4 Analysis of the Structure of Settings

Tools for the ANALYSIS of SETTINGS in an INSTITUTION

Setting Propositions:

I. Institutional Environments consist of more encompassing environments characterized by formal factors, such as: Policies and Procedures, Tables of Organization, Job Descriptions, Performance Evaluations, Standard Forms and Reports for Responsibility and Accountability, Budgets, Schedules, Office Locations, etc. This larger, more encompassing, environment includes within it or subsumes levels of less encompassing environments and it exerts continuous but formal control or influence over these less encompassing environments.

II. The more encompassing institutional environments are 1) more resistant to immediate and short term impact, 2) more slow to change, 3) more likely to return to the status quo after 'newly' achieved change, yet 4) more resistant to change once a 'new status quo' has been fully achieved - than are the less encompassing environments.

III. Less encompassing environments, such as immediate behavioral interaction between people

or physical aspects like furnishings, are more observable and more capable of immediate and short term impact, and are more influenced by personal factors.

IV. Less encompassing environments, such as immediate interpersonal interactions, are the medium through which relationships between people can become deeper and more bonding or more shallow and alienated.

V. By changing the formal factors of more encompassing environments, such as the structure of settings and programs, conditions can be created through which people can develop deeper and more bonded relationships and develop new social skills.

VI. The structure of Settings, an intermediate level of encompassing environment, can be redesigned in a manner that either calls for or discourages certain types of situations roles, relationships and behaviors.

Relationship Propositions:

I. Immediate behavior of each individual in an interaction is more observable and exerts the greatest control over the behavior of each of the participants in the short term.

II. When deeper components of the self are allowed to enter into the interaction, this can lead to a deeper and more bonded relationship.

III. When bonding and a deepening of the relationship takes place, the relationship becomes more lasting and its quality is more likely to be maintained in the face of challenges to it.

IV. Lasting and pervasive learning of social skills and changes in deeper levels of personality are more likely to occur when there are stronger bonds and deeper relationships.

V. When settings are more structured, constrained, bound by strict rules and confined to formal or fixed behaviors, deeper components of the self are less likely to participate in the interaction and it is less likely that deeper bonding will take place.

VI. The less the deeper components of the self are permitted to enter into the interaction, the less likely it is that new skills, ideas, attitudes, etc., that are being taught and possibly learned will be carried over into either similar or different situations in the future.

VII. The structure of settings can be redesigned to either call for or discourage the possibility of deeper, more qualitative relationships and the participation of deeper components of the self.

ANALYSIS OF SETTINGS

SHIFT__________ TEAM LEADER ___________________________ DATE ACCOMPLISHED __________________

TEAM MEMBERS _______________________________________________________________________________________

Name of Setting __________________________________________________________________________________________

Location of Setting ________________________________________________________________________________________

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General Description of Setting (Occupants, Objects, Arrangement, Atmosphere, etc.) ____________________________

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Schedules ________________________________________________________________________________________________

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Purpose of Setting ________________________________________________________________________________________

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Policies and Procedures Specific to Setting __________________________________________________________________

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Rules Applicable to Youths' in Setting ______________________________________________________________________

___________________________________________________________________________________________________________

__________________________________________________________________________________________________________

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Typical Tasks and Activities _______________________________________________________________________________

___________________________________________________________________________________________________________

PARTICIPANTS and their Number, and Roles and Role Characteristics:

Fixed Occupants

Staff: Title _______ Number _____ Role ______ Role Characteristics _______________________________________

Title ___________ Number _______ Role ______ Role Characteristics _______________________________________

Youths: Title ______ Number ____ Role ______ Role Characteristics _________________________________________

Title ______________ Number ____ Role ______ Role Characteristics ________________________________________

Occasional Occupants

Staff: Title ________ Number ____ Role ______ Role Characteristics ________________________________________

Title ____________ Number ______ Role ______ Role Characteristics ________________________________________

Transitions and Transitional Transformations From a Prior Setting to the Current Setting:

___________________________________________________________________________________________________________

From the Current Setting To the Next Setting: _________________________________________________________

___________________________________________________________________________________________________________

Name of Setting _______________________

Analysis of Situations

Check beside Situations typically occurring in this Setting:

___ casual conversation. ___ threat/danger/crises. ___ teaching/learning.

___ affiliation/acquainting. ___ accidents. ___ problem solving.

___ influence/manipulation . ___ barriers. ___ planning.

___ command/prohibition. ___ competition. ___ decision making.

___ conflict/aggression. ___ cooperation. ___ investigation.

___ entertainment. ___ working/tasks. ___ evaluation/criticism.

___ recreation/games. ___ helping. ___ reprimand/litigation.

___ sex/romance/love. ___ instruction. ___ discipline/punishment

___ crying/hysteria.. ___ opposition/defiance/rebellion ___ running away.

___ bargain/negotiate/mediation.___ arguing, bickering, accusing.___ counseling/listening.

Other Situations : ___ _______________________ ___ _________________________

___ ________________________ ___ _______________________ ___ _________________________

Describe when, where, how, and why each of these situations occur:

