mcgill education 2011

McGill EducationMcGill Education

EXCEPTIONAL STUDENTSEXCEPTIONAL STUDENTS

Professor Maria Di StasioScott Waugh

Guest Lecturer

POSITIVE APPROACHES WORKING IN INCLUSIVE

CLASSROOMS

Discussion issues will include: proactive interventions, relationship building and support networks from a systems perspective.

MYMY GOALGOAL

I won’t be telling you anything today that you don’t already know

Like you to leave with things to think about

Have You Positively Involved

INTRODUCTIONSINTRODUCTIONS “Introductions”

Discuss what brought you into education (share)

Some of my HistorySome of my History

Established Fall 1995 3 year pilot McConnell Foundation Dr. Mounir Samy

5 schools - 4 Elementary - 1 High School Early Intervention Research

Dr. Richard Tremblay – Université de Montréal

Creating Therapeutic Environments

Global ObjectivesGlobal Objectives

Professional Development for school personnel in the area of socio-emotional development of the child

To provide Therapeutic Support to students and their families both in the school and in the home where appropriate

CHILD/FAMILY

CLASSROOM TEACHER

SOCIAL AIDE TECH

Resource TeamResource TeamSCHOOL SOCIAL

WORKER

SCHOOL PSYCHOLOGIS

TSSD

PRINCIPAL

SCHOOL RESOURCE TEACHERS

OTHER PROFESSIONAL

S

NURSE CLSC

INTEGRATION AIDE

FSSTT

Developing Trust

Developing Relationships

Developing Understanding

Developing Collaborative Spirit / Partnership

Look at:

• School needs

• Family needs

• Student needs

MY BELIEFMY BELIEF “All Behaviour is Purposeful”

Strive for need fulfillment.

Acting out – externalizing behaviour

Frustration Acting in – internalizing

Cannot do both at the same time.

Internalizing ExternalizingInternalizing Externalizing

We all fit on a continuum pattern.

Focus on behaviour first, then curriculum.

Who has Quality Relationships? – Child’s perception.

STAGES OF RELATIONSHIP STAGES OF RELATIONSHIP DEVELOPMENTDEVELOPMENT

We Want

INFLUENCE

STAGESSTAGES

POSITIVE INVOLVEMENT

AFFECTION

INFLUENCE

RELATIONSHIPRELATIONSHIP

Every Intervention is only as meaningful as the Relationship

Is there Real Attachment

TRANSFORMATION OF ANTRANSFORMATION OF AN ORGANIZATION AROUND THE ORGANIZATION AROUND THE

NEEDS OF AN INDIVIDUALNEEDS OF AN INDIVIDUAL

““All Behaviour is Purposeful”All Behaviour is Purposeful” Failure Identity Success Identity

FAILURE – SUCCESS – WEAKNESS STRENGTH

LOVE ACT OUT ROLE (BELONGING)

IDENTITY POWER WITHDRAW (RECOGNITION)

FUN (PLEASURE)

FREEDOM

PHILOSOPHICAL OVERVIEWPHILOSOPHICAL OVERVIEW

1. A person is basically good. “No one sets out to be bad.”

2. All behaviour is purposeful. This means that each person is “doing the best he can” to meet his needs at this time.

3. A person can learn a better way to meet his needs.

4. A person needs to be able to make choices even in a setting which limits freedom.

5. A person will not change if there is nothing in it for him/her – no payoff.

6. By changing behaviour, we will change thinking and attitudes.

7. An environment which reinforces positive behaviour facilitates change more than one which focuses on negative behaviour.

William Glasser, M.D.

Copyright (1997) Scott D. Miller, Ph.D

““What Works” in TherapyWhat Works” in TherapyMaking Sense of 40 Years of Outcome DataMaking Sense of 40 Years of Outcome Data

““The few noncontroversial research finds in psychotherapy seem The few noncontroversial research finds in psychotherapy seem simply to confirm common sense.”simply to confirm common sense.”Jerome and Julia Frank (1993)Jerome and Julia Frank (1993)

Extratherapeutic Factors 40.0%

Relationship Factors 30.0%

Model and Technique 15.0%

Hope and Expectancy 15.0%

““Appreciative Inquiry”Appreciative Inquiry”DISCUSSIONDISCUSSION

“When am I at my very best?”• most turned on?• most tuned in?

