S.A.M.A.

Satori Alternatives to Managing Aggression: Assisting Process

Satori

a Japanese word meaning a flash of enlightenment

S.A.M.A.is

the TBSI and AISD approved course for verbal and physical de-escalation.

S.A.M.A. teaches

least restrictive, safe ways to help manage a student in crisis until the student can regain control.

The Two Wolves

One evening an old Cherokee told his grandson about a battle that goes on inside people.He said, "My son, the battle is between two "wolves" inside us all.One is Evil. It is anger, envy, jealousy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego.The other is Good. It is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion and faith."The grandson thought about it for a minute and then asked his grandfather: "Which wolf wins?"His grandfather answered "The one you feed the most."

Children are like wet cement…

Whatever falls on them leaves an impression.

Critical Beliefs We all have the right to physical and

personal safety We all have value simply because we exist Cooperation, not competition is needed

for mutual benefit in times of crisis We all deserve to be treated with respect We all deserve to get our needs met but

not at the expense of other people We all deserve to be taken seriously No one has the right to judge the worth of

another person Learning is most beneficial is a safe,

supporting environment

Basic Principals of SAMA

Take the Person Seriously Join and Follow to LeadTake Action to get a Beneficial

ReactionProceed Step by StepAct Without Hesitation

Take the Person SeriouslyHow can taking a person seriously reduce anger and hostility?

Join and Follow to Lead

How can you join a person who is angry to lead the interaction positively?

Take Action to Get a Beneficial Reaction

What are some actions we can take with a person that might lead to a beneficial reaction?

Proceed Step by Step

What is important about doing things step by step?

Act Without Hesitation

How does acting without hesitation help in a crisis?

Personal Effects of AngerState of Body:

State of Mind:

As helpers we must be

Calm

Aware Respectful

Calm…

What is the value of being calm?How does being calm affect the other

person?

Aware

What is the value of being aware?

How does being aware affect the other person?

Of what may we want to be aware?

Respectful?

What is the value of being respectful?

How does being respectful affect the other person?

Some things to think about…What does it mean to respect a

person even if you do not approve of his actions?

What do you do if you can’t quit judging the behavior enough to respect the person?

We can’t do what we sometimes feel like doing….

Nature of Trust

What do you have to be willing to do,

to be able to find out whether you can trust someone?

For example, with your car?

Take a Risk…

What does it mean to be Risk-worthy?

Exercise: Risk-worthy

Generate a list of all the qualities you would want a person to have if you were angry and wanted to talk

What qualities would they need to have?

The Assisting Process Crisis Intervention, least restrictive . Gives you a plan when you don’t know

what else to do. Only works when YOU can be calm, aware,

and respectful Intervene at the pre-cursors Prevention is always better than

management

What underlies ANGER?

Fear

Lack of Power

What is the function of anger?

To make people back off, scare them off…

So what is our goal when intervening?

Help the person regain a sense of power and assume responsibility for how to use it.

Observing

Let’s Play…Describe what you see us doing

“I see you…”

Now practice ▪ (remember no words, no touching, no throwing!)

Let’s add this to the first part of the Assisting Process

1. Observe2. Ask3. Acknowledge

Part OneJoin and Follow to Lead

* I see you ____________ (behavior).

* Are you ____________ (feeling)? (What are you feeling?-if we guess

wrong)

* I can see you’re ___________ (feeling)

Part TwoIdentify the Problem

* What are you ________ (feeling) about?

Don’t ask “Why ….?”

* So, you’re _________ (feeling) about _________, (cause) is that right?

Part ThreeIdentify Solutions* What do you want?

* What have you tried?

* How well did that work?

* What are you willing to do to get what you want? (Is there anything else you might try?)

Make a Plan

Out of those solutions which one are you willing to try? (If they identified more than one)

Who/What/When/Where/How?

* Will you let me know how that goes?

SAMA Assisting I see you _______. (behavior)Are you _______? (emotion) I can tell you’re ________.What are you ______ about?So you’re ______ about _____ is that

right?What do you want?What have you tried?How well did that work?What are you willing to do? (Who/What/When/Where/How?)Will you let me know how that

goes?

Questions?

What if..

…what they want is impossible?

…what they want is dangerous?

…what they want just won’t work?

The ButterflyA family in my neighborhood once brought in two cocoons that were about to hatch. They watched as the first one began to open and the butterfly inside squeezed very slowly and painfully through a tiny hole that it had chewed in one end of the cocoon. After lying exhausted for about ten minutes following its agonizing emergence, the butterfly finally flew out the open window on its beautiful wings. The family decided to help the second butterfly so that it would not have to go through such an excruciating ordeal. So, as it began to emerge, they carefully sliced open the cocoon with a razor blade, doing the equivalent of a Caesarian section. The second butterfly never did sprout wings, and in about ten minutes, instead of flying away, it quietly died.The family asked a biologist friend to explain what had happened. The scientist said that the difficult struggle to emerge from the small hole actually pushes liquids from deep inside the butterfly’s body cavity into the tiny capillaries in the wings, where they harden to complete the healthy and beautiful adult butterfly.

Without the struggle, there are no wings

The Chinese Symbol for Crisis

The first symbol means danger

The second means opportunity

Take the Opportunity… To teach the social

skills the student needs

To build a trusting relationship

To avert potential aggression

To increase someone’s self esteem

Teach emotions

Teach students what they can do when they are upset

Assisting Process using pictures

First/Then

So who needs SAMA?

Review of TBSI:

All staff that work with students enrolled in special education are required to have completed TBSI training.

http://www.txbsi.org/training/html/index.html

TBSI Module 5 Module 5 defines restraint in Texas Gives limitations and discusses who can

legally use restraint States that any person who works with a

special education student who has a Behavioral Intervention Plan (BIP) or any student that is likely to need physical restraint MUST be trained in the district approved restraint course, which is SAMA

This can include administrators, special education, regular education teachers, paraprofessionals, special area teachers, bus drivers and other school personnel

Any student with a WHAT?

Behavior Intervention Plan (BIP) Requires a Functional Behavior Assessment Required for every student who has the

educational diagnosis of ▪ Autism▪ Emotionally Disturbed▪ OHI for AD/HD (Type I, II or combined)

If you work with these students you must be SAMA trained

What if I am not trained?

Take the Initial Class (1 day) Class is good for one year, then 1/2 day

refresher Can refresh ONCE before returning to the

initial class Advanced Protection is also offered if

needed

What if I have to help and I am not trained?

You have 30 days to get trained after you have put your hands on a special education child to keep them safe in an emergency

Neely KulhanekSAMA Trainerneely.kulhanek@austinisd.org(512)414-0170