GUIDANCE THROUGH
INTERVENTION
CHAPTER 11
CONDITIONS THAT MAKE
INTERVENTION NECESSARY
• Children cannot resolve a
situation themselves and it is
deteriorating
• One of more children cause
serious disruption to the education
process
• Danger of harm exists
CRISIS MANAGEMENT STRATEGIES
• Being direct
• Commanding a choice( including
redirection)
• Calming all involved (including
separation)
• Using physical restraint
BEING DIRECT
• Describe without labeling
• Express displeasure without insult
• Correct by direction
• Using the ideas together
COMMANDING A CHOICE
• “Bottom line it”
• Teacher allows the child to choose a
personal choice of action teaching
them that they have power in the
situation . The child may not like the
options but will at least be able to
make the choice reserving some
dignity and power in the result
CALMING AND TEACHING
• Important to give words to the children
to help express and define what they
are feeling. Strong emotions often
scare children.
• Cooling down, allowing the reasoning
part of the brain to engage is essential!
• Often we need to separate the
children from the group
CALMING AND TEACHING
• We need to ask our selves are we
removing a child from the group to
help them calm down or to exert
power over them or to “punish”
them??????? Or do I need to calm
down as well??
• Will the child be safe? Do I need to
remain really close or within ear shot?
Does the child need to be quiet/
screaming/?????
• Important factor is to regain
control over their emotions
• We must not forget the entire
re entry process and plan for
how the child will rejoin the
group!!!
PHYSICAL RESTRAINT
• this is the crisis management
technique of last resort
• should be used only in violent
situations
PHYSICAL RESTRAINT:
CONTINUE
• physical restraint should take the form
of the passive bear hug—holding the
child, including his or her arms, legs,
and perhaps even the head to
prevent the child from hurting you,
others, or him- or herself
PHYSICAL RESTRAINT:
CONTINUE
• when physical restraint is
necessary, commitment should be
total
• when the child realizes that the
teacher is providing needed
behavioral and emotional
controls, the child calms down
PHYSICAL RESTRAINT:
CONTINUE
• actions such as paddling, spanking, knuckle
whacking, mouth taping, etc. are NOT considered
acceptable forms of physical restraint
• gradually, the child finds the closeness comforting,
with the passive bear hug sometimes ending as a
genuine hug
PHYSICAL RESTRAINT:
CONTINUE
• after physical restraint, helping the
child into a quiet activity promotes
reconciliation
• a follow-up self-check by the
teacher later in the day is needed
CAUSES OF STRONG NEEDS
MISTAKEN BEHAVIOR
• often lie outside the classroom
• untreated physical and health
conditions that bother a child may be
a source
• Family stress and dysfunction
CAUSES OF STRONG NEEDS MISTAKEN
BEHAVIOR:CONTINUE
• less-traditional conditions such as
attention-deficit hyperactive disorder,
fetal alcohol syndrome, chronic
allergies, abuse-related injuries, and
environmental illness may also be
sources
CAUSES OF STRONG NEEDS MISTAKEN
BEHAVIOR:CONTINUE
• there may be emotional sources, such
as a fear of abandonment
• post-traumatic stress syndrome, due to
violence perpetrated on children
themselves or others in their presence
can be a factor
LABELING VS. DIAGNOSIS
• a label is a judgmental shortcut that
others use to put a child in a
behavioral category, such as hyper,
rowdy, or withdrawn
• We should NEVER< EVER, use these
labels…. Remember self fulfilling
prophecy
LABELING VS. DIAGNOSIS:
CONTINUE
• a diagnosis is a process used by
helping professionals to determine
systematically the nature of a
child’s difficulty in order to guide
the child to overcome it
• diagnosis only becomes
detrimental when adults use it as a
label
SPECIAL EDUCATION AND GUIDANCE
• children showing serious mistaken
behavior need comprehensive
assistance, not the stigma of a onedimensional discipline approach
• many children showing strong needs
mistaken behavior in schools today do
not meet the criteria for a diagnosis of
“emotionally/behaviorally disturbed”
The Individual Guidance Plan
• a comprehensive intervention
strategy may be needed for a
child with strong unmet needs
THE INDIVIDUAL GUIDANCE PLAN:
CONTINUE
• may include some or all of the
following seven steps:
• build relations with the child and
family prior to crises
• use guidance management
techniques
• obtain additional information
THE INDIVIDUAL GUIDANCE PLAN:
CONTINUE
• use additional information
• hold the Individual Guidance
Plan Meeting
• implement the Guidance Plan
• monitor the Guidance Plan
•
WHEN TEACHERS FEEL ANGER
Monitor Feelings and Make Adjustments
• teachers need to self-monitor moods and
predispositions
• Use Safeguards when Expressing Anger
anger cannot always be controlled, but it
can be managed
WHEN TEACHERS FEEL ANGER:
CONTINUE
• describe, express, and direct” to steer
yourself toward the problem rather
than the child’s personality
• I messages express strong feelings
relatively non-punitively and focus
children on the teacher’s concerns
• talking to the situation and not to the
personality of the child is a most
important safeguard
PRACTICE RECONCILIATION
• under normal circumstances, children are
resilient and they bounce back, forgiving more
easily than adults
• reassure children that they are accepted for
who they are and as members of the group
• reconciliation is a matter of timing and inviting
• by the teacher’s inviting reconciliation, children
are more apt to oblige
• a first step is to recognize your feelings and
forgive yourself