course-xi anger management & effective discipline to ... speaker will impart essential ... ways...

KDS COURSE #11:KDS COURSE #11:KDS COURSE #11:KDS COURSE #11: “Anger Management & Effective Discipline to Prevent Violence”“Anger Management & Effective Discipline to Prevent Violence”“Anger Management & Effective Discipline to Prevent Violence”“Anger Management & Effective Discipline to Prevent Violence”

Course Provider: Knowledge Delivery Systems

Website: www.kdsi.org/Arizona Address: 110 William Street, Floor 32

New York, NY 10038-3091

Contact Person(s): Contact 1: Antonio Rojo (Director of Accounts)

Email: [email protected]

Phone: (212) 809-2969, Ext 124

Contact 2: Melanie Fox (Course Coordinator)

Email: [email protected]

Phone: (212) 809-2969, Ext 105

Course Title: Anger Management & Effective Discipline to Prevent Violence

Course Length: 30 hours (lecture time, plus additional assessment and forum interaction)

NOTE: Parts I & II of the course each include 15 hours of streaming video

Term: YEAR-ROUND (Fall, Spring, Summer)

Time: Self-paced (Weekdays, Weekends, Available 24-7)

Content Area(s): All (Methodologies for intervention to promote effective discipline and manage anger to

approach and prevent violence in schools. Course will broaden educators’ knowledge base with regard to

integrating sophisticated principles and best practices of Anger Management with Effective Disciplining in

order to equip educators with essential skills to respond to classroom situations involving anger and/or

disciplinary issues.)

Target Grade Level(s): K-12 and beyond (College of Education, Continuing Education)

Description of Course (including references to research, alignment to student achievement, and best

practices):

Target Grade Level(s): K-12 and beyond

Description of Course: Include an approximately 50-word description of this course with references to research,

alignment to student achievement, and best practices.

This course will comprehensively cover topics relating to understanding the relationship between anger, the brain, and

violence prevention and effective discipline in schools. The speaker will impart essential information on the nature of

anger, ways to effectively manage one's own anger, respond appropriately to anger expressed by students and will

relate core principles of anger to the principles and best practices of effective discipline. Research clearly indicates

that students’ learning is impacted by classrooms that are emotionally safe. Brain research indicates that all children

need to function in a calm brain state in order to learn. This course equips teachers to apply fundamental principles

and best practices that promote climates of emotional safety through enhancing their understanding, appreciation and

abilities to manage anger well and discipline effectively. Educators will be encouraged to adopt a healthy philosophy

of anger and understand the relevancy to their own productivity and their student’s ability to learn and conform to

unrealistic expectations. This course provides innovative, preventive modalities and well-researched information,

tools and techniques for students, colleagues and/or parents. We will empower participants with knowledge, skills and

principles to help them become more aware and confident in managing and responding to anger, their own and others,

and to be better equipped to teach students, colleagues and parents effective ways to be in charge of their own anger.

Topics include:

� Qualities and principles that define the nature of anger

� Ways to accurately analyze and assess anger processes

� Ways teachers can present information to students to help them be more aware and better manage their own

anger

� Myths of anger and anger management

� Ways to apply bring research and development to help increase understanding of anger

� Ways to understand anger using brain development information

� Applying the three major styles of conflict resolution to increasing the understanding of anger

� Differentiating between construct event destructive anger

� Understanding when and how to vent anger in a healthy an appropriate way

� Relating normal children's development to reasonable and realistic expectations while avoiding unfair

expectations that can lead to anger

� Ways to manage the inevitable protests of children

� The connections among anger, aggression, hostility, violence, discipline and punishment

� The nature of shame as a relational dynamic contributing to aggression and violence

� Relating four broad styles of parenting to approaches educators use

� The effects of anger on child development

� Specific skills to use in virtually all disciplining situations

� Factors that contribute to children's reluctance or inability to disclose abuse

� The variety of approaches related to effective discipline

� The "Report Card” of Effective Discipline

� Qualities, principles and properties of effective discipline

� Specific skills of effective discipline that contribute to positive classroom management approaches

� Unhealthy and undesirable ways of dealing with student problems teachers are encouraged to avoid

� Ways teachers can apply information in specific classroom situations

Instructional Goal(s):

Participants will learn skills in, including:

Course #1: Anger 101 The Nature, Properties and Principles of Anger

� The part anger plays in outward behaviors of children and adults

� That anger can also deeply impact children’s and adult’s emotional health

� That anger can also deeply impact children’s and adult’s relationships

� The benefits to teachers when they appreciate the overall nature of anger and specific ways to

approach it

� Some of the fundamental principles of anger

� Ways to differentiate between situational and chronic anger

� Specific dimensions of anger and ways it can impact individuals and those around them

Course #2: Perceptions of Anger The Myths of and General Approaches to Anger

� Ways of anger can be defined

� Ways to differentiate between anger and annoyance

� How and why you are encouraged to develop a personal philosophy of anger

� How thought processes are connected to angry feelings and behaviors

� How you and others can assess, challenge and modify trigger thoughts, beliefs and distortions

� Some commonly held myths and other untruths about anger

� Fundamentals of brain research that adds a critical dimension to understanding anger

� How one can intentionally apply a strategy when responding to anger episodes

Course #3: When I’m Angry, I… Concepts and Approaches to Managing One’s Own Anger

� The importance of being a critical thinker and thoughtful consumer of information

� The benefits of being highly self-aware and intentional

� The three major styles of conflict resolution

� Ways to respond effectively to anger using specific steps

� Ways to maintain personal integrity while responding to anger

� Ways to effectively assess situations involving anger (the "A" of "ACE")

� Ways to consider choices based on assessments when responding to situations involving anger (the

"C" of "ACE")

� Ways to effectively execute the choice (the "E" of "ACE")

Course #4: Handling Protests Responding when Confronted with Someone Else’s Anger

� The differences between constructive and destructive anger

� Ways to make conscious, intentional decisions to promote more constructive forms of anger

expression

� The place for and value of venting anger

� Typical unfair and inaccurate beliefs that can provoke an accurate trigger thoughts

� Normal children's behaviors, including many types of misbehavior that are often misinterpreted as

being unreasonable and are often anger provoking

� The dynamics of "out of control" rage episodes

� Variations of the masked forms anger can take

� Some practical tools to help handle the inevitable protests of children

Course #5: Who Me, Angry? The Connection Between Anger, Aggression, Hostility & Violence

� Specific ways to delineate among communication styles of anger

� Engle's basic anger response categories: "Anger-out" or "Anger-In"

� Engle's four communication styles of anger that are less healthy

� Engle's two communication styles of anger that are healthier

� Possible assertive responses if inappropriately challenged or discounted by another person

� How you can use a sample formula to respond when angry at a child or adult

� Ways to compare and contrast anger, aggression, hostility and violence

Course #6: There’s No Shame in Trying! The Nature of Shame

� The profound premise that unhealthy anger that leads to aggression and violence frequently originates

from shame

� Basic principles and properties that explain the nature of shame

� Ways healthy shame differs from toxic shame

� Ways toxic shame differs from guilt

� Ways to understand criminal behavior based on this information

� Ways to connect shame with rage

� Ways to connect shame with the social and economic system

� The impact America's caste system can have on anger, aggression, hostility and violence

� Ways shame and punishment relate

� The ways shame-based parenting and teacher- to- child relationships can impact children

