SAFE STRESSA PROACTIVE RESPONSE TO

CONFLICT AND CRISIS IN THE CLASSROOM

Presented by

Thomas Reilly, Ed. D. January 31, 2014 2014

IL CCBDLisle, IL

REVIEW OF RECENT U.S. EVENTS

Governmental shutdown causing stocks to plunge

Lagging economy Lousy housing

market Mass shootings

continue Major burnout

STRESS DEFINED

The confusion created when one’s mind overrides the body’s desire to ….…………………………………………out of some…….. Who desperately needs it!!!

ATTITUDE

The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10% what happens to me and 90% how I react to it. So it is with you. We are in charge of our attitudes.

For the purpose of this presentation, stress is defined as the body’s

reaction to ANY demand made on it.

For many people, stress is so common that it has become a way of

life.

STRESS IS VERY COMMON

STRESS AND BALANCE

Stress is a normal physical response to events that make you feel threatened or upset your balance in some way.

IMBALANCE

To illustrate, stress-related problems are perceived to be caused by a degree of imbalance between the demands of the environment and the person’s coping skills.

Today, people are asking schools to do what they used to ask God to do.

LEARNING BISADILITY:

STUDENT STRESSIsusgect th at thechil b wi that learn ing bisadility mu stfreQuent lyex ger I

e n c

e a

N alicein won berl an bex is ten ceof ten wef in b that

TRANSLATION

I suspect that the child with a learning disability must frequently experience an Alice in Wonderland existence. Often, we find that…

Let he or she who is without alcohol, nicotine, caffeine, or a spreading waistline be the first to cast criticism at the student whose act is not together. That said, maybe the teacher in the next slide has gone a little too far.

IMPACT OF NEGATIVE STRESS ON LEARNING

Stress causes changes in the body-brain system and INHIBITS learning.

How are your students impacted by stress?

STRESS AS AN OCCUPATIONAL

HAZARD

You may not be surprised that stress is viewed as an occupational hazard in special education – especially for those working with those youth with emotional and behavioral handicaps. It can also lead to BURNOUT.

DIVORCE RATE FOR TEACHERS

The divorce rate for special ed teachers is relatively low at 17.55% based on a study done in 2010.

REFERENCE = On line “divorce rates by profession”

STRESS IS A FACT OF LIFE

From a biological perspective, stress can be neutral, negative, or positive.

STRESS FACTORS IN JOBS

There are many factors involved in which occupation a person has. Frequently, the job helps define the amount of time worked, the mental toll it takes, and the personality developed from success or failure on the job.

STRESS-RELATED DISORDERS

The main disorders are neuroses, which include mental imbalance caused by prolonged psycho-emotional experience, mental and physical strain, lack of rest or sleep, long-lasting internal struggling, inhibited feelings of grief, anger, or suffering. Some somatic diseases may cause neuroses as well.

GENERALLY SPEAKING…

Stress is related to external and internal factors. External factors include the physical environment, including your job, your relationships with others, your home, and all situations, challenges, difficulties, and expectations you are confronted with on a daily basis.

INTERNAL FACTORS

…determine your body’s ability to respond to, and deal with, the external, stress-inducing factors.

FACTORS THAT INFLUENCE ABILITY TO HANDLE STRESS nutritional status overall health fitness level emotional well-being amount of sleep and

rest WHAT OTHERS CAN

YOU THNK OF?

STRESS FACTORS AFFECTING TEACHERS

Budget cuts Student-to-teacher

ratio Behavior

management skills ANY OTHERS?

OTHER STRESS-RELATED MENTAL DISORDERS FOR

STUDENTS AND TEACHERS

Anxiety Phobias Panic disorder

TEACHERS’ STRESS IN RELATION TO JOB

SATISFACTIONRegardless of gender, teachers with low stress and high support levels reported less general psychological stress-related symptoms, while teachers with a high support level reported less specific symptoms related to anxiety and sleep problems (David, Chan, & Eadaoin, 1998).

IF YOU DON’T’ LEARN TO LAUGH AT TROUBLE, YOU WILL NOT HAVE ANYTHING TO LAUGH AT WHEN YOU ARE OLD.

BASIC ASSUMPTIONS Re STRESS

A certain amount of stress is inevitable and NOT necessarily bad.

Different stressors induce differing degrees of stress in different teachers.

Too little stimulation (BORED!) is as detrimental to good mental health as too much pressure and tension.

Introspection must precede a stress management plan.

IT IS NOT ALL BAD: GOOD TEACHERS MAY HAVE SOME OF

THE FOLLOWING CHARACTERISTICS

Patience Do not embarrass

students Are approachable Gain and show

trust Maintain a positive

attitude Lead by example

PERCEPTIONS

Some teachers actually believe that, without conflict, their lives would be manageable. I have found there is ALWAYS something else to take the place of the item you managed to get rid of.

NUCLEAR POWER AND SH_ _ or point of view

Our students are sometimes smarter than we give them credit.