“What am I doing?”

“How am I experiencing myself?”

“What do I need to do to be at my best?”• most turned on?

(Share, thoughts – Group)

J. Scott Waugh, MA (2010)

William Glasser, M.D.

CONDITIONS OF QUALITYCONDITIONS OF QUALITYThese six conditions can be used as a gauge or indicator to self-evaluate and talk about a quality experience, thing, or activity. These conditions are all present, possibly in varying degrees, when we’re getting close.

Warm, Caring Supportive Relationships

Useful

My Best

Continuous Improvement

Feels GoodNever Destructive

CRISIS INTERVENTIONCRISIS INTERVENTION I have learned (that has a greater

chance of working). Be pro-active (avoid going there). Be sensitive to the “triggers”. Recognize “behaviour change”. Intervene calmly (purposefully) in non-

threatening manner: verbally – body language.

Validate – “I see that you are not feeling O.K.”


De-escalate – “At All Cost” Avoid “Power Struggles” – (Nobody

wins) “Go With The Energy” – Safely –

Somewhere else, example H.P. Deal with conflict resolution when all is

“calm” (not in the “heat of the moment”). Who has the “best relationship” with this

individual (child’s perspective). (They need to be involved.)

EXPERIENTIAL PROBLEM EXPERIENTIAL PROBLEM SOLVING MODELSOLVING MODEL

“Problem Solving Model – Behaviour System”

Merging ModelsEvi Lufthaus – Mapping – McGill

Porter Problem Solving

PROCESS – 1…2 hours History…family, school, etc. What we know What we would like to leave with as

individuals (Covey) Fantasy What works? What doesn’t? Challenges Strengths What I could do differently? What we could do differently? Plan of Action: Child / Family / Other Follow-up

WHAT THIS PROCESS DOESEmpowers in-school team (system

in the room) providing time – space.

Enables teachers to plan.

Enables teachers to team.

Enables us to see whole child.

Enables self-evaluation of practice.

CHILD/FAMILY

CLASSROOM TEACHER

SOCIAL AIDE TECH

Typical Resource TeamSCHOOL

SOCIAL WORKER

SCHOOL PSYCHOLOGIS

TSSD

PRINCIPAL

SCHOOL RESOURCE TEACHERS

OTHER PROFESSIONAL

S

NURSE CLSC

INTEGRATION AIDE

FSSTT

PROCESSPROCESS

Problem solving - use of brainstorming; 30 minute problem solving model (Porter)

Follow-up:– Review and assess action plans– Revise if needed

CASE DISCUSSIONCASE DISCUSSION

Annie Annie Annie is 17 years old and finishing her last year of high school. She comes from a family with three older sisters, all of whom are attending CEGEP or university. She has never done as well in school as her sisters, but Annie believes her parents have the same expectation that she will go on to CEGEP and university like her sisters.

Annie works hard in school but school is becoming more of a challenge for her. She is thinking a lot these days about applying to CEGEP even though applications are not due for several months. She does not know where she wants to go or what program she wants to apply for.

Some days, she worries she may not graduate from high school even though her grades are not low. She stays up late at night working on assignments. She only gets about 5 hour of sleep each night but drinks of a lot of caffeinated beverages to stay alert during the day. She has trouble concentrating, and lately her teachers have been warning her to pay closer attention in class.

Annie likes art and music, but she does not think she has time to explore those interests because she is so focused on doing well in school. Her friends have stopped asking her to do things on the weekend because she always says no. Annie would rather remain home than go out. She used to work part time at a coffee shop, but she quit that job because she found it stressful to dealing with demanding customers.

Last year, Annie started suffering from intense headaches. Lately, when Annie goes to do her homework, she gets dizzy and feels like a headache is coming on. Last week, she had to leave class suddenly during a test because she thought she was going to throw up. The guidance counselor at school wants to talk to her about what is going on, but Annie has avoided making an appointment with him.