� Practical strategies to address shame

� The general principles for helping teachers and caregivers of children address, reduce and prevent

shame

� Some important qualities of shame

� Shame as a relational dynamic

Course #7: To Shame or Not To Shame is Not the Question The Developmental Process of Shame & The Power of Words

� Typical developmental processes of children and how shame can be a part of these processes

� The value of appreciating the power of words

� The impact attitudes of superiority can have in anger and aggression

� Some protectors and antidotes to shame

� Ways teachers can refine and build their appreciation for the connections among discipline,

punishment, shame, anger and aggression

Course #8: Structure and Discipline Punishment with Categories of Consequences & Healthy Disciplinary Structure

� The four broad styles of parenting adapted to describe ways educators discipline students

� The value in having a personal philosophy of effective discipline

� There can be defensiveness and resistance around the subject of effective discipline and strategies to

encourage receptivity

� Why disciplining sometimes can be difficult

� Clarke's Nurture/Structure Highway

� Ways to be more confident when disciplining

� Ways to embrace responsibility to calmly act in an executive capacity when disciplining

� The importance of being sensitive to the word "don't"

� Typical disciplinary approaches that involve unhealthy attitudes, beliefs and behaviors

Course #9: This is Your Brain on Anger Brain Growth & Development as it Relates to Trauma and Exposure to Prolonged Anger

� Neurological and biochemical responses to anger and the impact each can have on the course of one's

anger

� Ways the brain's biochemical reactions can set up physiological roadblocks

� Fundamental ways the brain operates, grows and develops

� Ways to understand and manage anger in healthy, effective ways

� Ways to respond intentionally, systematically and effectively when others angrily confront them

� Ways to facilitate or teach others about anger

� The impact of verbal aggressiveness and abuse

� The effects of anger on child development

Course #10: Can I Get a Hug? The Skill of Remaining Calm and Providing an HUG Environment without Physical Contact, and Activities to do

with Children

� Gain and practice a skill that can be applied to virtually all discipline situations

� Be equipped to share this skill with children, parents and caregivers

� Ways to provide visual examples of anger that can be shared with children

� The critical skill of listening effectively by applying "hug"

� Build resources of visual examples of anger to share with children

� Gain one of the most critical leadership skills and have the opportunity to practice it

� Appreciate five things not to do in the process of listening

Course #11: Do Not Pass “No!” Four Key Factors to Children’s Reluctance or Inability to Disclose Abuse

� Recognize reasons children may be reluctant or unable to disclose abuse or mistreatment that often

results from adults unable to manage their anger. Included are descriptions of the Stockholm

Syndrome, the forces of family loyalty, the power and fear of magical thinking and inabilities to

assess and comprehend the magnitude of danger and damage

� Understand the dynamics of four ways adults can relate to children, especially when disciplining

� Appreciate basic reasons behind children’s excessive, inappropriate and/or aggressive anger

Course #12: Discipline versus Punishment What Children Need & Recognizing Unhealthy Needs

Connecting Violence with Discipline and Punishment

� Differences between discipline and punishment

� The connection between violence, discipline and punishment

� Underlying beliefs of educators, parents and other adults regarding discipline and punishment

� The sensitive nature of the subject of discipline and punishment

� That we are jumping in "midstream" when addressing the subjects of discipline and punishments

� Ways discipline can be defined

� A historical perspective the treatment of children with regard to violence, child abuse, discipline and

punishment

� The importance of having alternatives to punishment

� The attributes of constructive discipline

� Ways to differentiate among words associated with discipline: establishing and maintaining

boundaries, punishment, limit setting, types of consequences, bribery versus incentives and rewards,

reinforcements, guilt versus unhealthy shame, threats versus giving information about consequences,

healthy versus less healthy use of time out and grounding

� A child's moral development as it relates to effective discipline

� Manipulation

� What children need from adults and adults need from children

� Ways to recognize unhealthy needs

� distinguish difference between discipline and punishment

� Connect violence with discipline and punishment

� Appreciate the underlying beliefs of parents and caregivers

� Appreciate the sensitive nature of subject

� Define discipline

� Value the historical perspective of the treatment of children with regard to violence, child abuse,

discipline and punishment

� Learn techniques of constructive discipline

� Discern the difference between disciplinary consequences and punishing consequences

� Differentiate between incentives, rewards and bribes

� Become clearer about needs, roles and interactive dynamics between adults and children

� Recognize unhealthy needs

Course #13: The Brain is Connected to the… Developing a Personal Philosophy of Discipline

Understanding the True Nature of Children

The Impact of Brain Development

� The myriad of resources available to teachers on the subject of brain development and functioning

� Basics of brain growth, development and functioning

� The importance of understanding brain plasticity

� How experience influences which part of the brain is in charge

� The impact of violence and trauma on the child's developing brain

� Ways to connect discipline with violence and brain growth, development and functioning

� The importance of brain growth and changes during adolescence

� Ways to help educators recognize unhealthy discipline and its impact on the brain

� Some connections between brain development and issues around violence

� Acknowledgment of the intimidating nature of brain development and functioning information and

how this information can promote self-confidence with regard to basic understandings

� The importance of creating a personal philosophy of discipline

� The connection between the nature of children and issues around discipline

� The concept of" The tadpole Child" in ways the Whole Child can be described

� The inevitability of conflict as a result of the nature of children

� The critical components of nurture, connection, safety and security of

� Discipline as a process not an event

� Appreciating the causes for behavior does not automatically mean allowing; that explaining is not the

same as excusing

� Discover information on brain development and functioning

� Appreciate the brain’s capacity for change

� Comprehend the impact of violence and trauma on a child’s developing brain

� Appreciate brain growth and change during adolescence

� Establish fair and reasonable expectations based on a child’s capabilities

� Explore and understand the concept of “the whole child”

� Relate the nature of children to effective discipline

Course #14: Discipline Report Card for Educators and Parents The Importance of Understanding the Significant Role Family Plays in Academic Productivity

Bridging the Gap between Home and School

� Ways the nature of families affects parenting and discipline which in turn affects children's behaviors

in the classroom

� Terminology that describes effective discipline

� "The Discipline Report Card" for assertive teachers

� Each of the 10 specific "grades" that comprise "The Discipline Report Card"

� Acknowledge principles regarding families as related to various styles of parenting and discipline

� Describe approaches that involve healthy and effective discipline

� Utilize the image of a report card as related to discipline

� Appreciate the skills of being calm, clear, confident and compassionate

� Appreciate ability to deny, demand and delegate

� Appreciate responsibility to be firm, fair and flexible

Course #15: Persistent Problems Strategies for Addressing Highly Sensitive Subjects Dealing with Persistent Problems

� Some key underlying principles of effective discipline

� The five possible outcomes for problems

� Ten options for dealing with persistent problems

� Ways to create and intentionally use strategies when resistance to effective discipline exists

� Ways to apply several discipline images and tools: an umbrella, assessment question, chart and

checklists

� Clarke's Structure Highway

� The dynamics of a team approach to classroom discipline

� Ways to frame information on the subject of corporal punishment

� Define persistent problems as related to children

� Increase helpful tools they can share with parents and caregivers

� Become familiar with ten options for dealing with persistent problems

� Recognize five potentially healthy outcomes when a problem or conflict occurs

� Intentionally use five strategies when approaching highly sensitive subjects with parents and

caregivers

� Value specific strategies useful for addressing resistance and defensiveness in parents and caregivers

