9. Describewhathasbeendoneandwhatneedstobedone

“You’vedonethefirsttwo,onlythreemoretodo.”



16

Usestrongeralternatives,withfirmertoneofvoice

1. Pointoutanalternative

“Iseeandhearyouranger;youneedtostopswearingthough.”

2. Makeastatement

“Idon’tlikethatkindofbehaviour.”

“Wedon’tdothathere”

3. Statewhatyouwant

“Ineedyoutositdownnow…thanks.”

“Lookingthiswaywithoureyesandears…thanksKeisha”

“Lookingthiswayandlistening…thanksDaljit…”

“Youneedtobeinyourseat..”

“Youneedtobecompletingyourexercises…”

“Iexpectyoutobesittingdownnow…”

4. Makingamends

“Whatareyougoingtodotoputthingsright?”

5. Offerachoice

“Youcansithereorhere…Youchoose.”

“Popitinourpocketoronmydesk.”

6. Directcommands

“Name...Stopthatnow.Comeandsitoverhere.Thanks”

“Idon'thavethatkindoftalkinmyclassroom.Stopnow.”

7. Futureconsequences

“Whenyoudo/saythat,you’remakingitverydifficultformenottotakethisfurther.”

“Ifyouchoosetodo...Then....”

“Ifyoucan'tworksidebysideyouwillhavetomovetables



17

N.B.Theseareonlyexamplestoillustratetheideas.

Whatisimportantishowyouspeakandthenon-verbalbehavioursthatyouexhibitatthesametime.

Yourbeliefsandpersonalitywilldeterminewhichstrategiesyouuseandhowyouusethem.

Section4.12Whatlearnersarethinking

Trytoputyourselfintothepositionofalearner.Identifywhatyourfeelingsmaybeinvariouscircumstances.

Trigger Angryfeelings Non-angryfeelings

Someonepushesyou

inthecorridor

1)Hewantstopickafight

2)Shewantstohurtme

3)

4)

1)Helosthisbalance

2)Someonebulliedherintoit

3)

4)

Yourteacherdoesn’t

listenwhenyouare

tellingthemyouare

late.

1)Theydon’tcareaboutme

2)Theydon’tbelieveme

3)

4)

1)Sheisbusytryingtosortout

anotherproblem.

2)Ihavepickedabadtime

3)

4)



18

Someoneshoutsatyou1)

2)

3)

4)

1)

2)

3)

4)

Youarenotpickedfora

particularsportsteam

1)

2)

3)

4)

1)

2)

3)

4)



19

Section4.13Scenariosfordiscussion

Scenario1

Alearnerhasbeenoutoftheirseatforthethirdtime.Youhavealreadyremindedhimtwicetostayinhisseat

andcarryonwiththetaskinhand.Younowneedtohaveaquietwordwiththelearnerwhilstremaininginthe

classroom.Asyoubegintotalktothem,theystartshoutingatyou:‘You’realwayspickingonme,neveranyone

else.Whydon’tyouleavemealone?’

Scenario2

Youaretalkingtoalearnerbythewhiteboardatthefrontoftheroom,whentwolearnersatthebackofthe

roomstandupandstartpushingeachotheraround.Youhearonelearnershout,‘Givemeitbackman!It’smine

andyouknowit!’Theotherlearnersstarttoshout,‘Fight!Fight!’

Scenario3

Afemalelearnercomesintothestartofthelessonlookingangryandupset.Sheisagirlknowntobeproneto

violentoutburststowardsothers.Asanotherlearnerwalksin,thegirlgetsupquickly,runstowardsthemand

shouts,‘Whatthehellareyoudoingmessingwithmybrotheratlunch?’You’redead!’Shemovedsofastyou

couldn’tstopherhittingtheotherlearnerintheface.



20

Threethingstoteachlearnersaboutanger:

Threestrategiesforinterveningwithanangrylearner:

Threewaysofhelpinglearnerstoself-manageanger:

Section4.14Take-away

Amantrathatyoucanagreewiththelearner:



21

Section4.15Moredetailaboutthe“FivePhaseAssaultCycle”(Murphy,2001)StageOne-TheBuildup

Thebuild-upstagesetsthefoundationuponwhichtheangerwillbebuilt.

Contributingfactors:

1. Experiences

2. Learnedattitudes

3. Pastreactions

4. Physicalstress

5. Lowself-esteem

6. Unrealisticattitudes

7. Poorcopingskills

YourGoalasateachertomanageanger:Preventanoutburst

Talkcalmly.

Teachproblemsolving.

Rememberthatangerisnotdirectedatyoubuttowardyou.

