by James Burns | Oct 22, 2011 | Bully Proof Classroom, Parents, Teachers
THE RELATIONSHIP CONNECTION
Two teachers were talking in the hall sharing information about some of their more challenging students. “I don’t know,” said one teacher “I have tried everything with Tom and nothing works.” Behavior modification, extra gym time, phone calls home, parent conferences, restrictions and rewards, it almost seems useless.” The other teacher responded, “Tom, he is one of my better student’s. I have very little difficulty with him at all.”
This sounds like a familiar scenario. But, why is it that some teachers have all kinds of problems with one student while others who have the same student have little or no trouble at all. In order to completely understand this problem it is helpful if we understand the how our brain is wired. If we were to take a cross section of the brain we would discover that the top part of the brain is where we do most of our higher order thinking and where we process information. Understand that I am trying to draw a very basic picture for you. The middle part of the brain called the limbic system is where our emotions are located. Our mind and will would be located there. The bottom part of the brain, the stem is where we go for survival. When we are under emotional stress our first response is to survive. The two basic methods for survival are to either attack or to escape. In getting a visual image of what I’m talking about the one thing you will notice is that all incoming information has to go through the emotions in order to be processed.
So, if I were to say to you “When are you going to get this information right?” “I am so sick and tired of explaining this to you what are you dense or something?” Your natural tendency is to survive and you emotionally will either escape or attack. As a matter of information children and adults who escape usually have clinical problems and are your students who are constantly late, sleep at the desk, chronically absent and ultimately have substance problems. These students need to be watched carefully. In education the squeaky wheel gets the grease. We may not even be aware of these students until an event occurs that is catastrophic in nature such as suicide or even worse a violent incidence that could impact lives for generations to come. Students who have the attack mentality are more argumentative, disrespectful, and non-compliant. They are always in school and are looking for a victim that they can take their anger out on. It usually turns out to be the person in charge. This student spends a lot of time in the Vice-Principal’s office has problems in the community and with the police.
The key to working with both of these students is understanding what qualities they need to develop in their life that will make them successful adults. The student who escapes needs to develop responsibility, the student who attacks needs to develop respect. In order to achieve the desired behavior from either of these students they must be taught to comply with the rules of the system that they are in.
The one thing that is in common with both of these students is that when a relationship is established with them they will obey at a more frequent rate and will display a respectful and responsible attitude when the person they are working with understands them as individuals. The order of the day is to realize that there are bricks in the wall of the limbic system that were put there by other adults who responded to them in a reactive and angry way.
Our goal is to remove the bricks and develop a trusting relationship. Behavior modification is an excellent extrinsic structure but teaches students to behave in an adult’s presence not in their absence. Our aim is to develop an intrinsic mechanism that changes the child’s attitude and helps him develop a value system with standards that he will be able to sustain as an adult.
Listen to Pink Floyd
http://www.youtube.com/watch?v=dabH45Af2bo
by James Burns | Oct 12, 2011 | Bully Proof Classroom, Parents, Teachers
Victims of bullying today spend a great deal of time alone. Oh, when they are in school they are around hundreds of other students but in the recesses of their own soul they live a life void of any real emotional contact with others. Fear of hurt keeps them from connecting with others. This isolation leads to depression, fear, and at times suicidal thoughts. Now is the time to help these students connect. Plan activities that help them become part of the school again and contributing members of something that is bigger than their fears. How does it feel to be alone? Like a complete unknown. Let these students know that you know them and value them. Spend a few minutes each day with them. A pat on the back, a wink, or a high five goes a long way in making a difference in the life in one bullied kid. They may never remember what you taught them, but they will always remember that you cared.
http://www.youtube.com/watch?v=hk3mAX5xdxo&feature=related
by James Burns | Oct 11, 2011 | Bully Proof Classroom, Parents, Teachers
What is happening here? Listen to the words. It’s 1967. Anything different today? The inter generational tendency at work again. War, and protest. Bullying for sure. Not spoken of like today. Everyone was bullied back then. The end result for turning our back on it is what we have today. A society that is insensitive, hates difference, exploits weakness, and sees empathy as a character flaw. We all have to be willing to stand up to the monster of political correctness and leave no excuse for the epidemic of bullying. The name of the song, how appropriate; “For What It’s Worth.”
http://www.youtube.com/watch?v=gp5JCrSXkJY&feature=related
by James Burns | Oct 10, 2011 | Bully Proof Classroom, Parents, Teachers
Illustration Five
Obedience Has Become a Dirty word
I first started talking about obedience about fifteen years ago. It was one of the three things that I believed needed to be developed in all children. The other two very important characteristics that I thought needed to be developed in children were respect and responsibility. When I used to speak to parents, I would see a light bulb go off in their heads as they discovered this missing piece for disciplining their kids.
