Authors: Ross W. Greene

Lost at School (46 page)

BOOK: Lost at School

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____Talking at appropriate times

____Specific academic tasks/demands, e.g., writing assignments (specify)

____Handling disappointment/losing at a game/not coming in first/not being first in line (specify)

OTHERS (list)

Sources

Introduction

1
. Teaching interrupted: Do discipline policies in today’s public schools foster the common good? (2004).
Public Agenda
.

Skiba, R. J., and R. L. Peterson (1999). The dark side of zero tolerance: Can punishment lead to safe schools?
Phi Delta Kappan, 80,
372–382.

Skiba, R. J., and R. L. Peterson (2000). School discipline at a crossroads: From zero tolerance to early response.
Exceptional Children, 66,
335–347.

2
. American Psychological Association Zero Tolerance Task Force (2006).
Are Zero Tolerance Policies Effective in the Schools? An Evidentiary Review and Recommendations.
Washington, D.C.: American Psychological Association.

3
. U.S. Department of Education, Office for Civil Rights, OCR Elementary and Secondary School Survey, 2002.

Chapter 1

1
. Wald, J., and D. J. Losen (2003).
New Directions for Youth Development: Deconstructing the School-to-Prison Pipeline.
San Francisco: Jossey-Bass.

Atkins, M., M. McKay, S. Frazier, L. Jakobsons, P. Arvanitis, T. Cunningham, C. Brown, and L. Lambrecht (2002). Suspensions and detentions in an urban, low-income school: Punishment or reward?
Journal of Abnormal Child Psychology, 30,
361–372.

Chapter 2

1
. McClellan, J. (2005). Commentary: Treatment guidelines for child and adolescent bipolar disorder.
Journal of the American Academy of Child & Adolescent Psychiatry, 44, 236–239.

2
. Abikoff, H., and R. G. Klein (1992). Attention-deficit hyperactivity disorder and conduct disorder: Comorbidity and implications for treatment.
Journal of Consulting and Clinical Psychology, 60,
881–892.

Greene, R. W., J. Biederman, S. Zerwas, M. Monuteaux, J. Goring, and S. V. Faraone (2002). Psychiatric comorbidity, family dysfunction, and social impairment in referred youth with oppositional defiant disorder.
American Journal of Psychiatry, 159,
1214–1224.

Hinshaw, S. P., B. B. Lahey, and E. L. Hart (1993). Issues of taxonomy and comorbidity in the development of conduct disorder.
Development and Psychopathology, 5,
31–49.

Lahey, B. B., and R. Loeber (1994). Framework for a developmental model of oppositional defiant disorder and conduct disorder. In D. K. Routh (ed.),
Disruptive Behavior Disorders in Childhood.
New York: Plenum.

Moffitt, T. E. (1993). The neuropsychology of conduct disorder.
Development and Psychopathology, 5,
135–151.

3
. Angold, A., and E. J. Costello (1993). Depressive comorbidity in children and adolescents: Empirical, theoretical, and methodological issues.
American Journal of Psychiatry, 150,
1779–1791.

Belden, A. C., N. R. Thomson, and J. Luby (2008). Temper tantrums in healthy versus depressed and disruptive preschoolers: Defining tantrum behaviors associated with clinical problems.
Journal of Pediatrics, 152,
117–122.

Garland, E. J., and M. Weiss (1996). Case study: Obsessive difficult temperament and its response to serotonergic medication.
Journal of the American Academy of Child and Adolescent Psychiatry, 35
(7), 916–920.

Greene et al., Psychiatric comorbidity.
American Journal of Psychiatry, 159,
1214–1224.

Loeber, R., and K. Keenan (1994). Interaction between conduct disorder and its comorbid conditions: Effects of age and gender.
Clinical Psychology Review, 14
(6), 497–523.

Stifter, C. A., T. L. Spinrad, and J. M. Braungart-Rieker (1999). Toward a developmental model of child compliance: The role of emotion regulation in infancy.
Child Development, 70
(1), 21–32.

