Challenging Behaviors
Dealing with Youth with Challenging Behaviors:
Why Kids Act the Way They DO
Presented By
Mark Purcell, Psy.D., M.Ed.
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
A,B,C’s of Behavior
All behavior serves a purpose. Understanding the events prior to the behavior,
the purpose of the behavior, and the consequences can help us understand what
may reinforce it. Think of a youth you work with whose behavior is problematic
for you or others. Describe the A, B, C’s of the behavior
 A (antecedent): What was going on prior to the behavior? When does the
behavior typically occur?,
 B (behavior): Specifically what is the behavior? What context?
 C (consequences): What are the consequences following the behavior?
What does the youth get from the behavior? What reinforces the
behavior?
A, B, C’s of Behavior
A (Antecedent)
B (Behavior)
C (Consequence)
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
Bio Psycho Social Assessment
Think of a youth you work with whose behavior is problematic for you or others. Then, try
to identify factors which may be contributing to the behavior based on three domains:
Biological, Psychological, and Social. When possible, identify the specific behavior that
is impacted by the factor.
Factors Affecting Youth’s Behavior &
Interpersonal Interactions
BIOLOGICAL
PSYCHOLOGICAL
SOCIAL
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
Biosocial Theory
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
Conflict Cycle
Youth’s Self-Concept
Irrational Beliefs
Adult/Peer
Reactions
Youth’s
Observable
Behavior
Stressful Event
Youth’s
Feelings
•
Stressful event ACTIVATES youth’s irrational beliefs (“Everyone hates
me”)
•
Beliefs TRIGGER intense feelings
•
Feelings DRIVE inappropriate behaviors
•
Inappropriate behaviors INCITE others
•
Others MIRROR negative behaviors
•
Negative REACTION escalates conflict into self-defeating power struggle
•
Reinforcement of SELF-FULFILLING PROPHECY
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
Aggression Replacement Training
Anger Control Group Outline
1. A,B,C’s of Aggressive Behavior
2. Triggers
3. Cues & Anger Reducers
4. Reminders
5. Self-Evaluation
6. Thinking Ahead
7. Angry Behavior Cycle
8. Rehearsal of Full Sequence
Skills Practice
Triggers
Cues
Presented by Mark Purcell, PsyD.
Anger
Reducer
Reminder
SelfEvaluation
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Challenging Behaviors
Dialectical Behavior Therapy: Mindfulness
States of Mind
Emotional
Mind
Emotional Mind







Feeling - Centered
Logical thinking is
difficult
Facts are distorted to
match mood
You may be impulsive or
“Hot Headed”
Emotions are in control
Emotions influence and
control your thinking &
behavior
Operate in “Emo” Mode
Presented by Mark Purcell, PsyD.
W
I
S
E
M
I
N
D
Rational
Mind
Wise Mind







Thoughts + Feelings
Integrate best of
emotional & rational
minds
Viewing situation with
loving detachment
Observing & responding
Not Intense Reacting
Not Cool Distancing
Operate in “Wise”
Mode
Rational Mind






