How Teachers Can Help Depressed and S.E.D. Students

 

teacher classroom management blog

 

How to Help
Depressed and S.E.D. Students:

 Must-Know Tips and Tools

 


 
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Before we give you some fantastic tips on how to teach and counsel depressed children and teens, would you give us a bit of a helping hand? We have a fairly big group coming to our Seattle Breakthrough Strategies to Teach and Counsel Troubled Youth Workshop on May 5-6, 2016, but for the first time in two decades of hosting this workshop, no one has signed up for our Work Study Helper Scholarships. We are looking for two people who would like to attend the workshop totally, 100% FREE and in exchange, help with workshop logistics. It's easy work in exchange for waiving our usual $169 tuition. Would you please let your co-workers know about this awesome professional development conference at an awesome price? Helpers get the same workshop as everyone else and can also earn 10 free clock hours and optional college grad credit too. Call 1.800.545.5736 for details and to sign up. Workshop details are here.
 


 

How to Help
Depressed and S.E.D. Students:
 Must-Know Tips and Tools

 

teacherIt can be tough for teachers to know exactly what is the best way to help children who are severely emotionally disturbed (S.E.D.) Working with sad and depressed students can often be particularly difficult and delicate. Even counselors who specialize in assisting children and teens with depression and sadness, can find these youngsters very hard to help. So, if you are not a counselor, be sure to immediately seek help from a mental health professional or your supervisor if you have any safety concerns at all. This sampler of intervention strategies is not a substitute for that. The strategies offered here for S.E.D. and depressed students give you just a tiny look at of our more comprehensive offerings provided in our workshops, online courses and books— and this peek at our resources is definitely no substitute for consulting a clinician and our full professional development resources for additional guidance.

If you do want more than just a tiny taste of our innovative methods for children and teens with S.E.D. and/or severe depression, be sure to consider coming to our upcoming Seattle, May 5-6, 2016 Breakthrough Strategies to Teach and Counsel Troubled Youth Workshop, where we will cover S.E.D. students in great depth. As you probably have noticed, we have two no-charge Workshop Helper slots open, meaning you can attend completely free and earn clock hours and college credit too. Call 1.800.545.5736 to sign up or get more details on this fantastic opportunity, and be sure to pass on the information to any colleagues who might want to participate for free in this information-packed classroom behavior management workshop.
 

SED studentStrategies for Depressed and S.E.D. Students
 

Yesterday Once More
When children and youth spend a lot of the present being very upset about problems from the past, ask them to "bloom where you're planted."

Power Walk
Vigorous exercise can have a powerful effect on depressed children and teens. Studies have consistently shown that exercise is one of the top three things that can help a child or youth stay ahead of depression.  New research in the past decade, indicates that mindfulness, yoga and meditation are hugely effective methods to help students cope with depression. However useful, exercise, meditation and mindfulness are not miracle workers. Don't forget that if you are not a clinician, be sure to immediately seek mental health guidance if you have any safety concerns about a depressed child. It is always better to play it safe as the severity of a youngster's depression is often not readily apparent.

Power Talk
Talk is the other intervention that studies have shown to be potentially quite useful to help depressed children and adolescents moderate the amount of sadness they are experiencing. We recommend that you combine this intervention with the preceding method– exercise. For example, you and the student can walk rapidly around your site while the child gets to talk about any issues that may be of concern. You can "Power Talk while you Power Walk". Children who "talk it out", are far less likely to "act it out". They are also less likely to "act it in"– to hurt themselves with behaviors such as self-harm, self-endangering, substance abuse or other similar self-destructive actions. Depression can be both acted out and acted in. We tend to think of depression as just being acted in, but it can be either.

For Right Now
For children who are sad about things from the past or future, ask them "What's wrong with this moment?" If they say that nothing is wrong right now, then ask them "Why would you waste the present worrying about what's done…or what may never happen?" Assist students to avoid squandering the present moment for a problematic past or potentially problematic future. This intervention reflects mindfulness concepts beautifully if you are helping your students learn to be more mindful.


