What to Expect When Your Child Needs Therapy

By Melissa Martin, author of  Tessie Tames Her Tongue

What to Expect When Your Child Needs TherapyImagine your child is experiencing intense emotional distress that vacillates between crying spells and episodes of explosive anger. His sleep is restless, and he’s having nightmares. His appetite has decreased. He refuses to attend school, and the teacher is texting you at least three times a week to report disruptive behaviors. The days turn into weeks, then months, and you learn your child is becoming aggressive toward classmates and siblings. His mood bounces up, down, and all around. He will not talk about the problem. Eventually the school counselor recommends therapy outside of the school setting.

Many parents feel stunned or intimidated by this recommendation. They don’t know what to expect or where to begin. But children can benefit greatly from therapy, and it does not have to be a mysterious process.

Begin by contacting your health insurance company to get a list of mental health providers. If you don’t have health insurance, ask your child’s school counselor about low-cost or no-cost options that may be available in your area. Next, ask the school counselor, your pediatrician, or other trusted adults for names of child therapists in your area whom they recommend. Finding a qualified clinician who has experience working with kids is important. Third, check out the therapists’ websites and review their offered services.

Choosing a Therapist
Think about these practical questions when comparing different therapists.

  • Is the therapist covered by your health insurance plan?
  • What mental health benefits does your plan cover?
  • How many sessions are covered by your plan?
  • What is the co-pay?
  • What are the cancellation policy and fees for missed appointments?

Get answers to these questions about individual therapists.

  • Is the therapist licensed to practice counseling in your state?
  • What are his or her credentials?
  • Is the therapist experienced in child therapy?

Once you choose a therapist, call the office staff and ask any questions you still have. Then schedule an initial assessment appointment.

The child does not usually attend the first appointment. Parents attend to sign forms and fill out paperwork about the child’s symptoms and behaviors. You will meet the therapist, and he or she will help you understand the purpose, benefits, risks, expected outcomes, and other treatment options so you can give informed consent—permission to proceed with therapy. The therapist will also discuss confidentiality, crisis intervention services, and the process of assessment, diagnosis, and treatment. He or she will ask you to sign release forms for consultation with the child’s teacher, school counselor, pediatrician, and other necessary professionals.

Preparing for the First Session
To get ready for your child’s first session, collect the following information and materials.

  • A list of concerns about your child’s symptoms and behaviors
  • Any classroom reports from teachers
  • Any reports or feedback from the school counselor
  • Recent report cards to show any effects on academics
  • Any educational evaluations or testing results

Assessment
When you meet with the therapist, he or she will listen to the story of what has been happening and ask questions. The therapist will ask about your child’s birth, development, medical history, eating habits, and sleep habits. Questions about mental illnesses in the family will be explored. He or she will ask about your child’s relationships at home, at school, and in the community, as well as a history of the problem. The therapist will explore mental, emotional, and behavioral symptoms and will discuss impairment and functioning. You will talk about history of trauma. You will also receive other questionnaires and inventories to fill out so the therapist can gather a plethora of information on your child.

The therapist will spend time assessing and observing your child in future sessions. Depending on the age, the child may fill out questionnaires, draw pictures of the family, or talk to the therapist. The therapist may refer the child to a pediatrician for a medical exam to rule out any medical conditions. Together, you and the therapist will discuss a treatment plan with goals and objectives for therapy.

Diagnosis
The Diagnostic and Statistical Manual of Mental Disorders (DSM) is the handbook used by health-care professionals to diagnose mental disorders. The DSM contains descriptions, symptoms, and other criteria for diagnosing mental disorders. Health insurance companies require a diagnosis in order for payment of therapeutic services.

Treatment
After a diagnosis is made, treatment begins. The therapist will discuss different types of therapies: behavioral therapy, cognitive behavioral therapy (CBT), play therapy, expressive therapies, family therapies, and other modalities.

  • Behavior therapy is a structured approach that focuses on changing disruptive behaviors and increasing positive actions. Therapists use behavior modification, role playing, and behavior contracts to manage and change behaviors.
  • Cognitive behavioral therapy is a form of psychotherapy that emphasizes the significant role of thinking in how we feel and what we do. CBT therapists teach children that thoughts cause feelings, which can influence behavior.
  • Play therapy utilizes a child’s natural ability to play as a way to resolve problems and make changes in cognitions, emotions, and behaviors. Therapists use sand trays, puppets, games, toys, and picture books.
  • Expressive therapies include art techniques, music therapy, and dance or yoga.
  • Family therapies include family members in the therapeutic processes of communication, emotional regulation, problem solving, and making and maintaining changes.

