Most of What You Know About Violent Students is Wrong– Includes Online Class with More Effective Strategies

 

classroom management problems blog

Most of What You Know About
Violent Students
is Wrong


Includes Online Class
with More Effective Strategies

 


workshop trainer Ruth Herman WellsAs a mental health counselor who specializes in working with hard-to-manage children and youth, it always makes me upset when I read another article disseminating misinformation about extremely violent,unmanageable kids.

For decades, mental health,juvenile corrections, and juvenile court professionals have had tested, documented methods to best manage unmanageable, violent students. Even though these tools have been widely available for a half century or so, most of these targeted techniques and time-tested insights into unmanageable kids have not reached most K-12 educators.

Today, another major education outlet printed yet another misguided article that urged teachers to build stronger relationships with their most severely misbehaved, violent students. The author asserted that relationship-building is the best way to reduce violence, bullying,cyberbullying, disrespect, defiance, property damage, and harm to others. That assertion isn't just wrong, it's dangerous.

Any mental health professional can tell you that strong student-teacher relationships are important with MOST students, but that relationship-based approaches always fail with the violent students who act out the most. Even worse, attempting to use relationship-based approaches with this population doesn't just fail big-time, but these tactics generate other problems.

Here is just one example of the serious fallout that occurs when counter-indicated methods are used: Relationship-building sends an unintended message to the seriously misbehaved student, who interprets the trust-building efforts to mean that the adult "doesn't have a clue who they're dealing with so I can do what I want and get away with anything." Just as no one single text book would work with all students, one single style of behavior management interventions will not work with all students.

When educators use one-size-fits-all methods with severely misbehaved students, they will find "nothing works." You may have already have discovered that nothing seems to work to rein in your most unmanageable students. Now, you know why.


I'm Ruth Herman Wells, M.S., the Director and Trainer for Youth Change
Workshops. This issue has must-have, tested, documented, established,
more effective strategies for unmanageable students. These behavior
management strategies will work better than the counter-indicated
approaches you are using now. These methods are taken from my new
online class, Control the Uncontrollable Student (click). These methods
are also offered in my live workshops, and on-site trainings. We have
special treat for the readers of this magazine: If you would like to take
the $39 Control the Uncontrollable Student online class FREE, see the
easy directions below.


online classGet Control Uncontrollable Students online class without charge.
Take 2 steps by 4-5-12:


(1) Post a link to our website (http://www.youthchg.com) online on
your website, blog, Facebook page, or similar place. (2) Click here to email us the link to the page where you posted. We'll send you the link to the online class by return email. It's that easy.

 

The Top 5 Truths About Unmanageable Students
That Educators Need to Know Now


1. Learn Targeted Methods for Conduct Disorders


Mental health professionals have identified that some extremely
misbehaved youngsters are wired a bit differently than the majority of
students. They tend to be boys, and make up about 11-14% of the
population. Mental health clinicians have the ability to determine if a
youngster has a problem called "conduct disorder," a mental health
diagnostic category that describes children and teens who have no
conscience, no remorse, no empathy, and no real relationship capacity.


Advanced research in the 1990s and into the 2000s has clearly shown
that the brains of these youngsters are different, that the place where
relationship capacity should "reside" in the brain is not "lit." That is why
relationship approaches will never work. Every educator must know
about this youngster since conventional approaches always fail with this
type of student. Targeted methods must be substituted instead. You'll
need more than the quick info included here so read more on our
website here or view our online class as described above.


2. Learn the Operating System of Conduct Disorders
 

Most students are relationship-based creatures, and relationship-based
approaches like character ed can be tried. Character ed is so popular
right now in the world of education. Sadly, popularity doesn't correlate
with effectiveness or even worthiness. Relationship-based methods like
character ed can never succeed with youngsters who have conduct
disorder as this disorder means that these students lack empathy. It
also means that their "operating system" is different than most other
students. Instead of having an operating system that is based on
relationships, youngsters with conduct disorder care about one thing: I-Me-
I-Me. Character ed methods don't address that. That's why you
have to learn and use methods designed especially to work around that
difference. What works? Read Step 3 below.
 

3. Learn Targeted Behavior Control Methods
 

Students with conduct disorder only care about what happens to them.
That's why all interventions with them must revolve around that
dynamic. If you look at the sites that have expertise with the most
acting-out students, places like juvenile corrections, for example, they
tend to use a specific style of interventions. These sites tend to be very
regimented, very strict, and to respond very quickly and strongly to
misconduct. They developed this style of intervention because it worked.
If relationship methods had worked, they would be using those instead,
but those techniques failed, so they switched to what worked better.
You need to switch too. With other types of students, use relationship
methods if they work for you, but stop expecting them to ever help
conduct disordered kids behave better.


4. Avoid the Predictable Pitfalls
 

Students with conduct disorder are often very savvy. They can read us
like open comic books and easily manipulate us. There are many
predictable mistakes that caring adults can make over and over again
unless taught to do otherwise. What is one of the most common pitfalls
that will get you played? These youngsters may discern that you are a
good-hearted person, so they may manipulate you by getting you to
believe that you have shown them the error of their ways. Because of
that, be careful about automatically believing when the extremely
misbehaved child suddenly expresses remorse or sheds copious tears.
Instead, discern if there will be any benefit from expressing remorse.
For example, if apologizing gets the sanctions for misbehavior lessened,
then you want to be careful about believing that the remorse is
genuine.

Students with conduct disorders are very manipulative. Even
though it may be uncomfortable for some of us to acknowledge, it's part
of what they often do. All of us need to accept that premise in order to
be effective working with these youngsters. When you are repeatedly
vulnerably to the pitfalls, the student can easily manipulate and control
you and your classroom.
 

5. The Whole Team Must Know How to Control Conduct Disorders
 

The best way to manage unmanageable students is for every member
of your team to learn the do's and don'ts. That includes the school
secretary, and the bus driver who has to turn his back to even the
most aggressive students. When the whole staff understands how to use
different tools with these students, misbehavior can be more easily
curtailed. Sadly, the reverse is true: When the whole staff does not
know how to use targeted tools, then it becomes party time for your
most acting-out students, who are savvy enough to save their worst
behavior for the staff who are least likely to be able to manage them.

You need to have every link in the chain be strong. Your success with
conduct disordered students will be only as good as your weakest link,
so thoroughly educate everyone who is expected to be able manage
even the most unmanageable students.

  •  


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    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Bring Order to Behavior Disorders Insider Secrets for Controlling Uncontrollable Students

 

school counselor blog


Bring Order to
Behavior Disorders:
Insider Secrets for
Controlling Uncontrollable Students

 

Some students' behavior goes beyond just being extremely misbehaved. Some students actually have mental health problems that are called behavior disorders.