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Article Continues Here

student with SEDDepression Solves What?
For children and adolescents who are often mired in depression, ask them to tell you exactly what depression solves. Assist the students to understand that depression solves nothing, and can make things worse when the child neglects responsibilities or shirks work due to sadness.

Cancel Stinkin' Thinking
Now that you have your students realizing that depression never solves anything, teach them to notice and stop depressing thoughts by thinking "Cancel" whenever they notice negative thinking. You can call the negative thinking "stinkin' thinking." If students protest that they will never be able to turn off all the negative thoughts, reassure them that just noticing the negative thinking is a huge first step. "Sell" the idea of reducing negative thinking by emphasizing that students will be probably more comfortable and experience less pain by simply reducing the amount of negative thoughts.

Take Action
Train depressed students to take an action rather than just wallow in sadness. This intervention is the perfect follow-up to the two approaches shown immediately above.

Depression Time
For students who really hesitate to take steps to stop their negative thoughts, suggest to these youngsters that they simply try to reduce the number of minutes spent on negativity. Next, point out that there will always be plenty of time to be depressed later, that students aren't giving up anything, they can always choose to be sad again later. Alternatively, have students determine how many minutes per day they spend dwelling on sad thoughts, then have them reduce the time by a percentage that is acceptable to them.

Important Reminder for Non-Mental Health Professionals: Please be sure to remember this article is no substitute for consulting your site's mental health professionals if there is any possibility of safety issues with a student who appears depressed or to be S.E.D. If you aren't sure, always immediately consult your mental health staff or your supervisor. These strategies are innovative techniques that may help this population, but these methods do not in any way replace immediately consulting a clinician with any and all safety concerns a child or teen may present. To learn more than this small strategy sampler offers, come to a workshop, enroll in an online course, or check out our books.
 


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    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.

     

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Social-Emotional, Mindfulness Strategies for Depressed Students

 

teacher classroom management blog

 

Moderate Depression with Mindfulness Methods
for K-12 Students

 
 

 

teacher professional development trainerThe holidays are happy times for many students, unhappy times for many others. That makes it a good time to load you up with brand new strategies for depression and sadness.

If you keep up with the latest in K-12 education, you know that social-emotional education and mindfulness instruction are really popular right now. I'm Ruth Herman Wells, Director of Youth Change Professional Development Workshops. We've been offering social and emotional strategies for more than two decades, and many of our approaches are very similar to the mindfulness methods you may have encountered.

Below you will find intervention strategies to help you manage student depression and sadness whether you are a teacher, counselor, foster parent, guidance counselor, therapist, MFT, social worker or school psychologist. While the very simple strategies included here can be useful to almost any student who struggles with their emotions, be sure that you carefully observe for safety issues and immediately consult with your supervisor if you find any. In addition, non mental health clinicians should always seek guidance from a mental health resource person when working with troubled students.

 

Mindful Methods to Mitigate Depression

in Adolescents and Children

 

You Are Not Your Brain

For many students, depression means trying to cope with swirling thoughts that are sad, fatalistic or worrying. Mindfulness methods emphasize teaching children and teens that they are "not their brain'" so that they recognize that they can control their thoughts and potentially feel less victimized and trapped by them. Building this separation between the student and the brain is a key element of Mindfulness.

Introducing the idea that students should not believe everything they think, can be a powerful tool assisting depressed, sad and anxious youngsters. Neurobiologists have noted that this strategy builds new brain pathways. They report that by limiting negative thoughts, the negative pathways can be reduced. They also note that by increasing positive or neutral thoughts, more positive pathways are built. They compare it to shrinking a freeway and building a new, more positive one. Use this image to demonstrate the concept more concretely to students.

