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Risk Management

Risk Management. Dr. Bruce E. Kline & Associates Elizabeth Short & April Kline Dayton, Ohio. Rebecca Hopfer High School Junior, Centerville, Ohio. Accusation of infanticide Found guilty of First Degree Murder Incarcerated for 20 years to life in prison

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Risk Management

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  1. Risk Management Dr. Bruce E. Kline & Associates Elizabeth Short & April Kline Dayton, Ohio © 2003 Dr. Bruce E. Kline & Associates

  2. Rebecca HopferHigh School Junior, Centerville, Ohio • Accusation of infanticide • Found guilty of First Degree Murder • Incarcerated for 20 years to life in prison • Surprise invasion by police and investigators • Mismanaged communication to authorities • www.freerebecca.com • Total elapsed time: 8-9 years © 2003 Dr. Bruce E. Kline & Associates

  3. Adolescent BoyJunior High School Student, Beavercreek, Ohio • Accused of sexual impropriety • Poor legal advice and representation • Ignorant single mother • Incarcerated for extended sentence • Total time before resolution: 1 year © 2003 Dr. Bruce E. Kline & Associates

  4. Teenage BoyHigh School Senior, Findlay, Ohio • Accused of making “zero tolerance” threats (drawings of 9/11 related themes) • Followed bad advice from a school counselor • Total time before resolution: 2 years © 2003 Dr. Bruce E. Kline & Associates

  5. Adolescent BoyCatholic School Fifth Grader, Dayton, Ohio • Suspended and threatened with expulsion (homework demerits) • Parent did nearly everything right initially • School cooperated following intense negotiation at lowest level (teacher) • School (Principal) then undid the negotiations with rigidity and prejudice • Total time before resolution: 3 months - in process © 2003 Dr. Bruce E. Kline & Associates

  6. 3 Year Old Girl, Mother and StepfatherYellow Springs, Ohio • Child taken from home in surprise raid • Stepfather accused of sexual misconduct with toddler • Long-term prison sentence a certainty without serious intervention • Total time before resolution: 1 year - in process © 2003 Dr. Bruce E. Kline & Associates

  7. Mother of Adolescent BoyKettering, Ohio • Accused of sexual misconduct with adolescent boy • Vendetta of school personnel • Threatened removal of boy from home • Negotiations with wide variety of school personnel, Child Services reps, medical team from Children’s Hospital, district-wide Pupil Personnel Director, and Director of Special Education • Total time before resolution: 1 and one-half years © 2003 Dr. Bruce E. Kline & Associates

  8. Teenage GirlHigh School Senior, Oakwood, Ohio • Accused of exercising provocatively in weight room with football team • Biological mother deferred inappropriately to rigid stepfather’s discipline • Biological father contacted by daughter and filed for custody • Total time before resolution: 1 month - in process © 2003 Dr. Bruce E. Kline & Associates

  9. Grade School BoyOrphan, Greenville, Ohio • Custody to state by default after death of parents • Trust fund of $6 million dollars • Total failure by parents to prepare documents for guardianship • Accused of sexual abuse with younger neighborhood boy • Total time before resolution: 4 years - in process © 2003 Dr. Bruce E. Kline & Associates

  10. Three Adolescent Brothers9, 11 and 13 Years Old, Adams County, Ohio • Abused by family friend (altar boy from church) • Multiple abuses including physical, emotional and sexual • Threats of severe retaliation for disclosure • Brothers required therapy for years • Thanks to serious invervention, the brothers were not forced to confront abuser in court! • Abuser incarcerated for years • Total time before resolution: 3 years © 2003 Dr. Bruce E. Kline & Associates

  11. Man Near RetirementCEO Fortune 500 Company, Dayton, Ohio • CEO’s performance impaired by alcohol abuse • Company attorney consults regarding CEO’s performance • $500 million stock offering at risk until plan was in place for CEO’s succession • Total time before resolution: 2 months - in process © 2003 Dr. Bruce E. Kline & Associates

  12. 21-Year-OldMedically/Psychologically Impaired Person At Risk • Inadequate medical planning (i.e., Medical Power of Attorney) • County government took over decision making • Bipolar with schizoid tendencies • Total time before resolution: 4 months - in process © 2003 Dr. Bruce E. Kline & Associates