Counselor training includes extensive preparation to manage each type of behavior disorder. That is why counselors can sometimes more successfully manage youngsters that educators struggle to control. Most counselors learn specialized behavior management tools tailored for each type of acting-out disorder. Most of these targeted tools work really well for educators too– except that educators are not normally routinely offered this essential training on behavior disorders.

While we are all aware of the hazards of labeling students, we have to have some shorthand to know exactly who we're talking about. If we didn't call a rose a rose, some of us might think Shakespeare was talking about dandelions. If we describe the flower each time, we can end up pretty confused, and long-winded too: "that red, no, I mean pink, no, it's white, no, it's a yellow flower that smells really sweet and may bloom all summer." So, as you read this article, of course you want to be sensitive about students being labeled, but hopefully you can agree that the use of common mental health terms will assure that we all know exactly which students– and which behavior disorders– we're talking about.

workshop trainer Ruth Herman WellsI'm Ruth Herman Wells, M.S., the Director and Trainer for Youth Change Workshops. At Youth Change, we firmly believe that educators and other non-mental health workers are smart enough to make those distinctions. This article will help you understand the categories and corresponding tools to use– or not use– with each type of student. In this issue, we will focus particularly on a single type of behavior disorder.

Unless you're a mental health professional, you can't diagnose the
disorders featured in this article. But you've never been able to diagnose other disorders– like ADHD, for example– but you most certainly have learned how to fine tune how you work with youngsters you believe could have that difficulty. Using that type of adjustment process of carefully tailoring your interventions without diagnosing will work for any mental health disorder that you think you might be encountering. While a diagnosis from a mental health worker would be incredibly useful, you can still work successfully with severely unmanageable youngsters either way.

There are two major mental health disorders that characterize the most extremely misbehaved students. Some youngsters have Oppositional-Defiant Disorder. That is a mental health diagnosis that describes kids that have consciences but sometimes act like they don't. This diagnosis can only be applied by a mental health professional but will be very important for any youth worker to know about and understand. This diagnosis is far more hopeful than the second disorder, "Conduct Disorder," which means the child lacks a conscience and a real capacity for relationships. While the oppositional-defiant child (ODD) may also appear to have little
conscience or relationship capacity, you may be able to improve that
difficulty with the right approach and methods. With conduct disorder (CD), such improvement isn't possible.
 

Understanding Oppositional Defiant Disorder & Conduct Disorder


WHAT DOES OPPOSITIONAL-DEFIANT DISORDER LOOK LIKE?

Oppositional-defiant kids are often some of your most misbehaved students. They may disrupt your class, hurt others, defy authority and engage in illegal or problematic conduct. Though students with ODD may look similar to conduct disorders, their bad behavior is usually less severe, less frequent, and of shorter duration. The ODD label is often inaccurately applied as this dynamic can be a difficult concept to grasp and apply correctly. Because many mental health professionals understandably hesitate to assign the heavy-duty conduct disorder label, they sometimes use the diagnosis of ODD as kind of a parking spot. This convention results in people using methods for ODD with conduct disordered youngsters who would have potentially benefitted from methods for CDs instead. CDs will be adversely affected and poorly managed by the use of strategies designed for students with ODD. In this issue, we are focusing on strategies for children and teens who appear to have ODD.


THE 3 AREAS OF HELP FOR ODD YOUTH

To help the child with ODD, you must focus on:

  1. Skill building
  2. "Pulling up" that conscience– example strategies are below
  3. Improving their relationship skills.


For skill building, teaching them how to regulate their anger, actions, peer skills, verbal output, etc. will be critical. (Note that CDs benefit from this training as well.) But equally important, the child with ODD must be aided to care about others, and to be guided more by conscience. (Note that CDs almost never benefit from this type of aid, and usually become more out-of-control as they assume the adult has "no clue" if they are using methods that involve utterly foreign and irrelevant concepts like conscience, remorse, guilt, and trust.)

In our workshops, we give dozens of effective interventions for stimulating the conscience of children and teens who evidence ODD. We will supply a
few of the best here. These interventions will only focus on stimulating that conscience or "compensating" for it. If you want more than the handful of ideas given here, or you want to see how to build skills and relationship capacity– those other two key intervention areas for students who evidence ODD– consider signing up for our live or online distance learning workshop, or purchasing some of our books that will deliver hundreds of the solutions you need.


STRATEGIES TO STIMULATE OR SIMULATE THE CONSCIENCE

for Students Who Appear to Have ODD

You can use these methods with or without the diagnosis. Remember that these interventions must be combined with the other key focus areas for students with ODD: skill training and relationship training. Also, remember these methods are not appropriate for use with that other type of very misbehaved youngster, children with conduct disorder.

 

STRATEGY #1

Before a child undertakes a problem behavior, ask the youth to imagine that s/he will read about that act on the cover of the local newspaper
in the morning. Ask the child their reaction. If they say that they wouldn't want to read about it in the newspaper the next morning, then you can say "Then don't do it!" This image makes a fast and easy guide for kids to follow to evaluate whether or not to do questionable behaviors. This intervention is a good choice to use with children whose conscience provides little guidance.

 

STRATEGY #2

This intervention can be used before or after the child has engaged in
misbehavior. For example, let's say the child has stolen the teacher's pen, you can say "I want you to imagine that we're making a video about your life. Are you impressed?" That uncomfortable sensation that the child may have in reaction to this intervention may be the conscience stirring.

 

STRATEGY #3

After the child has engaged in a problem behavior, such as stealing a pen, as in the example above, ask the child, "So what's your integrity worth to you?"

 

STRATEGY #4

To adapt the intervention shown above for young children, simply rephrase the question to "So what's people believing in you, worth to you?" Or, rephrase it to "So what's people trusting you, worth to you?"

 

STRATEGY #5

Have students list problem behaviors, and write their responses in a column on a board. Next, in a second column, have them list the most likely consequences of each behavior. Inform students that they can no longer say "I didn't know what was going to happen next," or make similar disclaimers because they have just shown they can make good guesses to predict the future. This strategy is another substitute for the conscience  as students can "guess ahead" before choosing to engage in problem behaviors.

  •  


    Reprint or Repost This Article
     

    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Human Pressure Cookers: If Anguish Turns Violent Do You Know What to Do?

 

school discipline blog for teachers


Human Pressure Cookers
If Anguish Turns Violent
Do You Know What to Do?

