Showing posts with label coping skills. Show all posts
Showing posts with label coping skills. Show all posts

Monday, September 24, 2018

Girls and Bullying


Photo courtesy of: Alexas_Fotos; courtesy of Pixabay


This is a follow-up piece to my article, “Bullying In Schools”.

During my recent interview with Jedlie from Reading With Your Kids, he asked me a serious question about bullying, “Why have girls become more physically aggressive?” In all honesty, I wasn’t able to answer his question accurately, but it did shine a light straight through the holes in my understanding of bullying. Since I was unable to answer Jedlie’s question, I decided to dig deeper into the subject of girls and bullying and fill in the gaps with the information I was lacking.

It is well known that bullying is a serious social issue that exists between male and female students. While male bullying is typically more physical, both sexes can be aggressive in their methods to dominate. Bullying among girls is commonly known to manifest as cyberbullying, verbal bullying, and social/relational bullying. These subtler categories often go unnoticed when compared to their more visible counterparts.

But, I still haven’t answered the original question, why have girls become more physically aggressive?

Could more aggressive female characters being cast in pop culture factor into the rise of combative behaviors among girls? According to an article by, Kimberly Pleva M.S.E., girls getting more media attention for committing violent crimes is a big contributor to this trend and needs our attention. Fatherly states, that the environments boys and girls share and generations of abuse are a result. In his book, See Jane Hit: Why Girls Are Growing More Violent and What We Can Do About It, James Garbarino, an authority on juvenile violence and aggression, explores this issue at length. His analysis suggests that one factor contributing to this rise in aggression among girls correlates to the rise in competitive female sports. Sports have allowed girls to express themselves physically but hasn’t taught them how to channel violent behaviors appropriately.

Relatively speaking, physical aggression among girls is still lower when compared to boys, but has risen to almost the same levels.

In conclusion, it seems that society’s values are a definite contributor to the rise in aggression among girls. It rests squarely on the shoulders of society to come together and instruct girls and boys on appropriate behavior and how harmful actions, no matter which forms they take, can have negative consequences and hurt another deeply.


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Friday, August 31, 2018

Bullying In Schools


                           https://pixabay.com/en/bullying-child-finger-suggest-3362025/


With my picture book Kamyla Chung and the Classroom Bully releasing soon, I thought it appropriate to write an article about bullying.

What is a Bully?

Google defines a bully as a person who uses strength or power to harm or intimidate those who are weaker. Dictionary.com states that a bully is a blustering, quarrelsome, overbearing person who habitually badgers and intimidates smaller or weaker people.

No matter how you slice it, the adjectives used to describe such a person are uncomplimentary, and unfortunately, they are as common in schools as they are on the playground.

If you, or someone you know, has been bullied, you know the harmful and long-lasting consequences that result from such an experience: the fear, the shame, the bruises, and losing self-confidence. During my tenure as a public school teacher, I witnessed numerous acts of violence enacted by children against other children. These destructive behaviors chipped away at the positive social climate I had tried to create in my classroom, which, in turn, made teaching nearly impossible.

Types of Bullying:

Bullying is not a one-dimensional action. Some of its many forms include physical bullying, verbal bullying, social/relational bullying, and reactive bullying; it also occurs in many public platforms such as school buildings, school buses, and social media sites.

Physical Bullying is an action that brings bodily harm to another and may include hitting, kicking, and punching.

Verbal Bullying centers on word usage to hurt someone and can involve teasing, name-calling, and threats.

Social/Relational Bullying is the act of purposefully excluding someone from a group by spreading rumors or embarrassing them in public.

Reactive Bullying is when a person who has/is bullied reacts by bullying others.

No matter which type of bullying you are describing, it is always unwanted, aggressive, and chronic behavior that stems from an imbalance of power.

How Common Is Bullying?

According to The Anti-Bullying Institute, in grades K thru 12, 1 in 7 students have either bullied someone or been a victim of bullying.

Approximately 160,000 students in the U.S are absent from school every day in response to fears of being harmed or intimidated by classmates.

The American Society for the Positive Care of Children (SPCC) reports that 70.6% percent of students have witnessed bullying in their schools.

The National Center for Education Statistics (NCES) states that in 2015, roughly 21% of students between the ages of 12 to 18 reported being bullied in school.