When I spoke with teachers about what their biggest difficulty in the classroom was, they always said it was discipline. If they were not able to maintain discipline in their classrooms, then they couldn’t teach. I explained that they needed to demand obedience from their students. Would you believe that the teachers in the audience looked at me like I had two heads? One teacher said to me, “You train dogs to be obedient, not children.” Things got so tough for me when I spoke to teachers that I had to change my choice of words and use the word compliance rather than obedience. For some reason, no one seemed to mind the word compliance, even though it’s synonymous with obedience. Everyone in the audience nodded their heads in agreement when I referred to the three things that had to be developed in all children: respect, responsibility, and compliance.
I can’t understand why obedience has become such a dirty word. When I was growing up, parents and teachers demanded obedience. We were told what to do, and we had darn well better do what we were told, or it was curtains. Today, obedience from children is something we rarely demand, and it is definitely the last thing we get. Yet, parents and teachers complain constantly that their children are disrespectful, but they say their children “just don’t listen.” To me, it’s interesting that teachers and parents rarely describe the behavior using the word disobedient. In fact, I think it’s ridiculous that we are reduced to having to use euphemisms instead of the real thing.
Most parents rarely tell their children what to do. Instead, they usually ask them. They might ask a five year old, “What do you want to wear to school?” or “What do you want for dinner tonight?” Occasionally parents tell their children what to do, and when their kids don’t do it, they ask their kids, “What do you want to do?” Does it really matter what a four-year-old kid wants to do? Society sees adults telling children what to do as some form of disrespect. The way it should work is that children earn the right to make some choices after they have been obedient. But if obedience isn’t developed first in a child, the result is that those children will ultimately become disrespectful and hard to handle.
In our society, parents and teachers seem to want to level the ground where everyone gets treated the same way, adults and children. No pecking order, no one in charge, everyone has rights. Rights to do what? Rights to say what you want and do what you want without any consequence? Society decided that it was politically incorrect to seek obedience from kids. Society has preached raising tolerance for behaviors that forty years ago would have been punished. The result? We have lower expectations in behavior for children and a greater tolerance for undesirable behavior, and that has translated into poorer performance in terms of behavior and performance in general.
Illustration Six
Everyone Has Plenty of Reasons for Their Behavior – BUT THERE ARE NO EXCUSES
I have always enjoyed watching Court TV because I love listening to the defense arguments. I enjoy listening to how the attorney for the defense can come up with all kinds of excuses to explain why the person on trial committed the crime. The defendant could even have confessed to the crime, and the defense attorney will still find some circumstance that caused the person to commit the crime, in essence to excuse the crime. Once, there was a fifteen-year-old kid named Christian Pittman on trial for killing his grandparents two years earlier. This young man shot his grandparents in their sleep at close range with a shotgun, put the leash on the dog, walked out of the trailer that they lived in, doused the trailer with gasoline, lit the trailer on fire, and got in a pick-up truck and drove away. The trial went on for weeks, and I watched most of it. The defense attorney was running out of ammunition so he decided to play a card that is becoming a very common excuse for deviant behavior. The defense attorney contended that the reason this boy committed this heinous crime was because he had an adverse reaction to Zoloft, an anti-depressant drug that he was taking at the time. I sat on the edge of my seat as I waited for the verdict. I was thinking that if a person can be found innocent for murder because of a medication issue, anyone can get away with anything.
