Lost at School (49 page)

common patterns of interference in,
114
–28,
162
–71

considering individual needs with,
76
,
96

Define the Problem step in,
76
,
81
–84,
87
,
89
,
97
–98,
103
,
108
,
115
,
116
,
120
–22,
126
,
153
,
167
,
175
,
217
,
269
,
281

Emergency,
53
,
54
,
74
,
76
,
91
–92,
97
,
115
,
121
,
126
–28,
162
,
196
–97,
201
,
267
,
268

Empathy step in,
76
–81,
83
,
87
,
88
,
91
,
92
–93,
97
,
103
,
106
–8,
113
,
114
,
115
–22,
126
,
128
–29,
144
,
162
,
165
,
167
,
249
,
268
,
281

first attempts at,
113
–14,
148
,
149
,
226
,
282

focal points for initiation of,
129
,
149
–53

full class participation in,
185
–86,
189
–91,
195
–97,
212
–20

getting into the “rhythm” of,
114
,
148

Goal #1 in,
162

Goal #2 in,
75
,
162

Goal #3 in,
75
,
162

Goal #4 in,
75
–76,
162

information-gathering process of,
77
–81,
93
,
106
–8,
128

Invitation step in,
76
,
84
–91,
97
,
98
,
103
,
108
–11,
113
,
115
–16,
122
,
126
,
157
,
281

making special time for,
55
–56,
109
,
111
,
113
,
134
,
135
,
138
–39,
142
,
170
,
174
,
177
,
220

Perpetual,
127

planning for,
55
–56

Proactive,
53
–54,
55
–56,
57
,
74
–91,
92
,
97
,
113
,
115
,
116
,
121
,
123
–25,
126
–27,
151
,
154
–55,
158
–60,
163
–64,
207
,
267

questions and answers about,
93
–94,
128
–31,
162
–71

setbacks in,
142
–47,
148
,
162
,
166
,
237

situational factors and,
75
,
149
,
152

skill-focused,
153
–60

skipping steps in,
119
–29

taking steps out of order in,
126

between two kids,
186
,
191
–95

use of pictures with,
155
,
157
,
169

working toward mutually satisfactory solutions in,
53
,
57
,
58
,
74
–75,
81
–91,
96
–112,
121
,
129
–31,
149
,
152
,
157
,
166
,
170
–83,
195

see also
Collaborative Problem Solving

plans:

agreeing to,
23
,
86
,
97
,
110
–12,
119
,
125
,
130
,
166

difficulty with changes of,
14
,
21
,
22
–23,
30
,
32
,
67
,
72
,
102

situational factors and adjustment of,
14
,
22
,
68
,
72

Positive Behavior Supports (PBS),
198
–99

problem-solving,
15
,
49
–50,
104
,
168

difficulty considering range of solutions to,
14
,
17
–18,
29
,
39

emotional impediments to,
14
,
19
–21

goal-directed, difficulty with,
14
,
33

incremental,
130

three skills necessary in,
17
–18

see also
unsolved problems

Professional Learning Communities (PLC),
238
–39,
248

property destruction,
27
,
30
,
39
,
171

psychiatric disorders,
13

psychiatric units,
x
,
197

psychologists:

developmental,
100

school,
45
–48,
59
,
62
–63,
65
–71,
96
–112,
134
–35,
170
–77,
242

public speaking,
189

punishment,
7
,
21
,
33
–34,
56
,
172
,
197
–98

avoidance of,
199

parental,
41
,
137

philosophy of,
37

see also
consequences; detention; expulsion; suspensions

reading,
99

delay in,
7
,
16

recess,
16
,
55
,
88
,
220

changes in,
22
,
23

getting along with others in,
26
,
131
,
140
–41

staying in from,
7
,
29
,
34
,
115
–17,
208
–9

relationships:

building of,
55
,
168

difficulty with interaction in,
5
,
7
,
15
,
19
,
21
,
25
,
29
,
31
–32,
33
,
66
,
83
,
84
,
87
–88,
163
–66

failure to consider perspective of others in,
24
–25,
33
,
75
,
83
,
149
,
152
–53

helping,
54
–55,
75
,
81
–91,
114
,
128
,
152
,
161
,
162
,
280

lack of empathy in,
15
,
24
–25,
33
,
39
,
65
,
242

parent-teacher,
ix
,
x
,
4
–5,
28
,
45
–48,
59
–64,
134
–35,
202
–4,
239
–46,
256
–58

peer,
5
,
7
,
15
,
19
,
21
,
26
,
29
,
31
–32,
33
,
38
,
40
,
83
,
117
–19,
163
–66,
184
–229

working classroom,
22
–23,
26
,
31
–32,
33
,
51
,
67
,
72
,
164
–65,
191
–95

residential facilities,
x
,
197

Response to Intervention (RTI),
58
–59,
199

Response to Intervention: Principles and Strategies for Effective Practice
(Brown-Chidsey and Steege),
58

Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates
(Amstutz and Mellett),
200

Restorative Justice,
199
–200

rewards,
6
–7,
37
,
94
,
197
–98

point and level system of,
30

special privileges as,
6
,
34

ticket system of,
6
,
204
–6

Rosenberg, Marshall,
200

rules:

deviation from,
14
,
21

exceptions to,
22

obsession with,
14
,
23
–24

safety,
ix
,
50
,
60
,
98
,
101
,
127
–28,
129

school bus,
132
,
142

getting along on,
26
,
38
,
128
,
262

lateness of,
67
,
70
,
73

school discipline,
64
,
140

changing the culture and practice of,
230
–47,
282
,
286

failure of,
ix
–x,
6
,
8
,
18
,
60
,
230
,
260
,
281

faulty premises of,
6
–7,
37

point and level system of,
30
,
31

zero-tolerance policies in,
ix
–x,
58
,
64
–65

see also
consequences; punishment; rewards

schools,
ix
–xii

differentiated instruction in,
160
–61,
189
–90

disruption of classes in,
1
–5,
6
,
7
,
9
,
28
,
50
,
51
,
52
,
55
,
56
,
60
,
113
,
142
,
187

dropping out of,
ix
,
202
,
283

failure in,
21

holding students back in,
30

key components of change in,
230
–31,
246
–47

leadership for change in,
230
,
231
,
246
–47

need for dramatic changes in,
x
,
xii
structures for sustaining change in,
230
,
236
–41

violence and behavior problems in,
ix
–x,
40
–48,
101

weapons in,
101
,
252

Schools Without Failure
(Glasser),
251

separation of affect,
14
,
19
–20,
29
,
32
,
39
,
71
,
152
,
245

shifting cognitive set,
14
,
16
–17,
19
–20,
30
,
31
,
32
,
38
,
68
,
71
,
152
,
245

Skilled Helper, The: A Problem-Management and Opportunity-Development Approach to Helping
(Egan),
54

sleep,
32
,
167
,
189

Smith, Terry Jo,
199

social skills,
29

difficulty with,
15
,
20
,
39
,
158
–60,
184

teaching of,
159
–60

solutions:

adult imposition of,
50
,
51
,
56
,
57
,
90
,
92
,
125
,
157
,
189
,
199
,
200
,
241

agreeing to,
86
,
97
,
110
–12,
119
,
125
,
130
,
166
,
168

allowing kids to take the lead in exploration of,
85
–86,
90
,
98
,
108
–12,
122
,
182
–83