REFLECTIONS ON BEHAVIORAL CRISES PREVENTION AND INTERVENTION IN SPECIAL EDUCATION SCHOOLS IN THE UNITED STATES Роланд ПАУЛАУСКАС Универзитет Сиаулиаи, Сиаулиаи, Литванија

Развојот на цивилизацијата ги направи кризите неразделен дел од нашиот живот. Истите се појавуваат речиси во сите социјални структури и организации, вклучувајќи ги и образовните институции. Целите на овој труд се да презентира теоретски модел на нормално, девијантно и антисоцијално однесување, да ги дискутира психо-социјалните карактеристики на емотивно растроените адолесценти, сместени во установи за престој и посебно образование во САД и да ги анализира најраспространетите кризи во однесувањето кај оваа популација, фази на ескалацијата на кризата и ненасилна превенција од кризи и стратегии на интервенција. Користените методи во овој труд вклучуваат преглед на научна литература, анализи на статистички информации од различни владини извори, преглед и анализа на студентски записи и анализа на искуството на авторот поврзано со работата со емотивно растроени младинци во училиштата за престој и образование во САД. Резултатите од ова истражување укажуваат на различните терминологии кои ги користат научниците од различните научни дисциплини при опишување на социјално неадекватното однесување. The development of civilization made crises an inseparable part of our lives. Crises manifest themselves in almost all social areas and organizations, including educational institutions. The goals of the article are to present a theoretical model of normal, deviant and antisocial behaviors, and discuss the psychosocial characteristics of emotionally disturbed adolescents situated in a residential special education school in the United States. The article also gives an analysis of their most prevalent behavioral crises, escalation stages, as well as nonviolent crisis prevention and intervention strategies. The methods that were used include scientific literature review, analysis of statistical information supplied from different government sources, review and analysis of student records, as well as the author’s analytical reflections in working with emotionally disturbed youngsters in residential special education schools in the United States. The results of the study indicate that scientists from different fields use different terminology to describe socially nonconforming behaviors.

The development of civilization made crises an inseparable part of our lives.Crises manifest themselves in almost all social areas and organizations, including educational institutions.The goals of the article are to present a theoretical model of normal, deviant and antisocial behaviors, and discuss the psychosocial characteristics of emotionally disturbed adolescents situated in a residential special education school in the United States.The article also gives an analysis of their most prevalent behavioral crises, escalation stages, as well as nonviolent crisis prevention and intervention strategies.The methods that were used include scientific literature review, analysis of statistical information supplied from different government sources, review and analysis of student records, as well as the author's analytical reflections in working with emotionally disturbed youngsters in residential special education schools in the United States.
The results of the study indicate that scientists from different fields use different terminology to describe socially nonconforming behaviors.
The author presents a theoretical model of normal, deviant and antisocial behavior that could enhance better understanding and identification of high risk situations and conduct leading to serious crises.The analysis of student records revealed that most of the adolescents situated in special education residential schools are diagnosed with a number of mental health problems.This suggests that the currently prevailing care and education paradigm in the special education residential schools should shift to a more comprehensive treatment paradigm.The article also discusses the pros and cons of nonviolent crisis intervention.It is the author's opinion that all special education schools serving children with emotional disorders should adopt one of the nonviolent crisis intervention models and develop and implement crisis management policies, plans and procedures.

Вовед Introduction
Терминот behavior exist in the educational, psychological and criminological literature.The following terms should be mentioned as most commonly used: delinquent, antisocial, criminal, deviant, aggressive, perversive, aberrant, etc.A number of researchers utilize some of the above adjectives as synonyms, whereas others define them as separate categories of antisocial behavior.Unresolved terminology issues sometimes confuse practitioners in better understanding and identifying the high-risk behavior that may lead to serious crisis.
Prior to the analysis of physically aggressive behavior manifestation in the schools for special education would seem appropriate to briefly overview the theoretical model of normal, deviant and antisocial conduct.The model is based on John Venn's diagram of overlapping circles that represent the relationship between the three behavior patterns (Figure 1).The author's opinion is that all of the above listed terms fit into one of the three behavioral categories or their shared zones.Deviant conduct is a label given to nonconforming and maladaptive behaviors.Nonconforming is equivalent to not abiding by social norms.However, the best criterion for determining deviancy is its level of dysfunction and distress caused to the individual.If the behavior impairs individual growth and wellbeing it is most likely maladaptive.Even conforming conduct may be deviant if it causes personal discomfort and interferes with one's social functioning.In the psychological literature manifestation of deviant behavior is often defined as a mental disorder.
