Teacher, Student & Family Support
Support For Todays Issues.
Monthly group discussion sessions, led by a psychologist or social worker, should be available to teachers and parents beginning in elementary school, and supported throughout highschool - helping the students and parents resolve issues such as violence, homework, disabilities, drugs, TV, divorce� in monthly group meetings. These individuals, the psychologist or social worker, will hear first hand the situations parents, students and teachers face daily - they can then be our voices that help implement new solutions in education.
Keep in mind, the following should be offered to help the children, their parents, and teachers - for long-term benefits to the individual, their families, and society - and not for the purpose of creating legal monitoring networks. Offer the parents, students and teachers - information, information, information� This psychologist or social worker should not have ties to any of the schools or school boards (contract out these sessions), and should produce non-individual-specific reports as to observed short-comings in each of our present schools.
Some of the issues that should be broached:
Anxiety Disorders: �Anxiety disorders cost the U.S. more than $42 billion a year, according to "The Economic Burden of Anxiety Disorders," a study commissioned by the ADAA and based on data gathered by the association and published in the Journal of Clinical Psychiatry. More than $22.84 billion is associated with the repeated use of healthcare services, as those with anxiety disorders seek relief for symptoms that mimic physical illnesses. People with an anxiety disorder are three-to-five times more likely to go to the doctor and six times more likely to be hospitalized for psychiatric disorders than non-sufferers.� (http://www.adaa.org/AnxietyDisorderInfor/OverviewAnxDis.cfm) Generalized Anxiety Disorder usually affects children between the ages of six and eleven. It is characterized by excessive worry and anxiety over a variety of things.� (http://www.adaa.org/AnxietyDisorderInfor/GADisorder.cfm) �The onset of SAD [Social Anxiety Disorder] peaks in adolescence when establishing and managing friendships independently is a crucial part of healthy development. If untreated, it can persist into adulthood and increase the risk for later depression or alcohol abuse.� (http://www.adaa.org/AnxietyDisorderInfor/SAD.cfm) �School refusal is often a symptom of a deeper problem and if not treated can have a negative impact on socialization skills, self-confidence, coping skills and, of course, education. Anxiety-based school refusal affects 2-5% of school-age children. [�]Separation Anxiety Disorder� affects approximately 4% of children. [�] Onset of Separation Anxiety Disorder can occur any time before age 18, but it is most common in children between the ages of seven and nine. (http://www.adaa.org/AnxietyDisorderInfor/srv.cfm)
Behavior issues: �All behavior is part of an interactive process, whether at home, at school or in a counseling session.� [�] �no one is isolated or protected from outside influences.� [�] �this interaction is especially salient with children as it occurs at a time of developmental changes. � [�] �family and school affect the child, but subsequent behaviors and actions of the child in turn affect the family and the school (Dowling & Osborne 1994)� (Counseling in Schools, by Robert Bor, Jo Ebner-Landy, Shiela Gil, Chris Brace 2002, p.23) We must remember that "...genetic bents toward intelligence, sociability, or schizophrenia and aggression can ignite or moderate the genetic contribution based on parental response and other environmental influences..." (How The Brain Learns, 2nd edition, David A. Sousa, 2000) Casper, Elder, Bem studied stability of behavior of 8 year olds: "Boys , who were irritable school-age children, thirty years later, as adults, were undercontrolled, moody, and unsociable. They also were less dependable, ambitious, and productive, and this was reflected in erratic work patterns and downward occupational mobility. For both males and females, early explosive, ill-tempered behavior was associated with marital problems and divorce, and for women, with marriage to a man of low socioeconomic status and with irritable inept parenting. Investigators propose that continuity in maladaptive behaviors is sustained by two related processes: cumulative continuity and interactional continuity..." (Child Psychology 1993, Hetherington, Parke p.619)
An example: a �child breaks [a] rule, the school may react by punishing him according to their regulations. There is then the possibility that certain teachers in the school will remember the child for having broken that rule. This may change the teachers� perceptions of the child and therefore cause them to treat him differently from the other children, leading him to �get a name for himself�. This, new less tolerant behavior from the teachers may lead to the child purposely rebelling against them. The family may also be brought into the equation, either by the child complaining about the situation at home or by the school feeling it necessary to bring it to the parents� attention. Depending on their opinions of the rule and the school, the family may choose to take a side in the matter. Which side they take will influence the view of the school and child towards them�� �We can envisage a situation where the child has taken on the mantle of being �difficult� or �bad�. This role is then reinforced by the changed perceptions and assumptions of the school and maybe the family. This is explained through general systems theory by the concept of homeostasis. In labeling one child as �bad�, the school is able to hold that child up as an example to the rest of �how not to behave thus enabling them to maintain the status quo.� (Counseling in Schools, by Robert Bor, Jo Ebner-Landy, Shiela Gil, Chris Brace 2002, p.23)
