The social interactional model
by Gerald R. Patterson

This program aims to repair the parental skills. It has been translated for teachers. It is a pedagogical program.

Starting point: every negative behaviour (anti-social, oppositional, aggressive, impulsive,...) has been learned and should be approached on behaviour level.

Central theme: ‘contingency management’ ( means how to avoid unforeseen events).

So teachers reactions are predictabel and he acts as soon as possible by positive and negative and gedoseerd sanction of behaviour.In advance good and bad behaviour described and pedagogical reactions are announced. In this way confidence in the relationship between pupil and teacher starts. By this confidence some negative imagebuilding will be phased out and in stead of it reciprocal respect grows.

Patterson restrains five pedagogical skills.

Three of them are ‘yes-functions’ (support) which encourage pro-social behaviour:

1. a positive involvement
2. to be willing to sanctionin a positive way, what means positive confirmation
3. resolve the problems together

The other two are ‘no-functions’ (sturen) which have to phase out problematic behaviour or avoid it:       
    4.   determine the limits

5. survey and supervision (monitoring)

Everywhere and everytime education should contain those five skills:

1. a positive involvement: ‘I’ll be there for you’. A warm, sound and correct behaviour by making time and paying attention for the pupil. Feel with him and be interestedin his ‘world’. Take responsability for the pupil you edukate. Pupils should have reasons, arguments  to be happy at home, at school,...
2. positive confirmation: consistent encouraging and rewarding positive behaviour. You can reward by confirming socialy and materialy. Positive actions should be authentic, clear and purposeful.or otherwis arise pampering, indistinct rules and unpredictability.
3. problem solving together: consider the cognitive dysfunctions in assimilation of social information by pupils with bad behaviour ( to interpret to fast otherone’s behaviour as hostile). So at first make a good definition of the problem by dialogue. After that a brainstorm  about alternative solutions, then select an alternative, prepare it, apply and interpret it.
4. discipline: clearness, determine the limits, make rules are followed, be consequent in action if sometnhings go wrong. Distinguish important and less important violations off rules. Actively use sanctions  or negative sanctions after unwanted behaviour. Small and quick sanctions – don’t reject the person - . Positive correction instead off severe discipline. Teachers should have thought about what they consider as important or less important and act consequently. Reaction off the teacher by every violence creates irritation....
5. monitoring: teacher should know what pupils do, even when he is not with them. Pupils can work even without the presence off the teacher. But teacher keeps the possibility of control. Being interested in hobby’s can help.

Explanation of some notions:

-         negative proces: every contact between teacher and pupil ends in a mutual annoyance.

-         Tyrannical proces: the pupil wields power to take advantage (moaning, claiming,...)

Example of a negative proces: there are 4 phases.

1. the start up: a quite simple, not charged question, a request for to do something, is immediately considered as hostile. An outsider would consider this start up as neutral.
2. the negative reaction: going from this consideration there is a negative reaction: a refusal, a blame (reproach). Negative emotions.
3. kickboxing: start of a heated, mostly endless and senseless discussion. Especially, they don’t listen to each other.
4. aggression/irritation: slaps, literal end figurative, negative emotions keep going on; next time it won’t take long to... Evolution from one incident to another.

Feelings as irritation about what the pupil does or does not are dominating. This process unfolds quasi automaticly and once it starts, it cann’t stop no more. It is a latently present, even in quiet moments. A spiral of reciprocal allergy arises and everyone builds a deformed image of each one. Teacher looses his authority and his position. Contact between both is characterised of increasing emotions. A power struggle arises not about contents but about who will be the boss.

For the teacher this situation leads to the impossibility to continue education. There is no more positive or obvious leading. There are doubts about one’s own capabilities. It often leads to a split: pupil is sended away.

Because of a wrong learning process, the pupil does miss a lot of necessary social skills. He lacks flexibility, does not consider the interests of otherone’s, expects to much his wishes and demands are conceded immediately. To live continuously in an atmosphere of irrtation with teachers creates a negative esteem and strong doubts about oneself.

