Destructive Student
Technique: People are more important
than property, yet destruction of property often hurts people, too. Destructive
behavior also damages the student perpetrator and cannot be tolerated. As
a child matures, such behavior moves from being viewed as a childish or
malicious prank to criminal behavior. It often reflects a sense of powerlessness,
lack of empathy, and rage.
Procedures:
Lack of empathy is common through adolescence. Also, many children have
an abundance of things and lack the organizational skills to care for possessions
until late adolescence. Lack of trust may also contribute to aggression.
Trust building is difficult, but it is a key to helping many youngsters
feel safe and use more productive ways to ventilate or self soothe.
Trust Building
- Be consistent.
- Do not
overextend self - do not expect thanks, appreciation, reciprocation
or relationship in return for kindness and concern.
- Expect
challenges and meet them with honesty and calmness.
- When
a student explodes, give the student space, remain calm, and wait for
impulsive behavior to subside (usually a minimum of 20 minutes).
- Address
the natural and logical consequences of destructive acts at the outset
of the relationship rather than after the fact.
- Be certain
that restitution is used rather than punishment and resist using a punitive
voice or nagging students as personal self soothing.
- If possible,
build relationship with the student by assisting them in
efforts to make restitution.
- Refrain
from any form of sarcasm, generalizations or ironic humor.
Carelessness is also common with many students. Though there was no obvious
intent to break or destroy property, no attention to care is show. This
is best addressed through training in stewardship.
Stewardship
- Explain
ways to organize and use materials.
- Practice
proper use and care of the materials and classroom tools.
- Gain
student agreement to use materials appropriately before allowing students
access. Be clear about restitution and loss of materials at the outset,
and if possible, in writing.
- If potentially
dangerous (chemistry lab, wood shop) give written details to parents
and provide guidelines to parents for signature showing permission to
participate and understanding of obligation to make restitution if destroyed.
Have this returned to school.
Accountability
Put specific students in charge of materials for the day and detail the
method of accounting. Use student self management and reporting.
Medical concerns: Some students who have been diagnosed with conduct
disorder are on medication. Check records to determine if student is on
meds and is taking them. Be aware of substance abuse as a precursor to destructive
behaviors and actions.
Once you
have completed this topic you should:
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