Conclusion
Significant life events (such as divorce; the death of a family member, friend, or pet; a traumatic experience; a major physical or mental illness in the family; abuse; a change in schools; and bullying) may cause distress for children and changes in their emotional, social, and academic functioning. Kids can experience separation anxiety, test anxiety, and social anxiety. Sometimes, what caused a sudden change in emotions or behaviors when a child withdraws and isolates or reacts with rage or crying is not clear, but counseling is an avenue for help and hope.

Stay active in the process. Ask questions during each stage of therapy. The child, the parents, the therapists, school staff, and medical professionals are partners in a teamwork approach to mental illness.

Resources
National Institute of Mental Health
KidsHealth: “Taking Your Child to a Therapist”
American Psychiatric Association
Association for Play Therapy

Melissa MartinMelissa Martin, Ph.D., is a clinical child therapist with experience as a play therapist, adjunct professor, workshop leader and trainer, and behavioral health consultant. Her specializations include mental health trauma treatment, EMDR (eye movement desensitization and reprocessing), and expressive therapies. A self-syndicated newspaper columnist, she writes on children’s mental health issues and parenting. Melissa lives in Ohio.

Free Spirit books by author:

Tessie-Tames-Her-Tongue


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Teacher To-Dos: A Checklist for the End of the School Year

By Andrew Hawk

Teacher To-Dos: A Checklist for the End of the School YearAt every school where I have worked, teachers must complete an end-of-the-year checklist. Depending on your administrator, your checklist may be quite long or have only a couple of items. When teachers receive their lists also depends on their administrators. Organized administrators handout checklists one to two weeks before the last day of school. My first year of teaching, the school year ended with a full-staff work day. Right around lunchtime, the school secretary started passing out our end-of-the-year checklists. The list for this particular school had about thirty items on it. Being a first-year teacher, I was unaware that these lists even existed. After receiving my list on such short notice, I had to work past 6:00 p.m. to complete all the tasks.

Since then, I have always tried to get a head start on finishing my end-of-the-year checklist. Here are some general tasks that appear on most end-of-the-year lists in case you want to get an early start, too.

Maintenance Requests
If you have any light bulbs that need to be changed, furniture you want removed, or other maintenance-related tasks, you can get a head start on filling out the request forms. If you work at a school where maintenance crews spend the summer emptying classrooms of furniture to clean the floors and walls, you will need to draw a floor plan if you want your furniture put back in a certain arrangement.

Paperwork
Did you check a cumulative file out from the records room? Do you have paperwork that needs to be added to files? Does your principal ask you to submit your lesson plans for review? Whatever end-of-the-year paperwork you have will need to be completed. Many schools ask classroom teachers to recommend student classroom placements for the next school year.

Textbooks
Many schools have made the transition to one-to-one electronic devices. For this reason, textbooks are not as prevalent as they have been in the past. If you still use textbooks, chances are good that you will be asked to take inventory of them. During this inventory, take note of any books that have been damaged to the point where they need to be replaced.

Student Spaces
Whether desks, lockers, or cubbies, student spaces will need to be cleaned. I recommend making time for students to clean their spaces.

Library Books
I like to start this one early. Check to make sure your students have returned all their library books. If they have not, call home to see if families are going to return the books or pay for replacements.

Wall Spaces
Most schools ask that bulletin boards are taken down and that all items are removed from the walls. In my experience, teachers often try to avoid this task. If you need to do it, you might want to get a head start.

Classroom Library
This is also a great time to reorganize your classroom library. Recycle damaged books and write a wish list for the upcoming school year.

Student Summer Resources
I usually like to create something academic for students to do during the summer. This doesn’t have to be a packet of worksheets. You could provide a reading log and an incentive for reading a certain number of pages or a list of educational websites. Or ask students what activities they would be willing to work on during the summer months. Parent support is vital to students completing tasks over the summer.

Personal Belongings
No matter how much we feel like we own our classrooms, they really are public property. During summer months, I take home a small box of things that I would not want to lose. It’s not that I think someone will come in my room and take my things, but sometimes unexpected things happen during the summer. For example, perhaps an administrator will have an extended school year teacher use your classroom. Play it safe and collect the things you know you want to keep.

