CHD 205

Chapter 11 Guidance through Intervention

Introduction script:
This chapter looks at Crisis Management, and the process of setting up an Individual Guidance Plan to help
a child with challenging behavior. There is also a section about Special Education, and an assignment to
view a short video on inclusion.

An additional activity for this chapter is to watch a narrated PowerPoint presentation called Positive
Beginnings, which gives examples of how analyze behavior to figure out the message behind the mistaken
behavior. After the presentation, you are to then write a guided Response to 4 questions.

When boys have conflicts – Gartrell addresses the issue of differential perceptions/treatment of boys
-- lag in achievement begins in preschool? and continue into adulthood
-- graduation rates for males is lower than for females – in high school and college
-- who teaches young children? mostly women – do we ‘expect’ boys to be rowdy? Do we expect to have to
‘keep them in line?’

Boy friendly classrooms: DAP for all; is there such a thing a ‘boy behavior?’

Challenge question: are ‘rough and tumble girls’ more acceptable to society than ‘tender-hearted boys?’
What is the real issue? Is this a form of homophobia?

King’s intervention considerations see especially the last 3: “Teach boys to manage their impulses; Talk
with boys about their emotions; Nurture boys.”

Question: are boys at risk in our society? What images do they see about what it takes to be a ‘man?’
How does culture impact this?

Timely intervention is the foundation of authenticity of the teacher; limits provide security for the child.

Teach emotions management outside of the situation – when people are calm
Link interventions to established guidelines; work to understand the child and the situation; self-monitor
moods and responses (your reactions).

When to intervene?
Deteriorating situation
Serious disruption
Danger of harm

Goals of intervention: establish limits and order; achieve reconciliation; teach acceptable behavior
alternatives for the future.

Crisis Management:
“Crises” are conflicts that get out of hand. Use intervention techniques:
1. Being direct – describe without labeling, express displeasure without insult, correct by direction.

2. Commanding a choice– not making an ultimatum; rather requesting child to choose between
alternatives. This is the method of 1st resort! Choices are “in-choice” or “out choice;” – out-choice is logical
consequence and followed by guidance talk.

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3. Calm first – use active listening, acknowledgment of feelings; relaxation or calming techniques (belly
breathing). Cool down – not time out; should be a ‘break’ to cool down, as a choice and support to the child;
used only in serious situations. It should be followed by reconciliation and possibly restitution.
Self-removal can work for some children; it is a form of self-management; guidance talk is key.
Teach emotions management (count to 10, etc.)

4. Physical restraint – crisis management of the last resort! Hold the child to prevent actual physical harm;
bear hug, sitting down; rocking, low singing; reassuring child of safety and care. DOCUMENT! Follow with
reconciliation, guidance talk; put a guidance plan into place. Record notes, ask another teacher to witness
it.

Comprehensive Guidance: there are no “bad” children!

Strong needs mistaken behavior (Level 3): remember, it is not the act itself that determines the level, but
the motivation/cause behind it! For example, physical and health conditions – ADHD, fetal alcohol
syndrome; chronic allergies; abuse; environmental illness. Also, there may be strong emotional needs due
to life circumstances – e.g., post-traumatic stress syndrome.

*Special education issues: labeling vs. diagnosis – do labels disable? Diagnosis includes what to do!
Children showing serious mistaken behavior need comprehensive services.

Use person-first language – do not label the child with his/her disability. E.g., say “a child with autism”
rather than ‘an autistic child’ or (worse) ‘the autism child.’ People are people with – brown hair, allergies,
etc.

Legal issues: If the child has an IEP, YOU are part of it. If you know about it, you can help support it.
Ask parents to share with you the Goals for the child; and if you can work with the specialist who works with
the child, you will become more competent and effective.

Resources:
www.PEATC.org
http://circleofinclusion.org/ Circle of Inclusion

Comprehensive guidance includes the IGP – the Individual Guidance Plan (this is not a legal document, it is
what Gartrell calls it).

It includes intervention; learning more about the child; collaborating with others in a coordinated response
(other teachers, the family, specialists if involved); improving child/teacher relations; and enhancing
opportunities for child success (alter environment).

The point is to get all the adults to work together to benefit the child; the adults are in charge of making the
changes to support the child – not to ‘change the child!’

See steps of the IGP – Read the Case Study of Geri and of Joe.
The IGP is very important -- Children who have trouble with social interactions are vulnerable for recurrent
problems in school and life.

We cannot change their lives, but we can make their lives with us better!

Dealing with your own anger: how do you manage your feelings?
Are you self-aware?
Can you express your anger responsibly?
Do you reconcile afterwards?
What techniques/strategies do you use for ‘down’ days?
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Practice reconciliation – with children, certainly; and adults. (Forgive yourself too – you are not perfect!
Acknowledge your mistakes and plan to improve; work with colleagues; continue your professional
development.)

Working with parents/families: Understand differences in values, lifestyle; diversity of life! Start your
relationships with the common ground of care for this child. “Creative conflict” goes somewhere – and has a
positive result. Always work for the good of the child.

Model mutual respect; reflective listening; address the situation; work for continued involvement and
communication.

In special circumstances (e.g., anger, rejection): collaborate with other professionals; protect yourself!
Document; go with the chain of command; know policies and laws.