 

Productive or Destructive

Another key concept from Mindfulness is to work to limit time devoted to thinking non-productive thoughts. Students may worry about tests or grades or Dad's drinking or Mom's hitting. In some youngsters,  these negative thoughts can trigger depression– especially if the student has profoundly upsetting or persistent thoughts. Many Mindfulness methods offer potential relief.

A simple technique to use is to ask the student to consider if the upsetting thoughts are productive or destructive. They can be asked to specifically identify the benefits and consequences of persistent negative thoughts. Most students can be assisted to realize that they are experiencing significant consequences from frequent negative thoughts while few positive benefits are found. To make this strategy work with younger students and others, have them make a list. Have them start by writing down a frequent negative thought then sorting the Benefits and Consequences in columns.

 

Accepting the Hand You're Dealt

mindfulness posterSome students have trouble accepting the ups and downs of life and become depressed when life isn't what they imagined. You can use card games to teach them to accept the hand they are dealt. Also use card games to explore if becoming sad or depressed fixes or improves anything. To help cement in the message of acceptance, offer and discuss the meaning of the words shown on our Poster #334: If the leaves didn't fall, there would be no spring.

 

Thoughts Are Just Visitors to the House

Mindfulness expert Jack Kornfield has shared a very sweet but effective strategy that stems from Buddhist practice. To implement this simple intervention, simply tell students that they can imagine that upsetting thoughts are like visitors to their home. Next, ask your youngsters to imagine that the visiting thoughts are coming in through the front door of the house. Suggest that instead of screaming at this visitor, cooking for that visitor, or hiding from this other visitor, that students simply watch the visitors and what they do. This wonderful emotion management technique helps students become more detached and distanced from the negative thoughts that have been upsetting them.

 

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Turn Down the Voices Inside My Head

"Turn Down the Voices Inside My Head" isn't just a line from a popular Bonnie Raitt song, it's a very quick and effective technique to help students manage troubling emotions like depression. Ask the student to imagine that there is a volume control and that they can turn down the volume on upsetting thoughts, or even mute them. For younger students, help the child create a drawing of the volume control knob working to help them better manage their upsetting emotions.

 

Fight-Flight-Freeze or Flow

Many Mindfulness practitioners and other mental health clinicians believe that humans have four basic states: Fight, Flight, Freeze or Flow. Mindfulness is an emerging counseling style with distinct Buddhist roots and current neurobiology as its base. Distilled down, it means paying attention to the present while observing thoughts and feelings in a non-judgmental manner. It has been clinically demonstrated by neurobiologists to help improve depression and other problematic emotions so you can rest assured the kind of techniques suggested here have wide acceptance and a strong research foundation.

To help students who are depressed or facing similar negative emotions, teach them about the four states and encourage them to move towards Flow. The more students can identify their current state, the better the chance that they can manage that state rather than be swept along by out-of-control feelings. This is part of what is meant by "Name it to tame it." Emotions have less power on people when the emotion has been identified. Conversely, students can feel "freaked out," "crazy" or like they are spiraling down when the emotions seem to be this powerful, frightening unnamed thing that's in charge.

Help students become familiar with each of the four terms by soliciting examples of each. An example of Fight: Verbally sparring with your mom. An example of Flight: Running out of the room when bullied. An example of Freeze: Seizing up and not being able to talk after a car accident. An example of Flow: Pure happiness and joy when swimming.

 

Distraction is Subtraction

Distraction is a fantastic initial strategy to help children and teens manage problem emotions. You can teach them that "Distraction is Subtraction," meaning that by re-focusing, the student can sometimes subtract or reduce the problem emotion. Suggest that students find three things they see in the present and then find three things they like about each. Not only does this simple strategy interrupt what may have been on-going negative thoughts, it also re-orients the student to the present. Being oriented to the present moment is a key principle of Mindfulness, and has the benefit of being a perfect antidote for depression, sadness, anxiety and other troubling emotions that may be impairing students' functioning.