 


workshop trainer Ruth Herman WellsIn 2005, annual state-wide testing in Texas included
an essay section. Of the one million essays submitted, nearly 700 youngsters wrote about their own abuse, neglect or rape (USA Today, March 28, 2005). Around the same time, The New York Times suggested that a recent Minnesota school shooting may have occurred because "anguish turned homicidal." In the next sentence, they wrote: "Teachers are ill-prepared to identify and address the normal emotional difficulties of their students, much less the aberrational ones." Further, they correctly observe that "school counselors, who are better suited for the task, are severely outnumbered."

Those words from 2005 carry even more weight 6 years later as counselors are often among the first staff jettisoned in the ubiquitous layoffs of our current difficult economic times.

For more than two decades, I have criss-crossed North America training teachers, counselors, principals and other youth workers to better understand and assist troubled youth and children. I'm Ruth Herman Wells, M.S., Director of Youth Change. For all those years, I have been saying over and over, in school after school, in city after city, that anguish can easily become rage.

However, the media continues to simplistically lump together all students who engage in serious school violence such as school shootings, and repeatedly names bullying as the sole cause of the extreme behavior. That over-simplified sound bite has made my job much harder because bullying is often not the sole– or even primary– contributing force that spurred tragedy.

The central force was the developing rage and on-going depression. The
simplistic focus on bullying means that quiet anguish that doesn't involve bullying, can more easily pass unnoticed by adults and any opportunity for prevention is lost. It is very discouraging that in my workshops, most teachers, principals, counselors, and other youth workers do cite bullying as the main cause of school shootings. In the 2005 Minnesota case, the young shooter was a pressure cooker. The signs of depression, alienation and frustration were there to see; and bullying may not have been a factor at all.

It is time for youth professionals to refine how they view school shooters. By subscribing to media characterizations that over-emphasize bullying, youth workers are more likely to miss the most important clues: depression, anguish and frustration. These powerhouse emotions can easily occur without any bullying.

If you want to become better prepared to notice and understand youngsters who are human pressure cookers, there is only one option. If your background does not include mental health basics, now is the time to upgrade your skills. Concern about a potential tragedy at your site is not the sole reason that non-mental health workers must finally broaden their expertise. The real reason that these youth professionals must become more skilled in basic mental health methods is that for every sad child who does pick up a gun, there are hundreds more who struggle and suffer more quietly. We now know that by 2005 there were at least 700 of them in Texas.

Children in Oregon have also confessed distress in that state's essay exam. Some of those sad stories lacked proper punctuation, or had sub-standard sentence structure, and ultimately received failing grades. A child tells of beatings or a recent rape, or writes of homelessness, or a lost parent. Not only will the cry for help fail to be answered, the cry for help itself is graded as failing.

In 2005 in Texas, a student died the day before the state-wide exam was scheduled. The school staff asked to delay the exam to allow the children time to grieve. The students were nonetheless required to take the test, seated next to the empty desk of their newly dead friend and classmate.

High stakes testing mania has become the center of the education universe. It consumes countless dollars, aggressively devours teachers' time, and diminishes the importance of every other educational activity. If a teacher wants to keep her job, she must produce the right testing numbers. With eyes firmly focused on testing, teachers are left precious little time to even think, never mind notice children's anguish.

Testing is most certainly not the cause of this country's problems with extreme school violence, but testing has most certainly contributed to the problem. Flunking cry for help essays, compelling testing even hours after death, and our relentless pursuit of magic numbers are just a few of the ways that we sacrifice children's humanity to the gods of testing.

If we put a mere 10% of the effort we devote to testing mania, into noticing and helping deeply troubled children, perhaps we could stop some of the shootings before they occur. Further, since you can't push profoundly distressed children to perform well on tests anyway, perhaps by noticing and attending to the distress, many sad children would accomplish more academically.

 

How Prepared is Your School to Notice and Help

Troubled Children?


How do you know if your team is properly noticing and helping distressed students? Further below is a quick litmus test to determine if your team has a solid, basic mental health knowledge base, plus the inclination and willingness to notice deeply depressed youngsters who might one day explode; brief answers are provided as applicable:

1. Can your staff name the 3 students at highest risk of engaging in
extreme violence?
Answer: Conduct disorders; thought disorders; extreme agitated,
depressed kids.


2. Conventional behavior management methods don't work with the
three students identified in Question #1. Does your staff know how they must intervene differently with each of those three types of students?


3. Can your staff name the symptoms of major, clinical depression, and the three methods that work best to prevent explosive rage?
Answer: There are a vast array of symptoms that can signal depression. While only mental health professionals can diagnose,
all youth workers can watch for sad moods especially without
apparent cause, diminished enthusiasm, anxiety, hopelessness,
feelings of worthlessness, helplessness, problems with concentration, changes in sleep, changes in weight, changes in
appetite, and suicidal gesturing or comments. These are a few
of the most common signs. The best methods to address
depression, especially with the help of your school counselor:
exercise, talking and carefully monitored anti-depressants.


4. Can your staff name the most important methods to use– and not
use– with conduct disordered students?
Answer: The single most important method is to keep the costs
of misbehavior high, and the benefits low. For diagnosed
conduct disorders, all conventional, relationship-based
approaches should be discontinued since they often make the
problems worse while failing to produce improvement. If you
have used conventional methods to rein in conduct disordered
students, you may have ended up feeling that "nothing works"
to control their misbehavior.


5. Is there a mechanism at your site or within your community to
ensure that all children are noticed by their teacher, mentor or other
adult so that warning signs (like violent website postings, essays
expressing distress, threatening remarks, alienation, and desperation)
are not missed?


6. Candidly speaking, what would your staff say is the highest priority at your site?
Answer: Academic achievement and high testing scores really
shouldn't be the top answer in our current violent times. The top answer offered by your team should be site safety, or else safety is not the priority that it must be in our current violent times. Educational goals will quickly assume lower status if your team ever loses students or staff in a shooting or other tragedy. School safety should be the one thing that is more important than anything else that occurs within the walls of your school. Without school safety, nothing else matters.

  •  


    Reprint or Repost This Article
     

    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

    Subscribe Unsubscribe/Change Subscription
    Contact Us*  *Not for Unsubscribing
     

    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Stop Cyberbullying and Self-Harm: Cyber Smarts for the Facebook Generation

 

classroom management blog

 

Stop Cyberbullying and Self-Harm:
Cyber Smarts
for the Facebook Generation
 


Someday they may call your students the "Facebook Generation." Their
worlds revolve around all things electronic. As a consequence, the
venue for student problems is shifting from the real world to the virtual
one. Unfortunately, virtual world problems can be very much real world
problems too.

