Managing Challenging Behaviour in Schools by Stacy Craig and - - PowerPoint PPT Presentation

Managing Challenging Behaviour in Schools

by Stacy Craig and Michelle Tomyn

What kinds of challenging behaviours are we seeing in our schools?

• Extreme defiance
• Anger
• Physical/emotional outbursts directed

towards teacher, other students or classroom materials/furniture

• Inappropriate language ie. swearing or

name-calling

• Withdrawal
• Anxiety
• http://www.thekidswelose.com/

How is this affecting our schools?

• Challenging Students: low-self esteem, self-worth, self-confidence, unable to self-regulate,

loss of friends, needs not met, stress, frustration, depression, unsure how to voice the issues, safety, loss of instructional hours

• Other Students: confusion, anxiety, fear, distracted in learning, safety, instructional hours

affected

• Teacher: unsure how to deal with needs of all students, stress, worry, anxiety, fear of reflection
• f teaching competence from adminstration, collegues, and parents, loss of instructional time,

safety, extra meetings, workload increases due to implementation of possible numerous IIP’s, energy drained, affecting home-life, teacher burn-out

• Parents/Families: concern, worry and anxiety for their child’s safety and what their child is

seeing, trauma of own school experiences, fear of reflection of their parenting and repercussions of the challenging child’s behavior.

According to Ross Greene, the skills

• ur behavioural, challenging kids

lack are:

• Executive skills (enable us to

plan, focus attention, remember instructions, and juggle multiple tasks successfully

• Language Processing

/Communication Skills

• Emotion Regulation Skills (the

ability to recognize that you are having an emotional response and to understand that response

• Cognitive Flexibility Skills
• Social Skills

So what is the solution? How can we help those who are experiencing challenging behaviours in the school?

What does the Collaborative Proactive Solutions Approach look like in action?

• Identify the skills that are lacking in the child you're trying to understand and help.
• Identify the “unsolved problems" in which challenging behavior is occurring.
• Then you can utilize the three basic steps of the CPS approach:

1. The Empathy 2. Define the Problem 3. The Invitation

Scenario

What does research say about the Collaborative and Proactive Solutions approach?

Even when a student (or an adult) is "acting out" or "clearly in the wrong," the fastest way to calm them down, so one can create a teachable moment or have a rational conversation, is to offer them empathy first and correction or discipline second. “The basic premise of CPS is Greene's mantra that “kids do well if they can” and that 90% of children and adolescents admitted to psychiatric inpatient units already know that aggressive behaviors are wrong (Greene, 2006)” He argues that the goal of parenting is to shape our children’s long-term development by influencing the calibration of their internal moral compass, rather than asserting adult power to forcefully guide them. Greene states that this objective can be accomplished through CPS or, what he refers to as “Plan B.”

“The kids do well if they can” philosophy carries the assumption that if a kid could do well he would do well. If he’s not doing well, he must be lacking the skills needed to respond to life’s challenges in an adaptive way”. (Lost at School p. 11)

What are some solutions to the challenges associated with making these changes?

➔ https://www.facebook.com/groups/LITBLostandFou nd/ ➔ https://www.livesinthebalance.org/listening-libra ry-helping-behaviorally-challenging-students ➔ https://www.livesinthebalance.org/voices-solving- problems-collaboratively ➔ www.livesinthebalance.org ➔ https://www.livesinthebalance.org/walking-tour-e ducators

Resources

➔ https://www.livesinthebalance.org/sites/default/fi les/2017%20Full%20Day%20Version%203.pdf ➔ www.thekidswelose.com ➔ https://www.pesi.com/store/detail/7106/explosive- noncompliant-disruptive-aggressive-kids-what ➔ https://www.youtube.com/watch?v=jvzQQDfAL-Q&li st=PL96FCD5F40215BB70

“Our hidden lessons demonstrate how it is that oppression can play out in our lives unnoticed and unchallenged, and

• ur lenses of analysis demonstrate why

it is that we often desire making sense

• f the world in only certain, comforting
• ways. They are not the barriers to

anti-oppressive education; rather,they are what help us to make anti-oppressive education possible”(p.41). So what are the hidden messages

• ur students get from punitive

discipline and external rewards? It’s time to unlearn what we’ve thought to be true.

...things to consider. Kumashiro gives us...

Some Comic Relief...

Algon, S. (2019). Ross Greene Raising Human Beings: Creating a Collaborative Partnership With Your Child 2016 Scribner New York, NY. Journal of the American Academy of Child & Adolescent Psychiatry, 58(2), 299-300. Ercole-Fricke, E., Fritz, P., Hill, L., & Snelders, J. (2016). Effects of a Collaborative Problem-Solving Approach on an Inpatient Adolescent Psychiatric Unit. Journal of Child and Adolescent Psychiatric Nursing, 29(3), 127-134. Kumashiro, K. (2009). Against Common Sense. New York: Routledge Kumashiro, K. (2008). Lost at School. New York: Scribner Liepe-Levinson, K., & Levinson, M. (2005). A GENERAL SEMANTICS APPROACH TO SCHOOL-AGE BULLYING. Et Cetera, 62(1), 4-16.

References