Attention Deficit Hyperactivity Disorder: Left untreated, children with ADHD can suffer academically and experience behavioral, social and emotional problems through adulthood. Untreated ADHD is a significant risk factor for substance use disorders in adolescents. Adolescents treated for ADHD with medication reduced the likelihood of substance abuse by 85 percent. [�] Each component of ADHD places strain on social adjustment and achievement. Inattention to detail and distractibility contribute to poor performance in school, and in any activity that requires concentration. Impulsive responding can be seen in frequent interruptions, rude statements, and careless actions that annoy others and lead to social rejection. As adolescents, people with ADHD can drift to social contacts with other rejected kids who sometimes take an antisocial and conduct disordered stance. (http://www.aboutourkids.org/aboutour/articles/adhd_facts.html)
Academic issues: "Dr. Cynader is an expert in what are known as critical windows - times during which specific parts of the brain are the most ready to be altered and learn from experience. Scientists like Dr. Cynader believe that critical windows help to direct the development of visual skills and other senses such as smell and taste, as well as math, language and social skills in infants and children. They also may play a role in such learning disorders as dyslexia..." () �What is learned while a window of opportunity is opened will most likely be learned masterfully.� (Sousa 2000) �Learning can occur � even after a window closes. However, the skill level probably will not be as high.� (How The Brain Learns, 2nd edition, David A. Sousa, 2000 p.24)
Domestic Violence/Child Abuse: �The effects of domestic violence reverberate throughout society in that victims of abuse utilize a large portion of our scarce resources such as emergency care, courts, shelters, and the foster care system. An act of domestic violence occurs every fifteen seconds in the United States and battering is the single most frequent cause of injury to women. Over six million women in the United States, approximately one in ten women, are victims of domestic violence. Domestic violence is not limited to actual physical abuse but also includes intimidation, isolation, emotional persecution, economic abuse, sexual exploitation, and threats. [�] In approximately 30% to 50% of all domestic violence cases, children are abused. As the violence against the woman [or man] becomes more frequent and severe, the violence against the children also increases and becomes more frequent.� (http://www.divorcesource.com/NY/ARTICLES/donovan12.html)
Now the question becomes does an abusive family predicate future abusive offspring, or are our child bullies our future spouses? I personally believe our life scripts are written daily; therefore I believe early positive changes are important.
Bullying: �Victims/survivors of bullying must receive counseling after they have been bullied, especially if the bullying was prolonged and consistent. Like an abused and battered wife, bullied children don�t just get over abuse and bullying when it stops. An abused child needs to be told that they were not at fault for being bullied. Bullied children need services from their schools and implemented anti bullying programs, that will help build up their selfconfidence and get their thinking back towards positive goals for themselves and their future. Many bullied children have stopped thinking about their immediate future. The only �immediate future� that they can concentrate on is, how to get from one classroom to the next without being bullied.� (Bully Police USA, Inc., http://www.bullypolice.org/BullyPoliceUSA.pdf)
�To prevent bullying in schools and bullying related after-effects, which include: 1) Prevention of depression, PTSD, Anxiety and Stress related conditions caused from bullying 2) Prevention of suicides caused from bullying as well as school violence of all kinds. [�] A child who is known to be a bully, and is not stopped from being a bully by school officials (who legally act in behalf of parents), is a child who is a victim of school neglect. Schools must not allow a known bully to continue bullying through their school careers. Early intervention into bullying behaviors always the best and most proactive approach to helping a child who is a bully. [�] According to a study of a half million Norwegian children, by Dr. Dan Olweus, (reported in his book, Bullying at School, pg. 13), many children who are bullied will become bullies themselves. The Secret Service did a study that showed that almost 3/4 of the school shooters felt persecuted, bullied, threatened, attacked or injured by bullies prior to the shooting. (See Works Cited) Bullied children feel powerless as victims and so they begin to exert power on others believing bullying will restore their personal power. Because they know what it is like to be a victim of bullying, many �bullied-bullies� feel guilt when they bully others, but continue to bully so they can fit in with their peers. [�] Bullied-bullies are also at risk for suicide or suicidal thoughts and actions. The guilt they experience from bullying others may become overwhelming. Many of these children become depressed over time and they may lose control by deciding to take their life. Depression is the number one cause of suicide. (Bully Police USA, Inc., http://www.bullypolice.org/BullyPoliceUSA.pdf)
From http://www.ncdjjdp.org/cpsv/Acrobatfiles/Stats_2003.pdf
"Nearly 60 percent of boys who researchers classified as bullies in grades six through nine were convicted of at least one crime by the age of 24. Even more dramatic, 40 percent of them had three or more convictions by age 24. (�Bullying Prevention is Crime Prevention,� Fight Crime: Invest in Kids, 2003) http://www.fightcrime.org/ [�] Compared to their peers, kids who are bullied are five times more likely to be depressed. Bullied boys are four times more likely to be suicidal: bullied girls are eight times more likely to be suicidal." (�Bullying Prevention is Crime Prevention,� Fight Crime: Invest in Kids, 2003) http://www.fightcrime.org/