CONFLICT IS INEVITABLE

Contrary to what we might believe, conflict in itself is not good or bad. It is, however, inevitable. Thus, it can frequently be valuable to humans.

CONFLICT

The role of conflict in the classroom or school setting can be overwhelming if not addressed promptly.

The antithesis of conflict is collaboration.

CRISIS PLAN

It is always a good idea to have a crisis plan for your classroom. There is a very good reason your school has a crisis plan for tornadoes, fires, etc.

UNDER SEVERE STRESS....

A child in conflict will regress from coping to1. Defenses “2. Primitive

expression of feelings

3. Verbal abuse 4. Physical aggression

We need to learn to manage rather than encourage conflict; i.e. deal with conflict constructively. One way to do this is through a workshop such as the following?????

Teachers must be aware of their behavioral influence on student self-control.

Not surprisingly, students who are not positively engaged behaviorally, receive teacher responses that further undermine their motivation.

REFERENCE = Skinner, E.A. & Belmont, (1993( M.J. Journal of Ed Psych 85(4), 571-581.

DIFFERENTIAL TREATMENT OF AT-RISK STUDENT BY THEIR TEACHERS

They are provided fewer opportunities to respond.

They are given less praise for appropriate behavior.

They receive more reprimands than others in the same class.

Teachers are generally unaware of how they differentially treat students and the long-term impact on students.

CONVERSELY

High expectations are a consistent predictor of students goals and interests.Negative feedback (lack of nurturance) is a negative predictor of academic performance and social behavior.REFERENCE = Wentzel, K.R. (2003). Child Development, 75(1), 287-301.

What are your primary concerns in the

classroom? Power struggles Yearn for good

relationships Stressed out

Teacher-based problems can be partially resolved by taking proactive steps to increase their own self-awareness

FIVE KEY QUESTIONS TO INCREASE TEACHER

SELF-AWARENESS

1)Am I taking proactive steps to identify and defuse my own emotional triggers?

2)Am I paying attention to what I need to pay attention to?

3)Am I using effective strategies to reduce burnout and nurture my own mental health?

FIVE KEY QUESTIONS P. 2

4) Am I using an appropriate sense of humor to build relationships, diffuse conflict, engage learners, and manage my own stress?5) Do I regularly acknowledge significant ways I am making a difference in the lives of students?

CONFLICT AS A MATH EQUATION

When conflict results in stress, it should be evaluated in terms of it frequency, duration, and clustering of events; i.e. F + D + C = intensity

JOB SATISFACTION

Teacher stress is a key factor in job satisfaction and subsequent job retention for the teachers of students with emotional and behavioral handicaps.

SHHHH

AUDIENCE!! Please do not say a word. Just intently watch our volunteer and LOOK FOR SIGNS OF STRESS.

Write down what you observe.

It seems safe to assume that stress plays a major role in the success or failure of all educators, but particularly the teachers of EBD youth.

BASIC ASSUMPTIONS RE STRESS

A certain amount of stress is inevitable and NOT necessarily bad.

Different stressors induce differing degrees of stress in different teachers.

Too little stimulation (BORED!) is as detrimental to good mental health as too much pressure and tension.

Introspection must precede a stress management plan

MAJOR FACETS OF A PEACEFUL

CLASSROOM 1. Consistency 2. Positive

communication 3. Pro-social instruction 4. Relationship-driven

teaching 5. Students are

respected and listened to

6. students have opportunity for daily success

One of the hardest things in life to learn is which bridge to cross and which bridge to burn. The choice we make can significantly impact our view of life…and love.

We choose to confront, humiliate, humor, counsel, etc. with our students (see THE DILEMMA)

RELATIONSHIP-DRIVEN TEACHING

We need to relate more and, in the process, develop trust and credibility with our students.

ADULT BEHAVIORS NEEDED TO REDUCE THE AT RISK STATUS

OF ANTISOCIAL STUDENTS

Relationship building

Self-esteem building Skill building in the

areas of relating to others, academic achievement, and refusing drugs, tobacco, and alcohol

Self-control and self-regulation

OTHER ADULT BEHAVIORS

Over the years, I have seen and heard teachers engage in some behaviors that just did not make sense. The following cartoon make put my statement into perspective for you. The caption on the cartoon is…Sometime, I just like to hear them scream.”

ROLE OF Rx

Millions of Americans experience one or more stress-related symptoms weekly and take medication for relief – much to the delight of Rx companies.

Many years ago in 1987, the American business community estimated losses due to stress-related problems to exceed $150 billion annually. YIKES!! I cannot imagine what it is today! The following quote may explain why.

Apparently, many people adhere to the philosophy exclaimed in this quote: “Life is not a journey to the grave with the intention of arriving safely in a well-preserved body, but rather to skid in broadside, thoroughly used up, totally worn out, and loudly proclaiming “Wow what a ride!!”

TYPE A PERSONALITY

Typically, it is the person with the Type A personality that embraces the previous quote and is more susceptible to burnout.

BURNOUT

Burnout can be defined as an accumulation of perceived stress over long periods of time and may result in physical, emotional, and attitudinal exhaustion.

