Transcript Classroom Curricula

“Will You Make the List”
Teaching Difficult to Reach Students
Clara Cáceres Contreras
School Health/Safe and Drug-Free Schools &
Communities
Region One Education Service Center
[email protected]
www.esc1.net
956-984-6125
Objective
To eliminate barriers for learning in the
school environment by targeting social
emotional issues and providing strategies to
increase protective factors for youth and
enhancing positive school climates.
Growing Up!
• Did you have any
• How did you manage
social, emotional,
or
cope?
mental health, or
physical challenges?
• What gave you
• Any adversity in
hope?
your life?
• What made you
feel shameful?
• Who was there for
you?
Mental
Issues
• When
you hear Health
the word Mental
what comes
to mind?
• What emotions do you feel?
• Who do you think of and how old were you
when It (mental) happened?
• Our thoughts and emotions can impact how
we interact with people at risk. (confusion,
fear, denial, shock, anger)
4
Why Focus on Mental
Health Issues?
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•
•
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They are common and can affect learning
Stigma creates barriers to getting help
Teachers can help remove barriers
Benefits for schools, classrooms, students:
– Higher academic achievement
– Lower absenteeism
– Fewer behavioral problems
Mental Health and Its
Impact
Percent of Youth who Graduate with a
Standard Diploma 2001-2002
60
Percentage of Children
“Students with
serious emotional
disturbance
consistently had
the lowest
graduation
rates.”
51.1
50
40
30
20
10
0
Children with other disabilities
Source: United States Department of Education Office of Special Education Programs (2004). Twenty-sixth
Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act: Results.
U.S. Department of Education, Office of Special Education Programs.
Mental Health and its
Impact
Percent of Youth who Drop Out of School
2001-2002
Percentage of Children
“Students with
serious emotional
disturbance
consistently had
the highest
dropout rates.”
70
61.2
60
50
37.6
40
30
20
10
0
Children with SED
Children with other
disabilities
Source: United States Department of Education Office of Special Education Programs (2004). Twenty-sixth
Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act: Results.
U.S. Department of Education, Office of Special Education Programs.
Serious Emotional
Disturbances… Definition
Diagnosable disorders in children and adolescents
that severely disrupt their daily functioning in the
home, school, or community. These disorders
include, but not limited to:
• Depression
• Attention-deficit/hyperactivity disorder
• Anxiety disorders
• Conduct disorder
• Eating disorders
Mental Health… Definition
A state of successful performance of mental
function, resulting in productive activities,
fulfilling relationships with other people, and
the ability to adapt to change and to cope
with adversity.
It is indispensable to personal well-being,
family and interpersonal relationships, and
contribution to community or society.
Serious Emotional
Disturbances…Definition
Diagnosable disorders in children and
adolescents that severely disrupt
their daily functioning in the home,
school, or community.
Mood Disorders
• Also called affective disorders because
they refer to emotions
• Treatable medical conditions
• Most frequently diagnosed mood
disorders in children and youth are:
- Major depressive disorder
- Dysthymic disorder (mild depression)
- Bipolar disorder
Anxiety Disorders
• Excessive fears, worries, and
preoccupations that are a reaction to
a perceived sign of danger
• Include obsessive-compulsive disorder
and post-traumatic stress disorder
Attention-Deficit/
Hyperactivity Disorder
• Inability to focus one’s attention
• Often impulsive and easily
distracted
• Difficult to remain still, take turns,
keep quiet
• Most commonly diagnosed behavioral
disorder among youth
Disruptive Behaviors and
Other Disorders
Youth who show disruptive behaviors
may have:
• Unidentified symptoms of
depression and/or anxiety
• One or more diagnosable disorders
For example, a youth may have both
ADHD and a learning disability.