� Enhance their techniques with images and tools

� Define and describe team parenting

� Summarize key concepts regarding effective discipline…without spanking

Standards Addressed:

Topics addressing Applied Learning pertaining to the following standards:

� Problem Solving (Elementary, Middle and High School) o Reduce the amount of emotional distractions children face everyday by provide an essential

new system of information to help students identify their needs and create solutions for

meeting them (middle and high school);

� Design a system: teachers can identify the needs that exist in their classrooms to

better manage anger and discipline effectively whenever problems around anger

management and inappropriate behavior arise in the classroom; they can create

these designs proactively as well as develop strategies to put into operation as the

needs arise; they can appreciate that their classroom operates as a system and by

being more intentional about maintaining high levels of integrity around issues of

anger and discipline, many problems can be proactively prevented and when they do

occur can be managed in healthy ways as teachers apply the principles and best

practices learned in these seminars

o Improve system dynamics by offering students ways to appropriately develop a healthy

understanding of the way systems of people and processes work (elementary, middle and

high school)

� Improve a system: as a result of attending these seminars teachers can enhance their

understanding of the way the system and processes around Anger Management and

Effective Discipline in their classrooms are currently functioning, can troubleshoot

the ways that their classrooms function and using the information from the course

can devise strategies for improving the effectiveness of their teaching by being able to

better manage anger in the classroom and discipline effectively. In addition teachers

can present the information, principles and skills of Anger Management and Effective

Disciplining to their students, inviting them to embrace and integrate these in their

behaviors within each classroom setting. Having students understand, accept,

appreciate and apply these principles and best practices can improve each classroom

system and overall environment.

o Plan and organize and activity: Teachers can take responsibility for planning and organizing

activities that help students better understand the nature of anger and ways to manage their

own anger as well as the anger of others

� Communication Tools and Techniques

o Successfully communicate an oral presentation with confidence

� Oral presentations: teachers can provide clear and accurate verbal descriptions and

presentations regarding the ways they are more intentional and aware of the

principles and best practices for anger management and effective discipline. These

presentations can be made to new teachers as part of the No Child Left Behind

mandate to mentor new teachers.

o Provide tools for students to effectively communicate in all modalities

� Written presentations: teachers can provide clear and accurate written descriptions

and presentations regarding the ways they are more intentional and aware of the

principles and best practices for anger management and effective discipline. These

presentations can be made to new teachers as part of the No Child Left Behind

mandate to mentor new teachers.

� Information Tools and Techniques

o Motivate students to research optimal ways to sequentially gather information then

communicate how to successfully meet standards, accomplish tasks and come to solutions.

� Information gathering: as a result of attending the seminars, teachers will be

motivated to continue exploring the resources available on Anger Management and

Effective Discipline

� Using information technology: as a result of attending the seminars teachers will be

motivated to use online sources to gather and exchange information on these subjects

of Anger Management and Effective Discipline, especially information on Brain

Development as it relates to brain states that have been impacted by emotional

maturity and other aspects of a child's emotional health, including early childhood

trauma and adverse childhood experiences

� Learning and Self-management Tools and Techniques

o Provide a philosophy of anger to students and teachers about how it is understood and

expressed.

� Give knowledge of nature of children to students to help heighten their self-

expectations and desire to move forward.

� Establish a global atmosphere of self-respect, and thus respect for others by bridging

the gap between faculty and students.

� Build into the setting of the individual educational environment the opportunity for

students to gather and process information about their development, ages and stages,

and situational factors. Establish a healthy philosophy of models and ways to

evaluate their significance to students and their educational career.

� Inform students on how the brain directs their thoughts and actions.

� Effectively support and empower students to keep tasks and emotions separate and

take the initiative to manage own progress.

� Acknowledge and affirm the students’ intentions, potential, efforts, and

accomplishments

� Take responsibility for the evaluation of one's own work: as a result of attending

these seminars teachers are more likely to take responsibility for evaluating the

degree to which they are applying the principles and best practices of Anger

Management and Effective Discipline.

� Tools and techniques for with others

o Give information on how a group operates as a system and the dynamics of how that system

works with regard to:

� Teamwork: as teachers attend these seminars they become better equipped to work

cooperatively with each other, sharing the same core values, principles and

approaches to Anger Management and Effective Discipline

o Explain the necessity of resonant leadership to build a teamwork philosophy with regard to:

� Helping other people learn, as teachers attend these seminars they become better

equipped to nurture and support each other, to serve as models and mentors,

especially to new and inexperienced teachers who may struggle with issues around

Anger Management and Effective Discipline

� Responding effectively to the needs of the client: as a result of attending these

seminars teachers become more aware of the emotional needs of their students and

the importance of promoting safe and healthy classroom climates, especially

demonstrating abilities to respond in healthy, fair and appropriate ways with regard

to anger expressed by students, anger they feel toward students, and the principles

and best practices for disciplining effectively

Evidence of Participant Application (Projects, collections of student work, action research reports):

There will be at least 13 review and reflection questions to be submitted, not including the midterm and

final examinations.) Course Administrators will on average provide feedback to teachers within two days of

their submitted work.

Teachers will build an online portfolio of responses to questions which will culminate with the final

examination and culminating activity/project to demonstrate their overall knowledge gained.

Throughout the course, participants will be able to communicate to fellow teachers and Course

Administrators through open discussion forum (organized by threaded postings).

Teachers will submit a project incorporated in the Final Exam which will demonstrate their mastery of the

topic – this will include a sample of revised lesson plans and summation strategies to immediately apply in

their classroom teaching. Teachers will have unlimited opportunity to communicate with both KDS Course

Administrators who will constantly review work submitted.

Further Details:

Pre-assessment questions will be administered online prior to viewing the lecture, and post-assessment

questions will gauge mastery of the lecture’s contents after viewing the lecture. Both assessment tests will

consist of multiple choice (also including True/False) questions as well as free response questions.

Students’ participation in the lecture can and will be monitored by course administrators. In order to receive

credit, students will: review and understand “Course Objectives,” this includes a Topic Summary, Topic

Objectives, Topic Goals, and a Topic Outline) and satisfactorily complete the aforementioned Pre- and Post-

Assessment questions for each segment of the video content (as further described in the Course Outline).

Students must view Video/Audio lectures in their entirety along with synchronized PowerPoint slides.

Educators will participate in interactive discussion forums led by the course administrator. Students will

take notes on the lecture using the online notepad provided. Students will have unlimited access to course

materials including but not limited to PowerPoint slides, transcripts, speaker biographies, and other topic

resources and auxiliary materials.

Additional Detail on KDS’s Interactive Platform

KDS’s Course Administrators oversee and monitor participants’ progress throughout the course.

Objectives and course expectations are presented prior to each of our 20 lectures of 90 minutes each. In

addition, the participant completes a Pre-Assessment Question and Answer Section to activate prior

knowledge before viewing the accompanying lecture. Following the lecture there is also a Post- Assessment

Question and Answer Section that is more specific to the information presented by the speaker. This will

reflect mastery of the concepts and content taught in each lecture and also require teachers to apply their

knowledge in free response questions, where they will demonstrate how they will utilize the lessons taught

in their own questions.

