The Therapeutic Level System:

Division X Pilot Program

Why a New Level System?• “We’re controlling the kids instead of teaching

choices. Anyone who has a strong personality can control a group of kids” – J.B.

• The new system will be less personal, based on more objective criteria. It won’t be, “I don’t like you so you’re on level 3”.

• The new system will encourage us to model positive changes in the residents’ personalities. If we try to change, they’ll try to change.

• The new system is a “we” system. It will force all of us monitor ourselves and each other toward creating a positive milieu.

Division Goals

The residents will leave with more tools in their bags than they came in with.

The residents will become better people.

Division Goals-2

We will be positive people.We will be self-aware.We will be aware of personal strengths and weaknesses.We will know how to overcome personal weaknessesWe will strive to get better at we they do well

Division Goals-3We will recognize flaws in our personalities and work toward improving them.We will seek help and use it.We will accept helpful criticism with the idea that we are all trying to become better people.We will try to offer help that supports our goals and supports each other as people becoming better.

Division Goals-4We will work on being positive and productive members of the XXX community.We will try our best to follow the rules of the division, of XXX and of the Community.We will work on verbalizing our problems and work together to find solutions to those problems.

We will teach each other how to have positive relationships with other people.

We will avoid doing things that are personally harmful or harmful to other people.

Division Goals-5

The Character Inventory

A Tool for Meeting the Goals of Division X

Why measure character as well as behavior in assigning levels?

Good behavior is situational while good character goes with you every where.

The 4 Elements of Character

Respect

Boundaries

Personal Responsibility

Social Responsibility

Respect

Respect for Authority

2 When staff asks him to do things, he does so without saying negative things, making negative gestures, doing negative actions etc. Asks staff for directions when uncertain of what to do. Models good behavior and supports staff directions with peers.

1 He does what staff asks him to do, but has a negative attitude, or needs frequent reminders.  0 He often doesn’t do what staff asks or responds negatively, he has done one or more things that were written up in an incident report during the past week. 

Aggression 2 He does not use aggression or threats and models positive coping skills. 1 Accepts staff assistance with aggressive behavior. 0 He is often aggressive and makes threats. He has had one or more incident reports for aggression during the past week.  Predatory (bullying) behavior

2 He is usually helpful and giving toward others.

1 He does not start but supports bullying behavior by not telling staff about it. 0 He looks for opportunities to put down other residents, bully, hurt, or take advantage of individuals who have less going for them than he does (material, emotional, physical, social). Takes pleasure in manipulating and/or using others (including staff).

Respect

Need for Dominance

2 He is consistently fair in his attitude and behavior.

1 With staff assistance, he displays a fair attitude and fair behavior.

0 He follows negative peers. He has a “I am better than you” attitude toward others, he is argumentative for arguments sake, he takes pleasure in manipulating and challenging staff and peers alike. He wants to be known as the “mob boss” or “the one everyone should be afraid of.” Consideration of Others

2 He behaves in the best interest of the community (peers and staff alike).

1 He does not violate others’ rights or boundaries but does not do or say things that make a better community.

0 He puts his own needs first and also takes away from others’ needs (for example, a kid who steals on an outing or constantly demands staff attention).

Positive Leadership

2 He is considerate, models good behavior, helps others, is respectful, takes the lead in telling negative peers to do the right thing. 1 He is not negative but does not help others. 0 He has a very bad attitude, says and does hurtful things, likes to stir up trouble, enjoys when other people do bad, and likes to see people or animals hurt. 

