skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 156296 Find in a Library
Title: Techniques for Avoiding Counteraggressive Responses When Teaching Youth With Aggressive Behaviors
Journal: Reclaiming Children and Youth  Volume:4  Issue:1  Dated:(Spring 1995)  Pages:41-44
Author(s): H S Muscott
Date Published: 1995
Page Count: 4
Type: Training (Aid/Material)
Format: Article
Language: English
Country: United States of America
Annotation: This article describes strategies to counteract aggressive responses when students exhibit aggressive behaviors.
Abstract: Developed by Nicholas Long, the Conflict Cycle is a model for understanding how interactions between students and teachers follow a circular process that mutually and continuously affect each other. The process involves a negative self-image in students that makes them vulnerable to stress; stressful events are interpreted so as to cause uncomfortable feelings that drive an emotional rather than rational behavioral response. The behavioral response tends to be primitive, regressive, and defensive. The adult reaction may entail taking the student's defiant behavior personally and ultimately reacting emotionally as well. Walker, Colvin, and Ramsey (1995) describe a seven-phase process in which the interdependent dynamics of teacher-student responses can either heighten or de-escalate the conflict. Their phases are labeled as "Calm," "Trigger," "Agitation," "Acceleration," "Peak," "De-escalation," and "Recovery." Knowing these seven phases and the appropriate interventions at each stage can significantly reduce the frequency, duration, and intensity of violent acts in schools. This article concludes with descriptions of techniques for de-escalating escalating behaviors at each of the seven phases. 9 references
Main Term(s): Juvenile delinquency prevention
Index Term(s): Conflict resolution; Educators; Social skills training; Violence causes; Violence prevention
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=156296

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.