Cyberbullying prevention has become a must-do
for most elementary, middle and high school classrooms.

At our workshops, we are getting a lot more requests for
help with students who are facing or engaging in cyberbullying. We
also have been getting a lot of questions about what to do about
students who are literally trashing their own reputations and credibility
by posting damaging pictures and comments about partying, substance
abuse, their interpersonal relationships, and their feelings about their
teachers and bosses. In a time when more and more employers and
colleges are requiring access to applicants' Facebook and My Space
pages, students continue to make themselves unemployable and unlikely
admission candidates when their less-than-sedate lives are splayed all
over the internet– forever.

In this issue, you will be seeing cutting-edge, never-seen-before,
powerful new tools for the Facebook generation. They are designed to
reduce the cyberbullying, and self-harm your students may be involved
in on internet social network sites.

Just like the saying, "What happens in Vegas,
stays in Vegas," "What happens on the internet
stays on the internet," potentially forever.

Help your students avoid being haunted forever
by indiscretions, vulnerabilities, or misbehavior that they
exposed to the world when they where just thirteen or fifteen or
seventeen.

Your students need help with cyber-safety, and fortunately, we have
great cyberbullying prevention strategies for you.

 

Cyberbullying Prevention Methods

 

FACEBOOK
THE ACCIDENTAL RESUME
 

Cyberbullying prevention poster 279Students who post on
Facebook and similar sites
about partying, their intimate
relationship details, substance
abuse, or their dislike for their
employer and job, probably
don't realize that they are
doing great self-harm. Make
sure your students know that
many employers and
university admissions staff are
now requiring access to
students' Facebook and My
Space pages, and they often
ask to review students' blogs.

In fact, there are now sites so cyberbullying poster 280
sophisticated that bosses and
universities don't have to ask.


These rogue sites gather
pictures and text from
supposedly private pages and
blogs. A student may be only
13, but their misdeeds as a young teen may follow them in cyberspace
for the rest of their lives. Youthful errors used to stay in the past, but that will stop with the Facebook generation.

Because the internet is forever, you can refer to Facebook as "the accidental resume."

The intervention pictured above gives you state-of-the-art tools to educate your students before they are harmed in cyberspace. It shows a Facebook page where a student has made negative comments about his/her job, and revealed his substance abuse.

This worksheet/poster brings the cyber world and real world together. Ask students to view this worksheet through the eyes of a boss, school admissions officer, or apartment manager. (Thanks to special ed teacher, Chris Wells for this
truly amazing worksheet.)

View Posters 279 and 280 here.
 

CYBERBULLYING
ANTI-SOCIAL NETWORKING HURTS BULLIES TOO


Bullying prevention poster 97Bullies, be they cyberbullies
or real-world bullies, they're not known
for their empathy.

If you want to change the
bully's behavior, avoid
relationship-based
interventions at all times.
Instead, show the bully
that by hurting others,
he hurts himself.

Bullies will rein in their conduct if they may lose something they want, so show bullies that if their expertise with people is being a good bully, they will have great difficulty keeping jobs, apartments, roommates, friends, etc.

Teach bullies that there is "no way to hurt others without hurting yourself." Be sure that you don't let bullies say they can stop bullying but they choose not to.

Use some of the phrases included on our Poster #097 – shown above, click on it to enlarge it– such as "Bully today, bully tomorrow. Stop now if you can."

To order this bully prevention poster for $8, click here.

 

CYBERBULLYING
IS CYBER CRIME


"But I didn't think it was cyberbullying." That's what
students often say to avoid responsibility for their actions
online. Wipe out that excuse before it happens. Begin by
ensuring that all your students know exactly what constitutes cyberbullying.

 

  •  


    Reprint or Repost This Article
     

    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
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    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


How to Help Bullied, Potentially Suicidal Students

 

classroom management blog

 

How to Help Bullied,
Potentially Suicidal Students

 


workshop trainer Ruth Herman WellsIt's been the top story in the news: bullied students committing suicide
because they can't cope with the bullying.

I'm educational workshop instructor Ruth Herman Wells, M.S. with ideas that can help right away.

Even veteran counselors and social workers worry they might not always notice every student who is so distressed that they might engage in serious self-harm, but the reality is that the front line of "first responders" is actually made up of educators, who may not have even have mental health expertise.

Further, many educators may have dozens and dozens of students they see each day. That glimpse into a young person's world may not be enough for a teacher to become aware that a student is in serious emotional distress. Especially as schools increase teacher-student ratios, effectively tracking emotionally fragile students becomes harder and harder for even the most dedicated, aware educator.

Despite the significant obstacles educators face when working with deeply troubled youngsters, none of us ever want to wonder if we did absolutely everything we could to spot and stop bullying, and the staggering consequences that can follow. It is a tough, new job to effectively help bullied students.

This issue of our magazine is designed to help you be as pro-active as possible to prevent a tragedy at your site, but by no means is  this short tutorial comprehensive, so if you suspect safety issues, tell your administrator immediately. In the meantime, you can strive to better equip yourself, your students, and your school to be a place where bullying and ensuing tragedies are less likely to happen. This article is a first step in that effort to help bullied students.

For more help, come to our Seattle or Portland Breakthrough Strategies to Teach and Counsel Troubled Youth Workshop (click).

Bad budget? We've got work-study slots if you need financial aid. Call 800.545.5736 for details.

You can also take the distance learning workshop (click), or schedule us to provide a professional development inservice at your site. We also have free online articles, tutorials, strategies and more throughout our site.
 

New Methods to Help Bullied Students Now
 

EDUCATE VICTIMS
AND POTENTIAL VICTIMS


poster for suicidal studentsA good place to start is by educating vulnerable students on how and when to ask for help from adults.

It may seem obvious to you that a child would seek aid, but to the child the bullying can just seem so overwhelming,
massive, and permanent, that the child can feel there is no useful help out there. The printable poster (Poster 248) makes a good visual that can be an on-going reminder.

The resource can also be used as a worksheet to start off a
discussion of issues like these: "Will adults know how to help? " and "What should you do if you feel so hopeless that you want to hurt yourself?"

Gear the discussion to fit the age of your students, but have the discussion right away. Suicides often seem to engender more suicides, and that is why you need to tackle this safety issue right away.

 

STOP USING INEFFECTIVE APPROACHES TO
CONTROL BULLIES


anti-bullying poster 90If only popularity was the best gauge of a method's
effectiveness. The truth is that many very popular methods that are commonly used to rein in bullies are incredibly ineffective and outdated.