Thought – centered
Emotions are ignored
Focus on Facts & Logic
Feelings of self & others
not considered
Cool and detached
Operate in “Robot” Mode
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Challenging Behaviors
DBT: Distress Tolerance Skills
DBT: Interpersonal Effectiveness Skills
Three Goals of Interpersonal Interactions
• Get what you want
• Maintain effective relationship
• Maintain Self-Respect
DEAR MAN
• Describe, Express, Reinforce, Mindfully listen, Act
confidently, Negotiate
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
DBT: Validation
Validation strategies require professional to search for, recognize and reflect to the
client the validity inherent in his/her response to events. With difficult youth, parents
and professionals have to catch them while they're good in order to reinforce their
behavior. Similarly, the therapist has to uncover the validity within the client's
response, sometimes amplify it, and then reinforce it. When a person confides in
you, they are not usually looking for advice or problem-solving unless they
specifically ask for it. Rather, they are looking for validation.
Level One: Listening Non-judgementally
Overall show interest in the other person (through verbal, nonverbal cues), show
that you are paying attention (nodding, eye contact, etc.)
Ask questions - "What then?" Give prompts - "Tell me more," "Uh-huh."
Level Two: Accurate Reflection
Use accurate reflection - "So you're frustrated because you son hasn't picked up his
room."
Summarize what the person is sharing, then ask - "Is that right?"
Take a nonjudgmental stance toward the person, be matter-of-fact, have an "of
course" attitude.
Example: "My therapist doesn't like me."
Validation: "You are feeling really certain she hates you." Note that you don't have to
actually agree with the person about their perceptions.
Level Three: Articulating Unspoken Thoughts and Feelings
Try to "read" a person's behavior, imagine what they could be feeling, thinking or
wishing for. It feels good when someone takes the time to think about our life
experiences. Remember to check for accuracy. It is best to not make assumptions.
Level Four: Understanding the Historical Background of a Behavior
Validate the person's behavior in terms of causes like past events present events
even when it may be triggered based on dysfunctional association.
*Validate feelings like, "Since your new boss reminds you of your last one, I can see
why you'd be scared to meet with her," or "Since you have had panic attacks on the
bus, you're scared to ride one now."
Level Five: Confirming Thoughts, Behaviors and Feelings Based on Current
Circumstances
Communicate that the person's behavior is reasonable, meaningful, effective.
*Validate feelings like, "It seems very normal to be nervous before a job interview that sure makes sense to me," or "It sounds like you were very clear and direct with
your doctor."
Level Six: radical genuineness, which requires the therapist to speak
authentically
Treat the person as valid - not patronizing or condescending.
Recognize the person as they are with strengths and limitations.
Give the person equal status, equal respect.
Be genuine with the person about your reactions to them and about yourself.
Believe in the other person while seeing their struggles and pain.
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
DBT: Behavior Chain Analysis
Example
Good
mood night
before
Argued
with
teacher
Bullied at
Recess
Stayed
up late
Teacher
criticized
Hit other
student
Tired and
irritable
Late for
School
Suspended
Presented by Mark Purcell, PsyD.
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Challenging Behaviors
Creating an Environment for Positive Change
Control versus Change
Think of the environment in which you work with the youth you serve. Which
components are in place that are aimed at controlling their behavior. Which components
are aimed at changing behavior. See if you can propose interventions aimed at change
for interventions that are currently aimed at controlling behavior.
Control
Presented by Mark Purcell, PsyD.
Change
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Challenging Behaviors
Positive Discipline
IDENTIFYING PROBLEM BEHAVIOR
 Identify underlying need behind behavior
 Identify problematic behaviors (not youth)
 Clarify desired behavior
 Reinforce positive behaviors
 Discover youth strengths
 Provide opportunities for belonging
 Seek mutual responsibility among youth
 Encourage use of “I” Statements
RESPONDING TO PROBLEM BEHAVIOR
 Set clear consistent consequences
 Validate youth feelings first
 Identify problematic behaviors
 Offer cooling off place not punishment
 Make first request for adaptive behavior
 Reinforce (+) or Make second request
 Remind youth of consequences
 Reinforce (+) or Implement Consequences
EFFECTIVE INTERACTIONS
 Ignore (-) behaviors / Attend (+) behaviors
 Even, calm, yet firm tone of voice
 Remain matter-of-fact
 Model 3 R’s:
 Recognize mistake
 Reconcile
 Resolve
IDENTIFYING PROBLEM BEHAVIOR
 Identify underlying need behind behavior
 Identify problematic behaviors (not youth)
 Clarify desired behavior





Reinforce positive behaviors
Discover youth strengths
Provide opportunities for belonging
Seek mutual responsibility among youth
Encourage use of “I” Statements
Presented by Mark Purcell, PsyD.
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