I am amazed how family, environment, genetics, and medication can be used as an excuse for behavior these days. Once these factors are considered the cause of deviant behavior, the person who committed the crime or behaved inappropriately will not be held responsible. It follows then that they should be excused for these behaviors, in other words, not be held accountable. Ultimately, people should be held accountable for their actions, and consequences must be imposed. Consequences are the only thing that will stop negative or deviant behaviors such as talking back, not completing homework, bullying, lying, speeding, sexual harassment on the job, stealing, rape, murder, etc.
Today, we have reached the point where as soon as parents have trouble managing their child’s behavior or the school makes them aware their child is acting inappropriately in school, parents are ready to conclude that these behaviors are caused by ADHD or a teacher with unrealistic expectations or another child. Parents rarely think of holding themselves responsible, of asking themselves, Where am I going wrong here and what do I need to change? Or, I need to hold my child responsible, so what consequences will I impose? It’s so much easier to blame the school, a teacher, an administrator, a guidance counselor, another student, or a medical condition. In schools, teachers blame students’ poor behavior or poor academic performance on a child’s difficult circumstances at home or that the child’s parents will not put the child on medication. In society, if a person commits a crime that is punishable, the defense attorney will try to convince a jury that the person is mentally ill or comes from a pitiful family background and should not be held responsible.
As a school administrator, I have observed deviant behavior and have done my best to hold students accountable. I didn’t just look at the students’ isolated behavior at the time, but considered what would happen if the behavior continued, and how it would affect the students’ chances for success as an adult. I was working as a principal of a school for clinically disturbed students in 1993, and most of the students were depressed, psychotic, and on medication. When I took over the school there was no system of accountability, so I instituted an In-School Suspension program that was used as a means of keeping students in the school for offenses that they would otherwise be suspended for. One morning, a student came into school late and proceeded to kick out a window, punch a teacher, tear down hallway decorations and bulletin boards, and was screaming so loud he could be heard in the next county. He was brought into my office, and I said to him, “Nick [name change] I don’t know what I am going to do with you, but for now take a seat in In-School Suspension.”
About five minutes later his school therapist walked into my office. She was furious. She said, “You have Nick in In-School Suspension?”
I said, “Yes, have you taken a look what he did to my building?”
“Did you know that Nick didn’t have any breakfast this morning?”
“I haven’t had any coffee yet, but I’m still talking to you.” I then asked her to leave the office. Did it really matter that Nick didn’t have breakfast? Of course not! What really mattered was that if Nick was not disciplined for his inappropriate behaviors, he would definitely repeat the behavior again.
I thought about what I was going to do with this student. I knew that I would suspend him, but I also knew that I had to begin to work on developing a relationship with Nick so that he wouldn’t react this way again. About 10:30 a.m., I walked down to In-School Suspension and brought Nick a bagel and orange juice. I told Nick that he should have breakfast before he comes to school, but if he didn’t, he should come into my office and I would get him something to eat. Nick was also suspended for ten days, police charges were filed, and he had to write a letter of apology. Had there been a reason for his unreasonable behavior? He had a reason, but having a reason wasn’t an excuse for what he did. If I had bought in to excusing his behavior because he was hungry, Nick would have gotten away with what he did. But I didn’t, I imposed a consequence. Nick’s behavior changed that year. He tried to raise the bar with his angry and violent behavior; I decided to raise the bar with my consequences. It not only worked for him but the school took a real turn for the better with the student body realizing that this type of behavior would not be accepted.
There are plenty of reasons for people’s behaviors, but those reasons are not excuses. What I showed Nick was that there were rules and regulations that had to be followed, but I also showed him some compassion and understanding. I imposed the consequence, but still made sure he had something to eat. I believe that this is the missing piece in dealing with deviant behavior. We are too compassionate and understanding, and we lose sight that everyone must follow the rules of a family, a school, a job, and society. If we continue to allow everything under the sun to be excused and decide that consequences are for the birds, then we can expect our problems with inappropriate behavior in school and deviant behavior in society to continue to get worse.
Illustration Seven
Can You Handle The Truth?