In this course, each participant is expected to create or redesign an existing lesson plan, integrating

concepts, strategies and activities that address the crucial concepts learned from the lectures. Midway

through the course participants will complete a midterm exam and, at the conclusion of the course, a final

exam is given. These exams are essay format and will be reviewed and graded by the course administrator,

as will the lesson plan.

Participation in Discussion Boards, Blogging, Journal Writing, Live Texting, and creating Online Portfolios

are treated as Classroom Discussions, work compilation, and note-taking opportunities rather than

assessment tools. Our assessment tools consist of Pre- and Post-Assessment questions, midterm and final

exam essays, and lesson plan designs. The computer tabulates multiple choice and True/False answers while

the course administrator reviews and responds to the open-ended questions, essays and lesson plan designs.

This course consists of 20 lectures lasting 90 minutes from experts in the field of education. The course is

built around the content presented by the nationally renowned lecturers. All of the content and concepts

were taken directly from the work of these presenters. The ideas and strategies addressed in this course go

beyond classroom teachers to include auxiliary personnel and could be used for adult education as well.

The assessment project would include the creation of one lesson plan design and responding to a midterm

and two final exam essay questions. The lesson plan requires participants to create a new or adapt an

existing lesson plan using concepts and strategies that will challenge all students while specifically

addressing the needs of diverse groups of students. The exam questions would require participants to

examine the specific needs of students in their classroom or school and challenge them to apply the concepts

presented in this course to address those needs.

The information presented by the lecturers specifically address high expectations and differentiation in the

classroom. Participants are constantly challenged to apply strategies and activities in their own classrooms.

The research is supplied by the KDS Lecturers who are experts in their respective fields. The biographies of

these speakers as well as supporting reference materials are included below.

The use of technology and performance assessment is an integral part of the teaching-learning process at

KDS. Participants are expected to use technology to participate in classroom discussions, download and

create documents, view streaming video/audio presentations and slideshows, print resources, and to post

answers to coursework and exams. In addition, participants are expected to exhibit growth between their

performance on Pre- and Post-Assessment Questions.

Student Learning:

From these seminars, students will benefit as a result of attending these seminars, educators will become more aware,

appreciative and better equipped to apply principles and best practices of anger management and effective discipline

in their classrooms. Students then will benefit from having teachers who (by participating in the seminar topics):

From Course #1: Anger 101 � Appreciate the dynamics of emotional and relational health as related to behavior

� Are aware of the nature, properties and principles of anger

� Can present information about the nature, properties and principles of anger to students in a variety of

ways

� Appreciate and understand the complexities of anger, the overall nature of anger, and some specific

qualities of anger

� Can apply the information as situations arise in the classroom

From Course #2: Perceptions of Anger � Can define anger and differentiate between anger and annoyance

� Have developed a personal philosophy of anger and are intentional about how they project theirs

� Can consider how thought processes are connected to angry feelings and behaviors

� Can assess, challenge and modify trigger thoughts, beliefs and distortions

� Can dispel myths and other untruths about anger

� Utilize brain research and development information to better understand anger

� Can apply this information to help better understand their students

� Can present this information to their students

From Course #3: When I’m Angry, I… � Become highly self-aware and intentional as a way to be more assured of healthy and positive outcomes

� Become clearer and more confident regarding the three major styles of conflict resolution

� Are better prepared and intentional as a result of using specific steps to respond effectively to anger

� Can preserve personal integrity throughout the process of responding to anger



From Course #4: Handling Protests � Are better prepared to respond when confronted with someone else’s anger, be it an adult or a student or

group of students

� Can differentiate between constructive and destructive anger

� Can make conscious, intentional decisions to ensure the probability their anger is more on the

constructive end of the continuum

� Appreciate the place for and value of venting anger

� Can identify typical unfair and inaccurate beliefs and resulting trigger thoughts people may have

� Better understand normal children’s behavior, including many types of misbehavior that are often

misinterpreted

� Understand the dynamics of “out of control” rage episodes

� Comprehend variations or masked forms anger can take

� Now own practical tools to help them handle the inevitable protests of children



From Course #5: Who Me, Angry? � Understand the connection between anger, aggression, hostility & violence

� Delineate among communication styles for anger and the manifestations of each

� Have become more self-aware regarding the basic anger response

� Can apply a specific formula to serve as a guide through an anger process with a child

� Exercise other options that may be necessary in an anger process with a child

� Observe connections and differences in anger, aggression, hostility and violence



From Course #6: There’s No Shame in Trying! � Understand and appreciate the nature of shame, especially shame as a relational dynamic

� Consider the situations in which anger leads to aggression

� Have discovered the connections between shame and anger and aggression as well as ways to reverse

destructive patterns

� Appreciate the profound premise that unhealthy anger that leads to aggression and violence originates

from shame and the implications of this premise

� Can define healthy shame versus toxic shame and differentiate toxic shame from guilt

� Appreciate the connection among shame and rage, the social and economic system, and punishment

� Recognize and understand shame-based parenting and its impact on children in the classroom

� Promote pride, self-esteem and self-respect

� Can apply Gottman’s research regarding shame and relationships



From Course #7: To Shame or Not To Shame is Not the Question � Understand the developmental process of shame, the power of words and protectors and antidotes to

shame

� Understand typical developmental processes of children and how shame has a natural part in these

processes

� Comprehend the impact attitudes of superiority can have in anger and aggression

� Refine and build their appreciation for the connections among discipline, punishment, shame, anger and

aggression



From Course #8: Structure and Discipline � Understand the connections among discipline, punishment, shame, anger and aggression, discipline and

punishment

� Appreciate the four broad styles of parenting as adapted to describe ways educators discipline students

� Develop a personal philosophy of effective discipline

� Create an intentional strategy for motivating parents/caregivers to be receptive to information on effective

discipline as well as to address their own resistance and the resistance of other staff

� Appreciate reasons discipline can be difficult

� Understand, appreciate and adapt the nurture/structure highway to specific classroom situations

� Can determine if they need assistance being more confident, particularly related to discipline techniques

and situations

� Embrace the concept of their responsibility to act in an executive capacity as needed with children and

thereby becoming relaxed and calm about being an executive

� Have developed “don’t" sensitivity

� Eliminate typical unhealthy attitudes, beliefs and behaviors that are ineffective, unhealthy or toxic for

children

� Are clear about the specific purpose of an imposed disciplinary consequence



From Course #9: This is Your Brain on Anger � Better understand unhealthy anger based on the design of the Anger Tree

� Better understand brain growth and development as it relates to early childhood trauma and exposure to

anger

� Consider how the brain responds to anger in biochemical ways that can in turn impact the course of one’s

anger

� Have explored the ways the brain’s biochemical reactions set up physiological roadblocks

� Appreciate the fundamental ways the brain operates, grows and develops

� Understand and manage their own anger in healthy, effective ways

� Respond intentionally, systematically and effectively when others angrily confront them

� Facilitate learning/can directly teach others about anger

� Appreciate the impact of verbal aggressiveness and abuse

� Discover the effects of anger on child development



From Course #10: Can I Get a Hug? � Apply basic anger management skills when interacting with children such as intentionally maintaining a

level of calmness, using the skills of "HUG" and I-messages, including classic I messages and an

expanded version of I messages

� Improve their understanding and ability to use listening, and skills that can be applied to virtually all

discipline situations

� Build their resources of visual examples of anger to share with children

� Understanding can apply the basics of active listening with students

� Appreciate five things not to do in the process of listening



From Course #11: Do Not Pass “No!” � Apply four key factors to help them better understand children’s reluctance or inability to disclose abuse