Bullying Prevention

The best way to stop bullying is to prevent it from happening. Some commonsense strategies to achieve this in the classroom are to build a positive culture among students, model respectful behavior, provide books and videos on bullying, have discussions with colleagues and students on the subject and value their input.

There are programs available to help train staff on what bullying is. American Federation of Teachers (AFT), the National Education Association (NEA) and The Sandy Hook Promise have resources for schools to help with bullying and violence prevention.

Schools that have anti-bullying prevention programs can reduce it from happening by up to 50%.  57% of the time, when a witness to bullying intervenes, it stops within ten seconds.

There is no magic wand to cure us of this social epidemic, but if enough of us stand together against it, we can make the antidote.


Sunday, July 8, 2018

Diary of a First Year Kindergarten Teacher: 15th Entry


https://pixabay.com/en/white-earbuds-journal-writing-mug-2523978


TRIGGER WARNING: Contains sensitive material about sexual assault.
While this is a work of fiction, situations like those depicted in this story do occur in classrooms. I believe it is essential for these stories to be told.  You can't cure a disease without knowing the symptoms first. 

Friday, September 20
Dear Diary,

I stayed late today to tidy up the classroom (It seems that if I don't sweep the floors, vacuum the carpet, wash the tables, and wipe down the bathroom it won't get done.) and get my lesson materials ready for Monday. 
         
Since I was unable to complete the individual behavior charts yesterday for Devon Wilson, Ramona Johnson and Christopher Matthews, I did them this afternoon.
            
Sadly, I also had to write a pink slip for one of my students. The behavior was much too serious to leave it undocumented.

So in order to cover all of my bases, I was left with only one option. The child needs help and a consistent paper trail is one way to make sure he gets it.

An incident that I had never conceived of occurred in my classroom this morning. 
A sexual assault. 
A sexual assault in kindergarten!  
           
I was completely blindsided by this. The boy who acted out the harmful behavior was, Tyrone Whiting, one of my better-behaved boys.

Thankfully, Miss Mary was present for the incident, so I had a witness as to how I handled the situation.
            
After a reading of, "No, David!" the children were directed to the tables to draw a picture of David and write the title as best they could.

During this time period, Miss Mary was working with a small group of students who needed support to complete the task. 
         
I was rotating among the tables to offer assistance as needed. I was in the middle of correcting Christopher Matthews for eating his crayons, when I heard a commotion at the table behind me.               

When I turned to face the students seated there, Katie Thomas, Tyrone and Cyrus Jackson were all staring, wide-eyed, at me. I knew immediately that something was wrong.
         
"What's going on?" I asked.
            
Katie told me Tyrone had touched her inappropriately while Cyrus nodded in agreement.

Naturally, everyone in the class stopped what they were doing to look at the trio. My mind started spinning as I tried to process what I had just heard. I knew that I had to act quickly before I lost control of the situation. 
           
I told the children to flip their papers over and draw whatever they wanted on the back. I asked Miss Mary to keep the paper flowing for those who finished their drawings.

After that, I separated Tyrone and Katie and called down to the office to report what had happened.

"Mrs. Conroy will be up in a minute," Ms. Monroe had said.

Mrs. Conroy is the school counselor.

By the time Mrs. Conroy entered my classroom, I had taken three separate statements from Katie, Tyrone and Cyrus about the incident.

Although Tyrone admitted to touching Katie inappropriately, he said he'd touched her by accident. 
           
In contrast, Katie and Cyrus stated that they both had told Tyrone to stop what he was doing, and he didn't until Cyrus threatened to tell the teacher.             
            
When Mrs. Conroy arrived we spoke briefly about what had taken place. She advised me to write a pink slip and an intervention form for Tyrone; she would handle the rest. After that, she left with Katie and Tyrone.
            
Katie's father, Mr. Thomas, had a few angry words for me at dismissal. "Where were you while this was happening? Weren't you paying attention? What kind of a teacher let's this happen?"
            
Katie had gone home shortly after the incident with Tyrone, but her father had returned to pick up his other children. 
           
I explained to Mr. Thomas that, I wished I had become aware of what was going on with Katie sooner, but I couldn't see what was happening because it had occurred under the table and was out of my line of sight. 
         
