cole emotional behavioral.pdf
Recognize and Respond to
Emotional and Behavioral Issues in the Classroom
A Teacher’s Guide
by
Andrew Jonathan Cole, Psy.D.
and
Aaron M. Shupp, Psy.D.
Contents
- About the Forms and Handouts
- About the Authors
- Acknowledgments
- Introduction
- 1 Guiding Concepts
- 2 Poor Concentration and Impulsive Behavior
- 3 Low Moods
- 4 Refusing School
- 5 Performance Stress
- 6 Problems with Authority Figures
- 7 Fitting in with Peers
- 8 Aggression
- 9 Students Who Are Bullied
- 10 Personal Boundaries
- 11 Other Social, Emotional, and Communication Problems
- 12 Engaging the Family
- References and Recommended Reading
- Index
About the Authors
Andrew Jonathan Cole, Psy.D., is a licensed psychologist in New York and Maine. Currently, he conducts psychoeducational assessments and provides consultation for primary and secondary schools and mental health clinics. His diverse experience and training also include work in a university counseling center, private practice, outpatient and inpatient treatment facilities, and as the supervisor of a forensic rehabilitation program. Dr. Cole holds both a Psy.D. and M.A. in clinical psychology from Ferkauf Graduate School of Psychology, Yeshiva University.
Aaron M. Shupp, Psy.D., is a licensed psychologist in New York. He has been providing psychological services to children, families, and adults for more than 10 years in settings that have included outpatient clinics, inpatient hospitals, and school-based treatment programs. Dr. Shupp earned his bachelor’s degree from Whittier College and graduated in 2004 from Pacific University School of Professional Psychology with his doctorate in clinical psychology.
Introduction
The demands of teaching are seemingly endless, including planning curricula, writing lesson plans, and maintaining knowledge of state and local standards. Educators are often the front line for identifying and intervening with emotional and behavioral problems, and in many cases, they have a limited supply of time and resources. This book is intended as a resource that provides straightforward recommendations for working with emotional and behavioral problems in the classroom.
Guiding Concepts
There are many high-quality resources on classroom management. This chapter contains information on foundational concepts that underlie many of the recommendations in the following chapters. Three principles form the foundation of many psychological interventions and treatment programs: establishing a positive relationship, setting realistic and attainable goals, and using effective reinforcement.
Positive Relationships
- Focus on establishing a relationship built on respect, validation, and collaboration.
- Find at least one quality you really like about each student.
- Show each student that he or she is important to you with simple questions or statements.
- Learn about students' interests through their personal expressions.
- Acknowledge parents' expertise and maintain professional boundaries.
- Avoid using labels such as ADHD or autism unless the students or guardians volunteer this information.
- Do not take negative behavior personally, as they often stem from complex factors.
Setting Goals
- Identify both ultimate goals for a student and the small steps needed to reach them.
- Ensure goals are attainable and observable.
- Involve students in the goal-setting process to enhance motivation.
Reinforcement
- Understand that reinforcement increases the frequency of a behavior, while punishment decreases it.
- Reinforcement can be a tangible reward or a simple gesture of recognition.
- Tailor reinforcement strategies to individual students.
- Focus on reinforcing positive behavior, as this lays groundwork against negative behaviors.
Other Considerations
- Teaching is a challenging field; seek support from colleagues.
- Consult others if uncertain, and focus on self-care to maintain effectiveness in teaching.