NEED

With the ever increasing discipline problems in our schools, an integrative collaborative systems approach using the strengths and resources of the school (Level I), family (Level II), and community (Level III) is needed. Relation to Curriculum
There is no other course, in the school of Education or elsewhere on campus that uses the concepts of this particular family systems communication approach and that works in a unified systematic way within each of these three different levels to help solve school related discipline problems. Target Population
The target population for this course will be professional educators (teachers, administrators, counselors, school psychologists, social workers, etc.) in the field wishing to learn new and different techniques to either gain or regain control of their classroom; stop inappropriate behavior, work with parents more effectively, and increase student academic success.

GOALS

1. Have teachers/ administrators gain or regain control of their classroom/school.
2. Stop unacceptable and inappropriate classroom behavior.
3. Increase time on task and appropriate social, emotional, and academic behavior.
4. Work more effectively with parents.

Expected outcomes - participants will learn how to:

1. Analyze teacher and parent belief systems about why children misbehave;
2. Analyze both effective and ineffective communication patterns for stopping inappropriate behavior;
3. Use simple, but effective techniques for stopping most inappropriate behavior immediately;
4. Avoid student manipulations;
5. Consult with teachers and parents not familiar with this model to help them resolve discipline problems;
6. Increase appropriate behaviors while decreasing inappropriate behaviors (truancy, failing grades, lying,. stealing, fighting, etc.);
7. Develop home, classroom and school-wide strategies and back-up techniques to stop inappropriate behavior;
8. Develop an individual discipline lesson plan;
9. Run a teacher-based highly structured parent conference designed to elicit parental help in resolving the school-related discipline problem.

REQUIREMENTS

1. Students in this course will be required to do role plays and videotape feedback and analysis of actual adult/child communication and interaction patterns. They will have to do all written assignments in the workbook, How to Deal With Difficult Discipline Problems in the Schools - An Experiential Skill-Training Manual. They will have to develop both an Individual Lesson Plan with back-ups for a specific student who is giving them difficulty, and do a paper on developing an "implementation plan" based on the concepts of this approach for their school.
2. They will have to read the book, How to Deal with Discipline Problems in the Schools: A Practical Guide for Educators, and for counselors and psychologists only How to Deal with Difficult Discipline Problems: A Family Systems Approach both by Michael R. Valentine, Ph.D.

OUTLINE OF COURSE

1. Introduction to the model and theoretical underpinnings.
2. Major components of the model that underlie all intervention strategies at all three levels.

1. Analysis of erroneous belief systems and development of questioning, techniques to erode the following popular excuses for children's inappropriate behavior.
   1. Heredity
   2. Emotional illness
   3. Deprivation
   4. Ignorance
   5. Brain damage
   6. Defective or inadequate models
   7. Socioeconomic factors
   8. Phases or stages
   9. Hyperactive
   10. Normal behavior
   11. Wind or weather
   12. Astrology - wrong sign
   13. Demanding too much of the student
   14. Classroom environment
2. Analysis of vague, indirect, abstract communication patterns and categories, and the development of consulting techniques to help clarify these vague messages.
3. Categories of vague communications
   1. Ignore the behavior
   2. Encourage the behavior
   3. Honesty about symptom
   4. Concern about symptom
   5. Facing the problem
   6. Effort to change
   7. Willingness to discuss reasons
   8. Thinking about behavior
   9. Willingness to learn and/or accept help
   10. Learn from the experience
   11. Don't get caught
   12. Abstract, meaningless directions
   13. Statements of facts
   14. Classification systems
   15. Questions
   16. Predictions
   17. If-then contracts
   18. Punishments
   19. Wishes, wants and shoulds
   20. Reasoning, inspiring, explaining, long lectures
   21. Non-verbal comments about behavior

1. Intervention strategies at Level I (school and classroom)
   1. General implications in the classroom. Role plays and demonstrations. General back-up techniques and case examples.
   2. Rules in classroom - overview, demonstration and modeling of consulting questions. Small group work and consulting on rules.
   3. Calling the parents. Small group and large group work and feedback; role play and videotaping.
   4. Introduction to parent/student/teacher structured conference. Small group and large group work and feedback; role play and videotaping.
   5. Making referrals to Level II (Family counseling).
2. Level II - (Family counseling)
   1. Introduction to family systems approach
   2. Introduction to seven steps of the family counseling model.
   3. Role plays, videotaping and feedback and analysis of family tapes.
   4. Introduction to transgenerational issues and relabeling.
   5. Case studies and review of actual cases.
3. V. Level III - (Community)
   1. Roles and expectations
   2. Development of community back-up systems
   3. Legal pressures and recourse

REQUIRED TEXTS AND OTHER MATERIALS

Valentine, Ph.D., Michael, How to Deal With Discipline Problems in the Schools, Kendall Hunt, Dubuque, Iowa, 1987.

Valentine, Ph.D., Michael, How to Deal with Difficult Discipline Problems in the Schools - A Experiential Skill Training Manual, Kendall Hunt, Dubuque, Iowa, 1987.

Valentine, Ph.D., Michael, How to Deal with Difficult Discipline Problems - A Family Systems Approach, Kendall Hunt, Dubuque, Iowa, 1988. (Psychologist, counselors and social workers only.)

Other material available:

AUDIO TAPES:

• Program I - How Educators Can Deal with Difficult Discipline Problems: (for teachers, principals, school staff, and aides)
• Program II - How to Deal with Difficult Discipline Problems: A Family-Systems Approach: (for school psychologists, counselors, social workers and family counselors)
• Program III - How to Overcome Your Child's Inappropriate Behavior

VIDEO TAPES

• Series I: This is a series of five one hour edited videotapes covering the first day of in- service training in this model.
• Series II: This is a series of three edited videotapes covering the structured teacher- parent-student conference.
• Series III: This is a series of two edited videotapes covering the individual lesson plan.
• Series IV: This is a series of six edited videotapes on the family counseling systems approach.

