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The school environment

Antoniëtte Geerman

University of Aruba

Protective factors

Advice

  • Sense of belonging
  • Involved in school activities
  • Teaching techniques that foster group processes
  • Feelings of accomplishment and praise
  • Teaching explanatory style
  • High expectations
  • Oasis
  • Physical environment
  • Teachers with interest

  • Know the students names and greet them on a daily basis.
  • Encourage school activities
  • Create group learning activities
  • Opportunities for reward, encourage academic progress
  • Evaluate how lessons are framed
  • Believe that students can achieve
  • Positive school atmosphere
  • Attractive and well cared school
  • Take personal interest in child, Mentor, role-model

Protective Factors

Do you need coaching?

Clinical interventions

For working with Adolescents in school context

Clinical Interventions

School context

Part of the special education evaluation

Special Education Evaluation

Developmental history

Family history

Classroom observations

Home visits

Contact with other agencies/organizations

Part of the IEP, what wat that again?

Small groups or Classroom groups

Group interventions

Small groups with special purpose

Co-led Classroom groups for psycho-education, supportive positive peer relation, reducing risk behavior and understanding one's emotions

School-wide programming

Large-scale programs

Organized to change the climate of the school

1

Peer-mediation

2

Violence reduction

3

Bullying programs

Etc.

Successful school programs aimed at bullying

How can we stop bullying at school?

Bully-proofing

the school ms

Continuous

Ongoing

Programs need to be ongoing and continuous

Continuous reminder

Anti-bullying programs

Student, teacher, parents and all those involved at school

Successful in making bullying behavior desist

Inclusion

Who would you include for a effective anti-bullying program at school?

Inclusion

Everyone

From the principal to the lunch lady

Teacher

Need to act up

Cannot criticize or intimidate students allowing others to copy their behavior

Accountability

Parents

Educated, violence is not ok

Student

All student receive the same punishment regardless of status

Discipline for bullying

Need to be consistent and swift so that the two events are remembered together

Consistent Discipline

Zero tolerance

Students are no longer given given the opportunity to explain away their bullying behavior. If they bully they will receive punishment

Bullying

Within the school microsystem

Bullying within the school microsystem

Gender differences in victimization

Gender differences in bullying victimization

This has been examined in a number of studies p.102 for ref.

Reaching out

Emotional reaction

Ethnicity

Boys -> vengeful

Girls -> self pity

(sixth grade)

Equal for American

Predominately male for European and Asian

Equal in confiding to parents

Girls more likely to share with friends

Developmental context

Late elementary and early middle school

In this developmental period peer influences are most strongly felt and peer conformity is most valued. Ref p.103

Particularly hurtful since the sense of identity is not yet strong

Developmental context of bullying

Impact of being bullied

Enduring: Higher levels of physical and mental distress (elementary -> few years later

differences between being bullied or not

Undermined the emotional stability, academic performance, feelings of safety and acceptance at school

Impact of bullying on adolescents

In extreme cases -> suicidal or aggressive behavior

Factors related to bullying

Provocative victim

Blamed, deserving, inciting the bullying (peer beliefs)

Factors related to bullying in the school ms

Passive victim

Have done nothing but simply coexisting

Is different in some way

Attention-deficit/Hyperactive Disorder

Most discussed health concern in school

ADHD

What is ADHD?

What is ADHD?

Problems with

3

1

2

Attention Span

Impulsivity

Hyperactivity

Biochemical abnormalities in the brain

Medication Concerta / Ritalin

Prevalence

Prevalence of ADHD

In the United States if other factors have been ruled out

3

2

1

3-5 % US (1992)

Now? Google

18% community samples (CDC 2005)

Interventions for Parents & Youth

Interventions

Inability not noncompliance

Consistency, visual reminders, short instructions, praise accomplishment, help in getting organized.

Roleplay, learn to make and keep friends, ADHD support group, promote slow thinking (cards), sport.

Trauma in the school

Trauma in the school

Crisis counseling p109

Debriefing groups p110

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