Risk factors which create an impasse, by teacher as well as by pupil:

Pupil:

He doesn’t listen.

He is less able than teacher thinks.

He’s in a difficult life period.

He’s not so social.

He has  a difficult temperament.

He can more than teacher thinks.

He want to organise everything on his own.

Teacher:

You are not clear enough.

You were to less in consultation with him.

To less attention for what was good .

To much attention for small delicts.

You overrates him.

You underrates him.

You like him too much for what he dares.

Negative process: how to get out of it?

1. Going back to the moment when it all started: the moment when there was no longer any listening, when one gets irritated and powerless..
2. Analyse an incident on thoughts, feelings and behaviour and this in 4 phases: the start, the negative reaction, the ‘kickboxing’ and aggression. And this from the point of view of the educator and of the youngster.

Feelings are able to paralyze our thoughts. Therefore it’s useful to recognize these feelings and arrange them.

Thoughts often start with certain constructions, ideas, about education ( I’m the boss..).  these constructions could be well substructured but sometimes they need revision or they are even completely wrong.

How was the exposed behaviour, the body language, the voice, the interpretation,..

Further attention for the localization where the negative process started. Taking back the control over the spaces. The same as to the periods, e.g. moments of transition ( rows on the playground). Prepare these moments well and occupy yourself with the youngsters.

How to step out of the ring before worse things happen. Advices.

• Create a time out by leaving the room, or sending the youngster away. Thus you avoid escalation and aggression. Talk about this scenario on beforehand so it will be known and accepted on the moment it’s needed.
• Jam on your own brakes and postpone possible decisions. Park the problems and take time to deliberate.
• Eventually a colleague could handle the matter.
• Stick to the heart of the matter during the discussion. Let bygones be bygones. Don’t accept the youngster to  use the same tactic.
• Don’t adopt his problems. They stay his in spite of less accurate acting of the educator.
• Stay out of the fight! Leave the youngster the last word. Who refuses to fight is the strongest and keeps control. This way you regain your position as an authority.
• Don’t forget:

I may postpone, I don’t have to decide immediately.

I don’t have to solve it alone.

I don’t have to take control of everything.

I’m the authority and show this.

Education doesn’t include strict rules, I do what I can.

I try to hold the good moments too.

Discipline and marking boundaries

Discipline and monitoring are two no- functions ( support functions) opposed to the three yes- functions ( the positive participation, the willingness to sanction positively and to solve problems together).

The two support functions include marking boundaries and guarding. The author emphasizes that education always has to contain these five functions. Thus educators are predictable in their interaction with the youngsters and this will be the basis for confidence.

Discipline is the most important pedagogical ability concerning behavioural problems. It’s the soil on which positive behaviour can develop and be stimulated.

Rules are imposed upon youngsters. It’s very important these rules are clear. If something is allowed or not should be known and this provokes predictability.

This is a safety net, it provokes confidence and peacefulness in the chaotic situations of many of these youngsters.

A rule is a request or a demand that is imposed. There is no discussion possible.

An agreement is a compromise between two parties. Negotiation is possible eventually a compromise can later become a rule.

Discipline: consistent guidance + effective acting considering unwanted, antisocial behaviour = imposing boundaries to negative behaviour.

Unwanted behaviour not followed by a negative reaction, continues. Denial isn’t a solution either.

Discipline is more than punishment and can be divided in three sections:

1.      Correct verification and categorizing of the unwanted behaviour. Effective and consistent re- acting asks for the naming of the problem.

2.      Negate unimportant, futile unwanted behaviour. Make a hierarchy. Don’t react on everything.

3.      Start with one problem area.

Punishment:

• Small punishments, repeated every time the problem occurs.
• Punish immediately.
• Provide in different punishments just in case one doesn’t work.
• Punishments have to be effective and should be carries out. Don’t threaten with punishments.
• The punishment has to be realistic and realizable. Point out what behaviour has been punished and mark the end of the punishment.
• Once the punishment has been given stop the interaction.
• The punishment has to significant, not pleasant for the punished. It’s aimed at the behaviour, the correction of the behaviour, not at the person.