One of the things that I’ve noticed is that everyone has a problem with the truth. I don’t mean we walk around lying all the time, but we are always afraid of hurting someone’s feelings or becoming entangled in some sort of confrontation with the person we are speaking with or even the person we’re living with. Sometimes we are concerned about someone’s reaction, so we bend the truth or poke around trying to figure out what that person wants to hear. It really starts to become a problem in personal relationships when couples are afraid to make their desires known for fear of a break-up or a divorce. People can have a problem with the truth on the job, when a supervisor might worry about an employee’s reaction to a poor performance evaluation. In education, a teacher might be worried about a student’s or parent’s reaction, then could easily award grades that are not in line with the student’s performance.
When I was in high school my guidance counselor called me down to his office and pulled out my grades. He said, “What do you want to do when you’re through with high school?” I told him that I didn’t know, and then in the next breath, thinking that I had to tell him something other than the truth, that I wanted to be a bartender, I told him that I wanted to be a lawyer. “A lawyer,” he said, pointing to my grades. “These are not lawyer’s grades. If I were you, I would start to think about doing something else.” I walked out of his office and wasn’t the least bit offended. I didn’t even think about going home and telling my father that my guidance counselor said I wasn’t smart enough to be a lawyer. I never said one word to my father. You know what? The guy had actually told me the truth, and the truth really did set me free. I started to look honestly at my abilities, and I was able to acknowledge that I hadn’t worked hard academically for my first three years of high school. I started to think about my future realistically. My guidance counselor made me take a hard look in the mirror and come to terms with what my abilities and my attitude really were. He told me the truth, and I appreciated that.
Well, in 1977, my father sold the bar, and I became a teacher that same year. I really enjoyed teaching. I was a special educator so I didn’t always have the cream of the crop when it came to my students. In fact, my students were usually had the worst behavior problems in the school and could really get to me on some days. But, overall, I developed relationships with the kids, and things seemed to usually go pretty well. As I progressed in my career, I noticed things were changing. I was expected to put up with more and more behavior problems, and everyone was giving me some excuse for a kid’s deviance. The catch phrase that seemed to be in vogue about twenty years ago was, “I really like this kid, but I don’t like his behavior.” Was this the truth? I don’t think so. Is it possible to like someone and not like their behavior? The truth is, we don’t like the person because of his behavior, and people need to be made aware of this in a considerate way. A person is his behavior, and the two can’t be separated. I can give you the names of people who are well known in society for absolute deviance, and you tell me if you like them, but not their behavior: Charles Manson, Scott Peterson, Jeffrey Dahmer, or Adolph Hitler. Can anyone not like their behavior but still like them as people? No, we don’t like them period. The perception we have of a person is based on his behavior. If the behavior is not likeable, we probably will dislike the person. People need to know that if their behavior doesn’t change, then others won’t want to develop meaningful relationships with them, and ultimately won’t like them.
Recently, a student came into my office (I was working as an interim principal) and discussed with me what he wanted to do after he finished high school He wanted to be a doctor, which is a terrific goal for a young person. Well, I asked him what he scored on his SATs. He told me he scored about a 400 on each section. I was thinking in my mind that a perfect score is 800 on each section, and a decent score would be about a 650 to 700. I knew something right then: he wasn’t going to be my doctor. I proceeded to pull his grades out and found that his math and science grades were C’s and D’s. I wanted to respond with the same question that my guidance counselor asked me. Do these look like a doctor’s grades? But, based upon the culture and society’s norms, I couldn’t ask that question. I immediately directed this student to the entry requirements that colleges have for their pre-med program, and ultimately medical school. He discovered the truth on his own, came back to me, and thanked me for helping him realize that his study skills needed improvement and that he needed to take and re-take the college boards. The truth made him aware of his own weaknesses and how much harder he was going to have to work in order to achieve his goals.
Society seems to want to withhold the truth and make everyone believe that they are smarter than what they are and that their behavior is based upon circumstance, their environment, or lack of therapy or medication. Facing the truth about my abilities and my work ethic put me on track, helped me choose a good vocation, and helped me to understand how I needed to improve my work ethic. Subsequently, instead of floating through life unsuccessfully from one job to another, I worked hard in college, graduate school, then as an employee. So the next time your kids come home and say that their teacher told them that they have to work harder, that their work or behavior is unacceptable, or they better consider going to a community college rather than Dartmouth, thank that teacher for doing something that is a rarity today: speaking the truth. It really doesn’t matter how we get to the truth as long as we get there. My guidance counselor was straight forward 35 years ago. I knew that by today’s standards that my journey getting to the truth would have to be done with a little more sensitivity, it still worked and the desired result was achieved.