 

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    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.

     

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


Depressed Children: Do You Know What to Do?

 

teacher classroom management blog

 

Depressed Children

Do You Know What to Do?

 
 

 

This is a rough time for many families. That is why this issue will focus on ideas for helping children who are sad and depressed.

Since depression often worsens around holiday time, it is always a good idea to be especially vigilant during November and December.

Be sure to carefully watch over any children and teens who show signs of sadness, isolation, withdrawal, distress, or other marked changes in behavior. If you are not a counselor, be sure to seek help if you have any safety concerns about a child or teen; these strategies are not a substitute for that.
 

Strategies for Depressed Children and Teens
 

Yesterday Once More
When children and youth spend a lot of the present being very upset about problems from the past, ask them to "bloom where you're planted."

Power Walk
Vigorous exercise can have almost a magical effect on depressed children and teens. Studies have consistently shown that exercise is one of the top three things that can help a child or youth stay ahead of depression. Don't forget that if you are not a clinician, be sure to immediately seek mental health guidance if you have any safety concerns about a depressed child. It is always better to play it safe as the severity of a youngster's depression is often not readily apparent.

Power Talk
Talk is the other intervention that studies have shown to be potentially quite useful to help depressed children and adolescents moderate the amount of sadness they are experiencing. We recommend that you combine this intervention with the preceding method– exercise. For example, you and the student can walk rapidly around your site while the child gets to talk about any issues that may be of concern. You can "Power Talk while you Power Walk". Children who "talk it out", are far less likely to "act it out". They are also less likely to "act it in"– to hurt themselves with behaviors such as self-harm, self-endangering, substance abuse or other similar self-destructive actions. Depression can be both acted out and acted in. We tend to think of depression as just being acted in, but it can be either.

For Right Now
For children who are sad about things from the past or future, ask them "What's wrong with this moment?" If they say that nothing is wrong right now, then ask them "Why would you waste the present worrying about what's done…or what may never happen?" Assist students to avoid squandering the present moment for a problematic past or potentially problematic future.


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Classroom Management Problems STOP here

 

Depression Solves What?
For children and adolescents who are often mired in depression, ask them to tell you exactly what depression solves. Assist the students to understand that depression solves nothing, and can make things worse when the child neglects responsibilities or shirks work due to sadness.

Cancel Stinkin' Thinking
Now that you have your students realizing that depression never solves anything, teach them to notice and stop depressing thoughts by thinking "Cancel" whenever they notice negative thinking. You can call the negative thinking "stinkin' thinking." If depressed students protest that they will never be able to turn off all the negative thoughts, reassure them that just noticing the negative thinking is a huge first step. "Sell" the idea of reducing negative thinking by emphasizing that depressed students will be probably more comfortable and experience less pain by simply reducing the amount of negative thoughts.

Take Action
Train depressed students to take an action rather than just wallow in sadness. This intervention is the perfect follow-up to the two approaches shown immediately above.

Depression Time
For depressed students who really hesitate to take steps to stop their negative thoughts, suggest to these youngsters that they simply try to reduce the number of minutes spent on negativity. Next, point out that there will always be plenty of time to be depressed later, that students aren't giving up anything, they can always choose to be sad again later. Alternatively, have depressed students determine how many minutes per day they spend dwelling on sad thoughts, then have them reduce the time by a percentage that is acceptable to them.

  •  


    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.


What Every Youth Professional Must Know About Violent Students, Part 2

 

classroom management blog


What Every Youth Professional
Must Know About Violent Students

Part 2 of 2

 

 

school violencePart 2 of 2

workshop presenter Ruth Herman WellsHere is Part 2 of 2 sections of this important article on violence prevention.

It is part of the intial three introductory articles inYouth Change Workshops' Behavior and Classroom Management Problem-Solver Blog.

