Tools for the Analysis of Settings in an Institution

TOOLS for the ANALYSIS of SETTINGS in an INSTITUTION
An Example from Use During the Implementation of "Stars and Stripes"

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 ________________________________________________________________________________

_________________________________________________________________________________________________________

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

________________________________________________________________________________

Schedules ________________________________________________________________________________

________________________________________________________________________________

Purpose of Setting ________________________________________________________________________________

________________________________________________________________________________

Policies and Procedures Specific to Setting

________________________________________________________________________________

Rules Applicable to Youths' in Setting ________________________________________________________________________________

________________________________________________________________________________

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: _________________________________________________________

________________________________________________________________________________

2. Situation: _______________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: ________________________________________________________

________________________________________________________________________________

3. Situation: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: ________________________________________________________

________________________________________________________________________________

4. Situation: ________________ Description ________________________________________

________________________________________________________________________________

Current Method of Handling: ___________________________________________________

________________________________________________________________________________

5. Situation: ________________ Description _________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________

________________________________________________________________________________

6. Situation: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: ________________________________________________________

________________________________________________________________________________

Name of Setting _______________________

Prominent Troublesome Behavioral Symptoms Occurring Frequently in this Setting:

____ Aggression and Violence

____ 'Scapegoats and 'Scapegoating’

____ 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: ______________________________________________________

________________________________________________________________________________

2. Symptom: _______________ Description ___________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

3. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

4. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

5. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

6. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

7. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

8. Symptom: ________________ Description __________________________________________

________________________________________________________________________________

Current Method of Handling: _________________________________________________________

________________________________________________________________________________

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 ________________________________________

________________________________________________________________________________

Rationale: ________________________________________________________________

________________________________________________________________________________

Suggested Re-Location of Setting ______________________________________________

________________________________________________________________________________

Rationale: _______________________________________________________________________

________________________________________________________________________________

Suggested Re-design of Arrangements and Physical Aspects of Setting

________________________________________________________________________________

Rationale: _______________________________________________________________________

________________________________________________________________________________

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

________________________________________________________________________________

Rationale: ______________________________________________________________________

________________________________________________________________________________

Suggested Re-Scheduling ___________________________________________________________

________________________________________________________________________________

Rationale: ______________________________________________________________________

________________________________________________________________________________

Suggested Re-statement of Policies and Procedures Specific to Setting

________________________________________________________________________________

Rationale: ______________________________________________________________________

________________________________________________________________________________

Suggested Re-design of Typical Tasks and Activities

________________________________________________________________________________

Rationale: ________________________________________________________________________

________________________________________________________________________________

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: ___________________________________________

________________________________________________________________________________

Name of 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

Personality Pattern, Patterns, and this Inner Growth to be learned in these

and Inner Growth: Settings and their Situations:

____________________ ____________________________________________________________

Types of Settings

Regular Meal Times Snack Time Banquet Picnic Eating Out of Doors Restaurant Eating Time at Party

Readying for bed time

Getting up in AM

Transition from and to Dorm

Rest Period Quiet Time Bed time

Formal Recreation Time: Physical Sports, non-physical games Free Time Play, Socializing Co-ed Recreation

Visitation on Sunday

Visitation with Volunteer

Counseling Support Team Mediation School Counseling Family Counseling Group Counseling

Meeting with Probation Officer for Pre-Release

Discipline (Special Class, SRC,etc.)

Transition to and from Discipline

Police Investigation

Leaving and Returning from Home Visit Med Runs

Visit to Nursing Station

School Classes

Transition between classes

Unit Government Dorm Meeting

Work, Tasks, Group Projects

Other:___________________________________________________________________________

Negative Symptoms Alternate, Positive, Social Skills

____ Aggression and Violence Identifying angry feelings,

identifying actual source, communicating angry feelings in a civil, diplomatic, effective manner, mediating, or negotiating, resolving conflict

____ 'Scape Goating, Bullying

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

resolution of problem

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

____ Opposition-Defiance

____ Passive-aggressive excessive compliance

____ Passive-aggressive sabotage

____ Manipulation

____ Run Away, run away attempts, threats

____ School Phobia, Teacher Hatred

____ Class disturbance, non-compliance

____ Bored, unmotivated, underachieving, uncooperative

____ Habitual Theft, disregard, destruction of property

____ Habitual Lying, false accusations

____ Impulsive, Hyperactive, Impatient

____ 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

____ Attention Seeker

____ Approval Seeking

____ Clowning, Horse Play

____ Mood Swings and Disorders, Hyper-emotional, Depression

____ Chronic sleepiness

____ Chronic Anxiety, Tension, Withdrawn, Socially Alienated

____ Frustration, tantrums, crying jags, sullen

____ Smarting off, back talking

____ Phobias, Anxiety

____ Withdrawal, Shyness

____ Drug Pushing

____ Drug/Alcohol Dependent

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

____ Sex Offenders, predatory, hostile

____ Improperly seductive to opposite sex

____ Sexual harassment, , slurs, put downs, offensive, crude language

____ Sexual Teasing

____ Sexually Abused

____ Victim Role

____ Gender Identity

____ Suicidal, Suicidal Blackmail, Self Destructive, Self-Mutilation