Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We…

Paperback | October 20, 2009

byRoss W. Greene

not yet rated|write a review
From a distinguished clinician, pioneer in working with behaviorally challenging kids, and author of the acclaimed The Explosive Child comes a groundbreaking approach for understanding and helping these kids and transforming school discipline.

Frequent visits to the principal's office. Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.

It's time for a change in course.

Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.

In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach -- called Collaborative Problem Solving -- can help challenging kids at school.

His lively, compelling narrative includes:

• tools to identify the triggers and lagging skills underlying challenging behavior.

• explicit guidance on how to radically improve interactions with challenging kids -- along with many examples showing how it's done.

• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.

• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.

Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.

Pricing and Purchase Info

$18.16 online
$18.99 list price
Out of stock online

From the Publisher

From a distinguished clinician, pioneer in working with behaviorally challenging kids, and author of the acclaimed The Explosive Child comes a groundbreaking approach for understanding and helping these kids and transforming school discipline. Frequent visits to the principal's office. Detentions. Suspensions. Expulsions. These are t...

Format:PaperbackDimensions:320 pages, 8.44 × 5.5 × 0.8 inPublished:October 20, 2009Publisher:ScribnerLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1416572279

ISBN - 13:9781416572275

Look for similar items by category:

Customer Reviews of Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them

Reviews

Extra Content

Read from the Book

Introduction The wasted human potential is tragic. In so many schools, kids with social, emotional, and behavioral challenges are still poorly understood and treated in a way that is completely at odds with what is now known about how they came to be challenging in the first place. The frustration and desperation felt by teachers and parents is palpable. Many teachers continue to experience enormous stress related to classroom behavior problems and from dealing with parents, and do not receive the support they need to help their challenging students. Half of teachers leave the profession within their first four years, and kids with behavioral challenges and their parents are cited as one of the major reasons. Parents know there's trouble at school, know they're being blamed, feel their kids are being misunderstood and mistreated, but feel powerless to make things better and are discouraged and put off by their interactions with school personnel. School discipline is broken. Not surprisingly, tightening the vise grip hasn't worked. A task force of the American Psychological Association has recently concluded that zero-tolerance policies, which were intended to reduce violence and behavior problems in our schools, have instead achieved the opposite effect. A review of ten years of research found that these policies have not only failed to make schools safe or more effective in handling student behavior, but have actually increased behavior problems and dropout rates. Yet public elementary and secondary schools in the United States continue to dole out a whopping 110,000 expulsions and 3 million suspensions each year, along with countless tens of millions of detentions. Behind the statistics, behind each expulsion, suspension, and detention, are human beings -- kids, teachers, parents -- doing the best they can with the tools they have. Dramatic changes are needed to help them. And my experience suggests that these changes won't be as painful and difficult as many fear. We cannot keep doing things the way we always have and continue losing kids on a scale that is truly astounding. This book is about doing things a different way. I interact with hundreds of challenging kids every year. These kids would like nothing better than to be able to handle the social, emotional, and behavioral challenges being placed on them at school and in life, but they can't seem to pull it off. Many have been getting into trouble for so long that they've lost faith that any adult will ever know how to help them. I work with hundreds of teachers every year, too. The vast majority care deeply about kids and devote massive amounts of time and energy to the kids they teach. But most readily acknowledge that understanding and helping challenging kids wasn't a major part of their education, and that they could use some serious help with some of these students and their parents. And most are so caught up in the daily demands of teaching and all the new initiatives imposed on them that they simply don't have time to reflect on how to better help the challenging kids in their classrooms. I also work with hundreds of parents of challenging kids every year. Most are eager to work with school personnel in addressing their kids' challenges in an effective and compassionate way, but they aren't exactly sure how to make it happen. Ten years ago I published a book called The Explosive Child that was primarily geared toward parents. Since then, the model I described in The Explosive Child -- called Collaborative Problem Solving (CPS) -- has been implemented not only in thousands of households but also in dozens of inpatient psychiatric units, residential facilities, systems of juvenile detention, and general and special education schools. It's become clear that a book