Kinds of punishments.

• Social penalties: giving a remark = verbal disapproval of certain behaviour. Sorts effect when the unwanted behaviour is mentioned and the wanted behaviour formulated.
• Physical punishment.
• Activity punishment: loss of a favour or benefit as not being allowing to go on a scool outing. Doing odd jobs as a restoring task. Dull domestic tasks sort a great effect on condition they are not humiliating or painful.

Positive enforcement – positive sanctioning.

Is a yes – function besides positive participation and negotiating ( problem solving).

Positive enforcement = stimulating and rewarding of the wanted social behaviour. It’s a daily immediate interaction. The behaviour is systematically named in a consistent way.

The purposeful mentioning  of the wanted behaviour leads to a positive predictable surrounding wherein new behaviour can be learned. The youngster learns what’s accepted and what’s not.

Positive stimulation = general attitude in education; stimulation of  the youngster to undertake activities or making contacts.

Having an eye for the positive behaviour of the youngster provides in the increasing of the self esteem, and it enforces the bond with him.

Why do we have the impression that rewarding in difficult times doesn’t sort effect?

• Negative attention works rewarding. Good behaviour doesn’t attract much attention. Only when problems start, the attention is given. That attention is the reward that keeps the negative behaviour to continue. It’s far more better to determine the positive behaviour.
• Obscurity about the wanted behaviour starts to grow.
• The reward from the peer group is greater than the one from the adults. Adolescents often despise everything a grown up approves. Adolescents don’t want to be praised in front of their peers. If you want to compliment him take him apart from the others.

Social improvement: encouragements, pats on the back, are valuable but not often used. Only valuable if relevant, authentic ( really meant) and contingent ( one every time the wanted behaviour occurs).

Non- social or substantial improvements: material rewards e.g. an activity together, privileges, favours.. about this a few remarks:

• ‘ is educating in the most material way’. But nevertheless this leads to greater feeling of self esteem. A thoughtful use of rewards provides in a predictable environment.
• ‘ youngsters become less resistant by doing this’: on the contrary, they become more motivated.
• Interim rewards are more efficient than one big reward at the end of the road;
• Sometimes it’s difficult to reward for something that should come natural, but it’s important to teach new behaviour.
• Punishment works better than rewarding. This is only partly true. Punishment works quicker but it leads often to a negative self- image. Rewarding increases a greater feel of self- esteem.

Positive improvement works slower but though better. The rule is to reward 5 times on 1 punishment.

He who punishes well, most of the times also improves positively. He who punishes badly, doesn’t enforce positively.

Supporting positively starts with noticing the positive behaviour. It asks for a raised alertness of the educators to see the rare positive behaviour and rewarding it. It’s about the behaviour and not about the person.

A few hints to detect the positive elements in the behaviour:

·        Ask colleagues to tell what they see as positive in the behaviour.

·        Ask parents to do the same.

·        Verify what characteristics could be appreciated previously. Is there anything left from this?

·        How does the youngster behave towards you and towards other educators and peers?

·        Don’t connect bad intentions to good behaviour as, he only does this to obtain something else.

·        Use all moments when he tells you something spontaneously.

·        Pay attention to leisure time or eventual hobby’s from the adolescent.

How to obtain positive improvement?

• The if/then rule: every time the wanted behaviour occurs, reward it.
• Reward small steps.
• Start with enforcements.
• In a correct and unambiguous way.
• Always reward for achievements not for promises. Nothing for nothing.
• Don’t let your own mood prevail on the giving of a positive improvement.
• By acting gradually the youngster experiences success.

The use of material rewards is more effective with adolescents with problems than the social improvements.

Rewards can be withdrawn: if the adolescent doesn’t deserve it he doesn’t get it. This means, if he doesn’t show the wanted behaviour.

Teaching a new behaviour by means of a step by step plan:

• Choose a training- ground.
• Formulate a clear purpose.
• Divide the assignment in small steps.
• Agree on reward and condition.
• Give the example and practice together.
• Give the reward in time.

