Consultee-Centered Administrative Consultation Consultee-Centered Administrative Consultation involves not only data-gathering throughout the program or organization with whom they are contracted, but also building relationships with the very members of that organization. Typically, the consultee will typically be an administrative official, but can include more than one consultee within the organization. Primary goals of this form of consultation include enhancing a program’s ability to initiate and develop programs, as well as create a positive impact, in regard to programming and organizational needs (Dougherty, 2010).
Case Study #2 In Case Study #2, 2 concerned parents approached a consultant already contracted with the school regarding their child’s anxiety and fear of something happening to them, as well as the child’s reluctance to go to school. During classes, the child would go to the window to establish that his parents were not injured. The parents of this child were trained mental health providers, and believed the child’s fear was the primary cause of the child not going to school (Dougherty, 2010).
Appropriateness
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Bowers and Pipes (2000) asserted that those working with consultants better understood a presenting issue and it generated fresh viewpoints on the issue. Another benefit of this form of consultation, is that consultants are typically “free to roam” a program, in this case the school, in an effort to locate issues and gather information (Dougherty, 2010, p. 88). This gives the consultant the ability to build relationships with teachers and staff in direct contact with children, and determine the scope of this
No greater obligation is placed on school officials than to protect the children in their charge from foreseeable dangers, whether those dangers arise from the careless acts or intentional transgressions of others. Although the overarching mission of a board of education is to educate, its first imperative must be to do no harm to the children in its care. A board of education must take reasonable measures to assure that the teachers and administrators who stand as surrogate parents during the day are educating, not endangering, and protecting, not exploiting, vulnerable children (Frugis v. Bracigliano, 2003).
Mental illness in the classroom has become an issue that is important for teachers, not just parents, to look out for. According to Cinda Johnson, “Studies indicate that 1 in 5 adolescents have some sort of serious emotional, behavioral, or mental health problem”(Johnson). When adolescents spend half of their days in school, it is important that their teachers take the time to notice unusual signs their students may be showing them. Teachers have the opportunity and the influence to help students work toward a better future. In Graziano’s article, however, the teacher’s influence was spun the wrong way and led to mistreatment of the six-year-old boy and his learning disability. Johnson explains, “Effective teachers are “responsive to students’ problems and…emphasize reciprocity and the value of their students’ perspectives and feelings”(Johnson). The issue of disability in the classroom coincides with the issue of teacher and student trust in the classroom. In both articles there...
Based on the information provided in case 8, Crashing Planes and Tranquil Dreams, Richard is a 4 years old boy, who is experiencing challenging behaviors at school, as well as at home. Richard lives with both parents, and two older brothers. Richard has been attending the YMCA’s full-day preschool program for the past 2 years. He is described as a “good kid” by parents and teacher, however, he is constantly active, impulsive, and frequently becoming involved in conflicts with adults. Parents are continuously working, and as mentioned in this case, they have to spend most of the time at home yelling at Richard or putting him in time-out as part of his consequences for not listening or misbehaving.
The primary diagnosis for Amanda Anderson is separation anxiety disorder (SAD) with a co-morbidity of school phobia. Separation anxiety disorder is commonly the precursor to school phobia, which is “one of the two most common anxiety disorders to occur during childhood, and is found in about 4% to 10% of all children” (Mash & Wolfe, 2010, p. 198). Amanda is a seven-year-old girl and her anxiety significantly affects her social life. Based on the case study, Amanda’s father informs the therapist that Amanda is extremely dependent on her mother and she is unenthusiastic when separated from her mother. Amanda was sitting on her mother’s lap when the therapist walked in the room to take Amanda in her office for an interview (Morgan, 1999, p. 1).