Many bullies are not capable of developing a "normal" conscience and compassion, yet many bullying intervention methods– like character ed– rely on students having those traits, or being able to learn them. If you truly want to become more effective at controlling bullies, you must switch to more up-to-date
interventions that don't require a conscience or compassion in order to have impact.

Here's a few examples of strategies that don't rely on the bully being able to have or rapidly develop compassion. Ask the bully to make a list of all the activities that he wants to do in life, then have the youngster go through the list and cross out all the items that "go well" with bullying. For example, the student may list his desire to be a truck driver. Ask the student to consider if the trucking company boss or the truck dispatcher is going to want to want to take time to deal with a driver who bullies dispatchers, co-workers, customers, or superiors. If the student resists, have the student actually talk to a truck company boss or dispatcher, and ask. If the student says "But I won't bully on the job," challenge the student to prove it by stopping bullying now for
one month. If the student can't or won't stop, ask the student who else will help him learn how to be different by the time he's on the job.

Use the expression "Bully Today. Bully Tomorrow." Notice how all these techniques show the bully that by hurting others, she is hurting herself. It is critical that all the interventions you use with bullies contain that element. Bullies may never care about others, but they almost always care about "Me-Me-Me." Use that to reduce the bullying behavior by convincing the bully "I can't hurt others without hurting me." Our Poster #090 (shown above) is another good example of how the bully will only alter her behavior when she sees it's in her own interest to do so. To order this bully prevention poster for $8, click here.
 

WORK WITH BOTH BULLIES
AND BULLIED STUDENTS

Most schools tend to focus on the bully. While a focus on the bully is certainly essential, since it takes two for the situation to occur, it is as important to work with the victim as it is to work with the bully. If you fail to assist the victim to develop the skills, motivation, and attitude needed to avoid further victimization, you are failing to use half the tools you have available.

To leave all the accountability with the bully– who has a demonstrated record of not being trustworthy or compassionate– is unwise, potentially dangerous, and
inappropriate.

It is always critical that you upgrade the victim's skills to prevent and manage victimization. To not do so could be considered negligent. To upgrade the bullied student's skills, focus on spotting aggression before it starts, what to say or do to avoid victimization, where to go, where to never go, and so on. But the recent student suicides are a reminder that adults have to help victims cope. Learning to cope  emotionally may be as important– perhaps more important– than just learning bullying prevention and survival skills.

Create a worksheet entitled "The Consequences of My Actions." This intervention can be used effectively with both bullies and bullied students. Design the worksheet to have three columns. In Column 1, students list their Behaviors such as bullying or being bullied.

In Column 2 and 3, they list the Money Cost and the Pain Cost of those behaviors.

For bullies, the worksheet captures the consequences of bullying, and how those consequences can be so distasteful that it can make bullying less appealing. For bullied students, this worksheet can show what positive outcome can happen when these youngsters learn and use new skills to actively avoid bullying. This worksheet also shows bullied students how failing to take protective steps can predictably yield poor results.

The hallmark of depression is powerlessness. This worksheet can help bullied students feel that their actions can have impact and power. For bullied students, this worksheet can help convince them to learn and use new skills, while also helping to combat the feelings of powerlessness that lead to depression and potentially, to desperate behaviors.

If you prefer to order this worksheet, purchase our Coping Skills Sampler book here.

 

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    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


What You Need to Know About How to Prevent Bullying But Were Never Taught

 

teacher classroom management blog

 

What You Need to Know About How to Prevent Bullying
But Were Never Taught

 
 

 

teacher workshopGot bullies? We've got better strategies to prevent bullying.

This is author and workshop instructor Ruth Herman Wells, M.S. I've got some great tips and tools for you on how to prevent bullying in your school, agency or center.

In our professional development workshops, we always ask participants to identify the top cause of school shootings. Bullying is usually named. There is no doubt that bullying is a huge problem in nearly any setting where children and youth congregate, but you won't be able to stop or moderate bullying by focusing on that issue alone.

Yet, often that is what happens. When youth professionals focus solely or primarily on bullying, it may be a bit like seeing the forest but not the trees. Or, perhaps another analogy– one that might resonate especially well with mental health workers– is that a primary focus on bullying is a lot like just focusing on an alcoholic's liquor consumption while neglecting to address any factors that caused the excessive drinking in the first place.

Here is a completely different way of viewing and addressing bullying, one that you may find far more effective than conventional approaches that focus on the symptom of bullying while overlooking the factors that cause and sustain it. Read on to discover the real truth about how to prevent bullying.
 

The Truth About How to Prevent Bullying
 

MYTH

To address bullying, use character education or values clarification approaches.

TRUTH

While character education and values clarification approaches can have merit, as a reader of this internet magazine, hopefully you have learned that these methods always fail with about 11-14% of youngsters. Do you remember the information presented in past issues on this topic? If you have been to our workshop, you definitely should know the truth on this topic, because we devote hours to it during class. As any of our workshop past participants should be able to tell you, character ed and values clarification approaches always fail with conduct disordered youth.

These are the students we covered in Issues 2 and 3 of this magazine. As you may recall from those articles, these youngsters lack a conscience or remorse, so character ed and values clarification simply won't work since those methods require that the child be able to care and have compassion.

Since conduct disorders are the most misbehaved students of all, they are also often your bullies. Now, you know why conventional approaches may have limited success reducing bullying. To get better results, switch to methods designed to work with conduct disorders.

To review our introduction to click on the Blog link at the top of the page and choose the Introductory Issues.

 

MYTH

Bullying is the primary cause of school shootings.

TRUTH

The media loves simple, black and white explanations, and this very simplistic sound bite is just not a very accurate or thorough explanation. While some school shooters were partially motivated by being bullied, to zero in on just the bullying misses the point– and misses the point on how to prevent an incident.

A more accurate way of viewing these youngsters who shoot, is to note that they tend to be clinically depressed, and that in addition to the bullying that they may endure, they are very sad and extremely frustrated.

Better than viewing them as worn down by the bullying, it is far more accurate to view them as worn down by many things. Let me explain why this distinction is so important. This distinction is critical because it doesn't require an act of bullying to set this child off. Like a pressure cooker, this student is building up to blow.

Certainly bullying could be the thing that causes the blow up, but it could be any event that lights the fuse. When you train your attention on seriously depressed youth (who may be bullied a lot, irregularly, or not at all) you can more readily and precisely identify the youth who could some day explode.

Further, there may be other populations of youth who are statistically far more likely to cause an extremely violent incident. However, if three– not just one– types of youngsters are at highest risk of violence, that's a more complicated idea, a complex assertion that the popular media may never fully appreciate and disseminate.