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�Lack of intervention implies that bullying is acceptable and can be done without fear of consequences. Bullies and their accomplices need to understand the harm they cause and that their behavior will not be tolerated at school. They can change. Victims are often too fearful to ask an adult to intervene, but they can start by calling Kids Help Phone, or joining a Kids Help Phone online forum. The toll-free number is 1-800-668-6868, and the forum is at kidshelp.sympatico.ca. The Canada Safety Council anti-bullying initiative was funded by the National Strategy on Community Safety and Crime Prevention, the Government of Canada's initiative to help Canadians deal with the root causes of crime and victimization.� (http://www.safety-council.org/info/child/bullies.html)
Bullying differs from sibling rivalry, in that, �Children often develop typical characteristics based on their birth order. The oldest child usually tries to be first and boss; the second looks for the injustices and often becomes a rebel or may try hard to catch up with the first; the youngest thinks he is entitled to extra attention; and the only child wants to be special. If adults are trying to control a situation in which kids are trying to find ways in which they are unique, it is wasted effort. The kids will find their own ways to belong and feel significant. [�] Avoid victim and bully training. This happens when you assume the oldest is always at fault (the bully) and rescue the youngest (the victim). Often the youngest starts a conflict (that you don�t see) just to get you to rescue her. Treat them the same. Verbalize faith in their ability to work things out, or separate them.� (Positive Discipline A-Z; 1001 Solutions to Everyday Parenting Problems, Jane Nelson, Lynn Lott, Stephen Glenn, 1999, p.262)
Obesity: Emotionally, obese children are commonly victims of bullying, have low self-esteem and many are plagued by depression in adolescence. The stigma that obesity is self-inflicted problem that can be remedied with self control and discipline can put strong emotional strain on an overweight or obese child. [�] Some obstacles [to weight loss] include an unhealthy social environment, poor self-regulations or an undiagnosed psychological obstacle...� (http://www.aboutourkids.org/aboutour/publications/june_2004.pdf)
Self-perception issues: �school performance is more likely to produce self-perceptions than to follow from them. (School Experience & Status Attainment, Alexander & Eckland 1975)� (High School Underachievers, McCall, Evahn, Kratzer 1992)
Self-esteem issues: Henderson (1989) �shows us a study that shows what happens to children's self-esteem in an environment of public schools. Of 224 home schooled children, John Wesley Taylor V found that home-schooled children scored at or above the 91st percentile mark on the Piers- Harris Children's self-concept Scale, (a measure of self esteem). In another study, public school children lose their sense of self-worth dramatically as they progress through the grades from 80% with a strong sense of self-worth at school entrance dropping to 20% by fifth grade and to 5% at twelfth grade.� (http://www.ontariohomeschool.org/oacas3.html)
Alcohol, Drugs, and Smoking: "Educators worry pot consumption is rising at alarming rates in both primary and high schools, particularly among boys. In some areas, educators claim anywhere from 25 per cent to 50 per cent of boys smoke it regularly. One study claims 1.4 million Quebecers are daily pot users. If that seems high, police seizures appear to back up that figure." (http://www.canada.com/montreal/montrealgazette/news/story.html?id=b6375181-3c85-4662-bfb7-d4f42a2b9894, September 18, 2004) "Many Canadians mistakenly believe that simple possession of marijuana is no longer a crime. While federal government reports have recommended decriminalizing pot, no action has been taken and possession of pot remains a criminal offence subject to fines or jail terms. [�] SQ lab tests show the average THC - the psychoactive ingredient in marijuana - of plants seized in the 1980s was about one per cent. Now it's eight to 10 per cent, and the SQ has confiscated some pot with levels as high as 22.5 per cent." (http://www.canada.com/montreal/montrealgazette/news/story.html?id=b6375181-3c85-4662-bfb7-d4f42a2b9894&page=2, September 18, 2004) Students and parents need information as to the effects drugs can have on their health and brain development; and shown that kids that take drugs are not cool. That if they do become drug users, they will lose their family, friends, will be considered �losers� (thus not cool), and a burden to society and themselves.
In otherwords providing support on issues that plague children today - by offering a wealth of information through readings and seminars, as well as supplying practical advice; thereby a behavioral therapist would be appropriate, or specialists who deal with these issues daily.
In addition to the above, school boards could offer yearly programs (given off school grounds) for their schools to attend (1 day or 2 day) workshops on these issues. In other words, speaking to students about drugs, and giving them all the drug appropriate names and their uses (snorting coke through a straw) at the elementary level, would only seem to add to the curiosity of the students. Perhaps a drive to the police station, and showing them the drug addicts incarcerated/hospitalized or videos of withdrawal may be more appropriate to abstaining from drugs. The same would apply to the other issues mentioned above. A realistic look at the pain caused from these different issues (e.g. the social cost and damage to ones body), rather than a read, and having paper and pencil tests.
Workshops should be available that will incorporate learning about smoking while learning about cancer. And also include nutrition (organic foods, pesticides� and its effects on general health), since this is also connected to cancer. I believe these discussions should begin early since habits are formed early - parents should also be invited to these workshops.
Our money invested in prevention, will bring a greater social resolution to today�s issues. And perhaps lesser long-term disbursements of band-aid type solutions, that are none-the-less, too small for the wounds. We must consider human cost in our equations.