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STUDENT DEPRESSION AND SCHOOL VIOLENCE. The Silent Crisis in our Schools and Communities Marcel Lebrun Ph.D. Plymouth State University April 11, 2008. Scope of Illness. Underlying Causes of Mood Disorders. Personality and Cognitive Styles. DISORDERED THINKING. TEACHER BEHAVIORS.
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STUDENT DEPRESSION AND SCHOOL VIOLENCE The Silent Crisis in our Schools and Communities Marcel Lebrun Ph.D. Plymouth State University April 11, 2008
Case Study Khalid is a 14-year old male who now lives in a costal fishing area of New Hampshire state. His family, consisting of his father, two younger brothers and a younger sister, moved from Boston, Massachusetts 4 months ago to be near his extended family after his mother died in a car accident 6 months ago. His family had emigrated to America from Syria when he was age 5. He adjusted easily to the move to America, spoke English well, and was very popular. After this move, he finds that he is having difficulty making friends, and often gets into fights. Throughout elementary school and middle school, Khalid was a honor student, and won many awards for his math abilities. He is now having difficulty passing all of his subjects. In middle school, and his first year in high school in NH, Khalid was an avid soccer player, and a well respected member of his team. Now he is no longer interested in soccer at all. Lately, he has been having difficulty sleeping, has lost 25 lbs. In the last 2 months, he spends most of his time alone walking on the nearby beach, not going to school or spending time in his room.
Process of Case Study • 1. Identify the Personality style • 2. Identify the Pain vocabulary-Cognitive Distortions • 3. School Modifications ( environment, instructional, academic if applicable • 4. Guidelines for success which ones and how would you go about implementing them • 5. Small groups 2-4 people • 6. Work time 20-30 minutes
Conclusion • Once past, a childhood can never be regained. For millions of children, their childhood and their future depend on swift and decisive action being taken now. • The State of the World’s Children, 2006 • ( UNICEF)
References • Angold,A.,&Costello, E.J.(2001) The epidemiology of depression in children and adolescents. In I.M. Goodyer (Ed.), The depressed child and adolescent ( 2nd ed.pp.143-178). New York: Cambridge University Press. • Birhmaher, B.,N.D., Williamson, D.E., Brent,D.A., & Kauffman,J. (1996a) Childhood and adolescent depression: A Review of the past 10 years, Part 11, Journal of the American Academy of Child and Adolescent Psychiatry, 35, (12), 1575-1583. • Kiersey D. & bates M,. (1985).Please Understand Me, The Self Assessment System. Sourcecom • Lebrun, M. (2007). Student Depression: A Silent Crisis in our Schools and Communities. Rowman and Litchfield, Maryland. • Magg, J.W., &Behrens,J.T. (1989) Depression and cognitive self-statements of learning disabled and seriously disturbed adolescents. Journal of Special Education, 23, 17-27.
SCHOOL VIOLENCE THE ANGRY GENERATION
STATISTICS • The following statistics are from the CDC report for 2007 • In a 2005 nationally-representative sample of youth in grades 9-12: 35.9% reported being in a physical fight • In 2005, more than 721,000 young people ages 10 to 24 were treated in emergency departments for injuries sustained from violence (CDC 2007a).
continued • More students are carrying weapons to school, 18.5% reported carrying a weapon (gun, knife or club), 5.4% carried a gun on one or more days. • In a 2005 nationally representative sample of youth in grades 9-12: 13.6% reported being in a physical fight on school property,18.2% of male students and 8.8% of female students reported being in a physical fight on school. • In 2005, persons under the age of 25 comprised 44.5% of all persons arrested for violent crime and 53.9% of all persons arrested for property crime in the U.S. (FBI2007).Persons under the age of 25 accounted for 49.6% of those arrested for murder and 62.0% of those arrested for robbery in 2005 (FBI 2007).
