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Enhancing Educator Training Enhancing Educator Training and Supportand Support
Who’s the Expert?Who’s the Expert?
EducatorsEducators
Parents/GuardiansParents/Guardians
StudentsStudents
Nurses/DoctorsNurses/Doctors
Mental Health Practitioners Mental Health Practitioners
Getting StartedGetting Started
AdministrationAdministration°°Identified areas of needs as a wholeIdentified areas of needs as a whole
°°Plan formal trainingsPlan formal trainings
Teacher/StaffTeacher/Staff°°Introduce program and staff as a resourceIntroduce program and staff as a resource
°°Identify team leaders and respected staffIdentify team leaders and respected staff
Be visibleBe visible
Be respectfulBe respectful
Be professionalBe professionalBe preparedBe preparedBe reliableBe reliable
Services and Support OfferedServices and Support Offered
Formal TrainingsFormal Trainings WorkshopsWorkshops ObservationsObservations Modeling/ In-class supportModeling/ In-class support Establish positive discipline programEstablish positive discipline program ConsultationConsultation Information/NewslettersInformation/Newsletters Referrals/resourcesReferrals/resources Crisis supportCrisis support Self-care and informational brown bag lunchesSelf-care and informational brown bag lunches
Key Factors For SuccessKey Factors For SuccessBuilding our KnowledgeBuilding our Knowledge
Disability Codes 1 – 15Disability Codes 1 – 15
°° 06 - Emotional disturbance 06 - Emotional disturbance° 08 - Other Health Impairment° 08 - Other Health Impairment° 09 - Specific Learning disability° 09 - Specific Learning disability° 10 - Multiple disabilities° 10 - Multiple disabilities° 01 - Mental retardation° 01 - Mental retardation
DSM-IV-TRDSM-IV-TR - Diagnostic and Statistical Manual of Mental Disorders, - Diagnostic and Statistical Manual of Mental Disorders, Fourth Addition; Text Revision Fourth Addition; Text Revision
° Disruptive behavior disorders - ° Disruptive behavior disorders - ADHD, ODD, CDADHD, ODD, CD° ° PTSD - Post traumatic stress disorderPTSD - Post traumatic stress disorder° ° Mood disorders - Depression, anxiety, bipolar disorderMood disorders - Depression, anxiety, bipolar disorder° ° Learning DisabilitiesLearning Disabilities
Building our KnowledgeBuilding our Knowledge ContinuedContinued
IdentificationIdentification
Manifestations of behaviorManifestations of behavior °Skill deficits vs. Goals°Skill deficits vs. Goals
Risk and protective factorsRisk and protective factors° Economic status° Economic status ° Social Skills° Social Skills° Cognitive functioning° Cognitive functioning ° Sense of belonging° Sense of belonging° Academic skills° Academic skills ° Stability /Consistency° Stability /Consistency° Family functioning° Family functioning ° Substance use° Substance use° Adaptability° Adaptability
Strategies for changeStrategies for change
Gaining UnderstandingGaining Understanding
“ “Getting it” Getting it” ° Behavior is learned° Behavior is learned° Negative behavior ≠ bad person° Negative behavior ≠ bad person
One’s RoleOne’s Role° Self-awareness° Self-awareness - - Mood / Setting eventsMood / Setting events - Values / Expectations- Values / Expectations° Power to defuse or escalate negative and positive° Power to defuse or escalate negative and positive behavior – behavior –
What can you control?What can you control?
Self - CareSelf - Care° A necessity, not a luxury° A necessity, not a luxury° Reduces stress and burnout° Reduces stress and burnout° Improves coping ability and productivity° Improves coping ability and productivity
Strategies and SupportStrategies and Support
Fill up your “toolbox” and share with othersFill up your “toolbox” and share with others Share experiences and gain feedback Share experiences and gain feedback Ask for helpAsk for help ““Tell a friend”Tell a friend” Get restGet rest Do something you enjoyDo something you enjoy
ABCs of Behavior ABCs of Behavior
A = Activating EventA = Activating EventB = Belief/ThoughtsB = Belief/ThoughtsC = ConsequenceC = Consequence
BJohn thinks
“I can’t do this. I’m stupid”
CJohn curses/throws his pencil
AStudents laugh
when John mispronounces
word
BTeacher thinks “John is
Messing up myClass again. I can’t
handle him.”
CTeacher yells,
“Oh no, not in my classroom! Pick that up!”
AJohn curses/throws
his pencil
The Roots of BehaviorThe Roots of Behavior
ControlControl AvoidanceAvoidance AttentionAttention Tangible rewardTangible reward Sensory stimulationSensory stimulation
EscalatorsEscalators
YellingYelling Public confrontation Public confrontation Sarcastic / judgmental tone of voice Sarcastic / judgmental tone of voice ““In your Face” In your Face” Humiliation/ Put downsHumiliation/ Put downs Asking why they can’t behaveAsking why they can’t behave Bringing in past negative behaviorsBringing in past negative behaviors Making unrealistic threatsMaking unrealistic threats Negative thoughtsNegative thoughts
DiffusersDiffusers
Model appropriate behaviorsModel appropriate behaviors Speak calmlySpeak calmly Speak privatelySpeak privately Acknowledge positive and negative behaviorAcknowledge positive and negative behavior Communicate immediate expectationCommunicate immediate expectation Empathic tone of voiceEmpathic tone of voice BreathingBreathing Provide structureProvide structure
Change your Thought – Change your Change your Thought – Change your feelings and Actionsfeelings and Actions
Thought Thought -- “John is going to ruin my class again.”“John is going to ruin my class again.”
