“Will You Make the List” Teaching Difficult to Reach Students

1. “Will You Make the List” Teaching Difficult to Reach Students Clara Cáceres Contreras School Health/Safe and Drug-Free Schools & Communities Region One Education Service Center ccontreras@esc1.net www.esc1.net 956-984-6125

2. Objective To eliminate barriers for learning in the school environment by targeting social emotional issues and providing strategies to increase protective factors for youth and enhancing positive school climates.

3. Did you have any social, emotional, mental health, or physical challenges? Any adversity in your life? What made you feel shameful? How did you manage or cope? What gave you hope? Who was there for you? Growing Up!

4. Mental Health Issues When you hear the word Mental what comes to mind? What emotions do you feel? Who do you think of and how old were you when It (mental) happened? Our thoughts and emotions can impact how we interact with people at risk. (confusion, fear, denial, shock, anger) 4

5. Why Focus on MentalHealth Issues? • They are common and can affect learning • Stigma creates barriers to getting help • Teachers can help remove barriers • Benefits for schools, classrooms, students: • Higher academic achievement • Lower absenteeism • Fewer behavioral problems

6. Mental Health and Its Impact Percent of Youth who Graduate with a Standard Diploma 2001-2002 “Students with serious emotional disturbance consistently had the lowest graduation rates.” Source: United States Department of Education Office of Special Education Programs (2004). Twenty-sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act: Results. U.S. Department of Education, Office of Special Education Programs.

7. Mental Health and its Impact Percent of Youth who Drop Out of School 2001-2002 “Students with serious emotional disturbance consistently had the highest dropout rates.” Source: United States Department of Education Office of Special Education Programs (2004). Twenty-sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act: Results. U.S. Department of Education, Office of Special Education Programs.

8. Serious Emotional Disturbances… Definition Diagnosable disorders in children and adolescents that severely disrupt their daily functioning in the home, school, or community. These disorders include, but not limited to: • Depression • Attention-deficit/hyperactivity disorder • Anxiety disorders • Conduct disorder • Eating disorders

9. Mental Health… Definition A state of successful performance of mental function, resulting in productive activities, fulfilling relationships with other people, and the ability to adapt to change and to cope with adversity. It is indispensable to personal well-being, family and interpersonal relationships, and contribution to community or society.

10. Serious EmotionalDisturbances…Definition Diagnosable disorders in children and adolescents that severely disrupt their daily functioning in the home, school, or community.

11. Mood Disorders • Also called affective disorders because they refer to emotions • Treatable medical conditions • Most frequently diagnosed mood disorders in children and youth are: - Major depressive disorder - Dysthymic disorder (mild depression) - Bipolar disorder

12. Anxiety Disorders • Excessive fears, worries, and preoccupations that are a reaction to a perceived sign of danger • Include obsessive-compulsive disorder and post-traumatic stress disorder

13. Attention-Deficit/Hyperactivity Disorder • Inability to focus one’s attention • Often impulsive and easily distracted • Difficult to remain still, take turns, keep quiet • Most commonly diagnosed behavioral disorder among youth

14. Disruptive Behaviors andOther Disorders Youth who show disruptive behaviors may have: • Unidentified symptoms of depression and/or anxiety • One or more diagnosable disorders For example, a youth may have both ADHD and a learning disability.

15. Disruptive Behavior Disorders • Complicated group of behavioral and emotional problems • Show as difficulty following rules and behaving in socially acceptable ways • Impact of the disruptive behavior is distressing to others and can interfere with establishing trusting and supportive relationships

16. Bulimia/Anorexia Bullying Grief & Loss Stress Cutting Self-Injury Choking Game Suicide Other Social-Emotional Issues

17. Suicide in Youth • Suicide is the 3rd leading cause of death in children ages 10 to 14 • Suicide is the 3rd leading cause of death in adolescents ages 15 to 19 Source: Center for Disease Control