Solving problems together.

Increasing of problem solving abilities.

The consultation style allows to find solutions accepted by everyone.

Starting point:

1. Everyone has to be willing to look for solutions.
2. Educators have to accept problems are part of everyday life.
3. Problems can be solved, one can get a grip on them.
4. One doesn’t have to be perfect and the solutions don’t have to be perfect either. Perfect solutions don’t even exist.
5. Growing up children are well capable to find solutios for their problems by themselves.

Mistakes frequently made by educators in problematic situations.

1. Providing advice too quickly.
2. Hushing too quickly: ‘ it doesn’t matter..’
3. playing the role of the therapist and giving an interpretation, ‘ it’s because..’
4. reacting too impulsively: while getting annoyed by the irritating behaviour of the adolescent, reacting irritated ourselves.
5. Emotional, negative thoughts often interpret the behaviour wrongly.

Footmark: make a distinction between important, urgent and simply annoying problems. The most important thing is that everyone agrees about the importance. Annoying is something people disagree about.

Step by step method. Problem solving strategy by Henggeler.

1. Problem description. Formulate the problem.
2. Brain storming or summary of possible solutions.
3. Choose for one solution.
4. Carry out the chosen solution.
5. Evaluate the solution and correct it if necessary.

Keeping a clear view/ monitoring

Here it’s important to give the correct answers to the 4 W- questions: what does he do? Where does he do this? With whom? From when until when?

Prevent yourself to play the private detective. It’s the purpose to get insight from a positive worry. In this way the youngster will become someone who matters again.

This ability is the most important to stop the antisocial behaviour of older adolescents. If a if there is a clear and accepted matrix, everyone gets a safer feeling. When an adolescent gets the feeling that if he stops his antisocial behaviour he will be far better off, then it really should be like this.

Our passive attitude or ‘ what can you do about it’ is paralyzing.

In the same way as outside school a lack of boundaries and monitoring increases antisocial behaviour this happens within the school too.

Life at school has to be pleasant and at the same time there has to be learning  and room for experience.

Monitoring concerns the time spent outside school, this means during weekends and holidays. talk about his. What will they do? What are their plans? Do they need help? It’s very useful to involve parents by calling after holidays and ask them about how it went.

Resistance to use this ability expresses itself in ‘ wrong ideas’

·        They are old enough to know what can and cannot.

·        Too much control increases the tension.

·        It isn’t all that bad.

·        Not willing to know what happens out of a avoidance reflex.

The opposite is to perform severe control. This helps temporarily when the situation is serious but starts to work otherwise in the long run and decreases the confidence in the relationship.

Survey and control are better accepted when it all has been discussed on beforehand.

• Stipulating the rules.
• A clear structure and regularity.
• Stick to the agreed moments.
• Keep within the survey: pupils have the right to know what’s occupying their educators and when they are totally available.
• Install some kind of network; what doesn’t succeed you, maybe someone else will.
• Periods when the relationship is troubled ask for your creativity; question of catching your breath again, not pushing it to the limit, keeping the situation liveable.
• Trust the youngsters by giving them experience room.
• Control every now and then.
• Keep everything discussable, used different abilities.

Show positive involvement.

Aside from the positive improvement the showing of positive involvement is a supporting skill ( yes- function).

Positive involvement means to engage yourself in a positive way, to care about him and to be worried in an appropriate way. It means to show interest for what he does and be willing to take responsibility for him or her.

It’s above all an attitude. Being the model is very important here. They observe the attitude of the educator. It’s important to be aware of this.

To keep on showing positive engagement is the motor of the education. You do this out of the responsibility and willingness to invest in the pupil, but also by showing an interest in their way of behaviour.

It’s useful to ask for the participation of the youngster himself.

Positive engagement has an important influence on the pupil’s self esteem.

Positive involvement means to maintain without immediate profit. It’s a long term investment.

Positive engagement is also about making time. Showing interest, talking, listening, about being silent when it’s necessary, about doing it anyway even if you don’t feel for it.