by James Burns | Oct 5, 2011 | Bully Proof Classroom, Parents, Teachers
Forty Years of Small Compromises
Change has a way of sneaking up on you. One morning you wake up and wonder how you gained weight, contracted heart disease, lost your job, or in the case of dealing with a child’s behavior, you wonder why he or she can’t hold a job, get along in society, or cope with some of life’s most basic problems. Often, parents have strained relationships with their teenage son or daughter and throw their hands in the air when the child is very young and give up believing that there is really something that they can do, or they begin to blame themselves as the child who is now a young adult begins to experience social and emotional problems in their own lives. Some parents may begin to feel so guilty about their child’s inability to get along in life that they enable the behavior by offering excuses based upon some circumstantial or environmental defect and actually blame teachers and society for their child’s disrespectful and irresponsible behavior.
Children didn’t wake up one morning and decide that they were going to be disrespectful and irresponsible. The poor relationships that children have with their peers and ultimately other adults didn’t develop in one day, month, or year, it happened over a long period. The change was incremental, and it occurred over the course of thirty to forty years because of the small compromises that parents, teachers, and society have made in the areas of respect, responsibility, and relationships. Here are some illustrations of where society was forty years ago.
Illustration One
What Ever Happened to Mr., Mrs., and Ms.
Thank God for Nick at Night. You know that station that gives you shows like Leave it to Beaver or Lassie. I was watching Leave it to Beaver the other morning and could not help but notice how all the adults were called Mr. and Mrs. No Ms. back then. Of course Eddie Haskell was a bit of a phony when he addressed Beaver’s parents. Hello Mrs. Cleaver or hello Mr. Cleaver. Then he would run up to Wally’s room and refer to his dad as “Your old man.” The question I asked myself is, What ever happened to Mr. and Mrs.? Even when I worked as a principal the students called me Burns not Mr. Burns. I listen to my kids refer to their friend’s mom or dad as Colleen, or Tony, or Rich, or Barbara. Let’s face it respect is just not there any more. Everyone thinks that the ground is level. Is anyone in charge out there or is a kid our peer? The less respect kids have for the casual adults they meet the less respect they will have for teachers, police officers, and yea their employers. Let’s see if we can turn the tide a little. Speak to the parents of your kids friends and call them Mr. or Mrs. especially in front of your kids. Let’s get our kids to show respect for folks that are older than they are and make them aware that the ground is not level; somebody is older and smarter than they are, and they should be treated that way. I have a dear friend who I have known for twenty-five years. He has four boys between the ages of twenty-six and thirty-nine. I have known them since they were teenagers and younger. They were calling me Mr. Burns up until five years ago. That is when I told them to call me Jim.
Illustration Two
Kids Can’t Say Anything They Want
Many years ago, a wonderful friend of mine asked me what the smallest part of the body is. I was very young and probably very stupid at the time and responded with, “Duh, a finger.”
“No, it’s the tongue.” He also said to me that, although the tongue is the smallest part of the body, it can do the most damage. I never forgot the conversation that I had with him. Our words can really do some damage. Damage sometimes that can be life long, and sometimes we don’t even know what were doing, probably because we just we’re never taught how to shut-up. Kids and adults can shoot their mouth off and think that they are being funny or that they’re standing up for themselves when, in reality, they may be doing more harm than good. I was watching a baseball game very recently and watched one of the players go crazy over a called third strike. This was a grown man. He had to be restrained by three other players and the manager. Of course he was thrown out of the game. He was also suspended for three games right in the middle of a pennant race. I guess he really showed them. What a dope.
We also like to have laughs at someone else’s expense. My philosophy is, if we both aren’t laughing it’s not funny. Kids today have a real problem with behavior like this. They say things, get a laugh, having hurt the feelings of another person. I don’t even think that they are aware that people are listening, not everyone is impressed with their wit, and they are creating a negative image of themselves in the minds of other people.
My friend was also full of illustrations and stories that were inspiring and instructional. He illustrated this societal problem with a true story that I always refer to as the “Deaf Boy Story,” and it is worth sharing here.