  13. Critical Components of Risk Management • Innoculate • Activate • Perseverate © 2003 Dr. Bruce E. Kline & Associates

  14. Critical Components of Risk Management • Innoculate • This is the most important component. If implemented fully, one can hopefully avoid a crisis situation. © 2003 Dr. Bruce E. Kline & Associates

  15. InnoculateSafety • Educate regarding safety in a wide variety of situations: • Physical • Emotional • Sexual • Legal © 2003 Dr. Bruce E. Kline & Associates

  16. InnoculateProtect your family from external threats • Teach correct responsiveness to authority figures in every sector of life. • Teach safety and protective measures in everything from defensive driving, walking in unsafe areas, so children are not just hoping “they’ll beat the odds.” • Teach physical self defense. • Teach safe use of the Internet. • Teach moral-based decision making (internal locus of control). • Teach how to say “no,” and when to say “no,” and how and when to seek help. © 2003 Dr. Bruce E. Kline & Associates

  17. InnoculateTeach Emotional Management • Young children experience emotions in their raw state with no buffers - and few tools to understand or control them. Strong emotions can be a hindrance to learning as well as to findingone’s place in a larger social context. • Emotional management should be one of the earliest skills taught to your child. • When your child reaches puberty and is again overwhelmed by strong emotion, the skills you have taught will be second nature, allowing your child to rise above the emotional quicksand that entraps so many adolescents. © 2003 Dr. Bruce E. Kline & Associates

  18. InnoculateOpen Dialogue • Create an open dialogue within your family on all subjects - nothing should be tabú. • Typically tabu subjects include: • Sex/sexuality • Sexual preference • Death or loss of a loved one • Current events/pop culture • Drinking and drugs © 2003 Dr. Bruce E. Kline & Associates

  19. InnoculateTeach Family Values Integrate Your Child Into Your Family Culture and IntegrateYour World With Your Child’s World • 1. Take inventory of your child’s needs • 2. Promote moral development – Kohlberg’s moral reasoning • 3. Establish regular dialogue and communication on all kinds of subjects • 4. Experience what your child experiences and then talk about it (redemption of pop culture) © 2003 Dr. Bruce E. Kline & Associates

  20. InnoculateRedemption Of Pop Culture • Pop culture, movies, music, television shows, etc. offer a rich opportunity to teach values and how everything we do affects others. • Prime examples of movies include: • The Lion King (circle of life) • Pay It Forward (interconnectedness) Life skills are often best taught by a combination of real life experiences,role modeling, and a generous dose of consistent love and gentle encouragement. © 2003 Dr. Bruce E. Kline & Associates

  21. InnoculateInspire Youth With Family History • Look for every opportunity to teach your values - pop culture (i.e., television, movies, magazines, etc.), things that happen duringa normal day, nature, etc. • Directly teach moral judgment, both verbally and by example. Don’t expect children to make judgments on a moral basis unless you have taught the specific awareness and skills. • 3. Inspire youth with family storiesof accomplishment, education, courage, faith and hard work, family culture, biographies of famous people, the history of a country, etc. © 2003 Dr. Bruce E. Kline & Associates

  22. InnoculateCreate A Circle Around Your Family • If we, as parent, caregiver or teacher, do not have the skills, moral judgment, values, emotional resources and balance, or knowledge needed to fully manifesta child’s gift, then we must do the following: • Find a group, faith, or churchwith values in which you believe. • Take a class, perhaps with thechild, to acquire the knowledgeand learn the skills you need. • Find a personal therapist orcounselor for emotional helpor consultation. • Identify a personal coach. • Identify and continually expandyour network of people andresources for parenting. • Actively search out the data, resources or information that you need. © 2003 Dr. Bruce E. Kline & Associates

  23. InnoculateModel Coping Mechanisms • Mastery Model • Demonstrates immediateand present goal attainment • Coping Model • Demonstrates delayed goal attainment - failure first, progressing toward proficiency © 2003 Dr. Bruce E. Kline & Associates

  24. InnoculateTeach Life Skills • Basic life skills provide the tools for safe and responsible living. • Learn and teach life skills • How to shop • How to cook • How to care for clothes • How to manage money © 2003 Dr. Bruce E. Kline & Associates

  25. InnoculateMaintain Parental Authority (Leadership) • Never let your children believe they know best or that they are in control. If a child believes you have abdicated your role/responsibility, you have worked your way out of being the parent (having any authority). © 2003 Dr. Bruce E. Kline & Associates

  26. InnoculateFrustration Gradient Strategy • Purposely place barriers in your child’s road so mistakes are made. • Step in to nurture and teach (find teachable moments) and you will create a higher resiliency to life stress. (This is innoculation.) © 2003 Dr. Bruce E. Kline & Associates

  27. InnoculateManage Your Child’s Gifts/Talents • Manage your child’s IQ, academics, talents, creativity, leadership abilities, and social development. • Identify • Cooperatively plan • Actively develop • Advocate • Network with key constituents • Follow through © 2003 Dr. Bruce E. Kline & Associates

  28. InnoculateTeach To The Individual Child • How we pass personal responsibility along needs to take into account the personality of the child in question. A sensitive child may become so strongly captured by the idea of how actions affect others, that the child becomes frozen - becomes afraid to take any action for fear of hurting someone else. • A less sensitive child may hear the idea expressed many times in many ways, and still not internalize the concept in any lasting way - remaining basically oblivious to how actions affect others. © 2003 Dr. Bruce E. Kline & Associates

  29. InnoculateTeaching Is Cumulative - Both Conscious And Unconscious • We’ve all heard it a thousand times - your child will learn more from what you do than what you say. • Just as water hollows out a piece • of wood or stone over time, our • children learn more from ourrepeated actions than from thosethat we only do on occasion. • We must be aware of what we are teaching when we are not consciously teaching. © 2003 Dr. Bruce E. Kline & Associates

  30. InnoculateStressful Life Events - The Greatest Opportunities For Teaching • Preschool • 30 • 42 • 21 • 23 • 23 • 50 • 51 • 33 • 59 • 39 • 38 • 38 • 59 • 74 • 78 • 52 • 89 • Elementary • 38 • 46 • 29 • 39 • 38 • 50 • 46 • 55 • 57 • 46 • 52 • 60 • 53 • 51 • 68 • 58 • 61 • 84 • 69 • 91 • Jr. High • 35 • 45 • 40 • 45 • 48 • 50 • 54 • 47 • 49 • 54 • 62 • 52 • 59 • 70 • 65 • 68 • 71 • 77 • 70 • 84 • 83 • 94 • 95 • Sr. High • 36 • 42 • 43 • 45 • 46 • 46 • 50 • 50 • 53 • 55 • 55 • 56 • 56 • 58 • 62 • 63 • 67 • 68 • 69 • 76 • 77 • 81 • 87 • 92 • 100 • Death of a grandparent • Beginning a new school • Being accepted to college of choice • Change in parents’ financial status • Outstanding personal achievement • Loss of job by parent • Birth or adoption of sibling • Suspension from school • Break-up with boy/girlfriend • Not making extracurricular activity • Hospitalization of parent • Failure of a year of school • Change to a different school • Hospitalization of youth • Having a visible congenital deformity • Death of a close friend • Change in acceptance by peers • Death of sibling • Marital separation of parents • Involvement with drugs/alcohol • Divorce of parents • Acquiring a visible deformity • Death of parent • Unwed pregnancy • Getting married © 2003 Dr. Bruce E. Kline & Associates

  31. InnoculateHow To Increase Resiliency To Stress And Enhance Behavioral Cooperation • Consistent nurturing at a level high enough to engender trust in its availability. • One person (minimum) who accepts the youth unconditionally, regardless of temperament, idiosyncrasies, behavioral, mental or physical handicaps. • Primary adults who encourage independence. • Primary adults who model and teach assertive and appropriate communication skills. • Primary adults who model and teach self-help skills. • Primary adults who reward acts of helpfulness and caring. • Primary adults who themselves model acts of helpfulness and caring. • Having some responsibility for family tasks. • Living in an emotional environment that is predictable and stable. • Little or no exposure to substance use or abuse, mental illness, interpersonal discord,or legal entanglements. • Family structure of four or fewer children with two or more years between siblings. • Positive adjustment in school, making it a place of security - a “home away from home.” Werner, Emmy E., Children of the Garden Island. Scientific American, April 1989. © 2003 Dr. Bruce E. Kline & Associates

  32. InnoculateChanges In Emotional ResilienceGifted Adolescent Females • Gifted females experience significant changes in social and emotional balance during the school years. This was the beginning hypothesis of a cross-sectional study of first through twelfth-grade gifted females. The study identified 89 subjects and administered a 138-item youth questionnaire. Analysis of the data indicates a significant decrease in the self-regard and self-confidence of gifted girls throughout their school years. Likewise, levels of perfectionism, hopelessness, and discouragement rose in the same developmental time block. • Relationships with parents and other adults decline while peer relationships take on added prominence. Implications are profound. As emotional vulnerability increases by grade twelve, inner courage and self-assurance decline. To combat this, strong identity information and models need to be presented, emotional stability encouraged, and life direction (including career planning) strongly emphasized. • Key Words: Gifted Females, Social-Emotional Resiliency, Relationships • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 3. © 2003 Dr. Bruce E. Kline & Associates

  33. InnoculateChanges In Emotional ResilienceGifted Adolescent Males • That gifted males experience significant changes in social and emotional valence during the school years was the hypothesis for a cross-sectional study of first through twelfth-grade males. The study identified 82 subjects. A 138-item youth questionnaire, which focused on self-confidence, perfectionism, relationships with parents, relationships with peers, hopelessness, and discouragement question clusters, was administered. Analysis of the data indicates a significantly higher level of discouragement and hopeless feelings for junior high school boys as compared with senior high school boys. • Key Words: Gifted Males, Social-Emotional Resiliency, Relationships • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 4. © 2003 Dr. Bruce E. Kline & Associates

  34. InnoculateChanges In Emotional ResilienceGifted Adolescent Males • Question Clusters • Self Confidence • Perfectionism • Relationship With Peers • Discouragement • Hopelessness • F Value • 1.17 • .47 • 1.05 • 3.11* • 5.44** • 3.70 • 3.40 • 4.40 • 2.31 • 1.90 • Grades 1-4 • .55 • 1.07 • .46 • .47 • .74 • 3.52 • 3.66 • 4.17 • 2.71 • 2.27 • Grades 5-8 • .55 • .91 • .61 • .84 • 1.24 • 3.49 • 3.61 • 4.24 • 2.32 • 1.53 • Grades 9-12 • .55 • 1.07 • .46 • .47 • .74 • M • SD • M • SD • M • SD * = p < .05 ** = p < .01 Yellow print = significant difference • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 4. © 2003 Dr. Bruce E. Kline & Associates

  35. InnoculateChanges In Emotional ResilienceGifted Adolescent Females • Question Clusters • Self Confidence • Perfectionism • Relationship With Parents • Relationship With Peers • Discouragement • Hopelessness • F Value • 3.83* • 4.96** • 5.48** • 1.26 • 5.54** • 1.35 • 3.98 • 2.97 • 4.37 • 3.90 • 2.33 • 2.28 • Grades 1-4 • .55 • 1.18 • .72 • 1.08 • .77 • 1.06 • 3.78 • 3.27 • 3.90 • 4.31 • 2.47 • 1.73 • Grades 5-8 • .44 • .98 • .74 • .44 • .55 • .55 • 3.60 • 3.75 • 3.53 • 4.08 • 2.86 • 2.05 • Grades 9-12 • .49 • .85 • .97 • .67 • .62 • .98 • M • SD • M • SD • M • SD * = p < .05 ** = p < .01 Yellow print = significant difference • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 3. © 2003 Dr. Bruce E. Kline & Associates

  36. Sources Of Accusations • Police • School • Children’s Services Board • Neighbor or church member, etc. • Professional organization • Church leaders • Work © 2003 Dr. Bruce E. Kline & Associates

  37. ActivateIf Accused… • Do not talk to any authority or administrator • Do talk to parent (selectively), relatives (very selectively), lawyer (extremely selectively) • If any key player is uncooperative, naive, ignorant or stupid: • Build a very high fence around them • Coach them carefully • Scare them to pieces (use all resources) © 2003 Dr. Bruce E. Kline & Associates