� Can apply approaches and strategies when interacting with children who they suspect may be abused or

neglected: the Sockholm Syndrome, the forces of family loyalty, the power of fear and magical thinking

and a child’s inability to assess and comprehend the magnitude of danger and damage

� Recognize reasons children may be reluctant or unable to disclose abuse

� Appreciate basic reasons behind children’s excessive, inappropriate and/or aggressive anger

� Understand the basics of the four types of families and relate these to discipline



From Course #12: Discipline versus Punishment � Understand what children need and can recognize unhealthy needs

� Can connect violence with discipline and punishment

� Distinguish differences between discipline and punishment

� Understand the connection between violence, discipline and punishment

� Appreciate the underlying beliefs of parents and caregivers who may use unhealthy forms of and

punishment

� Appreciate the sensitive nature of the subject of disciplining and punishing

� Can accurately define discipline

� Value the historical perspective of the treatment of children with regard to violence, child abuse,


� Have learned techniques of constructive discipline

� Discern the difference between disciplinary consequences and punishing consequences

� Differentiate between incentives, rewards and bribes

� Have become clearer about needs, roles and interactive dynamics between adults and children

� Recognize unhealthy needs



From Course #13: The Brain is Connected to the… � Have developed a personal philosophy of discipline

� Have a basic understanding of the nature of children

� Appreciate the impact of violence on brain development

� Understand basic information on brain development and functioning

� Appreciate the brain’s capacity for change

� Comprehend the impact of violence and trauma on a child’s developing brain

� Appreciate brain growth and change during adolescence

� establish fair and reasonable expectations based on a child’s capabilities

� Understand the concept of “the whole child”

� Relate the nature of children to effective discipline



From Course #14: Discipline Report Card for Educators and Parents � Understand and can apply the effective "Discipline Report Card"

� Understand the four styles of parenting and can apply them to classroom management

� Four styles of discipline as related to parenting styles and can understand how these relate to classroom

behaviors

� Understand basics of the nature of families and family dynamics

� Acknowledge principles regarding families as related to various styles of parenting, child care and

discipline

� Can describe approaches that involve healthy and effective discipline

� Appreciate the skills of being calm, clear, confident and compassionate

� Appreciate ability to deny, demand and delegate

� Appreciate responsibility to be firm, fair and flexible



From Course #15: Persistent Problems � Are aware of five general strategies and ten specific strategies for addressing highly sensitive subjects

� Understand and can apply 10 options when dealing with persistent problems

� Can accurately define persistent problems as related to children

� Acquire helpful disciplining tools they can share with parents and caregivers

� Recognize five potentially healthy outcomes when a problem or conflict occurs

� Enhance their techniques using images and other tools

� Appreciate the concept of teamwork among all adults working with children



AND

Applied Learning standards relate to students in the following ways:

Problem-solving: When teachers consistently and effectively apply the principles and best practices of Anger

Management and Effective Discipline, classroom environments become more conducive to learning because students

can be more focused, more attentive, brain-wise and more in their cortex regions and therefore, can be more able to

actively concentrate and learn. Teachers and students can more effectively problem solve issues around anger as it can

occur in their classrooms. Teachers can more intentionally engage students in discussing healthy problem-solving

approaches when effective disciplinary measures are needed.

� Design a system: Students of teachers who practice and have presented the principles and best practices of

Anger Management can be involved in designing and creating solutions for meeting problems that arise in

the classroom. In addition teachers can directly present fundamental principles of anger so that students

can more actively participate in learning ways to manage their own anger and respond in healthy ways to

the anger of others, and can understand and participate in processes of effective disciplining, not only

solving but preventing problems associated with anger and misconduct.

� Improve a system: students of teachers who practice and have presented the principles and best practices

of this course can participate in designing and improving current management approaches within their

classrooms that better address responding to anger and situations involving misconduct that require a

disciplinary intervention.

Communication Tools and Techniques

� With regard to Oral presentations: students of teachers who practice and have presented the principles and

best practices of this course to them can expect that students can orally explain, assess, analyze and

process situations that arise in the classroom especially related to anger management and/or situations

requiring disciplinary interventions. Students should be able to explain basic principles and best practices

as they relate to their needs to experience emotionally safe classroom settings.

� With regard to written presentations: students at all levels, from elementary through high school grades,

who have teachers who practice and have presented the principles and best practices of this course can

expect that students can provide written information with regard to the basics of anger and anger

management, can provide written descriptions, reports and even projects about the subjects of Anger

Management and Effective Discipline, using information teachers have gained from attending this course.

Students in elementary grades can explain basic principles and properties through drawings, cartoons,

posters and object lessons. Students in middle school can publish information using written reports,

handouts, diagrams and other forms of written communication. Students in high school can produce

multimedia presentations in addition to creating written reports, handouts diagrams and other forms of

written communication.

Information Tools and Techniques

� With regard to information gathering, students at all levels, from elementary through high school grades,

who have teachers who practice and have presented the principles and best practices of this course can

expect that students will be able to continue researching information about anger and anger management

and effective discipline as might be helpful to promoting greater awareness and appreciation on the part

of students for their responsibilities in contributing to safe and emotionally and physically healthy

classroom environments. Teachers who have participated in the course can make use of the bibliography

to help students in their research.

� With regard to the use of information technology, students at all levels, from elementary through high

school grades, who have teachers who practice and have presented the principles and best practices of

Anger Management and Effective Discipline can expect that students will be able to continue researching

information about these topics on the Internet as a way to keep up on the most current research. Teachers

can encourage students to be especially inquisitive with regard to the newest brain research and how it

relates to anger and anger management.

Learning and Self-management Tools and Techniques

� With regard to the practice of tackling new tasks by first searching out models from which to work,

students can find teachers who have attended our seminars on Anger Management and Effective

Discipline will serve as excellent models from whom they can witness, experience and learn the

principles and best practices of these life-lesson topics. This information can help students develop and

enhance their capacities to self-manage their anger and to be more responsible with regard to classroom

behaviors, requiring fewer interventions where teachers need to intervene using disciplinary actions.

� With regard to managing one's work activities: students at all levels, from elementary through high school

grades, who have teachers who practice and have presented the principles and best practices of Anger

Management and Effective Discipline to them in the classroom can be more intentional about managing

their work activities because they are better equipped to stay focused and not be distracted by unhealthy

comment destructive patterns of experiencing and expressing anger.

� With regard to taking responsibility for the evaluation of one's own work: students at all levels, from

elementary through high school grades, who have teachers who practice and have presented the principles

and best practices of Anger Management and Effective Discipline can more intentionally evaluate how

well they are applying these principles and best practices in their own lives, especially in classroom

settings.

Tools and Techniques for Working with Others

� With regard to teamwork, students at all levels, from elementary through high school grades, who have

teachers who practice and have presented the principles and best practices of Anger Management and

Effective Discipline can work together to assess and problem solve situations involving anger and/or the

need for effective discipline, resulting in enhanced team processes.