Andrew HawkAndrew Hawk has worked in public education for fourteen years, starting as a teaching assistant in a special education classroom. He has taught first, second, and fifth grades as a classroom teacher, and for the past three years, has worked as a resource room teacher, providing services for fourth and fifth graders. Working as a special education teacher has given him the opportunity to work with a variety of age groups and exceptionalities. In 2011, he earned his master’s degree in special education from Western Governor’s University. When Andrew is not preparing for school, he enjoys spending time with his wife and daughter.


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How Pushing Gender Norms Can Make Kids Less Resilient

By Kelly Huegel, author of GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens. This post was originally published June 25, 2014.

How Pushing Gender Norms Can Make Kids Less ResilientI’ve been thinking a lot about resilience and vulnerability. If you had a mild (or maybe not so mild) negative reaction to the latter word, you’re not alone. Especially with the bullying epidemic among children and teens, we’ve been increasingly interested in ideas about how to make kids more resilient. And probably tacked onto that in many people’s minds is, “Yeah, and less vulnerable.”

But if you’re at all familiar with the work of research professor Brené Brown (author of Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead), you know the two are inextricably linked—vulnerability lies along the path we must travel to reach resilience.

Let’s put a pin in that idea for a second and turn to the topic of gender. (If that feels like a 180-degree turn, stay with me—we’ll circle back.) When I ask people what gender is, they usually say something along the lines of, “It’s whether you’re male or female.” When I ask them what that means, they usually look at me like I’m a little off and say something like, “You know—you were born a boy or a girl.” Sometimes people will tack on something about hermaphrodites (whose sex organs are not distinctly male or female). In all of these cases, what they’re thinking about is not gender, but anatomy or sex.

Anatomy and sex are anatomical assignments of male and female, while gender is a societal construct. We as a group have determined the roles and behaviors that are consistent with the male and female sexes. (For a more detailed discussion about gender, check out my book GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens.)

Picture a kindergarten classroom, and you’ll quickly see the division of boys and girls along gender lines—boys building and then loudly destroying block castles, and girls more quietly playing house. And children largely self-divide along these lines; without input from an adult, they typically will make choices to play in ways in which their gender expression of play matches their sex. But what about that boy who wants to play house, maybe even put on a smock? Or the girl who hates dresses and wants to storm castles?

Especially with boys, adults can quickly start to cringe when kids’ gender expressions don’t match their sex or societal ideas of what it means to be male and female. Some worry that their kids will grow up to be gay or that this type of play—a boy playing with dolls, for example—could “make” them gay. Others worry more for their children’s safety: We want our kids to fit in and not to be potential targets for bullies.

The thing is, if we start pushing traditional gender expectations on our kids, all children—regardless of eventual orientation—can suffer because of it. Let’s fast-forward to adulthood. Forty-five-year-old John, a married father of three girls, suffers from chronic depression and gastrointestinal issues. He’s unfulfilled in his professional life, worries about finances, and doesn’t feel like he can talk to his wife about any of it, because as the man, his job is to provide and be strong. The idea of vulnerability terrifies him.

John’s challenges have zero to do with sexual orientation. He’s a “normal,” heterosexual man. But they have a lot to do with the gender stereotypes that have been pushed on him since his childhood, when his dad said things to him like “Man up,” his mom taught him that boys don’t cry, and successive football coaches told him to push on and not “act like a girl” when he got injured. This kind of language and behavior not only builds emotional cages around boys but also denigrates girls, teaching them that strength is the domain of boys. It sets the stage for incidents such as when little girls who are tomboys are teased and labeled as lesbians simply because of how they dress. Greater space around gender expression in general would be better for all kids, regardless of their eventual orientations.

What is resilience but the ability to deal with whatever circumstances present themselves? In martial arts, we call this having “soft knees”—not locking the body into a rigid position, but staying soft enough to respond to whatever threats may arise. In life, we are going to endure pain. Circumstances will change—a lot. And through it all, the ability to be vulnerable—to express ourselves, to show insecurity, to show fear, and to ask for help—will not weaken us but enable us to make the real human connections we need to persevere.

Certainly, being more open-minded about gender expression creates a safer and more welcoming environment for GLBTQ kids. But when we push rigid gender roles on all children, we actually limit their abilities to develop critical life skills. Every time we take a risk, we are vulnerable. And when we lose the ability to be vulnerable, we start to live from fear. As Brené Brown states, and as her copious amounts of data bear out, “Vulnerability is our most accurate measure of courage.”