Mr. Thomas didn't seem too happy with my defense, and as a parent, I guess I can understand that. However, there are 25 children in my classroom and I'm dealing with a lot of difficult behaviors.
            
After I left work at 6:00, I called my husband and told him what had happened with my students.

To help lift my spirits, he took me out to dinner. At the restaurant, we sat at the bar, and although I don't usually drink, I had a few glasses of sangria and got a little tipsy.

Have you ever dealt with a similar situation?

Thursday, June 7, 2018

10 Things You Need To Know About Out-Of-School Suspensions


Photograph by: Wokandapix  https://pixabay.com/en/classroom-school-education-learning-2093743/

As a former classroom teacher I know that out-of-school suspensions aren't very effective, unless the student is usually a well-behaved, first-time offender who will learn a lesson from their temporary removal.

Some of their chronic counterparts, however, tend to view suspensions as an impromptu holiday and will deliberately misbehave to be granted another one.

So what's the proper way to handle this tricky discipline technique?

In order to make an informed decision you need to know the facts. I have uncovered some of the most pertinent.

1. A high accumulation of student suspensions leads to negative consequences, such as lower academic achievement levels and a larger number of school dropouts.

These side effects contribute to the cycle of unemployment, which in turn can lead to a higher crime rate.

2. African-American students and students with disabilities have a higher suspension rate than white students.

3. Gay, lesbian, bisexual and transgender students have a higher probability rate of not only being suspended, but expelled.

4.  According to an article by the AFT, during the 2011-2012 school year, nearly 3.5 million public school students were suspended at least once.

5. It's been estimated that in one school year public school children in the United States lost a sum total of 18 million instructional days due to suspensions. Staggering!


Photograph by: geralt   https://pixabay.com/en/board-school-task-auto-task-2161880/

6. Research has shown that suspensions do not promote safer school climates.

7. Students who are suspended or expelled are more likely to become involved with the juvenile justice system. 

8. There are research-based programs, like Positive Behavioral Interventions and Support (PBIS) and Safe and Responsive Schools (SRS) designed to train teachers and administrators in techniques to improve student behavior and school climate.

9.  It will take willful political strength, adequate funding, community involvement, and unwavering commitment to properly integrate a cohesive non-exclusionary discipline plan in schools, especially in high-risk areas.  

10. Our children and teachers deserve better.

Photograph by: Sweetlouise  https://pixabay.com/en/friendship-hands-union-life-2156174/
How do you think school suspensions should be handled?
           

Monday, June 4, 2018

School Shootings: What Do Nikolas Cruz And Dimitrios Pagourtzis Have In Common?

Photos courtesy of Wikicommons

Originally appeared on CHW on June 4, 2018

Trigger Warning: This article contains sensitive material related to school shootings.

What could drive a young person to commit the heinous act of mass murder?

I asked myself this question on April 20, 1999, when Eric Harris and Dylan Klebold (both 17 years-old) killed themselves, plus 13 others, and wounded 24 more at Columbine High School in Littleton, Colorado.

And again on, April 16, 2007, when Seung Hui Cho (23 years-old) killed 32 people, including himself, at Virginia Polytechnic Institute and State University, in Blacksburg, Virginia.

And again on, December 14, 2012, when Adam Lanza (20 years-old) killed his mother, then entered Sandy Hook Elementary School in Newtown, Connecticut and killed 20 first graders, six school employees, and himself.

And again on, May 23, 2014, when Elliot Rodger (22 years-old) killed six people and wounded 13, before killing himself outside the University of California, Santa Barbara in Isla Vista, CA.

And again on, October 1, 2015, when Christopher Harper-Mercer (26 years-old) killed nine people and wounded nine others at Umpqua Community College, in Roseburg, Oregon. Mr. Harper-Mercer was later killed exchanging gunfire with police.

And again on, February 14, 2018, when Nikolas Cruz (19 years-old) gunned down 17 and wounded 17 others at Marjory Stoneman Douglas High School in Parkland, Florida.

And again on, May 18, 2018, when Dimitrios Pagourtzis (17 years-old) shot and killed ten students and wounded ten others at Santa Fe High School in Santa Fe, Texas.