� With regard to helping other people learn: students at all levels, from elementary through high school

grades, who have teachers who practice and have presented the principles and best practices of this course

are more likely to be able to provide this information to their peers as well as to apply it in situations in

which anger management and/or discipline is needed.

More specifically, when teachers are equipped with information and skills that allow them to effectively manage their

own anger and the anger of students and that allows them to discipline in fair, healthy and effective ways, students’

abilities in all grade levels to focus, pay attention, remain engaged in learning, operate more in the prefrontal cortex

areas of their brains where learning takes place are greatly increased. Students are less likely to be distracted by

classroom disruptions around anger because such episodes happen more infrequently because teachers are able to

proactively address potential problems and quickly intervene in healthy and effective ways when such problems arise.

Students at all grade levels also benefit from the integration of effective disciplinary practices in the classroom.

Through processes of mutual respect and healthy classroom structure based on reasonable expectations and standards

for conduct, students are able to focus on educational processes because healthy structure provides security, calmness,

safety, predictability and stability.

Involvement In Student Learning:

Students will become increasingly involved in learning as they feel that teachers create consistently safe environments

in which to best learn. Students need to have a healthy emotional and relational connection with their teachers and

classmates in order to succeed in their education. Student’s productivity will increase as they witness and experience

teachers and staff who are more aware, appreciative and better equipped to apply principles and best practices of

managing their own anger, responding in healthy ways to individual student’s anger and effectively disciplining

individuals and groups of students within the classroom and in school-related functions and extra curricular activities.

The more students trust that their anger will be responded to in healthy ways, that teachers and other staff will

manage their own anger in healthy ways, and that disicpline will be consistently healthy, fair and effective, the more

likely that students will be able to more fully reach their potentials to cooperate, learn and mature.

Relation to“No Child Left Behind”:

NCLB specifically identifies classroom management skills as an essential component of quality professional

development and makes it clear that quality professional development must "advance teacher understanding of

effective instructional strategies." Our course integrates critical principles of anger management and effective

discipline in ways that can advance teacher understanding of effective instructional strategies. This course work

includes principles, information and skills that " increase student academic achievement through strategies such as

improving teacher quality 25"; "provide professional development activities that will improve the knowledge of

teachers …effective instructional strategies, methods, and skills 26"; "provide training in methods of improving

student behavior in the classroom 26"; "help retention of highly qualified teachers 26"; "help the induction and

support of teachers…during their first three years of employment 26.

The ESEA document regarding Improving Teacher Quality State Grants, FY 2008 Program Performance Plan states

the Program Goal: "To improve teacher and principal quality and increase the number of highly qualified teachers in

the classroom and highly qualified principles and assistant principals in schools." When teachers, principals and

assistant principals are more aware, appreciative and prepared to manage anger effectively and discipline effectively,

teacher and principal quality is raised. The more teachers, principals and assistant principals gain this knowledge and

these skills, and thus improving their quality, the greater the number of highly qualified teachers there are in schools.

Assessment Instruments (including projects, presentations, collections of work, reports):

Pre-assessment questions will be administered online prior to viewing the lecture, and post-assessment

questions will gauge mastery of the lecture’s contents after viewing the lecture. Both assessment tests will

consist of both multiple choice (also including True/False) questions as well as free response questions.

Students’ participation in the lecture can and will be monitored by course administrators. In order to receive

credit, students will: review and understand “Course Objectives” and satisfactorily complete the

aforementioned Pre- and Post-Assessment questions for each segment of the video content (as further

described in the Course Outline). Students must view Video/Audio lectures in their entirety along with

synchronized PowerPoint slides. Students will participate in interactive discussion forums led by the course

administrator. Students will take notes on the lecture using the online notepad provided. Students will have

unlimited access to course materials including but not limited to PowerPoint slides, transcripts, speaker

biographies, and other topic resources and auxiliary materials.

Administrators will have access to:

• Student usage statistics,

• Discussion boards,

• Teacher blogs,

• Note-taking sessions,

• Pre-Assessment Q&A,

• Post-Assessment Q&A,

• Cumulative Coursework File

Students will submit assessment questions for a Midterm and Final Exam in the same fashion as submission

of assessment questions.

COURSE OUTLINE:

Lecturer Name(s): Diane Wagenhals

Title of Course: (Online Course) Anger Management & Effective Discipline to Prevent Violence

Course Location: Online (via home, school, library computer, etc.) Instructor’s Telephone #: (212) 809-2969, Ext 124

E-mail: [email protected], [email protected], [email protected] Course Coordinator: Antonio Rojo, Melanie Fox

COURSE DESCRIPTION

Calendar Topics Goals/Objectives

Method of Instruction

Text/Readings

Date, time,

number of hours

per session.

List segment’s topic

and material e.g.

handouts. Indicate

midterm & final exam

date.

Specify instructional goals and standards for

each session as referenced on page two (2)

of the proposal.

Method of presenting

(e.g., classroom video

or interactive hands-on

activity.)Presenter’s

name & affiliation.

Title, author, edition,

publisher, cost, and where

it is available.

ALL SEMINARS HAVE

EXTENSIVE PRINTABLE

HANDOUTS. THIS IS THE

ONLY REQUIRED

READING MATERIAL.

SUPPLEMENTARY

READINGS ARE

RECOMMENDED FOR

ADDITIONAL

ENRICHMENT

(Available online,

suggested

www.amazon.com)

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Anger 101”

The Nature,

Properties and

Principles of Anger

ALL SEMINARS

INCLUDE

PRINTABLE

POWERPOINT

SLIDES COVERING

ENTIRE TOPIC.

� Benefits to teachers when increasing

awareness, understanding and abilities to

use sessions’ topics

� The part anger plays in outward

behaviors of children and adults

� That anger can also deeply impact

children’s and adult’s emotional health

� That anger can also deeply impact

children’s and adult’s relationships

� The benefits to teachers when they

appreciate the overall nature of anger

and specific ways to approach it

� Some of the fundamental principles of

anger

� Ways to differentiate between situational

and chronic anger

� Specific dimensions of anger and ways it

can impact individuals and those around

them

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and

interactive Discussion

Board.

PRESENTER:

Diane Wagenhals

All SEMINARS ARE

FACILITATED BY

PRESENTER:

Diane Wagenhals, M.Ed.,

CFLE

Diane Wagenhals is the

Program Director, Chief

Trainer and Curriculum

writer for New Paradigm

Training Institute (NPTI),

Institute for Family

Professionals (IFP) and

Parenting Resource &

Education Network (PREN).

Diane has worked as a

childbirth educator,

teacher, family therapist

and educational consultant.

She has been designing

extensive, collegiate-level

training programs for

family professionals,

educators and parents for

over 30 years.

Ms. Wagenhals is currently

working with world

renowned brain expert, Dr.

Bruce D. Perry, M.D., Ph.D.

to translate his educational

research and extrapolate

its’ content into practical

use within the school

environment and the

classroom.

Diane is the author of

“PREN’s Parents Reference

Guide: 25 Essential Tools

and Tips You Need for

Emotionally Healthy

Parenting” and has

authored many published

articles and curricula. Ms.

Wagenhals focus is on the

implementation of best

practices for school leaders,

teachers, staff, and

administrators with the

goal of fostering a positive

learning environment and

improve productivity of

teachers and students

across the U.S. and abroad.

Ms. Wagenhals is the

recipient of the 2005 Friend

to Kids Educator of the

Year Award from the Please

Touch Museum in

Philadephia, PA.