Certainly, we want our kids to be resilient, to have grit. We can encourage kids to take chances without pushing outdated ideas of gender or using gender-based language. I recently heard a man say, “I gotta courage up” instead of “man up.” That sounded a whole lot healthier to me.

We need to allow space for boys and girls to be vulnerable and to be tough, and to understand that the two are not opposites but different elements of the resilience equation.

How have you encouraged open-mindedness about gender in your family or classroom? Please share your stories or comments.

Author Kelly HuegelKelly Huegel Madrone is a freelance writer, editor, and educator. She has worked for the Metropolitan Washington, D.C., chapter of PFLAG where she helped provide support and educational services to GLBTQ people and their families. The author of two books and more than one hundred published articles, Kelly holds a degree in secondary education. She lives in Colorado with her wife, Margaret, and daughter. Kelly welcomes readers to follow her on Twitter at @GLBTQguide or visit her website at www.evolvedanimal.com.

GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning TeensKelly is the author of GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens.


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Build a Classroom Where Caring Is Common

By Richard M. Cash, Ed.D.
Part of our Cash in on Learning series by Richard M. Cash, Ed.D. Click to read other Cash in on Learning posts.

Build a Classroom Where Caring Is CommonA recent study by the Make Caring Common Project showed that 80 percent of middle and high school students surveyed stated that achievement or happiness was their top priority, while 20 percent said that caring for others was theirs. The same report found that, “youth are 3x more likely to agree with this statement: ‘My parents are prouder if I get good grades than if I’m a caring community member.’”

Wow!

We also know that bullying and physical or sexual harassment continue to be major issues in schools. The 2016 election, one of the most contentious in modern history, made bullying and harassment something to be watched daily. Our children could not be protected from seeing adults behaving badly in the name of winning. It’s no wonder these behaviors continue to find their ways into our classrooms.

Throughout the last several decades, our society has become increasingly isolating. Due in part to the advances of technology, we are less likely to interact with an array of different people from different backgrounds. Just think about your social media usage—you can “unfriend” someone who doesn’t think like you or possess the same views as you do. Your social media accounts are full of like-minded people. This social distancing is affecting how our students interact and how they perceive their world.

We can make a shift in our students’ lives by infusing an ethics of care into our classrooms and schools. Nel Noddings, an American philosopher, was one of the first to define the theory of the ethics of care. Caring involves taking the needs and concerns of others into account as a basis for practice and character. Noddings believes caring should be a fundamental aspect of teaching, learning, and education.

Here are ten ideas for infusing caring into your classroom:

  1. Teach students to listen to each other. Listening skills help us understand others’ points of view, perspectives, and unique positions. One listening skill we can teach students is to reframe what they hear (“What I hear you saying is . . .”). Clear communication results in greater understanding.
  2. Everyone has a strength, and everyone needs support at some time. Help your students find the ways they learn best. Allow them to share learning strengths and limitations—finding others who can help them, or who they can help, in times of need. The more we learn about one another, the more we come to understand our connectedness.
  3. Set up study buddies or learning partners in the classroom. Pairs or small groups of students meet routinely to check in, seek help, ask questions, or review content. Buddies are responsible for:
    • collecting materials when one partner is absent
    • sharing notes or outlines
    • working together on projects or assignments
    • ensuring partners understand directions
  4. Implement service learning projects to help students understand the needs of others. Food drives, toy drives, and other mass service projects are a great start. Try going beyond these by having students research real problems or needs within their own community. Assist them in finding and implementing solutions that are respectful and uplifting.
  5. Build a classroom community where support and encouragement are the norm. When responding to others, students use supportive comments such as “Great idea” or “Interesting way to approach the solution.” Students also use encouraging language with each other, such as “You’ve got this!” or “Keep working at it, you’ll get it.” All students should feel safe and secure in taking intellectual risks. Additionally, collaborative learning groups help develop a sense of responsibility with and for others and provide opportunities for students to practice encouraging and supportive language. Be sure to give each group member an important role in the success of the outcome.
  6. Classroom norms (not rules) should focus on personal responsibility and the impact each student has on the whole class. Make norms affirmative rather than punitive:
    • Affirmative: A prepared student is a successful scholar!
    • Punitive: No book, no pencil, no learning.
  7. Give all class members a job or responsibility in the classroom. Make the classroom a community learning space where everyone has a purpose. Simple jobs like distributing materials to more difficult jobs like taking attendance or reviewing the prior class session are great ways to get all class members involved.
  8. A class pet or plant can build a sense of responsibility in students. Daily and weekly upkeep becomes the responsibility of each class member. Some students may not have a pet at home—caring for a class pet gives these students the chance to learn how to care for another being.
  9. Infuse caring into the content by highlighting individuals who represent the characteristics of caring: Eleanor Roosevelt, Maya Angelou, Harriet Tubman, Malala Yousafzai, Mahatma Gandhi, Nelson Mandela, and Hippocrates, to name a few. Choose people from different times, across various disciplines, and from all regions of the world. Also include everyday people, like the school secretary or custodian, as well as parents and grandparents. It’s even a good idea to honor students in the classroom who demonstrate the true characteristics of caring on a daily basis.
  10. As a class, take on a social rights agenda. Ask students to identify a social issue within the school community that they think they can make a positive impact on, such as a campaign to stop cyberbullying. Help students build awareness among their schoolmates, devise plans to make change, and commit to real actions.