Although you won't hear it in the media, the bullied child is probably not the youngster at highest risk of extreme violence. Want more than headlines? Check out our book, All the Best Answers Conduct Disorders and Anti-Social Youth. It is available as a book, ebook or online video class.

Schedule Your On-Site Workshop Now

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Learn 100s of Strategies for Work Refusers, Difficult,
Failing, Angry, Troubled and Defiant Students

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Classroom Management Problems STOP here

MYTH

When teaching bullying prevention, keep the focus on the bullying.


TRUTH

poster to prevent bullyingWhile it is fine to focus directly on the bullying, if you stop there, you may be unhappy with the results. To stick with the analogy used earlier, it is like focusing on the amount of liquor consumed rather than helping the alcoholic to understand why he drinks excessively.

In addition to  teaching that bullying is wrong, there needs to be a greater focus on teaching the skills youngsters need to behave differently. Further, you need to modify the skills of not just the bully, but also the victims and peers.

Typically, we do not necessarily provide specific skill instruction to all three of those groups. The bully needs training to learn new peer interaction skills, but so do the victims and bystanders. If you focus solely on one or two of those groups, you may not get the results you sought.

Remember, teaching skills does not mean re-stating expectations or rules. Teaching skills means that you creatively and effectively show students the exact skills that they need to be different. So, for example, you might teach the bully some new "Opening Lines" to use when initiating peer contact, perhaps aiding the youngster to stop threatening, and instead say something less aggressive.

Here are other key areas that are often not taught as part of bullying prevention programs: personal space and distance, interacting with peers who are different, managing hands and other body parts, and how to avoid peer set-ups.

There are many more critical skill areas that often are overlooked and left unaddressed, including motivating bullies to stop bullying. All unaddressed areas will be an endless source of bullying problems so be sure you cover it all. Skill training doesn't have to be boring.

For example, to motivate bullies to be different, you can use inovative, humorous interventions like our popular bullying prevention posters (click.) Poster #100 is shown above.

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    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


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    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Our Most Requested Classroom Management Interventions

 

teacher classroom management blog

 

Our Most Requested
Classroom Management Interventions

 
 

 

K-12 Keynote Speaker Ruth Herman Wells

Our Spring '08 workshops were really packed with participants so we read a lot of evaluations. I'm workshop instructor, Ruth Herman Wells, M.S.

Many of the evaluations from the Spring inservice tour included requests for us to post favorite classroom management interventions.

We noticed that many workshop participants requested the same handful of interventions. By popular request, we are posting your favorite behavior and classroom management interventions right here.

 

Most Requested Classroom Management Interventions

 

# 1 Favorite Intervention
Where Will Your TV Watching Skills Be Needed?


Any classroom management intervention that used a classified ad format was very popular. The method listed here was the most popular of the bunch.

The intervention is to ask students to write Help Wanted ads based on the set of skills they are acquiring. Many participants liked the examples we gave in class of the ads students create and wanted copies. They like how these silly ads may leave students wondering "Where will my TV watching skills be needed?"

Here are some of the classified ad-style interventions that drew the most comment:

Experienced TV Viewers Needed for High Paying Jobs

Large company seeks TV viewers to work long hours in a horizontal position. Must like donuts and chips.

National Firm Needs Nappers Now

If you like to sleep, this job opportunity will open your eyes. If you wake at the crack of noon, we can wait. On-time applications not accepted.

Mall Rats Wanted for Executive Positions

Years of leaning against the wall or sitting on a bench required for exciting opportunity with major corporation. If you know how to hang out for hours, then your future as one of our hard-driving employees is simply unlimited. If you can demonstrate the ability to say something really nasty about everyone who walks by, then you may be that special person we need in customer relations. Put those valuable years of experience as a mall rat to work with us.

Violent Video Game Pros Needed for Government Espionage

If you can navigate mazes, break codes or kill the beast, then a career with the CIA or FBI may be for you. We need people like you who can get to the highest level no matter what vicious dragons or pre-historic dinosaurs get in the way.

 


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Classroom Management Problems STOP here

 

# 2 Favorite Intervention
Gallons for Graduates

 

Participants really like interventions that sell the value of school, and wanted some more.

Here is a new one. Right now it is a particularly easy sell if you relate school to the price of gas. Here is the connection. The typical dropout earns about $500 per month working minimum wage at one or more jobs. With gas currently approaching $4 a gallon, and minimum wage approaching $7 an hour, have students calculate how many hours a dropout must work to buy a tank of gas.

To make the numbers come to life, have students determine how long they must work to just drive to a neighboring city, nearby state, or popular regional destination. Have them determine how much they will spend just to go to their job each day.

With gas expected to top $5 a gallon in the near future, be sure to help students discover that one dropout with one job may not be able to afford a tank of gas while also paying housing, medical bills, car payments, clothing, recreation and so on.

Help students to discover that if gas prices continue to rise, dropouts may be able to afford a car they can't afford to drive. By contrast, graduates earn roughly twice the salary of dropouts and may be better prepared to stay on the road. You are re-shaping students' image of school by making it critical to being able to afford to drive.

A fun follow-up intervention: have students illustrate the phrase, "Gallons for Graduates." They can use art supplies or computer clip art to create fanciful images like a merged diploma and gas pump, or by showing a gas station where everyone who is buying gas is wearing a cap and gown, or clutching a diploma.

 

# 3 Favorite Intervention
The Best-Liked Bully-Busters

 

Our Spring workshop participants commented a lot about our behavior interventions for bullies.

They liked that our interventions don't rely on remorse or compassion because so many bullies appear to lack those qualities.

They appreciated how the interventions were always related to the bully's self-interest, and agreed with what we teach in class, that many bullies only care about I-Me, I-Me, I-Me, and nothing else.

On the workshop evaluations, a number of participants asked us to post more examples of relating anti-bullying interventions to the self-interest of the bullies.

anti-bullying poster 97 poster71Here are a couple of posters that illustrate that. They are good examples of how to always be sure that anti-bullying interventions are closely tied to what the student can lose or gain by using bullying behaviors.

A lot of the counselors also liked the use of humor when working with bullies. An example of that is shown in the second poster. We do strongly encourage that humor be incorporated in anti-bullying interventions to streamline your interactions and improve your results.

Here are Posters 71 and 97. You don't need to buy the poster; you can just use the technique pictured. If you do want to buy posters, they're $8 each.

If you want additional anti-bullying ideas, we have many more posters that you can view to get innovative methods that you can easily adapt and use.

