Getting Beyond Bullying and Exclusion, PreK-5: Empowering Children in Inclusive Classrooms
Editat de Ronald Mahen Limba Engleză Paperback – 28 dec 2009
- Bullying styles, including classic male models of domination and intimidation, and the relational bullying that is more characteristic of females
- How some children, especially those with challenges, may be more likely to bully others to compensate for low self-esteem
- How children with Aspergers Syndrome or gifted abilities and those who may enjoy greater popularity, can develop a sense of arrogance and superiority that leads to intellectual bullying, including cyber-bullying
- Methods for intervening early before a negative dynamic progresses into middle or high school and affecting change becomes more difficult
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Specificații
ISBN-13: 9781412957236
ISBN-10: 1412957230
Pagini: 152
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.32 kg
Ediția:New.
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 1412957230
Pagini: 152
Dimensiuni: 178 x 254 x 13 mm
Greutate: 0.32 kg
Ediția:New.
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
“This is the first text I've read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention.”
“What wonderful insight Mah has into the workings of classrooms. This book applies to all children. This is a valuable read for both parents and teachers. I have been in education for over thirty years and found this book very beneficial. I loved the 90-Second-a-Day Self-Esteem Prescription Plan. Thank you!”
"I have been a therapist working primarily with children for more than 20 years, and I'm grateful to see issues about bullying given serious attention. The subtle and often devastating effects of children’s abusive behavior to one another can have enormous ramifications, yet for too long even professional adults have dismissed much of this behavior as being 'normal.' I am glad to see the research and detail that has gone into this book. All bullying needs to be monitored and addressed so children are able to see how their behavior affects others, learn new strategies to interact with peers, and get their needs met in healthier ways.”
“An honest and thought-provoking discussion exploring ways we can teach and support children to help them develop into capable learners and caring humans. Mah provides straight talk on how inclusion provides benefits but also many hurdles. To be truly inclusive, we have to recognize differences rather than ignore them, while teaching our students to develop better problem-solving and coping skills through strong adult support and reframing their experiences. Whether the victim or bully, all students need a better adult-supported framework for learning to work with their peers."
“What wonderful insight Mah has into the workings of classrooms. This book applies to all children. This is a valuable read for both parents and teachers. I have been in education for over thirty years and found this book very beneficial. I loved the 90-Second-a-Day Self-Esteem Prescription Plan. Thank you!”
"I have been a therapist working primarily with children for more than 20 years, and I'm grateful to see issues about bullying given serious attention. The subtle and often devastating effects of children’s abusive behavior to one another can have enormous ramifications, yet for too long even professional adults have dismissed much of this behavior as being 'normal.' I am glad to see the research and detail that has gone into this book. All bullying needs to be monitored and addressed so children are able to see how their behavior affects others, learn new strategies to interact with peers, and get their needs met in healthier ways.”
“An honest and thought-provoking discussion exploring ways we can teach and support children to help them develop into capable learners and caring humans. Mah provides straight talk on how inclusion provides benefits but also many hurdles. To be truly inclusive, we have to recognize differences rather than ignore them, while teaching our students to develop better problem-solving and coping skills through strong adult support and reframing their experiences. Whether the victim or bully, all students need a better adult-supported framework for learning to work with their peers."
Cuprins
Acknowledgments
About the Author
Introduction
Inclusion Means...
Inclusion Means More
Inclusion Means Less
Educational Challenge
Exclusion...and Bullying
Compromising the Intent of Inclusion
Continuums or Labels
Three Perspectives
1. Inclusion, Exclusion, and Bullying
The Chicken Spends Its Whole Life...
The Hawk Spends Its Whole Life...
Anxious Vulnerability
Please Please Please...
The Loud Aggressive "Victim" Becomes a Bully
Victim Entitlement to Bully and Intellectual Bullying
Classification Creates Targets for Exclusion
2. The Stress, Frustrate, Fail, Suffer Method and Emotional Intelligence
The Real World
The First S Is for Stress--Stress 'Em!
The First F Is for Frustration--Frustrate 'Em!
F Is for Failure--Let 'Em Fail! (Make Sure They Fail!)
The Second S Is for Suffer--Let 'Em Suffer
Emotional Intelligence
3. Create Powerful and Successful Children
Win So He Would Throw a Tantrum
The Next SS Is for Sensitivity and Support
The Next SS Is for Skills and Strength
SF Is for Survive and Flourish
4. Social Cues
Who Is This Kid?
Reasons Individuals Don't Get it!
5. Reasons for Missing Social Cues
Physical Disability--Compensation (No.2 of 11): "What? Huh?"
Cross-Culture Issues--Cross-Culture Education (No. 3 of 11): "So that's what you mean!"
Overstimulation--De-Stress (No. 4 of 11): "I'm tired. I don' wanna have fun!"