I'm author, keynote speaker and workshop trainer Ruth Herman Wells, M.S. If you missed Part 1, find it here.

This is Part 2 of 2 sections on student violence prevention. Feel free to share this critical, must-know safety information about violent students, with your colleagues and administrators.

Recap of Part 1


In the last issue, we explained the term "conduct disorder", and gave an introduction to this youngster, who is perhaps at highest risk of extreme violence. The first part of this article emphasized how you must work differently with CDs compared to any other kids. Hopefully, we successfully conveyed how critical it is to work with CDs differently than everyone else, or risk finding yourself or others in dangerous situations. Hopefully, we also successfully emphasized how important it is for non-mental health workers who are new to the concept of conduct disorder, to thoroughly update their skills for working with these hard-to-manage youth.
 

Students at 2nd and 3rd Risk of Extreme Violence


These youth are not nearly at as great a risk as the child with conduct disorder. We will cover each of these 2 types of youth separately, but must stress that the risk for both of these 2 groups drops off from that posed by conduct disorders. Of course, remember that when any child appears to be potentially violent, you take that concern seriously, regardless of whether the child was on our list. This list is meant only to guide you when you lack any specific events or circumstances that show you how to apportion your time, supervision and other resources to best maximize your violence prevention efforts.

 

Thought Disorders

The risk posed by children who have thought disorder, is probably far less than that of conduct disordered youth. Part of the explanation is that there are probably a lot more conduct disordered kids than thought disordered ones. The other reason that explains the somewhat distant #2 status is that the thought disordered child may be well-intentioned, kind, and loving at times. These children do have consciences. The child with conduct disorder is really never is able to care about anyone else. Another reason to explain the distant #2 status is that often the thought disordered child will act in rather than act out. In terms of violence prevention, that means they probably pose more of a threat to self rather than others.

Unless you work in a treatment setting, just a very small fraction of the children you work with, may have what mental health professionals call a thought disorder. Like diagnosing conduct disorder, thought disorder can only be determined by a mental health professional. A lay person can do grave harm attempting to diagnose mental health disorders. While the thinking of the conduct disorder is clear and lucid, that assumption is not always true for the thought-disordered child. The child who has been diagnosed with this type of problem by a mental health worker, has very serious problems with their thinking. The child may hear voices or see visions that no one else can, for example. The child may believe demons or devils are governing them. If the voices, for instance, tell the child to hurt someone, then the child may feel compelled to do it. As for the implications for violence prevention, this is where potential danger could lie.

The thrust of working with a diagnosed thought disorder on proper medication, although focusing on skill building and structure are also important. The single most important concern will be that the child takes any prescribed medication regularly and properly, because when properly medicated, this child may function almost normally in many ways. When not correctly medicated, this child is at the mercy of any demons, visions, voices or upsetting thoughts that pop into their head.

 

Severely Agitated, Depressed Kids

The occurrence of extreme violence by severely depressed, agitated children probably also greatly lags behind the risk posed by conduct disorders. This term refers to a child who has experienced extremely severe problems with depression, and also struggles mightily at least once with agitation. Many kids, especially teens, struggle with depression, but this group endures some of the most prolonged, profound, deep depression; this should not be confused with typical adolescent ups and downs.

Crisis, sudden changes and the usual adolescent successes and failures can quickly de-stabilize this child who is already seriously struggling. This youngster is very vulnerable to more minor vicissitudes, meaning that the youngster can blow up in reaction to moderate set-backs. Often, it is "the straw that broke the camel's back" that can light the fuse. Bullying can be the source of the blow-up, but it can be almost anything that triggers this youngster. Like all the other disorders discussed here, only mental health professionals can diagnose severe depression. Consult one if needed. When facing violence prevention concerns with this child– or any other student– always seek immediate, expert help if you are even a bit unsure how to proceed.

