Over on Behavior Mod Info I have a post about an article in the New York Times that discusses uses of management procedures such as physical restraint that I think are rarely justified. Of course, many of the students with whom educators have used these techniques are students with Emotional and Behavioral Disorders. Link to the entry.
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The paper mail included a copy of Focal Point, the periodical from the Research and Training Center (RTC) on Family Support and Children’s Mental Health at Portland (OR, US) State University. As usual, it includes many worthwhile articles. It reminded me that I should reminder readers of EBD Blog about the RTC.
Continue reading ‘PDX RTC’
Today is the official launch of the Consortium to Prevent School Violence (CPSV). The consortium will provide many resources including fact sheets, research summaries, training resources, and more.
The Consortium to Prevent School Violence (CPSV) seeks to promote the effective implementation of school violence prevention practices that are:
Based in high-quality scientific research
Proven to prevent and reduce school violence
Following the school shootings of Fall 2006, a group of 20 researchers and practitioners in the field of school violence prevention collaborated on the creation of a position statement on the school shootings. In the process, it became apparent that an alliance of researchers and practitioners in school violence prevention to further the common goal of reducing school violence would be highly valuable.
The Consortium is primarily a volunteer effort.
Visit CPSV on the Web. Snag a copy of CPSV press release about the launch.
Sphere: Related ContentIn “Crown seeks 10-year term for young killer,” Sherri Zickefoose of the Calgary (Alta, CA) Herald reported about the trial of a 14-year-old girl who was convicted of first-degree murder last summer for her contributing to the stabbing deaths of a family of three. The girl was 12 at the time of the murders.
Noting that the “prosecutor says girl is ’significantly disturbed’ and fails to show any remorse” and has requested the maximum punishment, Ms. Zickefoose reported that Justice Scott Brooker is reviewing psychiatric reports.
He is also reviewing a media request to view the reports on which he will base the girl’s sentence.
The girl, who cannot be identified, has both oppositional defiance disorder and conduct disorder, according to psychiatric reports, the hearing in Court of Queen’s Bench was told.
“The young person does not recognize that she has committed a crime, nor does she have any insight into her condition,” said Crown prosecutor Stephanie Cleary, calling the girl “seriously disturbed” and saying she shows no remorse or acceptance of criminal responsibility for her role in the triple slaying.
Court heard the girl suffers from dependency issues, anxiety and depression, and is prone to immature problem-solving and wishful fantasies, though a psychologist hired by the defence said she had no homicidal or sadistic tendencies.
Jeremy Steinke stands accused of actually stabbing the family members, at the encouragement of the girl. Shortly after the girl and Mr. Steinke were arrested, she agreed to marry Mr. Steinke, according to reports in multiple sources. In a story that appeared on MacLeans.ca, James Stevensonof The Canadian Press reported about the jailhouse romance.
Just 18 months ago, the girl and Steinke were arrested in the back of a pickup truck in Leader, Sask. as police combed her blood-soaked house in suburban Medicine Hat.
In the following days, the two exchanged a series of crudely written prison-house
love letters full of spelling mistakes that culminated in Steinke asking for her hand in marriage. The girl, now Canada’s youngest convicted multiple killer, said yes.“Ahahaha! I never thought I’d find myself hystericaly (sic) laughing in a holding cell in these kinds of circumstances,” wrote the girl. “But still! ahaha you make me so happy! Yes! Yes! I will, I would love to.”
There’s a lot to this story. Whatever the sentence, I hope she gets some good intervention.
Here are some links:
Ms. Zickefoose’s story;
Mr. Stevenson’s coverage of the girl breaking the engagement to Mr. Steinke;
Victoria Times Colonist coverage;
When should a student’s right to participate in education be denied because his or her behavior is inimical to rights of other students’ to benefit from education? When is one student’s behavior so problemsome that his “right” to be in a classroom is trumped by his peers’ right to participate in an orderly learning environment?
Most educators, I would hazard a guess, want to make it possible for students to participate in a minimally restrictive environment. Although the “least restrictive environment” clause of the US special education law is buried pretty deeply in the structural outline of legal guarantees, it is advocated strongly by many people (educators, parents, attorneys, etc.) concerned about special education. And, many advocates argue that it—the “right” to the “least restrictive environment”—is the ace of trumps.
Is it? When does the balance shift from the access rights of an individual to the access rights of the individual’s peers? When are the interests of an individual to participate in “mainstream” education of lesser importance than the interests of peer students’ access to an environment that is conducive to learning (i.e., not disrupted)?
These and some other matters are the likely subjects of discussion at a forthcoming meeting on classroom disruptions. Suitably scheduled for Hallowe’en, the meeting will be held in Washington (DC, US). here’s the basic info:
Class Disrupted: Disorder and Its Effects on Learning and School Culture
October 31, 2007
Location: Washington, DC
Many teachers and principals struggle to create and maintain positive classroom and school cultures–free of disruption, disrespect, bullying, intimidation, and violence. While public school systems are rightly focused on meeting AYP and the other requirements of No Child Left Behind, they must also address the fact that without order and respect, little learning and progress can be achieved. Student misbehavior that goes unaddressed in the hallways and the classroom undermines instruction, stifles the development of character and social skills, and contributes to teacher burnout. This forum will:
* Examine disorderly conditions in schools, including factors contributing to the problem, looking beyond traditional concerns about safety and violence, to acts of disrespect, disregard for school rules, and disruptive behavior;
* Highlight the consequences of disorder in schools, specifically on learning and culture;
* Present new ideas on how law impacts student discipline at the school level; and
* Share key perspectives on what must be done to help restore respect and order and maintain safe and productive schools.Date: October 31, 2007
Time: 8:00 a.m. - 2:30 p.m.
Registration begins at 8:00 a.m.
Lunch will be provided
Location:Carnegie Endowment for International Peace
1779 Massachusetts Ave., N.W.
Washington, D.C.
If you’re interested in this topic, contact RSVP@cgood.org. (or for more information, contact Ali Kliegman at akliegman [at] cgood.org or 212.681.8199 x14.
Flash of the electrons to Elona Hartjes of Teachers At Risk whose post, “Class Disrupted: Disorder and Its Effects on Learning and School Culture” brought this to my attention.
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