In contrast to normal and deviant conduct, the motives of antisocial behavior are related to harming another individual or breaking social rules to fulfill personal interests and gains.This behavior category in most cases includes delinquent and criminal acts.Antisocial behavior is usually a matter of choice, whereas deviancy may be determined by physiological and psychological developmental disorders.
Depending on a number of objective and subjective factors, aggressive behavior can be interpreted as normal, deviant and antisocial.For example, aggression used in self-defense is As can be seen from the above example, there are no clear cut boundaries between the three behavior categories.The author identifies the tolerance zones as being the grey overlapping areas between the normal and the deviant behavior and the normal and the antisocial behavior.The intersection of deviant and antisocial conduct is defined as a high-risk area.Communities may often be indifferent to behaviors that fall within the tolerance zones.As far as the tolerance of deviance is concerned, we may accept occasional substance abuse or addiction to pornography.Speaking of antisocial behavior, there have been numerous cases of tolerance for such illegal act as juvenile vandalism, absenteeism from school, etc.However, society never ignores the so called high-risk area behaviors when deviancy overlaps with antisocial conduct and results in brutal and serious criminal acts.A good example is an overlap of Conduct Disorder with sexual abuse of children.If the antisocial conduct is a matter of law enforcement and prosecution and deviancy remains an area of mental health, the combination of the two of them constitutes an area of high-risk behavior and is a prerogative of all the above establishments.Needless to say, it causes direct threat to physical and psychological wellbeing and the stability of the whole society.Sometimes, behavior that originates from the so called tolerance zones may transition to normalcy and opposite.For example, until 1973, the American Psychiatric Association defined homosexuality as deviance.The weight of ки и статистички прирачник, III издание).Соодветно, нова дијагноза, наречена егодистонична хомосексуалност, беше претставена и опишана како катастрофа со одржлива шема, непосакувана хомосексуална шема.Во 1986 година, дијагнозата на хомосексуалност беше комплетно отстранета од DSM IV R (Дијагностички и статистички прирачник IV издание).Погоре опишаниот модел ги вклучува сите термини кои се наведени во овој труд и може да им послужи на специјалните едукатори подобро да го разберат и да ги препознаат зоните на толеранција кај однесувањето на младинците кои може да доведат до ситуации со висок ризик.empirical data coupled with changing social norms led to the removal of homosexuality from DSM -III.Consequently, a new diagnosis, egodystonic homosexuality was introduced and described as persistent distress from a sustained pattern of unwanted homosexual arousal.In 1986 the diagnosis of homosexuality was entirely removed from DSM -IV R.
The above described model includes all the terms listed in the article and could help special educators to better understand and be able to identify juvenile behavior tolerance zones that may lead to high risk situations.

Psycho-Social Characteristics among the Population in Schools for Special Education
Probably the three most important adopted federal laws related to special education in the United States were: "The Act of Americans with Disabilities", "The Act of Individuals with Disabilities Education" and "The Act of No Child Left Behind".Since their adoption, the above mentioned laws received significant amendments and some of their names have changed."The Act of Individuals with Disabilities Education" guarantees free appropriate education for all children with disabilities in the least restrictive environment.Under this law, a person with a disability is defined as a child with hearing, visual, language, learning and health impairments, traumatic brain injury, mental retardation and serious emotional and behavioral disturbance.Most of the statistical information for this study was collected from one special education residential school in the state of Massachusetts.СД-2,2).94% од учесниците имаа една психијатриска дијагноза и 62% имаа две или повеќе DSM-IV-TR (Дијагностички и статистички прирачник -IV издание) (5) дијагнози.Најзачестени беа растројството при однесување -54%, опозициско девијантно растројство-26%, растројството поради недостиг на внимание и хиперактивно растројство -37%, депресија -8%, педофилија -5%, посттрауматски стрес -14%, зависност од алкохолот -4% и некои други растројства -8%. 1 Секој од малолетниците имаше нападнато 3,58 жртви.54% од сторителите имаа историја на психијатриска хоспитализација и 52% беа под пцхотропи лекарства.32% на малолетниците признале дека биле жртви на сексуална злоупотреба.