Zoccolillo, M. (1992). Co-occurrence of conduct disorder and its adult outcomes with depressive and anxiety disorders: A review.
Journal of the American Academy of Child and Adolescent Psychiatry, 31,
547–556.

4
. Bloomquist, M. L., G. J. August, C. Cohen, A. Doyle, and K. Everhart (1997). Social problem solving in hyperactive-aggressive children: How and what they think in conditions of controlled processing.
Journal of Clinical Child Psychology, 26,
172–180.

Dodge, K. A. (1993). The future of research on the treatment of conduct disorder.
Development and Psychopathology, 5,
311–319.

Dodge, K. A., and J. D. Coie (1987). Social information processing factors in reactive and proactive aggression in children’s peer groups.
Journal of Personality and Social Psychology, 53,
1146–1158.

Greene, R. W., J. Biederman, S. V. Faraone, J. Sienna, and J. Garcia-Jetton (1997). Adolescent outcome of boys with attention-deficit/ hyperactivity disorder and social disability: Results from a 4-year longitudinal follow-up study.
Journal of Consulting and Clinical Psychology,
65 (5), 758–767.

Vitiello, B., and D. M. Stoff (1997). Subtypes of aggression and their relevance to child psychiatry.
Journal of the American Academy of Child and Adolescent Psychiatry, 36
(3), 307–315.

5
. Baker, L., and D. P. Cantwell (1987). A prospective psychiatric follow-up of children with speech/language disorders.
Journal of the American Academy of Child and Adolescent Psychiatry, 26,
546–553.

Beitchman, J. H., J. Hood, and A. Inglis (1990). Psychiatric risk in children with speech and language disorders.
Journal of Abnormal Child Psychology, 18,
283–296.

Beitchman, J. H., J. Hood, J. Rochon, and M. Peterson (1989). Empirical classification of speech/language impairment in children. II. Behavioral characteristics.
Journal of the American Academy of Child and Adolescent Psychiatry, 28,
118–123.

Snowling, M. J., D. V. M. Bishop, S. E. Stothard, B. Chipchase, and C. Kaplan (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment.
Journal of Child Psychology and Psychiatry, 47,
759–765.

6
. Little, S. S. (1993). Nonverbal learning disabilities and socioemotional functioning: A review of recent literature.
Journal of Learning Disabilities, 10,
653–665.

Rourke, B. P., and D. R. Fuerst (1995). Cognitive processing, academic achievement, and psychosocial functioning: A neurodevelopmental perspective. In D. Cicchetti and D. J. Cohen (eds.),
Developmental
Psychopathology
(Vol. 1)
: Theory and Methods,
391–423. New York: John Wiley & Sons.

Semrud-Clikeman, M., and G. W. Hynd (1990). Right hemispheric dysfunction in nonverbal learning disabilities: Social, academic, and adaptive functioning in adults and children.
Psychological Bulletin, 107,
196–209.

Chapter 3

1
. Greene, R. W., J. S. Ablon, M. Monuteaux, J. Goring, A. Henin, L. Raezer, G. Edwards, J. Markey, and S. Rabbitt (2004). Effectiveness of Collaborative Problem Solving in affectively dysregulated youth with oppositional defiant disorder: Initial findings.
Journal of Consulting and Clinical Psychology, 72,
1157–1164.

Greene, R. W., S. A. Ablon, and A. Martin (2006). Innovations: Child psychiatry: Use of Collaborative Problem Solving to reduce seclusion and restraint in child and adolescent inpatient units.
Psychiatric Services, 57
(5), 610–616.

Chapter 7

1
. Comer, J. P. (2005). Child and adolescent development: The critical missing focus in school reform.
Phi Delta Kappan, 86,
757–763.

2
. Sugai, G., and R. H. Horner (2002). The evolution of discipline practices: School-wide positive behavior supports.
Child and Family Behavior Therapy, 24,
23–50.