And again on, May 25, 2018, when a middle school student injured two people before being disarmed by his teacher at Noblesville West Middle School in Noblesville, Indiana. The name of the student cannot be released at this time.

I hope I don’t have to ask it again, but sadly I have a feeling I will.

This nagging question led me to research the background of two of the latest killers, Nikolas Cruz and Dimitrios Pagourtzis to see if I could find a common theme in their pasts. According to the facts I uncovered, this is what I discovered:

Both shooters were male teenagers, who had a fascination with guns, were drawn toward white supremacist dogma, were reported to have difficulties with girls, and experienced bullying.

These characteristics are superficial and merely scratching the surface of a much larger problem in our society. According to Dr. Reid Meloy, there may be an intermittent sociological contagion that has become a part of our culture, a psychological phenomenon known as the “copycat effect.”  Copycats feel such a strong unconscious connection with someone else’s behavior or appearance they consciously emulate their fixation.

Most of us have gone through a phase where we take on characteristics of people we admire like our parents, teachers, peers, or famous figures. When this fixation with another becomes obsessive, there can be a more serious problem known as identification.

Most often identification can be expressed in a non-threatening way such as wearing your favorite icon’s tee shirt or sporting your favorite designer shoes. Dr. Meloy surmises that this characteristic in tandem with violent tendencies is an area that needs to be investigated. He stresses, “that identification warning behavior is a new concept, is not a predictor of violence–but may be a correlate of targeted violence–and should be treated at this point in time as another helpful lens through which the threat assessor can view his or her case.”

Studies have shown that mass murders are on the rise in America. Four or more unrelated people killed in a public setting is considered a mass murder. Social media may be the key reason for why these killings have increased. Cyberspace has made it all too easy for the people who commit these terrible crimes to achieve their goal—notoriety.

Nikolas Cruz and Dimitrios Pagourtzis both used social media to post pictures of their guns and other toxic items related to their deviant behavior. To top it off, they have also become mainstream media sensations, garnering front-page headlines across the country, conversations on various news outlets, and articles like this one being written about them.

Since we are steadily learning the driving force behind the shooters’ actions what can we as a society do to stop them? First and foremost, we must be vigilant in our perception of dangerous behaviors and report them. The Sandy Hook Promise is a national Non-profit Organization that offers a program to help protect children from gun violence. They have relevant resources that help students, teachers, and parents identify potential threats.

We also have to reevaluate our media consumption. Like sex, violence sells. Many Americans, myself included, enjoy video games, movies, and TV shows that showcase violence almost like a main character. This isn’t a new fascination; it is only a side effect of the human condition magnified by technology. As a species, our fascination with violence and its many lethal weapons has wrought civilizations that conquered and raped the Earth, enslaved other humans, and drove many species into extinction.

A return to nature is something else we must strive to accomplish. When we gave up our connection to the earth for processed food and bottled water, we lost a fundamental element that helped us interact more harmoniously with the world and all of its inhabitants. Shinrin-yoku or forest-bathing is a common practice in Japan that people engage in to reconnect with nature and reduce stress.

In one study, hostility and depression levels dropped significantly after time spent among the trees. Some experts have recommended nature walks for children with ADHD. A study of children who engaged in these types of walks found that these children were better able to concentrate afterward.

Although we have made great strides in advancing our sciences and technologies, we have a long way to go in our evolution towards equality for all and to curb our propensity for violence.

 

 

Friday, May 18, 2018

Diary of a First Year Kindergarten Teacher: 13th Entry

https://kaboompics.com/photo/243/lovely-workplace-with-red-roses

Thursday, September 11
Dear Diary,

Another hectic day, I'm exhausted.

I did get a few major things accomplished that I'm pleased with:

*The anchor chart with the rules and consequences was written and discussed during our first large group meeting this morning. (Miss Mary was there for that.)
      
*We practiced walking in the classroom and lining up.
      
*We read The Kissing Hand by Audrey Penn, and then the children traced their hands, decorated them, and drew a heart in the center. (Ramona Johnson and Christopher Matthews ripped theirs apart.) The others look cute on the wall outside the classroom. 

A few drawbacks that I'm concerned with are:

*Ramona Johnson threw the box of materials I made for her.         