Овие податоци покажуваат дека поради постоењето на различни растројства на менталното здравје, помеѓу адолесцентите сместе-were boys and 48% girls, and 53% were between the ages of 12 and 17 (3).In addition to the DSS, residential placements were created and financed also by school districts governed by the Department of Elementary and Secondary Education, the Department of Youth Services, the Department of Mental Health, various insurance agencies and other private parties.According to the data of the Department of Elementary and Secondary Education, 17.1% of all students who attended public schools in 2008 were identified as children with special needs.Official sources of the Department of Education indicate that from 1% to 2% of the public school students in the United States have serious emotional and behavioral disturbances.However, this number is estimated to be between three to six times higher (4).The information was collected from schools that provided educational, residential and clinical services to adolescents and youth with severe emotional disturbance.All of the students had a history of sexual offending and were identified as high-risk individuals.The study included 101 adolescents and young adults from 13 to 21 years of age (x=16.5;SD -2.2).Ninety-four percent of the participants had one psychiatric diagnosis and 62% had two or more DSM-IV-TR (5) diagnoses.The most common diagnoses were Conduct Disorder -54%, Oppositional Deviant Disorder -26%, Attention Deficit and Hyperactivity Disorder -37%, Depressive Disorder -8%, Pedophilia -5%, Post Traumatic Stress Disorder -14%, Alcohol Dependence -4% and others -8%. 1  Each juvenile had offended 3.58 victims.Fiftyfour percent of the offenders had a history of psychiatric hospitalization and 52% were on psychotropic medication.Thirty-two percent of the juveniles admitted to being a victim of sexual abuse.The above data indicates that due to the high prevalence of different mental health disorders among adolescents placed in residential special 1 Процентите се заокружени на цел број 1 The percentages are rounded to an equal number ни во училишта за престој и посебно образование, постоечкиот акцент на образованието и грижата треба да се префрли врз сеопфатните третмани.Исто така е важно да овие третмани вклучуваат заштитни компоненти при психолошките кризи и кризите во однесувањето.
education schools, the currently existing emphasis on education and care should shift to a comprehensive treatment paradigm.It is also imperative that treatment should include psychological and behavioral crises prevention components.
The above described life space interview was comprised of the following components: 1.The evaluation of the child's psychological state and provision of emotional support; 2. Incident interpretation from the child's point of view; 3. The establishment of motives and values related to the incident; 4. Identification of the central problem and selection of new goals; 5. Preparation of the child for "restitution" or an apology; 6. Rehearsal of the problem solution and preparation of the child for returning to the community.Nonviolent crisis intervention has received controversial evaluations both in the United States as well as other countries.The supporters of such programs claim that they reduce juvenile aggression, teach juveniles alternative selfexpression methods in frustrating situations and safeguard them and the community from accidents.On the contrary, the critics indicate that physical intervention is dangerous and sometimes may be used as punishment.A number of unprofessionally utilized physical употребена како казна.Неколку непрофесионално користени физички ограничувања во САД резултираа со повреди на деца и смрт настаната од асфиксија.Од оваа причина една од најголемите организации која го застапува интересот на децата, Лига за благосостојба на децата во Америка, алармира за потребата за развој на национални стандарди за инструкции при справување со криза, а исто така и намалување на употребата на методи со агресивно однесување (11).Американската академија на психијатријата за деца и младинци (12), Американската асоцијација за психологија (13) и Американската медицинска асоцијација (14) се истотака вклучени во поддршката за користење на ненасилна физичка интервенција.Тие сепак препорачаа дефинирање на условите кога такви методи можат да се користат, засилување на обуката на персоналот и подобрување на документацијата на инциденти.Психичката интервенција може да биде компатибилна со попреченоста на детето и да биде вклучена во неговиот план за третман.restraints have resulted in child injuries and deaths from asphyxia in the United States.For this reason, one of the largest organizations representing the interests of children -the Child Welfare League of America is urging for development of national crisis intervention instruction standards as well as methods of reducing intensity of aggressive behavior (11).The American Academy of Child and Adolescent Psychiatry (12), the American Psychological Association (13) and the American Medical Association ( 14) also support the use of nonviolent physical intervention.However, these organizations recommend for definition of the conditions under which such methods will be used, more intensive staff training and more efficient incident documentation.Physical intervention should also be compatible with the child's disability and included in his/her individual treatment plan.
, self-awareness, ability to voluntarily control one's behavior, self-esteem and self-acceptance, ability to form affectionate relations and productive participation in everyday life.As far as conformity is concerned, it is common knowledge that what is considered as normal in one society may be accounted for abnormal or deviant in another.