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¶ … American Educator
How does one deal with a select group of youths who are identified as antisocial, whether in elementary, middle, or high schools? Is intervention and collective counseling appropriate, or individual counseling for such students? Is merely universal strict school discipline enough, with selective intervention only a last resort? Should the antisocial individual ever be removed from the school population as a whole? Unfortunately, current studies provide a mixed set of research data and outcomes of programs to answer these thorny questions, with the only consensus emerging that the earlier the identification and targeting of such students, the better, for both the other student, society, the individual in question, and society as a whole.
Literature Review
"Is Negative Behavior Causing Students to be Unproductive in the Classroom?" The answer, provided by the article by Hill M. Walker, Elizabeth Ramsey, and Frank M. Greesham, published in Winter 2003-2004 edition of American Educator, provides a resounding 'yes.' The article defines a three-tiered strategy to cope a specific and dangerous type of student who is, according to the authors, disrupting the classrooms of America's teachers, and thwarting the educations of their fellow students. Not only are these students coming to the classrooms of American academically unprepared to cope with the reasonable demands placed upon them by teachers, rather the antisocial type of...
In fact, with this core group of antisocial students, usual classroom management of collective unruly behavior was often ineffective. Genetic and environmental issues may conspire to cause the behavior, or in some cases a learning disability, but regardless the student's use of hitting, whining, punching, or generally disruptive tactics gave them a limited repertoire of coping skills that the student's parents either unintentionally reinforced or could not cope with at home. This makes the normally difficult transition time into school, requiring the student to cope with others, deal with conflicts and competition with others, and negotiate disagreements particularly fraught. (Walker, Ramsey, Greesham, 2003)
Estimates of children with this pattern of behavior run as high as sixteen percent, according to Walker, Ramsey and Greesham, and they catalogue a 'spiraling' effect whereby minor infractions in the lower grades, when ignored, lead to more dangerous and even criminal forms of 'acting out' in later adolescence. This is why early intervention is so key, especially as while truancy is…
Rewarding academic achievement, giving students positive channels for aggressive behavior, and making use of early, universal models that demand strict but fair discipline of all are potential ways for a district to cope with these behaviors. Walker Ramsey, and Greesham define a three-tired strategy deemed to be effective with as many as eighty to ninety percent of the identified students. Only after creating a school with strict and fair discipline for all need selected individual interventions with or without the parents can be inflicted against specific 'problem's students, with outside authorities brought in, as a last resort according to what is called the Oregon model. This strategy stresses universalism, rather than selecting and removing students, and mainstreaming even antisocial students under the same disciplinary regime, by and large.
Not all studies validate the specific strategies provided by Walker, Ramsey, and Gresham (2003), of the Oregon Model. But the selectivity of the intervention can counteract the potential bonding of at-risk students in collective intervention programs. Other studies have demonstrated how, within a collective aggression-channeling sport context, goal directed intervention strategies only occasionally promote prosocial behavior. The theory is that potentially aggressive impulses are channeled into a cooperative context, under the watchful eye of an adult, thus incorporating behavioral strategies such as praise, modeling, and a point system. But the result of such collective yet selected programs, grouping youths together who are problematically antisocially, was mixed, rather than conclusive. Less antisocial students seemed to benefit at times from the practices of complementing teammates and fair play, at other times, they were encouraged to act out aggressively by their more vocal peers. (McKenney & Daitilo, 2001)
Other, more radical selective strategies of dealing with the problem of anti-social youths include that of Boys and Girl's Town, which advocates a total break between the troubled individual and his or her home environment, particularly in more hardened youngsters. Girls and
Generally, it works by either giving a reward for an encouraged behavior, or taking something away for an undesirable behavior. By doing this, the patient often increases the good behaviors and uses the bad behaviors less often, although this conditioning may take awhile if the rewards and removals are not sufficient to entice the patient into doing better. Existentialism is important to discuss here as well, and is often seen
Hopefully, regardless of what happens in the rest of the communication world and media, such magazines either in print, electronic or digital form will continue to amaze children. Unfortunately, most young adult books have hit rock bottom, dealing with death, abuse, divorce, sexuality and all the other topics that these youth are bombarded with day after day. It is recognized that youths need to deal with the problems that are
African-Americans Activism -- Gaining Civil Rights and Pride "We the understated are students at the Negro college in the city of Greensboro. Time and time again we have gone into Woolworth stories of Greensboro. We have bought thousands of items at hundreds of the counters in your stories. Our money was accepted without rancor or discrimination and with politeness toward us, when at a long counter just three feet away from
In this regard, Frye notes that, "The social changes appeared most profoundly to the majority of citizens not in the statistics of gross national product or the growth of technological inventions but in the dramatic occupational changes that faced fathers and sons and mothers and daughters" (1999, p. 4). The innovations in technology that followed the Industrial Revolution also served to shift the emphasis on education for agricultural jobs to
In grade four white males performing "At or Above Basic" math skills is stated at 90% while black males were performing at only 59% "At or Above Basic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%. The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to
The study had two central purposes: 1. To identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing, based on educators' perceptions. 2. To determine educators' perceptions of the effects of reform-related practices on improving student achievement since the implementation of high-stakes testing. Research Questions High-stakes testing in mathematics has redefined the way teachers instruct students who underperform or learn at different rates or