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    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Got Bullies & Victims? You Need Our Gropes-Busters Anti-Bullying Methods

 

teacher classroom management blog

 

Got Bullies & Victims?
You Need Our Gropes-Busters Anti-Bully Methods

 

 

Peer interaction problems can make any school or agency site chaotic, loud, unpleasant or unsafe. You've got an array of peer problems, from bullying to verbal abuse, from scapegoating to cliques and harassment.

anti-bullying workshopMy name is Ruth Herman Wells, M.S. I'm the author of the anti-bullying, keep-your-hands-to-yourself quiz shown below. I teach lots of live and online classes that explain what to do to stop the bullying problems at your school.

There are no quick fixes to instantly turnaround all your peer problems, but in this issue, you will find a very fun, ready-to-use, complete anti-bullying intervention to begin the process.

The more you can use creative, unexpected and humorous anti-bullying methods, the more success you may achieve repairing poor peer skills.

Rely on our anti-bullying methods that catch your bullying, aggressive, resistant, oppositional, depressed, withdrawn, and defiant youth off-guard, then powerfully engage them in learning despite themselves.

The bullying prevention intervention below offers these benefits. This dynamic strategy is taken from the hundreds we give in our live and online workshops.

 

 


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Learn 100s of Methods for Work Refusers, Violent,
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School Behavior Management Problems STOP here


 

Anti-Bullying Prevention Methods

That Work Better Than Conventional Approaches

 

Who You Gonna Call? The Gropes-Busters Quiz!
 

Here's a fun multiple choice anti-bullying quiz that teaches while your students are laughing. This ready-to-use quiz is so much more effective than lecturing, reminding, or sanctioning.
 

1. When standing near other kids, it is very important to stand:

a) Nose to nose
b) On their toes
c) About one arm length away


2. When other students say "No," it really means:

a) "Yes" with an attitude
b) The "n" and "o" are silent
c) Stop!


3. When touching others, a guideline to follow is:

a) Grope first, ask second
b) Ask first, grope second
c) Ask first and comply with the answer


4. When watching pro sports like football and hockey, it is important to remember that

a) Slapping people's backsides is a universal greeting
b) Violent contact is welcomed everywhere
c) No one should ever behave as badly as misbehaved pro athletes


5. When touching others, it is always best to

a) Never touch anything labeled "radioactive"
b) Never touch anything you can't reach
c) Never touch until receiving permission first


6. When bullies torment others, they are

a) Gaining the important skills that future employers really want
b) Perfecting the skills that will get them their dream job
c) Perfecting the skills that lead to getting fired

 

  •  


    Reprint or Repost This Article
     

    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

    Subscribe Unsubscribe/Change Subscription
    Contact Us*  *Not for Unsubscribing
     

    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


School Violence Prevention: What You Don’t Know About Violent Students Can Hurt You

 

teacher classroom management blog

 

School Violence Prevention:
What You Don't Know About Violent Students Can Hurt You

 
 

 

School has only been in session a short time, and our new Classroom Management Help Forum and Live Expert Help areas (click the Live Help icon at the bottom of the page) are being inundated with requests for aid for just a single problem area: violent students

Frankly, we are very concerned to be getting so many requests for help with violent students who are verbally abusing, defying or hitting their teacher. Yes, that sentence included the phrase "hitting their teacher."

 


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School Behavior Management Problems STOP here

 

Even though you may not want to hear this, if you don't have basic, mental health-based, violence prevention training, you are at risk of facing a serious violent act, potentially, even something like the recent school shootings.

If you have been to one of our workshops (click), or been a careful reader of this Behavior and Classroom Management Problem-Solver Blog, you already know that conventional interventions always fail with the most out-of-control, violent students.

If you have ever found that "nothing works" to control some students, that is because standard school violence prevention methods are never effective tools to manage this population.

In the first issues of this magazine, you should have read about how very critical it is to use different violence prevention strategies with these most out-of-control youth and children. If you don't recognize the term "conduct disorder," click on the Blog menu at the top of the page to re-visit those Introductory articles and get at least a portion of those must-have violence prevention basics.

The techniques shown below are predicated on you having the basic training on violence prevention that was offered in preceding issues. Those techniques start in the section below.
 

Must-Know

School Violence Prevention Methods

 

Self-Control Has No On/Off Button

Extremely aggressive students often claim to have self-control that they are simply choosing not to use.

If you have been to one of our workshops, you know that claim is a classic manipulation. Here is an excellent intervention to use in response.

When a student says that he does not need to improve his self-control now, that he will just do it later in his "real job," or when he is grown, ask the student how he will get those skills. When the student claims he will just be able to "just do it", ask him to show that ability now.

Most students perform quite poorly. Next, ask the student: What will be any different in his "real job" or when he is grown? Your goal is to aid the youngster to realize that he can't instantly develop and use self-control.

Teach him that there is no on/off self-control button– that he needs to learn and practice self-control to have it.

 

Follow Your Inner Cop

If you understand severely out-of-control youth and children like conduct disorders, you know that they lack a conscience.

Yet, a conscience is the most powerful force to help people stay in control. Trevor, a participant in our Portland workshop last week, suggests a method that can help. Trevor teaches conduct disorders to have an "Inner Cop" or else face the consequences instigated by an "Outer Cop."

This device won't compensate for the lack of a conscience but can provide a substitute, internal mechanism that helps.

 

Meet the Tantrumming Hair Dresser

Relate self-control problems to students' goals. Use some of our popular multiple choice quizzes, with questions like this one from our Temper and Tantrum Tamer book (click to view):

Kwan Lee tantrums when mad. She wants to be a hair dresser. She'll discover that when she screams and turns red with rage,

a) Customers don't even notice

b) Customers walk out really fast

c) Customers will come from all over the region to have their hair cut and styled by the tantrumming hair dresser.
 

Thinking is Highly Over-Rated

Construct a red stop sign and mount it on a ruler, but instead of just having the word "Stop" on the sign, put "Stop and Think."

Drill students on managing their reactions to anger-provoking and potentially violent situations by role- playing.

Use the "Stop and Think" sign to freeze the action so you can cue the student on behaviors to use or avoid. Use this device to confront the classic manipulation severely misbehaved students offer: "I didn't have time to think."


Jocks in Jail

Ask the students to play "Jocks in Jail," and consider what has happened recently to famous athletes who thought they could act however they wanted.

The goal is to help severely misbehaved students understand that they may face huge consequences for misbehavior.

Since these youngsters lack a conscience, it is critical to use methods like this device that offers external control to compensate for the lack of internal self-regulation.

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    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


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    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.


Why Do Some Students Become Violent? The Answer Can Prevent a Tragedy

 

teacher classroom management blog

 

Why Do Some Students Become Violent?