SELECTED BIBLIOGRAPHY

Same as above and the bibliography in the back of Volume II.


DISCIPLINE CLASS - OUTLINE OF COURSE CONTENT

DAY ONE

8:00-10:15 Registration, overview and introduction to the model. Introduction of the first major components of the program - analysis of erroneous belief systems

10:15-10:30 Break

10:30-12:00 Continuation of analysis of beliefs (p. 7)

1. Heredity
2. Emotional illness
3. Deprivation
4. Ignorance
5. Brain damage
6. Defective or inadequate models
7. Socioeconomic factors
8. Phases or stages
9. Hyperactive
10. Normal behavior
11. Wind or weather
12. Astrology - wrong sign
13. demanding too much of the student
14. Classroom environment

12:00-1:00 First day only, 1 hour lunch - paperwork, registration for college credit

1:00-3:55 (Lecture) Introduction to the second major component of program - analysis of vague, indirect, abstract communication. (p. 9-12)

1. Ignore the behavior
2. Encourage the behavior
3. Honesty about symptom
4. Concern about symptom
5. Facing the problem
6. Effort to change
7. Willingness to discuss reasons
8. Thinking about behavior
9. Willingness to learn and/or accept help
10. Learn from the experience
11. Don't get caught
12. Abstract, meaningless directions
13. Statements of facts
14. Classification systems
15. Questions
16. Predictions
17. If-then contracts
18. Punishments
19. Wishes, wants and shoulds
20. Reasoning, inspiring, explaining, long lectures
21. Non-verbal comments about behavior
22. Incongruent positive non-verbals
23. Indirect messages

3:55-4:00 Homework

• (p. 8 Analysis of beliefs
• p. 18-19
• p. 43 1A & 1B)
• Read Chapters I, II, III

DAY TWO

8:00-8:30 Review of homework assignments; review of concepts of day one; answer questions

8:30-10:30 Small group exercises - direct communications (pp. 13-19).

10:30-10:45 Break

10:45-12:00 Videotape analysis of communication patterns; case examples

12:00-12:30 Lunch

12:30-1:00 Introduction to family systems approach - one vs. three person models.

1:00-3:55 General implications in the classroom (p. 20). Role plays and demonstrations. General back-up techniques and case examples, (p. 22).

3:55-4:00 Homework

• p. 45 1A & 1B, 2 & 3
• p. 46
• read 47-49
• finish pp. 13-19)
• Read Chapter IV

DAY THREE

8:00-8:30 Review of previous day and homework; answer questions.

8:30-10:30 Rules in classroom - overview, demonstration and modeling of consulting questions. Small group work and consulting on rules.

10:30-10:45 Break

10:45-12:00 Introduction to parent/student/teacher structured conference. Practice calling the parents. Small group and large group work and feedback; role play and videotaping.

12:00-12:30 Lunch

12:30-1:00 Introduction to seven steps of counseling model.

1:00-3:55 Role plays, review of parent conference and then videotaping and feedback and analysis of tapes.

3:55-4:00 Homework

• p. 46 Finish writing rules
• p. 24-25 Write out your three responses
• read pp. 38-44)
• Read Chapters V, VI

DAY FOUR

8:00-8:30 Review of previous day and homework; answer questions

8:30-10:30 Introduction to the "Individual lesson play" and demonstration.

10:30-10:45 Break

10:45-12:00 Practice, feedback and video analysis

12:00-12:30 Lunch

12:30-1:00 Introduction to transgenerational issues and relabeling.

1:00-3:55 Videotape and case study

3:55-4:00 Homework

• p. 43 1A & 1B
• finish individual lesson plan p. 41-42
• Read Chapter VII
• * For those taking the course for College Credit, there is an additional evening session on Wednesday. You will also need to fill out evaluation forms and take a final exam.

DAY FIVE

8:00-8:30 Review of previous day and homework; answer questions

8:30-10:30 Putting it all together. Small group work on actual cases and lesson plans.

10:30-10:45 Break

10:45-12:00 Simulated cases, role plays and demonstrations

12:00-12:30 Lunch

12:30-3:30 Continuation of role plays; feedback. Review of actual cases, roles and lesson plans.

3:30-4:00 Questions and answers. General overview and closing.

Required reading and work:

• Valentine, Ph.D., Michael, How to Deal With Discipline Problems in the Schools, Kendall Hunt, Dubuque, Iowa, 1987.
• Valentine, Ph.D., Michael, How to Deal with Difficult Discipline Problems in the Schools - A Experiential Skill Training Manual, Kendall Hunt, Dubuque, Iowa, 1987.

For Psychologists, counselors, social workers only:

• Valentine, Ph.D., Michael, How to Deal with Difficult Discipline Problems - A Family Systems Approach, Kendall Hunt, Dubuque, Iowa, 1988.

BIBLIOGRAPHY ON DISCIPLINE

• Charles, C. M., Building Classroom Discipline, White Plains, NY, Longman. 1989.
• Curwin, R., & Memdler, A., The Discipline Book, Reston, VA , Reston Publishing Co., 1980.
• Martin, J., Models of Classroom Management, Calgary, Alberta, Detselig Enterprises, 1981.
• Wilkiewicz, R. M., Behavior Management In the Schools, New York, Pergamon Press. 1988.