Destructive Student




	ESE502 : The Class : Discipline : Techniques : Destructive Student

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.

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E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu