“Will You Make the List” Teaching Difficult to Reach

Students

Clara Cáceres ContrerasSchool Health/Safe and Drug-Free Schools &

CommunitiesRegion One Education Service Center

ccontreras@esc1.netwww.esc1.net

956-984-6125

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.

Growing Up!• 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?

Mental Health IssuesMental 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

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

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.

51.1

0

10

20

30

40

50

60

Per

cen

tag

e o

f C

hil

dre

n

Children with other disabilities

Mental Health and its ImpactPercent of Youth who Drop Out of School

2001-2002

61.2

37.6

0

10

20

30

40

50

60

70

Per

cen

tag

e o

f C

hil

dre

n

Children with SED Children with otherdisabilities

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.

“Students with serious emotional disturbance consistently had the highest dropout rates.”

Serious Emotional Disturbances…

DefinitionDiagnosable 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

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.

Serious EmotionalDisturbances…

DefinitionDiagnosable disorders in children and adolescents that severely disrupt their daily functioning in the home, school, or community.

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

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

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

Disruptive Behaviors and

Other DisordersYouth 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.

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

Other Social-Emotional Issues

• Bulimia/Anorexia

• Bullying• Grief & Loss• Stress

• Cutting• Self-Injury• Choking Game• Suicide

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

Methods of SuicideMethods of SuicideTexas Children Ages 10-Texas Children Ages 10-

141461.5

38.5

57.1

42.9

0

10

20

30

40

50

60

70

Hanging

Firearms

18

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

QPRQPR……Gatekeeping Gatekeeping

20

QQuestion…notice signsuestion…notice signsPPersuade…ask the questionersuade…ask the questionRRefer …get helpefer …get help

“Teen Depression”“Toxic Culture”

(video)

Enhancing Resilience

Risk Factors

Protective Factors

Developmental Trajectory

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

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

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

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

P r o b le mA lc o h o l

U s e

I ll ic it D r u gU s e

S e x u a lA c t iv ity

V io le n c e

0 -1 0 A s s e ts

1 1 -2 0 A s s e ts

2 1 -3 0 A s s e ts

3 1 -4 0 A s s e ts10%

3%

21%

35%

1%

11%

61%

33%

16%

6%

19%

42%

3%6%

53%

30%

Protecting Youth From HighProtecting Youth From High--Risk BehaviorsRisk BehaviorsA ssets have tremendous power to protect youth from many different, harmful

or unhealthy choices. To illustrate, this chart shows that youth with the most assets are least likely to engage in four different patters of high-risk behavior.

The same kind of impact is evident with many other problem behaviors, including tobacco use, depression and attempted suicide, antisocial behavior, school problems driving and alcohol and gambling.

Search Institute

S uc c e e ds inS c ho o l

V a lue sD iv e rs ity

M a inta insG o o d H e a lth

D e la y sG ra tific a tio n

0 -1 0 A s s e ts

1 1 -2 0 A s s e ts

2 1 -3 0 A s s e ts

3 1 -4 0 A s s e ts

69%

88%

46%42%

87%

35%

27%25%

56%

69%

53%

34%

53%

72%

7%

19%

Promoting Positive Attitudes and BehaviorsPromoting Positive Attitudes and BehaviorsIn addition to protecting youth from negative behaviors, having more assets

increases the chances that young people will have positive attitudes and behaviors, as this chart shows.

Search Institute

40 Developmental Assets

1. Family support2. Positive family

communication3. Other adult relationships4. Caring neighborhood 5. Caring school climate 6. Parent involvement in

schooling7. Community values youth 8. Youth as resources 9. Service to others10. Safety11. Family boundaries12. School Boundaries13. Neighborhood boundaries14. Adult role models 15. Positive peer relationships16. High expectations17. Creative activities18. Youth programs 19. Religious20. Time at home community

21. Achievement Motivation22. School Engagement23. Homework 24. Bonding to school25. Reading for Pleasure26. Caring 27. Equality and social justice 28. Integrity 30. Responsibility 31. Restraint. 32. Planning and decision

making34. Cultural Competence35. Resistance skills36. Peaceful conflict resolution37. Personal power38. Self-esteem39. Sense of purpose 40. Positive view of personal

www.search-institute.orgDr. Peter Benson

The Context of Learning

School/Classroom

ClimatePeers Influence

Instructional Strategies

Student/School

Characteristics

Caregiver/Teacher

ExpectationsCommunity

Values

School Culture

Student/Teacher

Temperament

Special Needs

Modifications

Classroom Management

Procedures & Routines

Consequences &

Reinforces

Safe & Trusting Environment

“Do You Know Their Story?”

Bill Gates

“Too Good To Be True”“Mr Fazio”

Video

Most Favorite Teacher #1Identify three adjectives that best describe your most favorite

teachers!

1. _______________2. ________________3. ________________

Will You Make the List?

Whose list are you on?

What adjectives will they be using to describe you?

Love & Logic

Three Elements of Human Bonding”

Positive Teacher/Student Relationships

• Friendly Eye Contact• Smile• Friendly Touching (hand shake, high five, etc.)

Love & Logic

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

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

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

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

“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

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!

“5 Steps for Helping Students to Own & Solve Their Problems”

1. Provide a strong dose of Empathy (statement)

2. Hand the problem back in a caring way (Ask,”What are You Going to Do”)

3. Ask permission to share some solutions and provide choices. (Offer a Menu of Suggestions.)

4. 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”)

5. Follow up…(”what did you do…how did it work for you?”)

Love & Logic

Giving the Gift of Problem Solving

“Great teachers resist the urge to rescue students or to rub salt in the wound by lecturing.”

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!

Love & Logic

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

• 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.

Role of School StaffRole of School StaffImpacting the School ClimateImpacting the School Climate

Hawkins & Catalano

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

From ToThe Asset-Building Difference

Young people’s problems Young people’s strengths

Professionals’ work Everyone’s work

Young people absorbing resourcesYoung 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

“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

“When our students fail, we, as teachers, too, have failed.“

Marva Collins

ResourcesWeb 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

WE NEVER, NEVER, NEVER, NEVER GIVE UP On Kids!