Denial--Alleviate Fear (no. 5 of 11): "Nah, nah, nah!"
Anxiety--Stabilize and Secure (No. 6 of 11): "What? Where? Watch out? Where? Now? Oh no!"
Neurosis--Reality Filter or Check (No. 7 of 11): "That was then, and this is then."
Dissassociation--Trauma Work (No. 8 of 11): "Click...This station is no longer broadcasting...or receiving."
Learning Dissabilities--Compensation (No. 9 of 11): "Trying hard, harder, and harder..."
Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)--Focus (No. 10 of 11): "Attention wanders..."
Intoxication and Substance Abuse--Sobriety (No. 11 of 11): "Common adverse effects..."
6. The Victim Dynamic
Why Do You Pick Up Crying Babies?
Victimized by Victims
Reversing the Dual Theory of Frailty
How Victims Are Created
7. Creating Bullies
A Blustering, Browbeating Person
Bullies, Aggression, and the Search for Self-Esteem
"Who Are you Looking At!?"
"Huh? What?"
8. Relational Aggression
"You Can't Come to My Birthday Party"
What Do You Mean..."We?"
9. Frustration to Resentment to Aggresstion
Lost Self-Esteem
Bullies With Learning Disabilities
Bullies With ADHD
10. Arrogance and Entitlement
Bullies With Asperger Syndrome
Bullies With Gifted Abilities
11. Motivation and Survival
Adult Stress, Frustration, Failure (and Suffering)
"Or Else What?"
Internalized Motivation
Cultural Characteristics of Children With Challenges
Conclusion
The Ninety-Second-a-Day Self-Esteem Prescription Plan
A Last Thought
References
Index
About the Author
Introduction
Inclusion Means...
Inclusion Means More
Inclusion Means Less
Educational Challenge
Exclusion...and Bullying
Compromising the Intent of Inclusion
Continuums or Labels
Three Perspectives
1. Inclusion, Exclusion, and Bullying
The Chicken Spends Its Whole Life...
The Hawk Spends Its Whole Life...
Anxious Vulnerability
Please Please Please...
The Loud Aggressive "Victim" Becomes a Bully
Victim Entitlement to Bully and Intellectual Bullying
Classification Creates Targets for Exclusion
2. The Stress, Frustrate, Fail, Suffer Method and Emotional Intelligence
The Real World
The First S Is for Stress--Stress 'Em!
The First F Is for Frustration--Frustrate 'Em!
F Is for Failure--Let 'Em Fail! (Make Sure They Fail!)
The Second S Is for Suffer--Let 'Em Suffer
Emotional Intelligence
3. Create Powerful and Successful Children
Win So He Would Throw a Tantrum
The Next SS Is for Sensitivity and Support
The Next SS Is for Skills and Strength
SF Is for Survive and Flourish
4. Social Cues
Who Is This Kid?
Reasons Individuals Don't Get it!
5. Reasons for Missing Social Cues
Physical Disability--Compensation (No.2 of 11): "What? Huh?"
Cross-Culture Issues--Cross-Culture Education (No. 3 of 11): "So that's what you mean!"
Overstimulation--De-Stress (No. 4 of 11): "I'm tired. I don' wanna have fun!"
Denial--Alleviate Fear (no. 5 of 11): "Nah, nah, nah!"
Anxiety--Stabilize and Secure (No. 6 of 11): "What? Where? Watch out? Where? Now? Oh no!"
Neurosis--Reality Filter or Check (No. 7 of 11): "That was then, and this is then."
Dissassociation--Trauma Work (No. 8 of 11): "Click...This station is no longer broadcasting...or receiving."
Learning Dissabilities--Compensation (No. 9 of 11): "Trying hard, harder, and harder..."
Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)--Focus (No. 10 of 11): "Attention wanders..."
Intoxication and Substance Abuse--Sobriety (No. 11 of 11): "Common adverse effects..."
6. The Victim Dynamic
Why Do You Pick Up Crying Babies?
Victimized by Victims
Reversing the Dual Theory of Frailty
How Victims Are Created
7. Creating Bullies
A Blustering, Browbeating Person
Bullies, Aggression, and the Search for Self-Esteem
"Who Are you Looking At!?"
"Huh? What?"
8. Relational Aggression
"You Can't Come to My Birthday Party"
What Do You Mean..."We?"
9. Frustration to Resentment to Aggresstion
Lost Self-Esteem
Bullies With Learning Disabilities
Bullies With ADHD
10. Arrogance and Entitlement
Bullies With Asperger Syndrome
Bullies With Gifted Abilities
11. Motivation and Survival
Adult Stress, Frustration, Failure (and Suffering)
"Or Else What?"
Internalized Motivation
Cultural Characteristics of Children With Challenges
Conclusion
The Ninety-Second-a-Day Self-Esteem Prescription Plan
A Last Thought
References
Index
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