One of her goals is to

promote emotional and

relational health in all

individuals and equip

people with practical ways

to advance their own

knowledge and skill levels

personally and

professionally.

Supplementary /

Suggested Reading:

A Teacher’s Guide to Anger

Management. Paul Blum,

July, 2001.

Anger in the Classroom: A

Practical Guide for

Teachers. Johanna Leseho

and Dawn Howard-Rose,

June, 2004.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Perceptions of

Anger” The Myths of

and General

Approaches to Anger




� Ways of anger can be defined

� Ways to differentiate between anger and

annoyance

� How and why you are encouraged to

develop a personal philosophy of anger

� How thought processes are connected to

angry feelings and behaviors

� How you and others can assess,

challenge and modify trigger thoughts,

beliefs and distortions

� Some commonly held myths and other

untruths about anger

� Fundamentals of brain research that adds

a critical dimension to understanding

anger

� How one can intentionally apply a

strategy when responding to anger

episodes

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

A Volcano in My Tummy:

Helping Children to Handle

Anger. Elaine Whitehouse,

1998.

Andrew’s Angry Words.

Dorothea Lachner, 1995.

Hands Are Not for Hitting.

Martine Agassi, Ph.D.,

2000.

131 Creative Strategies for

Reaching Children With

Anger Problems. Tom Carr,

October, 2004.

A Teacher’s Guide to Anger

Management. Paul Blum,

July, 2001.


Practical Guide for



June, 2004.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“When I’m Angry, I…”

Concepts and

Approaches to

Managing One’s Own

Anger




� The importance of being a critical thinker

and thoughtful consumer of information

� The benefits of being highly self-aware

and intentional

� The three major styles of conflict

resolution

� Ways to respond effectively to anger

using specific steps

� Ways to maintain personal integrity while

responding to anger

� Ways to effectively assess situations

involving anger (the "A" of "ACE")

� Ways to consider choices based on

assessments when responding to

situations involving anger (the "C" of

"ACE")

� Ways to effectively execute the choice

(the "E" of "ACE")

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:


Practical Guide for



June, 2004.

Classroom Instruction That

Works: Research-Based

Strategies for Increasing

Student. The Anger Control

Workbook. Matthew McKay,

Ph.D. and Peter Rogers,

Ph.D., 2003.

The Anger Habit. Carl

Semmelroth, Ph.D., 2004.

Date/Time:

Anytime (On-

Demand via KDS

website)_

“Handling Protests”

Responding when

Confronted with

Someone Else’s

Anger




� The differences between constructive and

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


CFLE

Supplementary /

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

destructive anger

� Ways to make conscious, intentional

decisions to promote more constructive

forms of anger expression

� The place for and value of venting anger

� Typical unfair and inaccurate beliefs that

can provoke an accurate trigger thoughts

� Normal children's behaviors, including

many types of misbehavior that are often

misinterpreted as being unreasonable

and are often anger provoking

� The dynamics of "out of control" rage

episodes

� Variations of the masked forms anger

can take

� Some practical tools to help handle the

inevitable protests of children


Board.

PRESENTER:

Diane Wagenhals

Suggested Reading:

Love and Anger: The

Parental Dilemma. Nancy

Samalin and Catherine

Whitney, 1992.

Preventing Violence.

James Gilligan, 2001. (out

of print)

Scripts People Live:

Transactional Analysis of

Life Scripts. Claude

Steiner, 1994.

Stickin’ To, Watchin’ Over

and Getting’ With: An

African American Parent’s

Guide to Discipline

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Who Me Angry?”

The Connection

Between Anger,

Aggression, Hostility

& Violence




� Specific ways to delineate among

communication styles of anger

� Engle's basic anger response categories:

"Anger-out" or "Anger-In"

� Engle's four communication styles of

anger that are less healthy

� Engle's two communication styles of

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

Hands Are Not for Hitting.

Martine Agassi, Ph.D.,

2000.

I’m Furious. Elizabeth

Crary, 1994.

Classroom Instruction That

Works: Research-Based

anger that are healthier

� Possible assertive responses if

inappropriately challenged or discounted

by another person

� How you can use a sample formula to

respond when angry at a child or adult

� Ways to compare and contrast anger,

aggression, hostility and violence

Strategies for Increasing

Student Achievement

(ASCD). Robert J. Marzano,

Debra J. Pickering, and

Jane E. Pollock. April, 2004.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“There’s No Shame in

Trying”

The Nature of Shame




� The profound premise that unhealthy

anger that leads to aggression and

violence frequently originates from

shame

� Basic principles and properties that

explain the nature of shame

� Ways healthy shame differs from toxic

shame

� Ways toxic shame differs from guilt

� Ways to understand criminal behavior

based on this information

� Ways to connect shame with rage

� Ways to connect shame with the social

and economic system

� The impact America's caste system can

have on anger, aggression, hostility and

violence

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

Leave No Angry Child

Behind: The ABC’s of Anger

Management for Grades K-

12. Anna T. McFadden and

Kathy Cooper, April, 2004.

Managing anger in and out

of the classroom: A

rational emotive approach.

Terry London, 1991.

Respect: an exploration.

Sara Lawrence-Lightfoot,

1999.

� Ways shame and punishment relate

� The ways shame-based parenting and

teacher- to- child relationships can

impact children

� Practical strategies to address shame

� The general principles for helping

teachers and caregivers of children

address, reduce and prevent shame

� Some important qualities of shame

� Shame as a relational dynamic

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“To Shame or Not To

Shame is Not the

Question”

The Developmental

Process of Shame

and the Power of

Words




� Typical developmental processes of

children and how shame can be a part of

these processes

� The value of appreciating the power of

words

� The impact attitudes of superiority can

have in anger and aggression

� Some protectors and antidotes to shame

� Ways teachers can refine and build their

appreciation for the connections among

discipline, punishment, shame, anger

and aggression

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

When Sophie Gets Angry—

Really, Really Angry. Molly

Bang, 1999.

When You’re Mad and You

Know It. Elizabeth Crary

and Shari Steelsmith,

1996.

Breaking Free from Anger

and Unforgiveness. Linda

Mintle, Ph.D., 2002.

Change Your Brain, Change

Your Life. Daniel G. Amen.

1999.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Structure and

Discipline”

Discipline vs.

Punishment with

Categories of

Consequences &

Healthy Disciplinary

Structure




� The four broad styles of parenting

adapted to describe ways educators

discipline students

� The value in having a personal

philosophy of effective discipline

� There can be defensiveness and

resistance around the subject of effective

discipline and strategies to encourage

receptivity

� Why disciplining sometimes can be

difficult

� Clarke's Nurture/Structure Highway

� Ways to be more confident when

disciplining

� Ways to embrace responsibility to calmly

act in an executive capacity when

disciplining

� The importance of being sensitive to the

word "don't"

� Typical disciplinary approaches that

involve unhealthy attitudes, beliefs and

behaviors

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

How to Talk So Kids Will

Listen and Listen So Kids

Will Talk. Adele Faber and

Elaine Mazlish, 2001.

Inner Joy. Harold

Bloomfield, M.D. and

Robert Kory, 1980.