It nearly hit another student in the head. When I removed the box, Ramona screamed, threw herself on the floor, and wrapped her arms around my calves.         

It was difficult to get her off of me and I almost fell.
        
*Rafael Cruz was angry because he thought another child was bothering him.

This wasn't the case. The child was simply looking at him.

I tried to explain this to Rafael but he didn't want to hear it. He ran away from me and pulled down the curtain hanging in the window.
       
*Devon Wilson grew angry when I didn't keep calling on him during the real-aloud of The Kissing Hand.
I told him that I had to give other children a chance to speak but he just turned around in his spot mumbling, and ignored me.
       
*Christopher Matthews seeks negative attention. All day long he pestered his classmates, talked incessantly, and fell out of his chair.

A lot of the children laughed when he fell out of his chair. Naturally, this encouraged him to keep doing it, until I took his chair and made him stand for a few minutes.

When I gave it back to him, he was falling out of it again within five minutes.
            
The other students were of course watching all of these behaviors and taking them in. Some were startled by the angry outbursts, others were afraid.
           
Each outburst was a total distraction that jeopardized my lessons. I was able to rein most of the students back in with a finger play or a clapping song, but it took a lot of effort.
            
To reward the positive behaviors of the other children throughout the day, I gave out lots of stickers and verbal praise. They were very excited, however, some of the children who didn't get stickers had tantrums.
           
I'm thinking of starting personal sticker charts for the students with challenging behaviors. I'm not sure what to do about Christopher and his chair. I'll sleep on it.

How do you handle difficult behaviors in your classroom?


Friday, April 27, 2018

Harmful Sexual Behavior Among Children

Greyerbaby https://pixabay.com/en/boy-looking-fence-chain-link-young-529067/

(WARNING: Contains sensitive material.)

Personal Connection

Recently, a close friend of mine confessed that her twenty-year old daughter had just told her that, while in middle school she'd been inappropriately touched by another girl her own age.
         
When she was even younger, that same daughter also had an older girl force herself on top of her and grope her genitals, during a visit to a family friend's house.
        
When asked why she hadn't told her mother about the incidents sooner, the daughter had replied that, I was always warned to watch out for grown- ups who might touch me inappropriately, or the white van with the stalker inside, or someone trying to lore me in their car with a puppy. 
       
During that same conversation, the daughter had also admitted to being ashamed about the incidents and had blocked them out.
        
When I was teenager, I remember learning that one of my cousins had 'made a pass' at their younger sibling. I was appalled by the news. It shook me to my core. I couldn't comprehend why anyone would do that to a loved one.  


Janko Ferlic https://unsplash.com/photos/oWDRVgk04EA
      
Like my friend, I was stunned into sadness to hear her daughter's well-reasoned argument for not alerting anyone of the assaults.

As adults, we constantly warn our children to be wary of grown-ups who may sexually abuse them: never conceiving that other children or siblings could be potential perpetrators. Our naiveté on this subject stems from the lack of disclosure to the authorities and the media, as well as our disbelief, that children are sexual beings capable of such harmful actions. 
            
Stop It Now reports, that over a third of sexual abuse that occurs among children is committed by a person under 18 years old.

Culture of Safety states, that the younger the victim of the abuse is, the higher the probability that the offender is a minor. These are disturbing statistics that require our undivided attention.


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Professional Connection

As deplorable as it is to contemplate, sexual harm does indeed happen among adolescents and very young children. Sadly, I have been a witness to such events. One year in my kindergarten classroom, there were three sexual assaults among the students.
            
The first one occurred shortly after the start of the school year. While sitting at a table, a little boy put his hand on the private part of the little girl beside him. He refused to move his hand when she protested and tried to push it off.
            
The second one happened a month later, when another boy crawled under a table and kissed a little girl's private part.
            
The third one occurred closer to the end of the school year and was the worst. A little boy, who was new to the class, forced a girl onto a shelf and lay on top of her.

He put his hand down her underwear and wouldn't get off of her when she asked. Another child intervened and pulled him off of the little girl.


Kat J https://unsplash.com/photos/NPmR0RblyhQ

Needless to say, I was troubled by each occurrence, but the third horrified me the most. I was so heartsick by the episode; I took off the following day.