18. Methods of SuicideTexas Children Ages 10-14 18

19. Suicide in Texas Students Texas Youth Risk Behavior Scale • 12.2% Made a plan about how they would attempt suicide • 9.4% Attempted suicide one or more times in the last 12 months • 2.5% Attempt required medical treatment

20. QPR…Gatekeeping Question…notice signs Persuade…ask the question Refer …get help 20

21. “Teen Depression”“Toxic Culture” (video)

22. Enhancing Resilience Risk Factors Protective Factors Developmental Trajectory

23. Risk and Protective Factors Risk factors include: • Problems in community environment • Problems in family environment • History of behavior problems • Negative behavior and experiences • Biology Protective factors include: • Caring adults • Genuine youth-adult relationships • Recognition • Opportunities for involvement Hawkins & Catalano

24. Risk Factors Community-drugs, firearms, crime, media, violence, mobility, poverty Family-history of behavior problems, conflict, mental illness, chaotic home School-early antisocial behavior, academic failure in late elementary school, lack of commitment to school, individual/peer alienation & rebelliousness, friends who engage in problem behavior, early initiation of problem behavior Hawkins & Catalano

25. Protective Factors • Adult who cares about youth & his future • Adult Relationship expresses clear & consistent rules & expectations youth behavior & discusses disappointments, poor decisions, and mistakes • Recognition for involvement, accomplishment, & worth as a person • Opportunities to be involved & to show skills that contribute both inside & outside the school • Positive attitudes & emotions, such as optimism, determination, gratitude, forgiveness & problem solving • A sense of connectedness & responsibility towards other Hawkins & Catalano

26. Protective Factors Prevention Framework • Support • Empowerment • Boundaries & Expectations • Constructive Use of Time • Commitment to School • Positive Values • Social Competence • Positive Identity Dr. Peter Benson Search Institute

27. Search Institute

28. Search Institute

29. 1. Family support 2. Positive family communication 3. Other adult relationships 4. Caring neighborhood 5. Caring school climate 6. Parent involvement in schooling 7. Community values youth 8. Youth as resources 9. Service to others 10. Safety 11. Family boundaries 12. School Boundaries 13. Neighborhood boundaries 14. Adult role models 15. Positive peer relationships 16. High expectations 17. Creative activities 18. Youth programs 19. Religious 20. Time at home community 21. Achievement Motivation 22. School Engagement 23. Homework 24. Bonding to school 25. Reading for Pleasure 26. Caring 27. Equality and social justice 28. Integrity 30. Responsibility 31. Restraint. 32. Planning and decision making 34. Cultural Competence 35. Resistance skills 36. Peaceful conflict resolution 37. Personal power 38. Self-esteem 39. Sense of purpose 40. Positive view of personal 40 Developmental Assets www.search-institute.org Dr. Peter Benson

30. The Context of Learning School Culture Classroom Management Procedures & Routines School/Classroom Climate Consequences & Reinforces Peers Influence Student/School Characteristics Special Needs Modifications Instructional Strategies Caregiver/Teacher Expectations Student/Teacher Temperament Community Values Safe & Trusting Environment

31. “Do You Know Their Story?” Bill Gates

32. “Too Good To Be True”“Mr Fazio”Video

33. Identify three adjectives that best describe your most favorite teachers! _______________ ________________ ________________ Will You Make the List? Whose list are you on? What adjectives will they be using to describe you? Most Favorite Teacher #1 Love & Logic

34. Three Elements of Human Bonding” Positive Teacher/Student Relationships • Friendly Eye Contact • Smile • Friendly Touching (hand shake, high five, etc.) Love & Logic

35. How Does One Build Relations With Difficult Students? “I NOTICED THAT” Example: “I noticed that… you don’t let anybody give you a hard time…I noticed that” Think of your “Challenging Person” and create a list of attributes ….deposit 2 per week for 3 weeks. Guaranteed! Love & Logic

36. Our WORDS and ACTIONS bring students into either THINKING mode … SURVIVAL mode…Empathy… Opens the Mind and Heart to Learning!Empathy… Prevents Fight or Flight! Love & Logic

