Satori Alternatives to Managing Aggression: Assisting Process
a Japanese word meaning a flash of enlightenment
the TBSI and AISD approved course for verbal and physical
de-escalation.
least restrictive, safe ways to help manage a student in crisis until the
student can regain control.
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."
Whatever falls on them leaves an impression.
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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
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Take the Person Seriously
Join and Follow to Lead
Take Action to get a Beneficial Reaction
Proceed Step by Step
Act Without Hesitation
How can taking a person seriously reduce anger and hostility?
How can you join a person who is angry to lead the interaction
positively?
What are some actions we can take with a person that might
lead to a beneficial reaction?
What is important about doing things step by step?
How does acting without hesitation help in a crisis?
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State of Body:
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State of Mind:
Calm
Aware
Respectful
What is the value of being calm?
How does being calm affect the other person?
What is the value of being aware?
How does being aware affect the other
person?
Of what may we want to be aware?
What is the value of being respectful?
How does being respectful affect the other
person?
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What does it mean to respect a person even if
you do not approve of his actions?
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What do you do if you can’t quit judging the
behavior enough to respect the person?
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?
What does it mean to be Risk-worthy?
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Generate a list of all the qualities you would
want a person to have if you were angry and
wanted to talk
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What qualities would they need to have?
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Crisis Intervention, least restrictive .
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Gives you a plan when you don’t know what else to
do.
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Only works when YOU can be calm, aware, and
respectful
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Intervene at the pre-cursors
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Prevention is always better than management
Fear
Lack of Power
To make people back off, scare them off…
Help the person regain a sense of power and assume
responsibility for how to use it.
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Let’s Play…
Describe what you see us doing
 “I see you…”
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Now practice
▪ (remember no words, no touching, no throwing!)
1. Observe
2. Ask
3. Acknowledge
* I see you ____________ (behavior).
* Are you ____________ (feeling)?
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(What are you feeling?-if we guess wrong)
* I can see you’re ___________ (feeling)
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What are you ________ (feeling) about?
Don’t ask “Why ….?”
*
So, you’re _________ (feeling) about
_________, (cause) is that right?
* 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?)
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Out of those solutions which one are you
willing to try?
 (If they identified more than one)
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Who/What/When/Where/How?
* Will you let me know how that goes?
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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?
A 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.
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The first symbol means danger
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The second means opportunity
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To teach the social
skills the student
needs
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To build a trusting
relationship
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To avert potential
aggression
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To increase someone’s
self esteem
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Teach emotions
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Teach students what they can do when they
are upset
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Assisting Process using pictures
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First/Then
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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
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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
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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
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Take the Initial Class (1 day)
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Class is good for one year, then 1/2 day refresher
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Can refresh ONCE before returning to the initial
class
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Advanced Protection is also offered if needed
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 Kulhanek
SAMA Trainer
neely.kulhanek@austinisd.org
(512)414-0170