StageTwo-TheSpark

Thesparkistheactionorthoughtthatsetsofftheangryoutburst.


1. Mutualantagonism

2. Sightorthoughtofsomethingunpleasant

3. Hotbuttonwordsortopicssuchas,“Whereisyourassignment?”

4. Outsideinfluences/mishaps

5. Immaturereasoning



22

Yourgoalasateachertomanageanger:Defusetheproblem

Lookbeyondthesparkforthetrueproblem

Listencalmly

Labelthecorrectmotion

Restatetherules

StageThree-Theexplosion

Theexplosionisthestagewherefeelingsgethurt.Meanness,aggression,andevenviolencecometolight.


1. Raisedvoices

2. Insults

3. Namecalling

4. Hitting

5. Kicking

6. Shreddedhomeworkorworse

Yourgoalasateachertomanageanger:Containtheexplosionandminimiseanyresultingdamage

Staycalm

Don’tbargainorthreaten

Remindofdiscipline

Cooloff

Separatetheactorsifmorethanonelearnerisinvolved

StageFour-TheAftermath

This is the stage that is most overlooked but is most important. The aftermath is where teacher and learner

calmlydiscussandconfronttheoriginalproblem.Rememberwhateverisunresolvedislikelytobecomethebuild

upforthenextangryoutburst.




23

1. Magnitudeoftheoutburst

2. Yourdegreeofcalm

3. Thecontrolofyourownemotions

4. Yourexpressions

5. Yourcareandrespect

Yourgoalasateachertomanageanger:Resolvetheproblemandgaininsighttoforestallfutureepisodes

Talkoverwhathappened

Useteachablemomentsforproblemsolving

Manageanymicrobursts

Followthroughondiscipline

Backtobasics

Whenlearnerstrytoargue,shifttheblame,ordiverttheconversation,youneedtoquickly,kindlyandefficiently

bringthembacktotheconversationthatyouwanttohave.Eg.…

Learner:“Itwasn’tme.”

Teacher:“Ihearwhatyou’resaying…“.

Learner:“Buttheyweredoingthesamething.”

Teacher:“Iunderstand…“.

Learner:“Iwasonly…“.

Teacher:“Maybeyouwere,andyet…“.

Learner:“Youarenotbeingfair.”

Teacher:“YesImayappearunfair,howeverwearediscussing…“.

Learner:“It’sboring.”

Teacher:“Yes,youmaythinkitboring,andyet…“.

Learner:“Youareannoying.”

Teacher:“Theremaybesometruthinthat,whatIneedtospeaktoyouaboutis…“.

Iftheconversationisbecomingunproductive:

“Iamstoppingthisconversationnow.I’mgoingtowalkawayandgiveyouachancetothinkaboutthechoices

thatyoumade.IknowthatwhenIcomebackwecanhaveapolite,productiveconversation.”



24

Section4.16

WholeStaffChange

Formaliseandagreeaconsistentexplanationofangerforthelearners.Decideonthreeiconsthatwillrepresent

yourconsistentexplanation.Postthesearoundtheschoolsoallstaffcanrefertothemindiscussionswith

learners.

PersonalPractice

30-dayactionresearchtask:Displayyourthreeiconsaroundthesiteandwhenlearnersaskaboutthemuseitas

anopportunitytoreciteyourconsistentmessages.



25

Pivotal Education Ltd is an education training consultancy working across the whole of the UK and internationally. Founded in 2001, Pivotal Education has always been committed to providing exceptional training and support for teachers, school leaders and other professionals working with young people.

We are the leading specialists in Behaviour Management and Safeguarding in the UK. Our aim is simple: to train adults to inspire young people.

Our acclaimed in-house training team work with a huge variety of teachers and educators in diverse settings. Our live training sends consistent ripples through your teaching teams, our online training sustains changes in practice and our licensed instructors scheme embeds lasting cultural change.

From highly successful institutions to those in challenging situations, from early years to post -16 learners, Pivotal training inspires, motivates and creates profound cultural change.

Our work extends to 20 countries. We are COBIS (Council of British International Schools) Approved Consultants.

Learn more

Pivotal Podcast Download Pivotal Podcasts for free: Over 160 episodes, 160,000 downloads 5* iTunes podcast

pivotalpodcast.com

Videos, news, latest offers facebook.com/pivotaleducation

Paul Dix @pivotalpaul Ellie Dix @pivotalellie

The Pivotal Curriculum For Behaviour and Safety...Do you verbally abuse drivers who cut you up in...

Documents

Transcript of The Pivotal Curriculum For Behaviour and Safety...Do you verbally abuse drivers who cut you up in...