When building a classroom where caring is common, the act of reflection is important. Students should routinely reflect on their thoughts, actions, and outcomes. Reflection can be done individually or in a group setting. The main question to ask is, “In what ways have I contributed to the common good?”

Richard CashRichard M. Cash, Ed.D., writes the monthly Cash in on Learning blog posts for Free Spirit Publishing. He has given hundreds of workshops, presentations, and staff development sessions throughout the United States and internationally.

Free Spirit books by Richard Cash:

Self-regulation Advancing Differentiation Revised and Updated Edition Differentiation for Gifted Learners


We welcome your comments and suggestions. Share your comments, stories, and ideas below, or contact us. All comments will be approved before posting, and are subject to our comment and privacy policies.


Suggested Resources
Biography Online for researching positive change makers
Utah Education Network: “The Classroom—A Caring Community” for ideas for making your classroom a more caring place
Ethics of Care for “sharing views on good care”


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Posted in Bullying Prevention & Conflict Resolution, Character Education | Tagged , , , , , , | Leave a comment

9 Ways to Boost Inclusiveness and Help Marginalized Kids Fit In

By Michele Borba, Ed.D., author of  The 6Rs of Bullying Prevention: Best Proven Practices to Combat Cruelty and Build Respect

9 Ways to Boost Inclusiveness and Help Marginalized Kids Fit In“I don’t know why I bother,” the student told me. “Nobody at this school cares about me. Do you know how hard it is to sit by yourself and know the rest of the kids think you’re invisible?”

Oh, the pain of not fitting in or feeling excluded! After all, friends play an enormous role in our students’ lives. It’s tough to tune in to our lessons when kids are wondering: “Why won’t anyone sit next to me or choose me for their team?”

If peer exclusion continues, it not only diminishes self-esteem, but can also diminish academic achievement and be emotionally debilitating. Children who are bullied often lack social networks. And those who bully often realize which kids are less likely to have peers come to their aid. All this is why identifying and supporting marginalized students is part of effective bullying prevention and crucial to creating a safe school climate.

Here are a few strategies from my book, The 6Rs of Bullying Prevention, to help marginalized students feel less like outsiders and more like insiders.

Step 1. Identify Marginalized Students
Marginalized kids are easy to overlook. They often work quietly and hold in their pain. Here are three ways to discover which students may be prone to peer exclusion. Important: Kids must know that their responses will be kept confidential. Never share these findings with students.

  • Use an index card sociogram. Ask each student to write the names of two to four peers they hope to play, work, or sit with in a cooperative learning group, during recess, for a game, or in the lunchroom. Collect the cards and identify names of students who appear on few or no cards. You will have a quick index of marginalized students.
  • Map social networks. Provide a map of the school cafeteria or playground (or other locations where students congregate in large groups with few adults) and ask students to privately mark: “Where do you sit in the cafeteria (or play on the playground)?” “Who sits (or plays) around you?” Watch for students who have limited or no peers around them.
  • Do a quick test. Suppose the bell is about to ring for lunch or recess and students are completing a worksheet. Ask one final question: “Write the name or names of peers you plan to play with or sit next to at lunch.” Then collect the papers. Which names are missing?