Listening

2 He follows rules and directions without needing to be reminded.

 

1 He occasionally needs to be reminded to follow rules and directions.

0 He needs frequent reminders to follow rules and directions.

Respect

Boundaries

2 He did not do the behaviors in the list below (0) 1 He occasionally did the behaviors in the list below (1) 0 He frequently did the behaviors in the list below (2 or more)

• Interrupting others• Entering spaces, rooms without

permission• Standing too close • Asking personal questions• Staring• Taking other peoples stuff• Eaves dropping• Trying to befriend or be equal to

adults• Distracting• Attention getting behavior• Harassing• Breaking confidentiality• Crying instead of asking• Shouting instead of talking• Body exposure

• Masturbating or touching himself in public

• Excessive touching of other people• Horseplay• Disrespectful use of names, name

calling• Sexual talk or gestures • Dirty jokes or jokes that make fun of

other people• Dressed improperly (torn clothes,

pants showing underwear, not wearing a robe) Being naked or partially naked

• Poor hygiene (smelly and dirty)• Dirty Clothes• Touching or taking people’s stuff• Hiding• Setting people up• Talking to peers or staff in a negative

way• Farting or burping

Personal Responsibility

Accepts criticism 2 He uses criticism to improve himself and asks for feedback from staff.  1        He accepts criticism but does not use it for self-improvement. 0 He responds to criticism with an argument or negatively. View of Success 2        He is aware of his treatment goals and is actively working towards achieving them. 1 He is aware of his treatment goals but puts forth minimal effort towards achieving them. 0 He is not aware of his treatment goals nor does he care. Expectations 2 He expects only what he has earned and sets goals beyond what he has achieved. The goals have to be reasonable for his age and

abilities. 1 He expects little from himself and settles for what he has already achieved. 0 He expects to get what he wants immediately and, or does little to help himself. . 

Personal Responsibility

Accountability 2 He takes responsibility for what he says and does without being asked to do so. 1 He takes responsibility when pressured or does it unwillingly. 0 He blames problems on others and denies responsibility for negative behavior. Accepting Consequences 2 He offers to take consequences for negative behavior. 1 He accepts consequences unwillingly or with a bad attitude. 0 He responds to negative consequences with blame, or violence, or angry actions, or

words

Social Responsibility

Safety

 

2 He behaves in a manner that is safe for himself and others even when staff are not immediately present.

 

1 He behaves in a way that is good for his own safety but that may be unsafe for others (like letting a door slam in someone’s face because he’s careless).

 

0 He behaves in a way that is dangerous to himself and to others or he looks for opportunities to do things that are dangerous to himself and, or others.

 

 

 

Social Responsibility

Trust

2 He follows rules and safety plans even when staff are not around and uses good judgment in situations where he does not know the rules.

 

1 He follows the rules that he knows when staff are around but uses bad judgment in situations where there are fewer staff or where he is unsure of the rules.

 

0 He looks for opportunities to break rules and, or to manipulate and use others.

 

Involvement and Attitude

 

2 He makes new and positive contributions to the community without being told to do so.

 

1 He stays by himself. He hardly ever starts positive things with peers and chooses the company of adults. He does not contribute to the community. He might take the role of “look-out” for others’ negative behavior.

 

0 He starts negative things with others, he encourages others to engage in negative behavior.

Social Responsibility

 

Clinic and other non-school appointments

 

2 He arrives on time for appointments and works well with staff on treatment

issues and goals; he returns to his destination without being out of program.

 

1 He either arrives late, needs to be reminded of his appointment, or does

not talk much in his individual sessions or in group. He needs reminders to

stay on topic.

 

0 He either does not go to his appointment, behaves badly with clinical staff,

refuses to talk in individual sessions, or is disruptive/thrown out of his

individual or group sessions. He doesn’t use sessions to improve self;

doesn’t do homework.

Social Responsibility

Effort and Dependability

 

2 He always makes an effort to complete tasks with out being reminded even though he may not want to.

 

1 He completes tasks but only with more than 1 reminder.

 

0 He has a negative attitude about completing tasks or refuses to complete tasks

 

School

 

2 He gets all 1’s in school and no incident reports.

 

1 He gets 1s, 2s, and 3s; no 4’s and 5’s or incident reports.

 

0 He gets at least one 4 or 5; or one or more incidents.