delineating how the CPS model is applied in schools is sorely needed. Now you know why I wrote this book and for whom I wrote it. So let's talk a little about the how. Helping kids with social, emotional, and behavioral challenges is not a mechanical exercise. Kids aren't robots, adults aren't robots, and helping them work together isn't robotic. The work is hard, messy, uncomfortable, and requires teamwork, patience, and tenacity, especially as the work also involves questioning conventional wisdom and practices. This book contains lots of material and examples to help you better understand challenging kids, how to implement the CPS model, and how to work collaboratively toward the common goal of helping these kids more effectively. But there's also a running story about some challenging kids, their teachers, their parents, and the leaders of their school...and their messy, uncomfortable, collective attempts to make things better. The running story helps accomplish several goals. First, it moves the book rapidly from ideas to pragmatic reality. Second, it helps bring to life the challenges, pressures, stressors, doubts, obstacles, and anxieties of each constituency. Third, it provides readers with the actual words to use under various conditions. So often people say, "I understand the CPS model, but I need to know what it looks and sounds like in action!" or "I need to get a feel for the language of Collaborative Problem Solving." And they ask, "Is it truly realistic to think that an entire school could do this?" Toward this end, the story is abundant with real-life examples and dialogue. All of the characters are based on educators, parents, and kids I've known and worked with, the actual challenges they tried to overcome, and how they did it. Some characters are composites, and names and details have been changed to protect identities. I could have presented the characters in the best possible light, but then they wouldn't have been very authentic. So the principal in the story isn't every principal, she's just the principal of the school in this story. Same deal for the kids, parents, teachers, and other characters. They aren't stereotypes, nor are they intended to be representative...they're just the characters I chose to help me demonstrate the difficulties and complexities inherent in transforming the disciplinary culture in a classroom and school. I'm also not very specific about the type of school being depicted. It's clearly a public school, and a lot of the action takes place in the sixth grade, but I've been intentionally vague about its precise grade representation and the ethnicity and socioeconomic status of its population. While these details sometimes matter at the fringes, they don't have a dramatic impact on outcomes when people are using the CPS model. Although there are many females exhibiting challenging behavior at school, for ease of exposition I refer to challenging kids in this book primarily in the male gender. While the book is about kids with social, emotional, and behavioral challenges, I use the terms kids with behavioral challenges and (though I try to be sensitive to people-first phraseology) challenging kids to encompass all three domains. Also, the work of other authors is referred to at various points throughout the text; these references are contained in a separate section at the end of this book. This book is not about academics. There are plenty of initiatives in the field of education to make sure kids get what they need academically. This book is about the kids those initiatives inexplicably left behind. This book does not bash or blame educators. Nor, for that matter, does it bash or blame challenging kids or their parents. It's about the need to make dramatic changes in a system that isn't working for teachers, parents, or challenging kids, and how to go about making those changes. Three massive shifts are required: (1) a dramatic improvement in understanding the factors that set the stage for challenging behavior in kids; (2) creating mechanisms for helping these kids that are predominantly proactive instead of reactive; and (3) creating processes so people can work on problems collaboratively. Different people will take different things from this book. For some, the fact that challenging behavior can be traced back to lagging cognitive skills will be quite novel. For others, the limitations of consequences could be an eye-opener. For still others, the specific ingredients of Collaborative Problem Solving, and how these ingredients differ from (and are often more productive than) other ways of talking with and caring about challenging kids, will be enlightening. And for still others -- perhaps those who have become a bit jaded or cynical -- this book may offer a fresh perspective and new hope. As always, to get the most out of what you're about to read, the primary prerequisites are an open mind and imagination of the possibilities. Ross W. Greene Boston, Massachusetts Copyright © 2008 by Ross W. Greene

Table of Contents

Introduction

1. School of Hard Knocks

2. Kids Do Well If They Can

3. Lesson Plans

4. Let's Get It Started

5. Bumps in the Road

6. Filling in the Gaps

7. Meeting of the Minds

8. School of Thought

9. Lives in the Balance

Assessment of Lagging Skills and Unsolved Problems (ALSUP)

Collaborative Problem Solving (CPS) Plan

Sources

Books Cited and Other Recommended Reading

Acknowledgments

Index

Editorial Reviews

"A positive and practical approach for teachers who want to work to redemptively with kids whose classroom behavior is an impediment to academic and social success." -- Carol Ann Tomlinson, Ed.D., Curry School of Education, University of Virginia