The author argues that the use of “trigger warnings” should not become a policy due to the student becoming uncomfortable over a certain lesson in class. The argument is effective in parts, but not as a whole. What about the students who actually are medically unable to deal with a lesson in class due to PTSD? This editorial really only showed the bad side of trigger warnings inside colleges classes instead of showing the pros and the cons like most would. Some people claim that the addition of trigger warnings would not affect a college student’s ability to complete the work. It would also be difficult to do well on parts of a test unless they have a friend who will attend class still and take notes for them. Over all, trigger warnings are not completely bad, but they can most definitely be taken advantage of by students who do not want to go to classes one
In the article, “Why I Use Trigger Warnings”, Kate Manne argues that trigger warnings are beneficial to the learning and growth of students because they allow the students to get into the right mindset to be able to engage with the lesson. Manne chooses to use trigger warnings when she deems them necessary to benefit the students with post-traumatic disorders. Trigger warnings are nothing new; however they have gotten a lot of criticism in colleges for coddling students. The warnings have served a different purpose in college, getting mixed reactions from those who are against the use of them. Manne brings up her reasons of why she uses trigger warnings and believes that these warnings could help prevent irrational reaction and allows students to have rational engagement.
...with students on an everyday basis, they understand the main areas of concern. As a result, it is essential for teachers to be involved in the decision making process.
confrontational situations. Further, due to overwhelming feelings of inadequacy and lack of self confidence in my abilities, I began to dissociate myself from the cooperative learning environment and academic tasks presented at school; behaviour consistent with the negative effects of psychological maltreatment (Feldman & Landry, 2012). As such, my teachers noticed the increase in absences and the decline in my motivation. However, they were powerless to intercept and provide aide in my situation due to my refusal to confide in them about the situation I was experiencing at home. Again, my choice not to reveal my situation to authority figures was a direct result of the fear and guilt I know experienced when making decisions. I feared I would,
There is a sense that parents fear truancy as if it were an infectious disease
There are multiple answers as to why educators should consider how schools might be conducive to disordered behavior. Teacher reactions to student behavior and classroom conditions can be identified as explanations for externalized emotional and behavioral difficulties. However, Kauffman and Landrum (2013) the school might contribute to disordered behavior in one or more of the following ways:
Public schools in the 21st century provide many basic health care services. These services include having a full or part-time school nurse, dental care, mental health, special education programs, child obesity programs and reproductive health care. Schools are required to have at least one school nurse available on the premises. It is also important for public schools to be equipped to handle any kind of situation that might challenge a student’s learning ability such as having a learning disability, ADD (Attention Deficit Disorder), depression and even food allergies. ...
The aforementioned are example of student trauma, that can lead to further bad behavior and many harshly repeated reprimands targeted toward so-called problem students, for minor infractions that use mean a visit to the principal’s office or staying after
Goldman, Carrie, and Dorothy Espelage, Ph.D. Bullied: What Every Parent, Teacher and Kid Need To Know About Ending The Cycle Of Fear. First Edition. New York: Harper Collins Publishers, 2012. 140-141. Print.
The lack of security in American public schools has led to increased fear in many parents, students, and faculty members. This fear has altered the lives of many people, causing them stress and concern over violence occurring within their school district (Eckland 1). This fear can alter the academic performances and interactions between students. For example, it has been shown that violence between peers is more likely to break out when less administration supervision is present (Sexton-Radek 55). Parents face constant fear over safety issues in schools. Due t...
There is a classic story of the young child coming home from school and saying to his mother, “My teacher was mean today.” Today, this is not a story of a student feeling that his workload is too heavy or that he feels his teacher doesn’t care for him because he wasn’t called on. Today this is a story of actual abuse. The reporting of child abuse in today’s schools is greatly surpassing any recorded evidence from past years. This abuse is causing controversy in schools all over the nation. Alarmingly, the statistics for child abuse in public schools include a population of children who need protection because their inability to protect themselves is even less than the average young student. These children are our mentally and physically challenged students. Mentally disabled students are in the care of institutions meant to nurture and protect them. The people in charge of these students take advantage of their authority to a vast degree. It is universally believed that a teacher’s job is described as one that helps guide children to a successful future. Qualifications for this position include providing a safe, nurturing environment. Acceptable types of discipline are taught to teachers and workplace standards are supposed to be adhered to. A professional, safe classroom allows students to feel comfortable to learn, function, and develop the tools to excel. Families of mentally disabled students should be worry-free knowing that their children are in a safe learning environment.