Once you identify your marginalized students, become their ally. Reach out and befriend them. Let them know you care, are available, and that your room can always be their safety net.

Warning Signs of BullyingBonus! Download “Warning Signs of Bullying,” a free printable page from The 6Rs of Bullying Prevention. Use it to learn the specific warning signs of bullying so you can support potential targets.

Step 2. Create Inclusiveness and Caring Peer Connections
Fact: Peer rejection and bullying are reduced in environments where respect and inclusiveness breed. Here are ways to nurture caring peer relationships so students are less likely to be bullied or rejected and more likely to feel welcomed and included.

  • Try Mix It Up at Lunch Days. The cafeteria is often identified by students as a place where rejection is frequent. So once a month or week, encourage students to move out of their cliques and to eat with someone new at lunch. Or suggest that your staff implement “Mix It Up at Lunch Day,” a great way for all students to be more inclusive.
  • Find one pal. Every child needs a buddy, so be on the lookout for peers who a marginalized student might befriend. School-age kids are more likely to choose friends with similar values or interests. So identify activities or interests that the student enjoys (like chess, art, guitar, skateboarding, basketball) and find a peer who shares one or more of those passions. Create ways to encourage their connection (like putting them on the same team or sitting near one another).
  • Form clubs and hold class meetings. School clubs are opportunities for students to connect. Tune in to marginalized kids’ interests or passions and form clubs that address them. Hold class meetings, which help create a feeling of inclusiveness and caring. They can also set an expectation that “in this room, we support one another,” so students are more likely to include peers.

Step 3. Help Marginalized Students Fit In
Always being left out is downright painful and humiliating. Help kids be less likely to be rejected by coaching them to learn a few crucial social-emotional skills.

  • Teach social skills. Some kids are rejected because they lack social skills. So watch the student in a social setting, such as in a cooperative group or on the playground. Would learning some friendship skills help him be rejected less? Taking turns, listening, losing gracefully, and using conversation openers are just a few. Friendship skills are learned best by seeing others exhibit them: “Watch. Jim is asking that group if he can play the game. See how he waits until there’s a break and doesn’t barge in? Now he asks the friendliest kid if he can play. That’s how you join a group.” Teach one skill at a time by modeling it yourself. Encourage the student to practice it until he can use it with peers, then teach him the next skill.
  • Offer feedback. One long-term study of 400 students found that those who are frequently rejected often have no idea why peers won’t play with them. Help the child learn what she does that turns kids off by tactfully explaining her misstep. For example: “You shoved your way in line. How do you suppose it made the other kids feel? Will they want to play with you if you do that? What can you do instead?” Then help the student develop a healthy behavior alternative. Focus on one behavior at a time so the student won’t feel overwhelmed, and always give your feedback privately.
  • Work with the parent. Have you figured out what is working to help a student fit in? Pass on your information to the parent. Are you practicing a social skill with a child? Let parents know how they can reinforce it at home. Do you feel that a student might need the help of a counselor or psychological services? Set up a parent conference. Working with parents is crucial to helping marginalized kids fit in.

Caring adults always play a pivotal role in creating the safe and welcoming environment that all students deserve. It’s up to us to ensure that all students feel as though they belong and know that they have our support.

michele-borbaMichele Borba, Ed.D., is an internationally renowned educator, award-winning author, and parenting, child, and bullying prevention expert. She appears frequently in national media, including on the Today show, Dr. Phil, Dateline, Anderson Cooper, and Dr. Drew, and in TIME, Washington Post, Newsweek, People, The New York Times, and many others. A sought-after motivational speaker, she has presented workshops and keynote addresses throughout the world and has served as a consultant to hundreds of schools and organizations including the Pentagon, who hired Borba to work on eighteen U.S. Army bases to train educators and counselors on bullying prevention. She offers realistic, research-based advice culled from a career of working with over 1 million parents and educators worldwide.

Her proposal “Ending School Violence and Bullying” (SB1667) was signed into California law in 2002. She was awarded the 2016 National Child Safety Award by the Child Safety Network. She lives in Palm Springs, California.

Follow Michele on Twitter @micheleborba. Or visit her website at micheleborba.com

6RsofBullyingPrevention

Michele Borba is the author of  The 6Rs of Bullying Prevention: Best Proven Practices to Combat Cruelty and Build Respect

 

 


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