There were two brothers. One was deaf. They had a friend who hung around with them all the time. This friend was the biggest jokester on two feet. He was always telling jokes or making fun of someone or something. One day, the three boys were headed out of the house and this jokester started to make fun of the way the deaf boy spoke. The deaf kid couldn’t hear, the brother gave a half-hearted laugh, and they left the house. No harm no foul? The deaf kid didn’t hear, so no one got hurt. No one else heard, right? No one heard except the deaf kid’s father who was reading the paper in the den.
Let’s fast-forward the tape. At the time of this incident, these two boys were sophomores in college. Two years went by and they both graduated with degrees in business administration. They both went on the job hunt. This jokester had an interview with a large insurance company. He had to go through one more phase of the hiring process. He had to meet the vice-president of the company. Who do you think the vice-president was? The deaf kid’s father, and the only perception that he had of this young man was that he had made fun of his son. It cost him the job. People hear, and they watch too. You never know when you are going to need someone or something. The things that are the greatest desires of our hearts are the things that will be withheld from us because of our past words or actions. Self-control is important, and if your tongue, a one ounce body part, has more control over you than you have over it, it will cost you when you least expect it. You never know.
Illustration Three
Self Control is Taught
Going to a Catholic grammar school for nine years had its benefits. We had to wear uniforms, so there wasn’t any clothes competition. We went to church all the time, so we got some formal spiritual training. You couldn’t even think of using profanity because you thought the nuns read your mind and would find out what you were thinking. We learned good penmanship. We were respectful, compliant, and responsible. The crazy thing was, no one gave me a choice in any of these areas; I was forced to do them. It wasn’t like the nun said to me, “You can go to church if you like…why don’t you try to hold your pencil this way?…is that the way to speak to someone? If I didn’t do it the way it was supposed to be done, there would be blood stains on the floor, and it wasn’t Jesus’; it was mine. As I look back at this experience, the one thing that I realize is that this type of education taught me something that no one talks about today: self-control. The majority of the problems that a person faces in their life are related to a lack of self-control. Everybody either eats too much, drinks too much, spends too much, can’t control their temper, lusts after things that they can’t have, like someone else’s spouse, and develops habits that they can’t break that could kill them or someone else, like smoking or driving too fast.
Now why does this stuff happen? I never remember my parents or any teacher in my life saying to me the choice is yours: you can smoke or not or you can lose your temper or not or you can overeat or not. Self-control is taught. If I did something that exhibited a lack of self-control, I got grabbed by someone and got clobbered. I was taught to wait on line, raise my hand, take my time, practice until I got it right, memorize, and I got drilled on skills that everyone knew were necessary for life-long success. Look, musicians practice endless hours to perform a single piece of music. Students study instead of watch TV. Athletes devote years of their lives to prepare for an Olympic event that may last only a few minutes.
The concepts of self-control, delayed gratification, and discipline seem counter to our cultural values. I myself have suffered the consequences of the lack of self-control. I used credit cards because I wanted things right away. I am impatient, and vacillate between exercise and a sedentary life style, at times with little consideration of the long-term consequences. Self-control should be graded in school and looked at as a quality necessary for success as an adult. If you or someone you know is having trouble with self-control, I have a good friend named Sister Houlihan who still thinks self-control is important. She is 4’8” tall and can still make a grown man hold his pencil the right way.
Illustration Four
The Medicalizing of Education has Produced Excuses for Disrespect and Irresponsibility
I don’t think that there is anyone in society today that doesn’t take medication for something: high blood pressure, diabetes, prostate problems, thyroid dysfunction, ulcers, or depression just to name a few. For sure, medication is something that is needed by many just to stay alive.
Children have always needed medication for childhood illnesses and some childhood diseases. It is only within the last twenty years that we have seen children being medicated with psychotropic drugs, sometimes even as early as preschool. About fifteen years ago, when I was a vice-principal of a school for conduct disordered kids, I was on the phone with a doctor who was treating one of my students. I mentioned to the doctor that the student was hyperactive. He informed me that I was using the wrong terminology, that she wasn’t hyperactive, but that she had ADHD. During our discussion, the doctor further explained that this student’s ADHD was the reason why she had such poor impulse control and that she needed medication to help control her. In my opinion, poor parenting and the lack of good old fashioned discipline have played a huge part in the very popular current trend in society and especially in education where some professionals, including school psychologists, social workers, guidance counselors, administrators, and teachers take the easy way out and look for a quick fix to deal with students who in days gone by would have been considered disrespectful and irresponsible, not mentally ill.
