| A common but major problem in schools today is | | | | time with him and has been working with him for |
| when kids behave badly but the person or people | | | | over 4 years... Yes, they've simply put up with |
| allocated to work with them, often on a 1 to 1 | | | | more than four years of not liking what this |
| basis, fail to achieve a positive outcome. In fact, | | | | person is doing and how they're interacting with |
| the behaviour often just gets worse and worse! | | | | the child. They claim that the child is often made |
| The 'guilty' adult -- the one doing that's getting it | | | | to feel anxious and 'wound up' by the way this |
| wrong -- is completely oblivious to this. They | | | | person speaks and acts towards him. |
| honestly think they're doing it right. Ok, they | | | | What action has the school taken about this |
| recognise that there's a big problem but don't | | | | situation? Nothing! Absolutely nothing! How do I |
| have any idea that they've been a big part of | | | | know this? Simple, I asked them. Well, it seemed |
| creating the problem... It has to be the child, | | | | like a pretty obvious question! What reasons were |
| doesn't it? The same old story in a slightly | | | | given? 'Well, it's difficult and we know she means |
| different form... | | | | no harm -- she doesn't realise that she's making |
| Adults are frequently happy enough to talk about | | | | things worse!' So what's the result? |
| others' alleged failure to deal with a child's | | | | A little boy is being allowed to behave in such a |
| behaviour, but don't have the confidence (or | | | | way that he's assaulted people, caused outrage, |
| guts?) to address the issue and deal with it face | | | | destruction and mayhem on a massive scale. |
| to face. They're quite happy to discuss other | | | | Vast doses of medication have been prescribed - |
| people's lack of success behind their backs but | | | | but he's still behaving appallingly! The child's |
| don't address it with the person who's central to | | | | achieving very little academically although he's |
| the problem. | | | | assessed as being a bright boy. This is all due to |
| An example is yet another kid behaving badly. In | | | | the fact that the school's management haven't |
| fact, he's been behaving so badly that his school | | | | the courage or ability to tackle this situation. It's |
| are at the point of excluding him for good. The list | | | | simply dreadful. |
| of his 'behaviour misdemeanours' is horror story... | | | | All the professionals involved are prepared to |
| There have been daily acts of violence, | | | | condemn a child for the sake of discussing the |
| aggression, physical and verbal abuse to adults | | | | situation with another adult who's obviously got |
| and children. He's wrecked property, absconded | | | | their own problems. In fact if the matter was |
| from school and assaulted school staff on | | | | conducted carefully and with understanding, this |
| numerous occasions. What an abysmal state of | | | | person would probably appreciate and benefit |
| affairs... | | | | from the interaction. |
| But, at last the school have sought help and about | | | | I'm not claiming things would have been easy with |
| time too! So how long has it taken for this cry | | | | this boy even with different personnel working |
| for help to be uttered? Well, his behaviour's been | | | | with him. He would probably always have been a |
| like this for years. In the meantime, as usual, he's | | | | difficult character, but it certainly didn't need to |
| been diagnosed with ADHD and other assorted | | | | become as extreme and challenging as it now is! |
| behaviour 'syndromes'. Wow, it's soon going to be | | | | But, it's a common problem that so many people |
| unusual to meet a kid that hasn't got some sort | | | | can't deal with children's problem behaviour |
| of 'behaviour syndrome'. Of course, like many | | | | effectively - in fact they have a real talent of |
| others, this little guy rattles when he moves due | | | | making things worse than they ever need to be! |
| to the many mind numbing pills he has to take. | | | | Of course, they can easily recognise when things |
| The usual prescription of Ritalin or its equivalent is | | | | are going wrong and when they've finally gone |
| on his daily menu... | | | | wrong, but they haven't the knowledge or skill to |
| So what's the problem? This is such a common | | | | manage the behaviour or to advise others as to |
| event with kids today, what's different about this | | | | what steps should be taken to put things right. |
| one? In short, it's what the school have said about | | | | The reality is that the skill is in preventing |
| their take on the situation. The school has been | | | | behaviour escalating to a crisis point in the first |
| given funding for 1:1 support as this child's so | | | | place... |
| uncontrollable. He therefore spends most of his life | | | | The good news is that anyone can learn to |
| out of the classroom, often with 2 adults to | | | | manage children's behaviour with confidence. |
| 'support' him - one on their own just can't manage | | | | Anyone can get the best results -- happy and |
| him. Popular isn't he? | | | | confident children who are keen to do well. But, |
| But, the school don't rate one of the people | | | | we can't keep blaming children because of the |
| they've employed to work with the child. The | | | | failings of adults -- it's just not fair! |
| one, in fact, who spends the most amount of | | | | |