Disruptive Behavior Disorders
• Complicated group of behavioral and
emotional problems
• Show as difficulty following rules and
behaving in socially acceptable ways
• Impact of the disruptive behavior is
distressing to others and can interfere
with establishing trusting and supportive
relationships
Other Social-Emotional
Issues
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Bulimia/Anorexia
Bullying
Grief & Loss
Stress
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Cutting
Self-Injury
Choking Game
Suicide
Suicide in Youth
• Suicide is the 3rd leading cause of
death in children ages 10 to 14
• Suicide is the 3rd leading cause of
death in adolescents ages 15 to 19
Source: Center for Disease Control
Methods of Suicide
Texas Children Ages 10-14
70
61.5
57.1
60
50
40
38.5
30
42.9
Hanging
Firearms
20
10
Fe
m
al
es
M
al
es
0
18
Suicide in Texas Students
Texas Youth Risk Behavior Scale
• 12.2% Made a plan about how they would
attempt suicide
• 9.4% Attempted suicide one or more
times in the last 12 months
• 2.5% Attempt required medical
treatment
QPR…
Gatekeeping
Question…notice signs
Persuade…ask the question
Refer …get help
20
“Teen Depression”
“Toxic Culture”
(video)
Enhancing Resilience
Risk
Factors
Developmental Trajectory
Protective
Factors
Risk and Protective Factors
Risk factors include:
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Problems in community environment
Problems in family environment
History of behavior problems
Negative behavior and experiences
Biology
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Caring adults
Genuine youth-adult relationships
Recognition
Opportunities for involvement
Protective factors include:
Hawkins & Catalano
Risk Factors
Community-drugs, firearms, crime, media, violence,
mobility, poverty
Family-history of behavior problems, conflict, mental
illness, chaotic home
School-early antisocial behavior, academic failure in
late elementary school, lack of
commitment to
school, individual/peer alienation
&
rebelliousness, friends who engage in
problem
behavior, early initiation of
problem behavior
Hawkins & Catalano
Protective Factors
•
Adult who cares about youth & his future
•
Adult Relationship expresses clear & consistent rules & expectations
youth behavior & discusses disappointments, poor decisions, and
mistakes
•
Recognition for involvement, accomplishment, & worth as a person
•
Opportunities to be involved & to show skills that contribute both
inside & outside the school
•
Positive attitudes & emotions, such as optimism, determination,
gratitude, forgiveness & problem solving
•
A sense of connectedness & responsibility towards other
Hawkins & Catalano
Protective Factors Prevention
Framework
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•
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Support
Empowerment
Boundaries & Expectations
Constructive Use of Time
Commitment to School
Positive Values
Social Competence
Positive Identity
Dr. Peter Benson
Search Institute
Protecting Youth From High-Risk Behaviors
Assets have tremendous power to protect youth from many different, harmful
or unhealthy choices. To illustrate, this chart shows that youth with the most assets
are least likely to engage in four different patters of high-risk behavior.
The same kind of impact is evident with many other problem behaviors,
including tobacco use, depression and attempted suicide, antisocial behavior,
school problems driving and alcohol and gambling.
61%
53%
42%
35%
33%
30%
21%
19%
11%
3%
6%
1%
P ro b le m Illic it D ru g
A lc o h o l
Use
Use
16%
10%
S e xu a l
A c tivity
3%
6%
V io le n c e
Search Institute
0 -1 0 A s s e ts
1 1 -2 0 A s s e ts
2 1 -3 0 A s s e ts
3 1 -4 0 A s s e ts
Promoting Positive Attitudes and Behaviors
In addition to protecting youth from negative behaviors, having more assets
increases the chances that young people will have positive attitudes and
behaviors, as this chart shows.
88%
87%
69%
53%
56%
53%
46%
35%
72%
69%
42%
34%
25%
27%
19%
7%
S ucce e ds in
S chool
Value s
D ive rs ity
M aintains
G ood H e alth
D e lays
G ratification
Search Institute
0 -1 0 As s e ts
1 1 -2 0 As s e ts
2 1 -3 0 As s e ts
3 1 -4 0 As s e ts
40 Developmental Assets
1. Family support
2. Positive family communication
3. Other adult relationships
4. Caring neighborhood
5. Caring school climate
6. Parent involvement in schooling
7. Community values youth
8. Youth as resources
9. Service to others
10. Safety
11. Family boundaries
12. School Boundaries
13. Neighborhood boundaries
14. Adult role models
15. Positive peer relationships
16. High expectations
17. Creative activities
18. Youth programs
19. Religious
20. Time at home community
21.
22.
23.
24.
25.
26.
27.
28.
30.
31.
32.
34.
35.
36.
37.
38.
39.
40.
Achievement Motivation
School Engagement
Homework
Bonding to school
Reading for Pleasure
Caring
Equality and social justice
Integrity
Responsibility
Restraint.
Planning and decision making
Cultural Competence
Resistance skills
Peaceful conflict resolution
Personal power
Self-esteem
Sense of purpose
Positive view of personal
www.search-institute.org
Dr. Peter Benson
The Context of Learning
School Culture
Classroom
Management
Peers Influence
Special Needs
Modifications
Community
Values
School/Classroom
Climate
Student/School
Characteristics
Caregiver/Teacher
Expectations
Safe & Trusting Environment
Procedures &
Routines
Consequences &
Reinforces
Instructional
Strategies
Student/Teacher
Temperament
“Do You Know Their
Story?”
Bill Gates
“Too Good To Be True”
“Mr Fazio”
Video
Most Favorite Teacher #1
Identify three adjectives that best describe your most favorite teachers!
1.
2.
3.
_______________
________________
________________
Will You Make the
List?
Whose list are you on?
What adjectives will they be using to describe you?
Love & Logic
Three Elements of Human Bonding”
Positive Teacher/Student
Relationships
• Friendly Eye Contact
• Smile
• Friendly Touching
(hand shake, high five, etc.)
