A FRAMEWORK FOR SUPPORTING STUDENTS WITH CHALLENGES

Cynthia Jackson, Ed.D.Indianapolis Public Schools

November, 2013

“The circle is a sacred symbol of life…individual parts within the circle connect with every other , and what happens to one, or what one part does, affects all with in the circle.”

Virginia Driving Hawk Sneve

A LOOK BACK…

Thinking about…What have you learned well?

How did you learn it?

What do you remember about your favorite teachers or adults in your life?

How Does Developmental Need Theory Help Our Work?

Belonging Mastery Independence Generosity (Brendtro, et al,

1990)

Love, affection Fun Power / freedom Survival, security Physiological needs (Glasser,

1990 Maslow,

1968)

What Do Children Say They Need? Friends who care for you and you for

them Fun and challenging things to do Having choices and learning how to

make choices A chance to master the skills needed to

pursue a dream Physical well-being Status and a “cool” reputation Unconditional love, someone who will

always be your advocate A chance to make a difference in

someone’s life

What do we know about today’s children? Over past 25 years youth have spent more

time alone than any generation. Thus missing a coherent sense of community. Bonds between children and adults are changing. Technology is a response to alienation (Hersch, 2000).

In the past play was creative and influenced by rules and boundaries. Today’s play is very individualized. “The world is on a screen”, not providing a sense of place (Dargan, 2002).

Over 100,000 biracial children born each year since 1989. Students of color will make up 46% of the nation’s student population by 2020. In urban centers at least 75% of students are of color.

1 in 5 children under 6 live below the poverty line.

Over past 30 years more children living in “risk” in a “socially toxic environment” that undermines the security of families and communities. Are we more aware of the problems today than before? (Garbarino).

11% of children born in 1950’s experienced their parents separation or divorce. Recent statistics reveal that over 55% of children experienced this family disruption.

Violence, in various direct and indirect forms, effects 1 in 5 youth in today’s communities.

WHAT NEEDS IS YOUR PROGRAM DESIGNED TO MEET?

Tier 3: Individualized Supports for a FEW•Functional thinking *Coordination with family •Specialized intervention plans

Tier 2: Targeted Supports for SOME• Accommodations & booster skill instruction • Modifying how adults respond

Tier 1: Universal Supports for ALL• Grounded in need-based & asset building thinking • Safe, supportive climate• Meaningful , relevant instruction & programming• Routines and procedures• Relationship and rapport

SUPPORTS FOR ALLPrevention of problems is goal. Provide autonomy within structure…choices Set clear & consistent expectations Discipline replaces punishment…teach,

model, reinforce Use logical & natural consequences Demand “greatness” instead of obedience Skills assessment…no assumptions Mobilize the positive power of peers. Personalized and relevant instruction and

activity

WHAT IF….WHAT DO YOU DO?• Youth is

continually disrespectful.

• Youth has difficulty completing a tasks.

• Youth verbally bullies peers to get his way.

SUPPORTS FOR SOME Built upon the universal foundations. Re-teach, reinforce and repeat Intentional, caring relationships Understand student’s anxieties and fears

so can respond Understand that behavior serves a function

for student Crisis is an opportunity for learning new

skills Disengage from conflict cycle Earn trust Respect begets respect Teach joy and nurture confidence

What Influences How Students Respond to Stressful Incidents?

Student’s feelings about his/her competency. “I am stupid if I make mistakes” or “I feel good when I try.”

Student’ feelings (positive or negative) about the event. The thoughts about it, not the event itself. “I can handle this.” or “I know I will fail this test.”

How adults support the student. How would this influence student feelings?

1 Stressful Event

2 Student’s Feelings

3Student’s Observable Behavior

4Adult/Peer Reactions

Student’s Self-Concept

The Conflict Cycle

Understand Thoughts & Feelings Influence Behavior

Students act out or escape if they are fearful, anxious, uncertain

or

Students accept feelings and use coping skills to manage frustration / stress / anxiety

RESPOND, NOT REACTConvey support through body

posture and communication style. Use eye contact or the opposite as

needed to provide “space”. Avoid excessive touch. Maintain physical proximity or

distance as needed. Convey interest and support

through facial expressions. Control physical gestures. Use supportive stance.

Interventions That Do Not “Work”

Direct Confrontation

Elevated Voice Angry Tones Scolding Nagging Sarcasm Overcorrecting Threatening Punishment Grabbing

Telling Public Power

Displays Public Personal

Redirects Power Struggles Abruptly Invading

Their Space Exclusion Delegating

Interventions / Control to Others

SUPPORTS FOR A FEW Individualized problem solving is required. Clarify the goal or replacement behavior

needed to be successful. Successful intervention at this level requires

collaboration and family support. If child has disability, understanding of how

the disability impact the observed behaviors adds information to influence strategies.

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not!”

Dr. Suess

RESOURCES Brendtro, L. & Shahbazian, M. (2004). Troubled

children and youth: Turning problems into opportunities. Champaign, IL: Research Press.

Curwin, R.L., Mendler, A.N., & Mendler, B.D. (2008). Discipline with dignity: New challenges, new solutions. (3rd ed.). Alexandria, VA: ASCD.

www.behavioradvisor.com/oldindex.html www.interventioncentral.org www.ldonline.org www.nichy.org www.air-dc.org/cecp