FIVE LEVELS OF AGGRESSION • Level 1 Noncompliance and/or making threatening statements or gestures • Level 2 Causing property damage • Level 3 Harming or killing animals • Level 4 Physically harming others or self • Level 5 Using violence toward people, with the potential for causing serious injury or death
LEVEL 1 WARNING SIGNS • NONCOMPLIANCE • Refuses to do actions • Whining and crying • Sarcastic responses • Criticism • Teasing • THREATS • Demanding statements • Repetitive behavior meant to annoy • Staring and glaring • Clenching fist(s) • Cursing and yelling • Ultimatums • Aggressive posturing • Verbally threatening
ASSESSMENT • What level is this student at? • Tonya is 13 years old, arrives at school with new braces. Tonya is at lunch when Tommy takes a piece of foil, puts it on his teeth and smiles at Tonya. “Stop it you asshole,” she yells, throws her lunch tray at Tommy hitting him in the head. She climbs over the table grabs his hair, pulls him on the floor and punches, kicks and bites him. It takes 3 teachers to remove her off Tommy who has a cut on his cheek, swollen eye and a bite mark that needs stitches. She is removed to the office.
DISCUSSION • PARTNER OR TRIAD • THINK OF A STUDENT YOU WORKED WITH RECENTLY • 1. CAN YOU IDENTIFY WHERE HE OR SHE IS ON THE LEVEL SYSTEM? IF YES DESCRIBE SIGNS IF NOT WHY? • 2. WHAT ARE A LIST OF QUESTIONS YOU HAVE ABOUT THIS STUDENT? • 3. WHAT ARE YOUR CONCERNS OR FEARS?
ANGER CYCLE THE PATHWAY TO VIOLENCE
Conflict Cycle to Acting-Out Behavior Cycle Action Action Stimulus Stimulus Feeling Feeling Stimulus Action Feeling Action Stimulus Feeling Thought Thought Stimulus Action Thought Action Feeling Stimulus Feeling Thought
Acting-Out Behavior Cycle Peak This phase is characterized by serious disruption and behaviors that often represent a threat to the safety of others. Logical cognitive processes are impaired and impulsive behavior rules 5. Peak Period of De-escalation This phase marks the beginning of the student’s disengagement and reduction in severity of behavior. Students are still not especially cooperative or responsive to adult influence 4. Acceleration Period of Escalation A time when the student calls upon existing coping skills to resolve a problem presented by a trigger 6. De-escalation 3. Agitation 2. Triggers 1. Calm 7. Recovery Time Sources: Colvin (1992); Walker, Colvin, & Ramsey (1995)
Phase 1: Calm Behaviors 1. Exhibits on-task behavior 2. Follow rules and expectations 3. Is responsive to praise 4. Initiates positive behavior 5. Is goal-oriented 1. Calm Time Sources: Colvin (1992); Walker, Colvin, & Ramsey (1995)
Phase 2: Triggers Non-School-Based 1. Ineffective home environments 2. Health problems 3. Nutritional problems 4. Sleep deprivation 5. Substance abuse 6. Gangs • School-Based • 1. Conflicts • 2. Changes in routines • 3. Provocations • 4. Pressures • 5. Ineffective problem-solving • 6. Errors • 7. Corrections 2. Triggers Time Sources: Colvin (1992); Walker, Colvin, & Ramsey (1995)
Phase 3: Agitation Increases in behavior: 1. Darting eyes 2. Non-conversational language 3. Busy hands 4. Moving in and out of groups 5. Off task, then on-task behavior Decreases in behavior: 1. Staring into space 2. Subdued language 3. Contained hands 4. Withdrawal from groups 3. Agitation Time Sources: Colvin (1992); Walker, Colvin, & Ramsey (1995)
Phase 4: Acceleration 1. Questioning and arguing 2. Non compliance and defiance 3. Off-task behavior 4. Provocation of others 5. Compliance with inappropriate behaviors 6. Criterion problems 7. Whining and crying 8. Avoidance and escape 9. Threats and intimidation 10. Verbal abuse 11. Destruction of property 12. Serious behavior in general 4. Acceleration Time Sources: Colvin (1992); Walker, Colvin, & Ramsey (1995)