Sugai, G., R. H. Horner, G. Dunlap, M. Hieneman, T. Lewis, C. Nelson, E. Scott, C. Liaupsin, W. Sailor, A. P. Turnbull, H. R. Turnbull, D. Wickham, M. Reuf, and B. L. Wilcox (2000). Applying positive behavioral support and functional assessment in schools.
Journal of Positive Behavior Interventions, 2,
131–142.

Chapter 8

1
. Greene et al. (2004). Effectiveness of Collaborative Problem Solving.
Journal of Consulting and Clinical Psychology, 72,
1157–1164.

Books Cited and Other Recommended Reading

Ayers, William, Bernadine Dohrn, and Rick Ayers (eds.).
Zero Tolerance: Resisting the Drive for Punishment in Our Schools.
New York: The New Press, 2001.

Brown-Chidsey, Rachel.
Assessment for Intervention: A Problem-Solving Approach.
New York: Guilford Press, 2005.

Brown-Chidsey, Rachel, and Mark Steege.
Response to Intervention: Strategies for Effective Practice.
New York: Guilford Press, 2005.

Charney, Ruth.
Teaching Children to Care: Classroom Management for Ethical and Academic Growth.
Greenfield, Mass.: Northeast Foundation for Children, 2002.

Danforth, Scot, and Terry Jo Smith.
Engaging Troubling Students: A Constructivist Approach.
Thousand Oaks, Cal.: Corwin Press, 2005.

DuFour, Richard, and Robert Eaker.
Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement.
Bloomington, Ind.: Solution Tree, 1998.

Egan, Gerard.
The Skilled Helper: A Problem-Management and Opportunity-Development Approach to Helping.
Belmont, Cal.: Wadsworth Publishing, 2006.

Gibbs, Jeanne.
Tribes: A New Way of Learning and Being Together.
Windsor, Cal.: Centersource Systems, 2001.

Glasser, William.
Schools Without Failure.
New York: Harper & Row, 1969.

Gordon, Thomas.
Teacher Effectiveness Training: The Program Proven to Help Teachers Bring Out the Best in Students of All Ages.
New York: Three Rivers Press, 2003.

Heifetz, Ronald.
Leadership Without Easy Answers.
Cambridge, Mass.: Belknap Press, 1998.

Kohn, Alfie.
Beyond Discipline: From Compliance to Community.
Alexandria, Va.: Association for Supervision and Curriculum Development, 1996.

———.
What to Look for in a Classroom.
New York: John Wiley & Sons, 1998.

———.
The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards.”
New York: Houghton Mifflin, 1999.

Lawrence-Lightfoot, Sarah.
The Essential Conversation: What Parents and Teachers Can Learn from Each Other.
New York: Random House, 2003.

Stutzman Amstutz, Lorraine, and Judy Mellett.
Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates.
Intercourse, Pa.: Good Books, 2005.

Tomlinson, Carol Ann.
The Differentiated Classroom: Responding to the Needs of All Learners.
Alexandria, Va.: Association for Supervision and Curriculum Development, 1999.

Watson, Marilyn.
Learning to Trust: Transforming Difficult Elementary Classrooms Through Developmental Discipline.
San Francisco: Jossey-Bass, 2003.

Acknowledgments

Completing this book would not have been possible without the assistance of many dedicated and talented people. I received stellar editing and guidance from my editor at Scribner, Samantha Martin. My thanks to the dozens of educators and parents who provided input on various drafts of the book, and to two in particular: Julie Benay, principal at Swanton (Vermont) Elementary School; and Laura Baker, head of school at Greenfield (Massachusetts) Center School. Many parts of this book are a reflection of their wisdom. Lynn Heitman provided very helpful feedback on the running story section in the book.

Also deserving of recognition are the many educators throughout North America and beyond who are already implementing Collaborative Problem Solving in their schools and classrooms, and who tirelessly devote themselves to helping colleagues understand and treat challenging kids in more humane, compassionate ways. They have my heartfelt gratitude and admiration.

As always, my thanks to my friend and agent, Wendy Lipkind, who saw this book through thick and thin.

And to Talia, Jacob, and Melissa for all the love and for keeping it real.

Index

academic vision statements,
258

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