Any emotion that a child has trouble managing may get acted out or acted in. Depression is generally acted in. Many view it as anger turned inward: the child withdraws, reduces their activities, may eat less, etc. But, depression can also be acted out. Feeling cornered, unable to endure any more pain, some children will act out, sometimes lashing out in very severe ways.

All things in nature strive to come to a conclusion. Storms eventually dissipate, the rain ultimately gives way to sun, and even the snow will eventually end. Humans, as part of nature, also tend to move towards resolution. For some children, extreme violence can be the flash point that offers that resolution. When there appears to be no hope, perhaps the child believes that there is nothing left to lose.

Depression can be tough on adults, but couple the depression with a child's lack of time concept, lack of perspective, their impulsiveness, immaturity, and resistance to understanding the link of actions to final outcomes, extreme violence can seem to be a solution. If this vulnerable child becomes involved with a conduct disordered peer, you can see how under certain circumstances, that could become a deadly combination as the depressed, agitated child may join in the acting-out.

To help this child, alleviating some of the torment will be critical. Help to manage anger in socially acceptable ways, tempering the depression, and alleviating some of the agitation can keep this child from remaining at the level of extreme discomfort they currently experience. If this child receives useful aid to vent the agitation and can find some tempering of the depression, any risk of extreme violence can be significantly impacted.

Of the three risk categories, this group's concerns are potentially the most amenable to intervention by you, and is of the three, the most hopeful diagnosis. You can have much lasting impact on this child. The three best interventions: Talking out problems, exercising and possibly anti-depressants.

 

Appraising the Risk

Now you can look at your class or group and not just wonder where the where potential, serious danger could come from. Now that you have more refined guesses about which youth potentially pose potential danger, here is a way to better rank that risk in your mind. A juvenile court judge in Springfield, Oregon, said after the shooting there, "These kids are like little match sticks waiting to be lit." To adapt that image a bit, here is how you can apply that thinking to the three at-risk groups listed here.

You can imagine that the conduct disorder is already lit; a flame is burning. Whether that flame becomes smaller, flares larger, or creates an inferno, is anyone's guess, but the flame is burning always, the potential for disaster is always there.

The thought-disordered child may be like a pilot light, a tiny flame that is always lit, but is fairly unlikely to inexplicably get massively bigger or out of control. Properly shepherded and assisted, this light may stay forever just a benign flicker. Unshepherded or inadequately assisted, however, this flame can get bigger, even flare out of control.

The extremely agitated depressed child may be the unlit match stick that the judge visualized. Outside factors will likely come into play to incite any flare-up. Outside forces could include peer pressure, bullying, crises, substance abuse, family woes, or just mounting problems that fuel the agitation and create a profound, all-encompassing sense of desperation that leads the child to "spontaneously" combust. Like the thought-disordered child, the severely agitated depressed youth can often be so readily aided if the community can identify them, then consistently care and effectively intervene.

In Summary

If you work with kids, but you are not a mental health professional, maybe it's time to at least learn some of the basics about children's mental health. And, no matter what your role with children, please consider it your obligation to train your kids to be peaceful. That may be the most important contribution you could make in a world that so thoroughly ensures that every child knows so much about extreme violence, and so little about anything peaceful.


For More Information on Violence Prevention:

Be sure to visit the web site for more information you can access right now. If you do come to our Breakthrough Strategies to Teach and Counsel Troubled Youth Workshop, we'll spend as much time on this complicated child as you want. Or, you can arrange an on-site workshop presentation on violent students held at your site for your staff.

webtitlesNeed an online alternative? Our Control the Uncontrollable Students Online Class has what you need, plus 1 free clock hour.

Conduct disorder book If you prefer to read, check out our All the Best Answers for the Worst Kid Problems: Conduct Disorders and Anti-Social Youth book or ebook.
 

 

Previous Behavior and Classroom Management Blog Issue:

The 3 Types of Students at Highest Risk of Extreme Violence (Part 1)

 

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    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.

     

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


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