The Answer Can Prevent a Tragedy

 
 

 

 

"We were on a collision course with disaster."


That phrase has started showing up a lot on our workshop evaluations lately.

That phrase is also being used a lot by participants during workshop sessions.

The recent school shooting seems to have crystallized many school staff's concern that their site could face a tragedy. Educators seem intensely worried about best managing and preventing student violence.

Educators are offered so little basic mental health training to help them understand deeply troubled students. When a school shooter does not fit the profile of a consistently aggressive, acting-out student, it can seem confusing.

In the recent incident, the shooter did not fit that classic profile of someone who was routinely assaultive, bullying, or verbally abusive. It can seem very scary when student violence can have an aspect of mystery.

Nor was this violent student someone who was being constantly bullied or tormented, another stereotype of shooters often offered in the media.

Human beings are more complex than either of these two options.

Educators are often more accustomed to preventing and addressing violence from acting-out youth, and may feel far less prepared to prevent or address violence from other types of youth. We have gotten quite a few calls and emails asking for help.

Here are some of the questions we have been receiving at our office and at our workshops around the country.

We're providing this information to you now in the hopes that it will help non-mental health workers compensate a bit for any deficiencies in their mental health training.

However, this article isn't the full training you need on this topic. You're urged to fully update your skills for violent students by learning much more than the headlines provided below.

We also encourage you to pass on this issue to colleagues. If you want to attend one of our workshops so you get a complete understanding of potentially violent students, note that we always offer half-price work-study slots at each workshop so nearly anyone can afford to come.

As possible, we also provide our books on violence at greatly reduced prices to school and agency staff who have little budget but still need resources.

If you do need assistance locating or getting resources, contact us. We're here to help.

 


Plan Your Staff's On-Site
Professional Development Workshop

While Open Dates Still Remain

Learn 100s of Strategies for Work Refusers, Violent,
Tardy, Angry, Disrespectful and Bullied Students

1.800.545.5736 or email

Working with difficult students
doesn't have to be so difficult

 

Answers to Your Questions About

Violent Students

 

Question: Why are some depressed, withdrawn kids becoming suddenly violent?

Answer: Perhaps some of these kids are like pressure cookers that build up so much steam that they literally explode.

Many professionals are used to seeing serious youth depression that includes withdrawal, lethargy, reduced verbiage, reduced activity levels, self-harm and/or threats of self-harm, and comments reflecting hopelessness and despair.

But, some depressed youngsters may explode out of that "acting-in" into serious acting-out. Note that the depressed youngster can explode due to bullying, but it is critical that you realize that he can explode over anything at all, not just bullying. We recommend that you watch for depressed students not just bullied students.

Bullying does not have to occur to prompt a tragedy.


 

Question: Our staff has training on preventing and managing violence by acting-out students like conduct disorders. Will those methods work with other types of students like depressed kids?

Answer: No, you must use completely different methods with different types of students, or else you will be completely ineffective. You can't extrapolate your training on conduct disordered youth and have it work with depressed students.


 

Question: I now understand that the acting-out youngster and depressed youngster have the potential for extreme misconduct. Anyone else I need to know about potentially violent students?

Answer: Absolutely. There is another mental health disorder called "thought disorder." This disorder means that the student's thoughts are disordered. These youngsters may hear voices or have visions that compel them to do bad behavior. Like the other disorders, only a mental health professional can diagnose the problem but anyone can be alert for the disorder and adjusting how they view and work with a youngster who may have the problem. An extreme example of this disorder is John Hinckley. Many clinicians around the country are reporting a big increase in young thought disorders, especially in elementary students.


 

Question: How does my school or agency know if we are on a collision course with disaster?

Answer: Here is a quick test. Your staff must be able to:


(1) Identify at least three types of students who may be at highest risk of extreme violence. (The three types are named in the preceding questions.)

(2) Specify exactly how they must work differently with each type of student as one-size-fits-all methods will fail with all three of these youngsters. If your staff can't answer these two questions, you may have legitimate concern that your site is "on a collision course with disaster." There's no substitute for acquiring a more sophisticated understanding of the different students at risk of extreme violence, and learning which tools to use with each kind.
 


 

Question: Some states are considering laws to penalize bullies. Will that reduce extreme violence like shootings?

Answer: Probably not. Depressed students don't necessarily blow up over a single problem like being harassed. Bullying laws will also likely have little or no impact on whether conduct disorders and thought disorders engage in extreme violence. We all need to understand that violent students aren't all uniform, identical entitites.


 

Question: I am totally confused about thought disorders. What helps?

Answer: The proper medicine taken correctly won't be magic, but the closest thing to it. It's by far the most important tool to help thought disorders. There is no second best option.

Conduct Disorders bookQuestion: Where can I go for more details on the three disorders described here?

Answer: Go to the menu at the top of the page, and click on Blogs. It will show you all our articles including our Introductory issues. Read Introductory Issues 2 and 3 to get more basic information.

There is comprehensive information in our books.

 

  •  


    Reprint or Repost This Article
     

    Bring the Breakthrough Strategies Workshop to Your Site

    Help Unmotivated, Failing, Troubled and Unmanageable Students

    teachermissYou have students who struggle. We have solutions for students who struggle…so your job doesn’t have to be so difficult. We have cutting-edge strategies to manage group and classroom management problems like behavior disorders, trauma, disrespect, bullying, emotional issues, withdrawal, substance abuse, tardiness, cyberbullying, delinquency, work refusal, defiance, depression, Asperger’s, ADHD and more.

     

    Schedule the Breakthrough Strategies to Teach and Counsel Troubled Workshop to come to your site. This is the one professional development inservice that produces results, results, results. Call 1.800.545.5736 now. This surprisingly affordable inservice also makes a terrific fund raiser. College credit and 10 professional development clock hours are available. Your staff will finally have the more effective, real-world tools they need to work with today’s challenging, difficult youth.

     

    Contact us now, and begin solving your worst “kid problems” today. Call 1.800.545.5736, or email.

     

    Working with Troubled Students Doesn’t Have to be So Difficult
     


    Behavior & Classroom Management Problem-Solver Blog Articles

    Subscribe Unsubscribe/Change Subscription
    Contact Us*  *Not for Unsubscribing
     

    Library of Congress ISSN: 1526-9981 | Youth Change, Your Problem-Kid Problem-Solver
    http://www.youthchg.com | 1.503.982.4220 | 275 N. 3rd St; Woodburn, OR 97071
    © Copyright 2019, All Rights Reserved | Permission granted to forward magazine to others.