Society has raised its tolerance for deviance. This same attitude has found its way into education and has resulted in lower expectations for student achievement and behavior. Years ago, if one person burned the American flag it was an illegal act, and the guilty person or group was held accountable with the appropriate societal consequences imposed. But, what happens if five thousand people burn the flag and the jails aren’t big enough to hold them? You either build bigger prisons or make it legal to burn the flag.
When I was a student, there were students who behaved in a disrespectful and irresponsible manner. These students were few and far between and were dealt with accordingly. What happens when the number of students who are disrespectful, irresponsible, violent, bullying, and are involved in illegal acts starts to rise? A condition such as ADHD becomes the excuse for the deviant behavior.
“ADHD was determined to be a mental illness by vote of the American Psychiatric Association members at their annual meeting in 1987, and the new definition was then added to the Diagnostic and Statistical Manual of Mental Disorders. Children (and increasing adults)who exhibit behaviors such as inattention, distractibility, trouble in following directions, a tendency to lose things, and difficulty awaiting their turn to speak or participate in activities are now seen as victims of ADHD” (The Politics of Deviance, 2002).
In the past, these behaviors were seen as achievement-ability discrepancies or just unruly behavior. Now, parents and educators both seem to be relieved that the problems that exist with behaviors such as disrespect, irresponsibility in the home and in school can now be looked at as a type of mental illness that requires a treatment plan rather than individual accountability and self-control.
The medical industry has developed drugs that have improved the quality of life for millions of people. In reality, if some of these drugs didn’t exist, some people would not be alive today. I am a perfect example. I take high blood pressure medication to normalize blood pressure that would otherwise be too high. Taking this medication doesn’t make me any less responsible for my own health. I still have to walk, watch my diet, and not smoke. Because medication is so widely used in education, people often cite the decision of some parents not to medicate their children as the reason why a kid’s behavior is out of control. In my experience, I have often called parents to discuss their child’s unacceptable behavior and have been told that the child hadn’t taken his medication. The idea that the failure to take medication can be used as an excuse for deviance removes any form of responsibility on the individual for the behavior. I know that I am responsible for my own health with or without medication. Students are responsible for their own behavior and cannot use medication or the lack of it to get off the hook when confronted with the consequences of their lack of self-control.
Parents and educators see mental illness as an out for them. In fact, many parents actually request the diagnosis of mental illness for their children. In others words, the parent are saying, it’s not me as a parent, but rather biologically there is something wrong with my kid. There is no stigma attached to the label mental illness. Many parents and educators are convinced that their children who are diagnosed with some sort of mental illness are actually smarter, brighter, and more creative than kids who behave, pay attention, and are responsible. It almost becomes comforting for parents and educators to believe that it is not their parenting or behavior management techniques that may have caused the child’s problem. They are convinced that the inappropriate or deviant behavior that they have been observing and tolerating is a result of faulty wiring in the child’s head, which led him to throw tantrums, curse his teacher or parents out, bully other kids, and engage in violent behavior.
Medicalizing education sends the wrong message to parents, teachers, and administrators that a students’ poor academic performance or their lack of self-control can be clinically diagnosed and eliminated using psychotropic medication. A model focusing on respect, responsibility, and emotional maturity is the only response to the medication model that excuses behaviors and avoids relevant consequences that will provide permanent help not temporary relief.
by James Burns | Sep 28, 2011 | Bully Proof Classroom, Parents, Teachers
Like it or not we will all become in some way like our parents. As time has past I have come to realize this more and more in my own life. I have grown to have a deeper appreciation for my own parents over the years. My father has been dead for almost 35 years, but I see him in me more now than ever. I had to post this song by Neil Young. About bullying? Not at all. Just something to remind us of where we are and where we have come from.
http://www.youtube.com/watch?v=dVC2cszdTao&NR=1