  38. ActivateIf Accused… • Shut down investigation as quickly as possible • Manage exposure • Contain the flow of information • Allow reason and cool heads to prevail • Use every legal, social, political, and personal leverage/source of power you can © 2003 Dr. Bruce E. Kline & Associates

  39. ActivateYour Goals If Accused • Do not respond from an emotional mode (this will better allow you to seek information in a calm, cool, cognitive manner) • You must find an appropriate arena (very private and separate) to deal with emotions of involved parties. This will most likely not be your spouse or your best friend or your mother. Be highly selective in choosing one or two trustworthy and highly discreet individuals with whom to entrust your emotional mode (if you must, hire someone, e.g., a therapist, etc.) • Do not enlist this person to help you solve the problem or problem solve - this person should be solely an emotional outlet and support © 2003 Dr. Bruce E. Kline & Associates

  40. Perseverate • To persevere • To persist • To repeat • To follow through • To carry through • To triple-check • To make a list and check it twice… • To not give up • Never give in, never give in, never give in.- Churchill © 2003 Dr. Bruce E. Kline & Associates

  41. PerseverateMake The Plan, Follow Through And Replan • 2. Follow Through • Keep the problem clearly in mind/maintain highest priority, use your resources (spend the money appropriately, make appointments with your emotional response person, meet with your lawyer/other members of your professional team, etc.) • 1. Make The Plan • Identify the problem, create your team, rally your resources (financial, legal, time) find an appropriate outlet for your emotional responses, create your professional support system • 3. Replan • Assess and evaluate results - are you achieving your goal? Adjust the Plan accordingly and return to Step 1. © 2003 Dr. Bruce E. Kline & Associates

  42. Teenage BoyHigh School Junior, Oakwood, Ohio • Son of Federal Prosecutor • Accused of making threats regarding guns (bragged at school) • Artifact of post-9/11 “zero tolerance” • Father immediately pulled boy out of school and sent him to private school on East Coast • Total time before resolution: 2 months © 2003 Dr. Bruce E. Kline & Associates

  43. If Events Spin Out Of Your Control • Enlist major moral support • Spend your money to buy all the power and influence you can afford • Use every legal, social, political, and personal leverage/source of power you can • Go to the media (with extreme caution and selectivity) © 2003 Dr. Bruce E. Kline & Associates

  44. The Big Landmines • Naivete • Drugs • Alcohol • Sexual Behavior • Zero Tolerance issues • Poor Legal Planning • Disrespecting school authority (flaunting the rules) • Disrespect of others’ property © 2003 Dr. Bruce E. Kline & Associates

  45. Mistakes and Failures • Naive, naive, naive • Uninformed • Expressing oneself too well (or too much) • Following bad advice • Poor or no contingency planning (legal, medical, catastrophic) • Little or no family culture in place • Only models are poor or mastery © 2003 Dr. Bruce E. Kline & Associates

  46. Mistakes and Failures (cont’d) • Mistaken belief that the world is uniformly friendlyand/or helpful • Mistaken belief that the world is uniformly hostile,scary and/or alien • Poor or no family network of resources • Poor or no social network of resources • Yielding to peer pressure • Not taking the new climate of Zero Tolerance seriously enough • Failure to identify a plan for the future © 2003 Dr. Bruce E. Kline & Associates

  47. Protect Your Family • To protect your family is the highest priority of parenthood. • Preparation • Planning • Purposeful action • Persistence • Prayer/Faith This is the foundation of a family’s stability. © 2003 Dr. Bruce E. Kline & Associates

  48. In Summation • Innoculate • In short, the best idea is to avoid a catastrophic event by laying the groundwork outlined in this presentation. © 2003 Dr. Bruce E. Kline & Associates

  49. In Summation • Activate • If a catastrophic event does occur, you must respond immediately with the correct actions. • You must also document every interaction, conversation, etc. to help build your case. © 2003 Dr. Bruce E. Kline & Associates

  50. In Summation • Perseverate • Repetition is your friend in a catastrophic event. • You must get your story straight and repeat it verbatim. • You must follow through, follow through, follow through - dotting every “i” and crossing every “t.” © 2003 Dr. Bruce E. Kline & Associates

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