CROSSROADS
Aggression & Control
An
Education Program
Facilitators
Manual
BY
Don Chapin
Carl Reddick
TABLE OF CONTENTS
Session I - Pre-test / Introduction of cognition as the driving force behind behavior
Session
2 - A framework for discussion of offender’s beliefs
Session
3 - How to identify habits attitudes and beliefs that allow violence to occur
Session
4 - Power and Control Issues
Session
5 - Stress as a condition...Anger as an emotion
Session
6 - Hostility as an attitude
Session
7 - Aggression and rage as a behavior
Session
8 - The bio-chemistry of stress, hostility, aggression, rage, and violence
Session
9 - Empathy as a learned skill
Session
10 - Accountability as ‘Learning how to see’
Session
11 Negotiation and the addictive quality of rage
Session
12 - Learning to choose / Post-test
SESSION
ONE
Introduction
and Overview of the 12 sessions
Class
expectations / rules / reporting to referring agency
Administration
of Pre-test
15
minutes to capture the ‘group beliefs’ about anger and rage
Segment
one of the Franklin Reality Model
ø
Human Needs
ø
Belief Window
ø
Rules of Life
ø
Behavior
ø
Results
SESSION
TWO
Franklin
High School Video (16 minutes)
Growth
is the process of changing your beliefs
Results
take time to measure
Skill
building session for observing results from session 1
Revisiting
offender’s self-stated needs
Discussion
of results from instant offense
How
did we obtain our habits (include substances)
Discuss
learned behavior ...skill building session
How
did we come to accept our attitudes and beliefs
Exercise/
habits & attitudes of a newborn
Introduction
of ‘Thinking errors’ as a possibility
Samenow
video (10 minutes)
Group
identification of offender’s beliefs on video
Revisit
where we obtained our habits, attitudes, beliefs
Discussion of results of this way of thinking in our lives
Using
Intimidation and threats...what NEED are we meeting
Minimizing,
denying, and blaming
Working
definition of empathy
Concept
of privilege...as men, women, parents
Types
of threats, concept of coercion, in public...in private Violence
as enforcing the above thinking errors
Group
discussion of a situation that resulted in conviction
Skill
building...guide group to consider that being mandated to this class is not an
accident, but rather a direction they have been headed in for many years
DV
video (8 minutes)
Discuss
the group’s definition of stress
External
and internal aspects of stress as a condition to be dealt with.
Video
(6 minutes)
Skill
building...what were the stress factors observed in the video
Definitions
of emotions...Anger as an emotion
Discuss
the difference between stress and anger
Let
the group discuss an instant offense of one member
Discuss
anger in communities, portrayed on TV, in our families.
Hostility
is a learned tool, where did we learn it
Group
discussion of last session’s instant offense
Hostility
as a tool represented by an impenetrable 360 degree wall. What results have I
gotten from choosing to employ this tool. Are these results meeting my needs
Video
of DV situation
Revisit
habits, attitudes, and beliefs. Is this meeting my needs over time.
Skill
building... Introduce ‘What’s in it for me’ exercise. Use local newspapers or
situations from the group
Introduce
the concept of hostility being an outward representation of fear Have
offenders write ‘what am I afraid of’ exercise for their private consideration.
Ask one offender to share his results
Discuss
the ‘what am I afraid of’ written exercise
Video...Danny
Trejo (15 minutes)
Contrast
hostility with aggression
Introduce
the concept of aggression as a power and control device
Revisit
the Power and Control wheel
Discuss
isolation, using children, finance, and aggression techniques as a tool to get
your way. What are you trying to get...and are you getting the results you
want.
Skill
building...List what you really wanted at the time of the instant
offense...list what you got. Discuss
Introduce
the concept of rage as an accepted gateway to violence. Contrast stress, anger,
and rage. Discuss the difference between an emotion, an attitude, and a
behavior
Definition
of bio-chemistry
Discuss
chemical reactions in the body during high stress situations.
What
is ‘runners high’...
Discuss
the bio-chemistry of rage and aggression
Introduce
the concept of total personal responsibility given the above information.
Skill
building...what are the signs in our bodies of this bio-chemistry at work. What
are techniques to address this.
Revisit,
what do I really want & what’s in it for me exercises
Revisit,
where did we learn our beliefs, habits, and attitudes.
Discuss
thinking errors
DV
video (12 minutes)
The
learning process...we attract that which we secretly harbor...the learning
process, results take time to measure
Definition
of empathy
skill
building...group shoe exercise or other
discussion
of misogyny, racism, male privilege, women’s anger and control techniques,
homophobia.
Discuss
an instant offense, practice the new skill of empathy... are the predicted
results different....better?
Revisit
the concept of a belief window, discuss ‘how to see’
Video
(10 minutes)
Discuss
‘how’ the person in the video ‘sees’ the world
How
does accountability = power, discuss victim’s stance
Skill
building...Role play an instant offense...group discussion and participation
step-by-step as the event unfolds
Discuss
equality as a stress reliever and as an empowerment for all parties. What
happens when you enlist partners, allies, and teachers
Skill
building...listen non-judgmentally as a participant identifies how a previously
discussed event could lead to better results
Review
‘what’s in it for me’ exercise
Revisit
the Franklin Model’s 4 basic human needs
Discuss
win-lose situations. List offender’s responses describing these situations
Introduce
the concept of negotiation. Discuss dangers of collapsing or confronting
during a negotiation
Review
the bio-chemical responses and the addictive nature of rage. Contrast with
‘meeting your needs over time’
Review
the 7 basic laws in the Franklin Model
Video
(10 minutes)
Discuss
honesty and accountability as an essential component of true negotiation.
Discuss the zero value of dishonest people in our lives
Discuss
who is attracted and who is repelled by threatening and aggressive behavior
Skill
building...role play the results of the same scenario from a hostile and
aggressive stance and from a stance of true negotiation
Discuss
the value of talking and acting in a way that makes your family, friends, and
the community feel safe and comfortable
Review
the Franklin Reality Model
Skill
building...have the group practice the 5 steps to implementing the model...use
an instant offense
Discuss
the responsibility of the victim vs. my responsibility to choose correctly for
me
Review
the ‘self-talk’ concepts that led to the instant offense
Skill
building...Practice recognizing the gateways we voluntarily enter that allows
violence to occur (Substances, rage, insecurity, fear, control)
Discuss
the concept of ‘what’s in it for me’...relating to dignity, honor, family,
pride, money, and employment
Discuss
techniques to slow the reaction down to have time to ‘choose’ a response.
Discuss power = accountability
Post
– test