37. It’s amazing that we have the power to change another person’s brain functioning with just the… The TONE of our VOICE The LOOK on our FACE A FEW short WORDS Love & Logic

38. Sharing CONTROL…Make Small Deposits by Giving Lots of Small Choices… Examples • “You can turn in your papers on Friday or Monday” • “You can use pen or pencil” • “You can answer 50 out of the 100 questions, your choice” Make Sure You Can Live with The Choices… You Allow! Love & Logic

39. “Humans Are Willing to Harm Themselves in Order to Regain a Sense of Control.” “There exists no limit to what people will do for control.”“We can either give people control on OUR terms…or wait for them to take it on THEIRS.” Love & Logic

40. Enforce Limits with Questions “Which papers receive full credit?” “Who do I listen to?”“Who do I take to recess?”Love & Logic Give Them Expectations….Tell Them What You are Going to DO!

41. “5 Steps for Helping Students to Own & Solve Their Problems” • Provide a strong dose of Empathy (statement) • Hand the problem back in a caring way (Ask,”What are You Going to Do”) • Ask permission to share some solutions and provide choices. (Offer a Menu of Suggestions.) • Help the student evaluate the potential consequences of each choice. (Ask, “How Will That Work For You?”)… alllow the student to either solve or not solve the problem…(”let me know what you decide”) • Follow up…(”what did you do…how did it work for you?”) Love & Logic

42. When you RESCUE …the message is: I am weak. I can’t make it without me I can’t think for yourself. I need other people to tell you what to do I feel helpless and useless. When they PROBLEM SOLVE…the message is: I am strong. I can think for yourself. I can solve the problems I encounter! I feel PROUD & EMPOWERED! Giving the Gift of Problem Solving“Great teachers resist the urge to rescue students or to rub salt in the wound by lecturing.” Love & Logic

43. Powerful Solutions…address both UNDERLYING NEEDS and SYMPTOM MISBEHAVIORS Focus heavily on prevention and meeting basic needs… (Affection, Control, Self-Competence, Peer Group Status, Increase # of Adult Eyes & Smiles, etc.) When students misbehave, apply strong doses of Empathy and hold them Accountable Love & Logic

44. Role of School StaffImpacting the School Climate • Help ensure that the School Climate is one that is supportive of the at risk student. • Fostering a feeling of Connectedness between the students and the school. • Providing an Opportunity for students to become Involved in school activities. • Ensuring a Safe and Positive Environment creates a climate that has potential to have a profound impact on adolescent suicide. Hawkins & Catalano

45. The Most Powerful Teachers are Strict & Caring at Same Time • Positive relationship • Build trust & rapport • High expectations • Friendly, but firm • Respect them • Know the child’s interest, strengths & concerns (DYKTS) • Value the child unconditionally • Sets firm limits • Holds students accountable for their behavior • Consistent & fair • Encourage Love & Logic

46. The Asset-Building Difference From To Young people’s problems Young people’s strengths Professionals’ work Everyone’s work Young people absorbing resources Young people as resources Programs Relationships Troubled young people All young people Accountable only for own Accountable as well for behavior other adults’ behavior Incidental asset building Intentional asset building Blaming others Claiming responsibility Search Institute

47. “When our students fail, we, as teachers, too, have failed.“ Marva Collins “We don't try to fix the students, we fix ourselves first. The good teacher makes the poor student good and the good student superior.” Marva Collins

48. Web Sites www.esc1.net www.resiliency.com www.loveandlogic.com www.sdrg.org www.search-institute.org www.smhp.psych.ucla.edu http://theguide.fmhi.usf.edu/ Books “A Child Called “It”, Dave Pelzer “The Boy Who was Raised as a Dog”, Dr. Bruce Perry, M.D., Ph.D. Child Psychiatry, Neurobiology and Maia Szalavitz Resources WE NEVER, NEVER, NEVER, NEVER GIVE UP On Kids!