At such a young age, I knew the boys couldn't appreciate the harmful consequences their behaviors were causing their classmates. Still, I needed time to collect myself, digest what had happened, and plan my lessons accordingly.
            
I reported each incident to the school office and they were investigated by the administration. The first two boys were placed in the other kindergarten room, while the third remained in my classroom.       
            
I was extremely uncomfortable with the third child being so close to the boy who had harmed her.  I couldn't understand why he was allowed to remain in my classroom, when the two other boys had been promptly removed.
            
Apart from my reporting the third incident and receiving a notification of the boy's suspension, the school administration never communicated with me again about the event. No plan of action was discussed; no follow up by the administration regarding prevention and student safety. 
         
The third boy stayed home for two days, and after a meeting with the school counselor, he returned to class.
            
While I was home, the office had handled the situation, and it appeared that all parties involved were content with the outcome. 
          
 For my part, after dealing with the three sexual assaults, and a host of other socially, emotionally challenged students, I was too burnt out to pursue administration for their opinions. I did what I could through targeted lessons on good touch, bad touch, and by separating the third boy from the little girl.  
            
Of course my lethargy, didn't assuage my concerns. 
           
I felt responsible. I had been present for each episode. My assistant and I discovered the first two almost immediately. 
          
However, during the third episode, my assistant had left for the day, and I was in the middle of a small group lesson on the other side of the room. I kept telling myself, "It's difficult to watch over and instruct 30 kindergartners by yourself". The mantra didn't ease my conscience.
            
Often, children who commit these harmful acts, have been victims of sexual assault themselves, or have been regularly exposed to adult sexual activity or pornography. In addition, these same children may have either experienced or witnessed some form of physical or emotional abuse at home.
            
In other cases, children are just exploring their curiosity about their bodies.
            
So, how can you tell the difference between the two? 


Chinh Le Duc https://unsplash.com/photos/TV1QYUtTxJ8

Distinguishing Between Sexual Harm and Curiosity

Whether it is innocent curiosity or a visceral response to mistreatment, a child who performs a sexual action toward another child, can do serious harm. 
         
One common way children explore sexuality is through playing games like "doctor". Once this expressive method is identified, it can be corrected with a conversation about respecting another's privacy and keeping everyone safe. 
         
What is cause for alarm is when a child continues to display aggressive behavior, after being corrected.     
            Other potentially harmful behaviors include:
            *Older children spending a large amount of time with younger children.
            *Maintaining physical contact with another child who refuses the attention.
            *Forcing another child to have sexual intercourse.
            *A child speaking sexually to children or adults.
            *Children viewing child pornography.


cablemarder https://pixabay.com/en/teddy-soft-toy-funny-teddy-bear-2977694/


Awareness and Prevention

 Sexual harm among children is under reported, which in turn leaves children as vulnerable targets, unprepared to handle uncomfortable and confusing situations.

Instead of alerting an adult, the victimized child will often internalize the incident, blaming himself for what happened.

If left untreated, this feeling of self-guilt can lead to a lifelong pattern of depression, self-harm, and drug abuse.
            
According to Dr. Gemma McKibbon, from the University of Melbourne, a proactive way to prevent child-on-child sexual harm is to teach age-appropriate sex education classes to elementary students, warning them that other children may hurt them in this way.

Additional strategies to help protect children from mistreatment are:

*Let children know there are trusted adults with whom they can talk.

*Observe how children engage with each other.

*Teach children to be respectful toward themselves and others.

*Reach out to organizations that specialize in child safety and welfare for information to educate your entire family.

*Design a safety program for your family and with your child's school. Parents Protect! offers a downloadable family safety plan booklet at: https://www.parentsprotect.co.uk/resources.htm.

*Be vigilant. Images of violence and abuse are evident in video games, movies and television shows. Curtail how much of this media your child views.

*Model appropriate social and familial behaviors.

*Spend quality time with your child and have meaningful conversations.


mintchipdesigns https://pixabay.com/en/boy-facepalm-child-youth-666803/

If you suspect that your child or a child you know is harming other children get help immediately. Stop It Now! is an organization experienced with these behaviors.
            
You can contact them at their national, toll-free line: 1-888-PREVENT (1-888-773-8368). 
               
How would you deal with this situation in your family or classroom?