1. Situation: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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2. Situation: _______________ Description ________________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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3. Situation: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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4. Situation: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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5. Situation: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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6. Situation: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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Name of Setting _______________________

Prominent Troublesome Behavioral Symptoms Occurring Frequently in this Setting:

____ Aggression and Violence

____ 'Scape Goats and 'Scape Goating

____ Opposition-Defiance

____ School Phobia, Teacher Hatred, class disturbance, non-compliance

____ Bored, unmotivated, underachieving, uncooperative, chronic sleepiness

____ Run Away, run away attempts, threats

____ Habitual Theft, disregard, destruction of property

____ Social Agitator-provoking-pumping up-setting up.

____ Habitual Lying, false accusations

____ Manipulation

____ Impulsive, Hyperactive, Impatient

____ Excessive, chronically Demanding

____ Attention Seeker

____ Clowning, Horse Play

____ Mood Swings and Disorders, Hyper-emotional

____ Chronic Anxiety, Tension, Withdrawn, Socially Alienated

____ Frustration, tantrums, crying jags, sullen, smarting off, back talking

____ Drug Pushing

____ Drug/Alcohol Dependent

____ Substance induced Neurological Disorganized Behavior (brain damaged or f.a.s.)

____ Sex Offenders, predatory, improper, hostile and seductive to opposite sex

____ Sexually Abused (Phobias, Anxiety, Withdrawal, Victim Role, Depression, Approval Seeking)

____ Gender Identity

____ Suicidal, Suicidal Blackmail, Self Destructive, Self Mutilation

ADDITIONAL

____ ____________________________________________________________________________

Name of Setting _______________________

Analysis of Symptoms Called Out by Setting

Describe when, where, how, and why each of these troublesome behavioral symptoms occur:

1. Symptom: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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2. Symptom: _______________ Description ________________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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3. Symptom: ________________ Description _______________________________________________

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Current Method of Handling: _____________________________________________________________

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4. Symptom: ________________ Description _______________________________________________

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Current Method of Handling: _____________________________________________________________

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5. Symptom: ________________ Description _______________________________________________

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Current Method of Handling: _____________________________________________________________

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6. Symptom: ________________ Description _______________________________________________

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Current Method of Handling: _____________________________________________________________

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7. Symptom: ________________ Description _______________________________________________

_________________________________________________________________________________________

Current Method of Handling: _____________________________________________________________

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8. Symptom: ________________ Description _______________________________________________

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Current Method of Handling: _____________________________________________________________

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Name of Setting _______________________

Setting's Negative Social Skills and Inner Personality Patterns Potentially Learned in Each of its Situations and the Manner of Learning Each Skill:

Negative Social Skills: How are these Negative Social Skills learned in these Settings and their Situations:

____________________ ____________________________________________________________

Negative Inner Attitude How are these Negative Inner Attitudes or Personality

or Personality Pattern: Patterns learned in these Settings and their Situations:

____________________ ____________________________________________________________

Name of Setting _______________________

SUGGESTED RE-DESIGN OF SETTING

Suggested Restatement of Purpose of Setting ________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-Location of Setting __________________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-design of Arrangements and Physical Aspects of Setting _________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-design of Rules Applicable to Youths' in Setting _________________________________________________

________________________________________________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-Scheduling ________________________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-statement of Policies and Procedures Specific to Setting _________________________________________

_______________________________________________________________________________________________________

________________________________________________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Re-design of Typical Tasks and Activities _________________________________________________________

________________________________________________________________________________________________________

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Rationale: _____________________________________________________________________________________________

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Suggested Changes for Participants:

Staff Number, Roles and Tasks

_______________________________________________________________________________________________________

Youth Roles and Tasks

_______________________________________________________________________________________________________

Suggested New Approach to Transitions and Transitional Transformations From a Prior Setting to the Current Setting: _________________________________________________________________________________________

________________________________________________________________________________________________________

From the Current Setting To the Next Setting: ______________________________________________________________

________________________________________________________________________________________________________

Alternate Situations, Positive Social Skills, and Personal Growth Proposed to be Called Out from Youth in this RESTRUCTURED Setting:

Positive Social Skills: How are these Positive Social Skills learned in these Settings and their Situations:

____________________ ____________________________________________________________

Positive Inner Attitude, How are these Positive Inner Attitudes, Personality

____________________ ____________________________________________________________

____ Aggression and Violence Identifying angry feelings, identifying actual source, communicating angry feelings in a civil, diplomatic, effective manner, mediating, or negotiating, resolving conflict

____ 'Scape Goats Identifying fears and vulnerability to intimidation, communicating feelings, resorting to proper authorities for resolution of problem

____ Excessive, Chronically Demanding Identifying desires, needs, insecurities, limited perceptions and perspectives, ineffective strategies, learning to prioritize needs, learning consideration and timing, accepting boundaries and accepting limitations of others, adopting successful strategy for priority needs, such as emotional closeness

____ Substance induced Neurological Disorganized Behavior (brain damaged or f.a.s.)