The Essential Conversation:

What Parents and Teachers

Can Learn from Each

Other. Sara Lawrence-

Lightfoot, September, 2004

Date/Time:

Anytime (On-

Demand via KDS

“This is Your Brain on

Anger”

Brain Growth &

Development as it




Video/Audio with

synchronized

PowerPoint slides,

downloadable topic


CFLE E

Supplementary /

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

Relates to Trauma

and Exposure to

Prolonged Anger

� Neurological and biochemical responses

to anger and the impact each can have

on the course of one's anger

� Ways the brain's biochemical reactions

can set up physiological roadblocks

� Fundamental ways the brain operates,

grows and develops

� Ways to understand and manage anger

in healthy, effective ways

� Ways to respond intentionally,

systematically and effectively when

others angrily confront them

� Ways to facilitate or teach others about

anger

� The impact of verbal aggressiveness and

abuse

� The effects of anger on child

development

resources, and


Board.

PRESENTER:

Diane Wagenhals

Suggested Reading:

Growing Up Again. Jean

Illsley Clarke, 1998.

The Angry Child. Dr.

Timothy Murphy, Ph.D. and

Loriann Hoff Oberlin, 2001.

The Angry Self. Miriam M.

Gottlieb, 1999. Emotional

Intelligence. Daniel

Goleman, 2006.

Family Stress. Pauline

Boss, 2003.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Can I Get a HUG?”

The Skill of

Remaining Calm and

Providing an HUG

Environment without

Physical Contact, and

Activities to do With

Children




� The value and skill of "Calm"

� Ways to design and construct classic “I”-

messages

� The format for an expanded “I”- message

� Ways to provide visual examples of

anger that can be shared with children

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals

Diane Wagenhals,

M.Ed., CFLE

� The critical skill of listening effectively by

applying "HUG"

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Do Not Pass “No!”

Four Key Factors to

Children’s Reluctance

or Inability to

Disclose Abuse




� Some reasons children may be reluctant

or unable to disclose abuse or

mistreatment that often results from

adults on able to manage their anger.

Included are descriptions of the

Stockholm Syndrome, the forces of

family loyalty, the power and fear of

magical thinking and inabilities to assess

and comprehend the magnitude of

danger and damage

� Some of the basic reasons behind

children's excessive, inappropriate and/or

aggressive anger

� The dynamics of four ways adults can

relate to children, especially when

discipline

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

The Primal Teen. Barbara

Strauch, 2003.

The Roller Coaster Years.

Charlene Giannetti and

Margaret Sagarese, 1997.

The Seven Habits of Highly

Effective Families. Stephen

R. Covey, 1997.

The Seven Habits of Highly

Effective People. Stephen

R. Covey, 2004.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

“Discipline Vs.

Punishment”

What Children Need

& Recognizing

Unhealthy Needs,

Connecting Violence

with Discipline and

Punishment




� Differences between discipline and

punishment

� The connection between violence,


� Underlying beliefs of educators, parents

and other adults regarding discipline and

punishment

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

Beyond the Classroom.

Lawrence Steinberg, with

B. Bradford Brown and

Sanford M. Dornbusch,

1996.

user

� The sensitive nature of the subject of


� That we are jumping in "midstream"

when addressing the subjects of

discipline and punishments

� Ways discipline can be defined

� A historical perspective the treatment of

children with regard to violence, child

abuse, discipline and punishment

� The importance of having alternatives to

punishment

� The attributes of constructive discipline

� Ways to differentiate among words

associated with discipline: establishing

and maintaining boundaries, punishment,

limit setting, types of consequences,

bribery versus incentives and rewards,

reinforcements, guilt versus unhealthy

shame, threats versus giving information

about consequences, healthy versus less

healthy use of time out and grounding

� A child's moral development as it relates

to effective discipline

� Manipulation

� What children need from adults and

adults need from children

� Ways to recognize unhealthy needs

Blink: The Power of

Thinking Without Thinking.

Malcolm Gladwell, 2005.

Respect: an exploration.

Sara Lawrence-Lightfoot,

1999.

School Leadership That

Works: From Research to

Results. Robert J. Marzano,

Timothy Waters.

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“The Brain is

Connected to the…”

Developing a

Personal Philosophy

of Discipline,

Understanding the

True Nature of

Children, and The

Impact of Brain

Development




� The myriad of resources available to

teachers on the subject of brain

development and functioning

� Basics of brain growth, development and

functioning

� The importance of understanding brain

plasticity

� How experience influences which part of

the brain is in charge

� The impact of violence and trauma on

the child's developing brain

� Ways to connect discipline with violence

and brain growth, development and

functioning

� The importance of brain growth and

changes during adolescence

� Ways to help educators recognize

unhealthy discipline and its impact on the

brain

� Some connections between brain

development and issues around violence

� Acknowledgment of the intimidating

nature of brain development and

functioning information and how this

information can promote self-confidence

with regard to basic understandings

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

Anger Disorders: Definition,

Diagnosis, and Treatment.

Howard Kassinove, 1995.

Anger Kills: 17 Strategies

for Controlling Hostility.

Redford and Virginia

Williams, 1993.

The Anger Management

Sourcebook. Glenn R.

Schiraldi, Ph.D., Melissa

Hallmark Kerr, Ph.D., 2002.

� The importance of creating a personal

philosophy of discipline

� The connection between the nature of

children and issues around discipline

� The concept of" The tadpole Child" in

ways the Whole Child can be described

� The inevitability of conflict as a result of

the nature of children

� The critical components of nurture,

connection, safety and security of

� Discipline as a process not an event

� Appreciating the causes for behavior

does not automatically mean allowing;

that explaining is not the same as

excusing

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“The Discipline

Report Card for

Educators and

Parents”

The Important of

Understanding the

Significant Role

Family Plays in

Academic

Productivity, Bridging

the Gap between

Home and School




� Ways the nature of families affects

parenting and discipline which in turn

affects children's behaviors in the

classroom

� Terminology that describes effective

discipline

� "The Discipline Report Card" for assertive

teachers

� Each of the 10 specific "grades" that

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

comprise "The Discipline Report Card"

Date/Time:

Anytime (On-

Demand via KDS

website)_

# Hours: 2

NOTE: This can be

split into several

sessions, as to be

determined by the

user

“Persistent Problems”

Strategies for

Addressing Highly

Sensitive Subjects

Dealing with

Persistent Problems




� Some key underlying principles of

effective discipline

� The five possible outcomes for problems

� Ten options for dealing with persistent

problems

� Ways to create and intentionally use

strategies when resistance to effective

discipline exists

� Ways to apply several discipline images

and tools: an umbrella, assessment

question, chart and checklists

� Clarke's Structure Highway

� The dynamics of a team approach to

classroom discipline

� Ways to frame information on the subject

of corporal punishment

Video/Audio with

synchronized

PowerPoint slides,

downloadable topic

resources, and


Board.

PRESENTER:

Diane Wagenhals


CFLE

Supplementary /

Suggested Reading:

Ethnicity and Family

Therapy. Edited by Monica

McGoldrick, Joe Giordano,

Nydia Garcia-Preto, 2005.

Preventing Violence.

James Gilligan, 2001. (out

of print)

Scripts People Live:

Transactional Analysis of

Life Scripts. Claude

Steiner, 1994.

TOTAL

LECTURE

HOURS

= 30

Part I = 15 hours,

Part II = 15 hours

course-xi anger management & effective discipline to ... speaker will impart essential ... ways...

Documents