Love & Logic
How Does One Build Relations With
Difficult Students?
“I NOTICED THAT”
Example:
“I noticed that… you don’t let anybody give you
a hard time…I noticed that”
Think of your “Challenging Person” and create a list
of attributes ….deposit 2 per week for 3 weeks.
Guaranteed!
Love & Logic
Our WORDS and ACTIONS bring students into either
THINKING mode … SURVIVAL mode…
Empathy… Opens the Mind
and Heart to Learning!
Empathy… Prevents Fight or
Flight!
Love & Logic
It’s amazing that we have the power to
change another person’s brain functioning
with just the…
The TONE of our VOICE
The LOOK on our FACE
A FEW short WORDS
Love & Logic
Sharing CONTROL…Make Small
Deposits by Giving Lots of
Small Choices…
Examples
• “You can turn in your papers on Friday or
Monday”
• “You can use pen or pencil”
• “You can answer 50 out of the 100 questions,
your choice”
Make Sure You Can Live with The
Choices… You Allow!
Love & Logic
“Humans Are Willing to Harm
Themselves in Order to Regain a
Sense of Control.”
“There exists no limit to what people will do for
control.”
“We can either give people control on OUR
terms…or wait for them to take it on
THEIRS.”
Love & Logic
Give Them Expectations….Tell Them
What You are Going to DO!
Enforce Limits with Questions
“Which papers receive full credit?”
“Who do I listen to?”
“Who do I take to recess?”
Love & Logic
“5 Steps for Helping Students to Own & Solve
Their Problems”
1. Provide a strong dose of Empathy (statement)
2. Hand the problem back in a caring way
(Ask,”What are You Going to Do”)
3. Ask permission to share some solutions and
provide choices. (Offer a Menu of Suggestions.)
4. Help the student evaluate the potential
consequences of each choice.
(Ask, “How Will That Work For You?”)…
alllow the student to either solve or not solve the
problem…(”let me know what you decide”)
5. Follow up…(”what did you do…how did it work for
you?”)
Love & Logic
Giving the Gift of Problem Solving
“Great teachers resist the urge to rescue students or to rub salt in the
wound by lecturing.”
When you RESCUE …the
message is:
When they PROBLEM
SOLVE…the
message is:
• I am weak.
• I can’t make it
without me
• I can’t think for
yourself.
• I need other people
to tell you what to do
• I feel helpless and
useless.
• I am strong.
• I can think for
yourself.
• I can solve the
problems I
encounter!
• I feel PROUD &
EMPOWERED!
Love & Logic
Powerful Solutions…
address both UNDERLYING NEEDS and SYMPTOM MISBEHAVIORS
Focus heavily on prevention and meeting
basic needs…
(Affection, Control, Self-Competence, Peer Group
Status, Increase # of Adult Eyes & Smiles, etc.)
When students misbehave, apply strong
doses of Empathy and hold them
Accountable
Love & Logic
Role of School Staff
Impacting the School Climate
• Help ensure that the School Climate is one that is
supportive of the at risk student.
• Fostering a feeling of Connectedness between the
students and the school.
• Providing an Opportunity for students to become
Involved in school activities.
• Ensuring a Safe and Positive Environment creates a
climate that has potential to have a profound impact
on adolescent suicide.
Hawkins & Catalano
The Most Powerful Teachers are Strict
&
Caring at Same Time
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Positive relationship
Build trust & rapport
High expectations
Friendly, but firm
Respect them
Know the child’s interest, strengths & concerns (DYKTS)
Value the child unconditionally
Sets firm limits
Holds students accountable for their behavior
Consistent & fair
Encourage
Love & Logic
The Asset-Building Difference
From
Young people’s problems
strengths
To
Young people’s
Professionals’ work
Everyone’s work
Young people absorbing resources
resources
Young people as
Programs
Relationships
Troubled young people
All young people
Accountable only for own
behavior
Accountable as well for
other adults’ behavior
Incidental asset building
building
Intentional asset
Blaming others
Claiming responsibility
Search Institute
“When our students fail, we, as teachers,
too, have failed.“
Marva Collins
“We don't try to fix the students, we fix ourselves first. The
good teacher makes the poor student good and the good
student superior.”
Marva Collins
Resources
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Web Sites
www.esc1.net
www.resiliency.com
www.loveandlogic.com
www.sdrg.org
www.search-institute.org
www.smhp.psych.ucla.edu
http://theguide.fmhi.usf
.edu/
Books
“A Child Called “It”,
Dave Pelzer
“The Boy Who was
Raised as a Dog”, Dr.
Bruce Perry, M.D.,
Ph.D. Child
Psychiatry,
Neurobiology and
Maia Szalavitz
WE NEVER, NEVER, NEVER,
NEVER GIVE UP On Kids!