LACK OF SPECIFICITY

Unfortunately, “burnout”is used so frequently, in so many ways, the term lacks specificity.

PROVIDING SPECIFICITY

How about if we refer to “burnout” as “a breakdown or failure to produce?”

SYMPTOMS

Apathy Anger Emotional rigidity

There also may be a lack of symptoms.

“LACK OF” SYMPTOMS

EnergyHumor

Joy Self-confidence

Enthusiasm Professional growth

Satisfaction Motivation Interest Concentration

SETTING PERSONAL/PROFESSIO

NAL LIMITS

Limit after-school activities

Do not work weekends Prioritize meal

planning, exercise, hobbies

Identify technology that can aid in productivity

REFERENCE = Edutopia.org/Erin Osborne’s blog

SOME EDUCATORS LEAVE THE

PROFESSION

They cannot cope with the stress

Some burnout Others burnout, but stay

on the job and count the days until retirement

Is the idea of learning coping skills for work-related stress naïve…or maybe the stress related to low pay is your reality?

DECREASE NEGATIVE IMPACT OF

CUMULATIVE STRESSEducators should heighten awareness of … Relationships

between stressors Perception of threat

resulting in negative stress

Adequate/appropriate coping skills

On-going process of self-assessment

CREDIBILITY WITH STUDENTS

*TEACHER OPENNESS accepts comments encourages feedback*TEACHER QUALIFICATION knowledgeable in content areaTEACHER COMMUNICATION clear, effectiveTEACHER EXPECTATIONS clearly defined

KEY TO COPING WITH BURNOUT

Please realize it is not necessarily a one-time experience. It can happen again…and again.

ROLE OF CAFFEINE

Coffee has approximately 100 mg

Tea = 25 mg Cocoa = 15 mg Soft drinks like Coke

= 50 mg + sugar Chocolate = 40 mg Over the counter

medications also have caffeine

SOME FOLKS ARE CAFFEINE SENSITIVE

For some of us, caffeine can accumulate to excessive levels during the day.

CAFFEINE INGESTION

In quantities greater than 350 mg, over the course of a day, can lead to physical dependence on caffeine.

PHYSIOLOGICAL AND BEHAVIORAL CHANGE

Caffeine ingestions can lead to physiological and behavioral change in some people.

EXCESS CAFFEINE A PROBLEM?

For an educator who consumes excessive amounts of coffee and becomes irritable, impatient, and/or demanding, it follows that mistakes will be made in the interactions that person has with students.

STUDENT BEHAVIOR

For educators of children and youth with emotional/behavioral issues, even small decreases in the effectiveness of student interactions can have immediate and dramatic effects upon student behavior.

IMPACT OF TEACHER BEHAVIORS ON

STUDENT LEARNINGRESEARCH SAYS “YES”SmilingVerbal expressivenessMovement around the

roomRelaxed body position…result in increased cognitive and affective learning.

GOOD TEACHERS Have verbal expressiveness Never seek to put a student

“on the spot” Asks questions that have

more than one answer Does not fault or criticize Says MY class not THE class Says OUR assignments not

YOUR… Says what are WE doing not

what are YOU…REFERENCE = Gorham, J. (1988) Communication Education, 37, 40-53

CAFFEINE

Caffeine is only ONE of many stressors which can impact health and job performance in a significant way.

POTENTIAL STRESSORS

Admin supportSalaryStudent behavioral

issuesRole conflictWorkload

LONG-TERM EXPOSURE TO

STRESSORS

Long term exposure to stressors may induce reactions such as fatigue, sleeping difficulty, problems with colleagues, and emotional distancing from loved ones.

FIVE FACTORS FOR COPING

SUCCESSFULLY

o Controlo Successo Satisfactiono Supporto Variety

DIVERSITY

When human educational goals are based on democracy, human dignity, and individuality rather than the comfort level of the educator, success is more likely to be achieved.

EFFECTIVENESS OF ANY INTERVENTION

…is a function of the Student Teacher Setting and

instructional arrangements

Content of instruction

Instructional strategies

DOES STUDENT HAPPINESS IMPACT THEIR ACHIEVMENT

THE SHORT ANSWER IS YES. Students are more likely to attend and learn IF they feel Valued Safe HappyREFERENCE = Hough, D. (9-13-113). Springfield, MO News-Leader

SUCCESS WITH EBD POPULATION MAY BE

ELUSIVE

Since success may be elusive with children and youth having emotional and behavioral issues, educators may want to solidify commitment to the positive mental health of students by teaching coping strategies.

THE LIGHT AT THE END OF THE TUNNEL

Due to financial considerations, the light at the end of the tunnel has been turned off until further notice.

EFFECTIVE STRESS MANAGEMENT

Communication skills

Self-confidence Humor Knowledge of

personality types Active life style Time management

skills Problem solving

skills

NO GUARANTEES

It should be remembered that there is not one technique that will be effective for everyone under every condition.

Real growth occurs through positive relationships.