Feel Feel -- Angry, powerless, resentful Angry, powerless, resentfulAction Action -- Yell. Kick John out of class Yell. Kick John out of class
ThoughtThought -- “Ok. John is having a hard “Ok. John is having a hard
time. Maybe I can help get things backtime. Maybe I can help get things back on track.”on track.”
Feel - Feel - Hopeful, calm, empathicHopeful, calm, empathic Action - Action - Speak calmly. Speak privately.Speak calmly. Speak privately.
Offer assistanceOffer assistance..
Feel
Think Act
Positive DisciplinePositive Discipline
Teach a desired skillTeach a desired skill
Model desired skillModel desired skill
Reward when student exhibits desired skillReward when student exhibits desired skill
°°Give praiseGive praise
°°Give tokenGive token
°°Give tangible rewardGive tangible reward
Get SupportGet Support
Who is on your team?Who is on your team?
What resources do you need?What resources do you need?
What kind of self - care may help?What kind of self - care may help?
Where can you refer this student for assistance?Where can you refer this student for assistance?° ° In the buildingIn the building
° ° Out of the buildingOut of the building
““John”John”
The bell rang for first period. Ms. Frank stood up and said, “Another crazy The bell rang for first period. Ms. Frank stood up and said, “Another crazy day of dealing with these kids. I know we can’t even make it to class without day of dealing with these kids. I know we can’t even make it to class without John acting like a fool.” As the students approached the lockers, John John acting like a fool.” As the students approached the lockers, John began laughing loudly and making jokes about Ms. Frank. John started began laughing loudly and making jokes about Ms. Frank. John started running up and down the hallway jumping up to “tap” the door frames as he running up and down the hallway jumping up to “tap” the door frames as he went. The other students laughed as they opened their lockers and got their went. The other students laughed as they opened their lockers and got their things. Ms. Frank chased John down the hallway yelling, “Get back here things. Ms. Frank chased John down the hallway yelling, “Get back here you rotten kid! You do this everyday and you will never be anything better you rotten kid! You do this everyday and you will never be anything better than a clown. I know your mother did not raise you right! You just need a than a clown. I know your mother did not raise you right! You just need a good kick in the pants is all!” Ms. Frank continued to complain about John good kick in the pants is all!” Ms. Frank continued to complain about John as she went over and opened his locker and put John’s coat in his locker. as she went over and opened his locker and put John’s coat in his locker. Ms. Frank closed John’s locker and started leading the students down the Ms. Frank closed John’s locker and started leading the students down the hallway. John joined the line and Ms. Frank walked next to him and said, hallway. John joined the line and Ms. Frank walked next to him and said, “Why do you have to act like a fool everyday? It is all fun and games until “Why do you have to act like a fool everyday? It is all fun and games until you go no where.”you go no where.”
Note: Ms. Frank is one of two teachers for this class. She used to walk the Note: Ms. Frank is one of two teachers for this class. She used to walk the class alone every morning and this scenario played itself out almost class alone every morning and this scenario played itself out almost everyday according to Ms. Frank and the class.everyday according to Ms. Frank and the class.
What’s Happened?What’s Happened? What strategies or supports did Ms. Frank use? What strategies or supports did Ms. Frank use?
What “escalators” did Ms. Frank use? What “escalators” did Ms. Frank use?
What “diffusers” did Ms. Frank use?What “diffusers” did Ms. Frank use?
Any identified possible skill deficits?Any identified possible skill deficits?
Any identified possible “roots” of negative behavior? Any identified possible “roots” of negative behavior?
Ms. Frank’s possible thoughts:Ms. Frank’s possible thoughts: Ms. Frank’s possible feelings: Ms. Frank’s possible feelings: Ms. Frank’s actions:Ms. Frank’s actions:
John’s ABCsJohn’s ABCs
B
C
A
Let’s Assist Ms. FrankLet’s Assist Ms. Frank
In the moment…In the moment…
Other team members that could help?Other team members that could help?
What diffusers might have been helpful? What diffusers might have been helpful?
Changes in thoughts Changes in thoughts → → Changes in feelings and actionsChanges in feelings and actions
Ms. Frank’s Helpful thought: Ms. Frank’s Helpful thought: Feelings:Feelings:Actions:Actions:
Going Forward….Going Forward….
Possible skill deficit?Possible skill deficit?
Possible “roots” for behavior?Possible “roots” for behavior?
Where could she refer “John”? In and out of the Where could she refer “John”? In and out of the school?school?
What self - care practices could she use?What self - care practices could she use?
What positive discipline practices could she useWhat positive discipline practices could she use
ResourcesResources
CSMH: CSMH: www.csmha.umaryland.eduwww.csmha.umaryland.edu
School Mental Health: School Mental Health: www.schoolmentalhealth.orgwww.schoolmentalhealth.org
National Association of School Psychologists: National Association of School Psychologists: www.nasponline.orgwww.nasponline.org
Education World: Education World: www.educationworld.comwww.educationworld.com
Iris Center: Iris Center: http://irispeabody.vanderbilt.eduhttp://irispeabody.vanderbilt.edu