Getting beyond bullying and exclusion, preK-5 : empowering children in inclusive classrooms
- Ronald Mah.
- Thousand Oaks, Calif. : Corwin, c2009.
- Physical description
- x, 141 p. : ill. ; 26 cm.
Education Library (Cubberley)
|LB3013.3 .M2456 2009||Unknown|
- Mah, Ronald.
- Includes bibliographical references (p. 130-134) and index.
- Acknowledgments About the Author Introduction Inclusion Means... Inclusion Means More Inclusion Means Less Educational Challenge Exclusion...and Bullying Compromising the Intent of Inclusion Continuums or Labels Three Perspectives 1. Inclusion, Exclusion, and Bullying The Chicken Spends Its Whole Life... The Hawk Spends Its Whole Life... Anxious Vulnerability Please Please Please... The Loud Aggressive "Victim" Becomes a Bully Victim Entitlement to Bully and Intellectual Bullying Classification Creates Targets for Exclusion 2. The Stress, Frustrate, Fail, Suffer Method and Emotional Intelligence The Real World The First S Is for Stress--Stress 'Em! The First F Is for Frustration--Frustrate 'Em! F Is for Failure--Let 'Em Fail! (Make Sure They Fail!) The Second S Is for Suffer--Let 'Em Suffer Emotional Intelligence 3. Create Powerful and Successful Children Win So He Would Throw a Tantrum The Next SS Is for Sensitivity and Support The Next SS Is for Skills and Strength SF Is for Survive and Flourish 4. Social Cues Who Is This Kid? Reasons Individuals Don't Get it! 5. Reasons for Missing Social Cues Physical Disability--Compensation (No.2 of 11): "What? Huh?" Cross-Culture Issues--Cross-Culture Education (No. 3 of 11): "So that's what you mean!" Overstimulation--De-Stress (No. 4 of 11): "I'm tired. I don' wanna have fun!" Denial--Alleviate Fear (no. 5 of 11): "Nah, nah, nah!" Anxiety--Stabilize and Secure (No. 6 of 11): "What? Where? Watch out? Where? Now? Oh no!" Neurosis--Reality Filter or Check (No. 7 of 11): "That was then, and this is then." Dissassociation--Trauma Work (No. 8 of 11): "Click...This station is no longer broadcasting...or receiving." Learning Dissabilities--Compensation (No. 9 of 11): "Trying hard, harder, and harder..." Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)--Focus (No. 10 of 11): "Attention wanders..." Intoxication and Substance Abuse--Sobriety (No. 11 of 11): "Common adverse effects..." 6. The Victim Dynamic Why Do You Pick Up Crying Babies? Victimized by Victims Reversing the Dual Theory of Frailty How Victims Are Created 7. Creating Bullies A Blustering, Browbeating Person Bullies, Aggression, and the Search for Self-Esteem "Who Are you Looking At!?" "Huh? What?" 8. Relational Aggression "You Can't Come to My Birthday Party" What Do You Mean..."We?" 9. Frustration to Resentment to Aggresstion Lost Self-Esteem Bullies With Learning Disabilities Bullies With ADHD 10. Arrogance and Entitlement Bullies With Asperger Syndrome Bullies With Gifted Abilities 11. Motivation and Survival Adult Stress, Frustration, Failure (and Suffering) "Or Else What?" Internalized Motivation Cultural Characteristics of Children With Challenges Conclusion The Ninety-Second-a-Day Self-Esteem Prescription Plan A Last Thought References Index.
- (source: Nielsen Book Data)9781412957236 20160528
- Publisher's Summary
- When children, especially those with challenges, are not sufficiently understood and supported, they suffer intense frustration that contributes to social and academic failures. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactive disorder (ADHD), Aspergers Syndrome, and gifted abilities. "Getting Beyond Bullying and Exclusion, PreK-5" explains the victim dynamic, including how otherwise well-meaning adults can inadvertently facilitate development of victim personalities in children or unintentionally contribute to the development of bully personalities. The book also describes: bullying styles, including classic male models of domination and intimidation, and the relational bullying that is more characteristic of females; how some children, especially those with challenges, may be more likely to bully others to compensate for low self-esteem; how children with Aspergers Syndrome or gifted abilities and those who may enjoy greater popularity, can develop a sense of arrogance and superiority that leads to intellectual bullying, including cyber-bullying; and, methods for intervening early before a negative dynamic progresses into middle or high school and affecting change becomes more difficult.
(source: Nielsen Book Data)9781412957236 20160528
- Publication date
- 9781412957229 (hbk. : alk. paper)
- 1412957222 (hbk. : alk. paper)
- 9781412957236 (pbk. : alk. paper)
- 1412957230 (pbk. : alk. paper)
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