QUESTIONSQUESTIONS What behaviors and emotions are

concerning to you? What do you think is going on with

Annie? Do her problems warrant attention? What can Annie do? Who do you think would be the

persons most likely to help Annie? How could you help Annie?

DavidDavid

David is 12 years old and is in grade 6. He lives with his father and his older brother, Marcus, who is 16 and his older sister, Maria, who is 19. When David was 10, his mother died suddenly in a car accident.

Since then, Marcus and Maria have helped take care of David because their father works long hours as a truck driver and he is not home very much. David much. David says that everyone is expected to “pull says that everyone is expected to “pull their weight” around the house and be their weight” around the house and be happy all of the time, even though life at happy all of the time, even though life at home has not been easy since his home has not been easy since his mother died. mother died.

David used to play soccer and baseball but now says that those sports are “boring”, so he quit the teams. At school, his teachers have noticed that David has gone from being a quiet and helpful student to someone who gets in a lot of fights at recess with his classmates.

David feels like people are always “hassling him” for no reason. Last week, he was suspended from school for punching a friend who teased him about his new haircut. He felt sorry about the incident afterward but he confessed to the principal that is having trouble controlling his temper.

Other times, David reports that when he get home from school, he will go into his room, shut the door, and cry for long periods of time. He does not know why he gets so sad or so mad but he feels very lonely. He misses his mom but does not want to upset his dad or siblings by talking about her. David is not sure the situation is going to get better, and he does not know where to go for help.

QUESTIONSQUESTIONS What behaviors and emotions are

concerning to you? What do you think is going on with

David? Do hes problems warrant attention? What can David do? Who do you think would be the

persons most likely to help David? How could you help David?

SAMIC PLANS Simple

Attainable Measurable Immediate Commitment

MOVING TOWARD MOVING TOWARD EMPOWERMENTEMPOWERMENT

We can be continuous learners!

There is always a better way!

It is OK not to know!

We cannot do it alone!

We need to create our own support networks!

How do we empower our colleagues/friends/family?!

We can only grow from our strengths!

Getting past the blame!

All behaviour is purposeful!

Our best attempt at the time!


Not always the most effective!

How do we solicit feedback?!

Readiness – How do we create the conditions?!

Safe environments (home/school)!

POWER OF CAN’TI know I can’t but if I could what would I

do!!

STUFF TO THINK ABOUTSTUFF TO THINK ABOUT

“Begin with an END in mind.” (Covey)

All behaviour is purposeful. (Glasser)We all behave to try and satisfy needs (sometimes we don’t articulate well).

5% SAMIC PlansS = SimpleA = AttainableM = MeasurableI = ImmediateC = Commitment

“Running in the butter” – “Stuck in the sand” – “Step on the gas”

Strategic intervention as opposed to intervention.

Automatic behaviours.

Unconditional love – non-judgmental – “Listen to the story”.


BE (Show-up, listen, try to laugh)

Go with the energy – power struggles.

Think “out of the box”.

RELATIONSHIP THOUGHTSRELATIONSHIP THOUGHTS Non-judgemental. No assumptions. Self as Instrument. Our perceptions of the world are our

own. Eliminate fear. Silence is OK. It’s OK not to know.

““Be the change you Be the change you are trying to create.”are trying to create.”

- Ghandi

The StarfishThe Starfish

There was a young man walking down a deserted beach just before dawn. In the distance he saw a frail old man. As he approached the old man, he saw him picking up stranded starfish and throwing them back into the sea. The young man gazed in wonder as the old man again and again threw the small starfish from the sand to the water. He asked, “Old man, why do you spend so much energy doing what seems to be a waste of time?”The old man explained that the stranded starfish would die if left in the morning sun.“But there must be thousands of beaches and millions of starfish!” exclaimed the young man. “How can you make a difference?” The old man looked down at the small starfish in his hand, and as he threw it to the safety of the sea, he said, “I make a difference to this one.”

Anonymous


CLOSINGCLOSING

Partner sharing

What will you take away with you today?

What will you do with this?

Thank you.

mcgill education 2011

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