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Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment

Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment
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Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment

Dr Judith Howard

It is not unusual for educators today, whether in the early childhood, primary or secondary sectors, to be confronted with severely challenging student behaviour - students who fly into unexplained violent and oppositional outbursts with little warning; who respond poorly to tried-and-true behaviour management processes. Such behaviour has considerable impact on the delivery of teaching and learning programs and the emotional wellbeing of the teachers themselves as well as raising safety risks for the entire school community.


This book explains the basis for such behaviour as the neurological, physiological and behavioural outcomes of "disorganised attachment" due to prolonged exposure to a traumatic home life and provides practical advice to educators on ways that schools can effectively manage these students. This book will help educators:

minimise such challenging behaviour,

manage crises and disciplinary responses such as

suspension and expulsion,

improve student compliance,

enhance education and overall wellbeing, and

deal with parents.


Covers early childhood, primary and secondary settings.

 



Distressed or Deliberately Defiant? Managing challenging student behaviour due to trauma and disorganised attachment

Dr Judith Howard

QUT

Table of Contents

  • INTRODUCTION

  • CHAPTER ONE: MANAGING BEHAVIOUR IN SCHOOLS

  • What we believe about managing these students' behaviour?

  • How these students present at school?

  • Rodney

  • Garry

  • Taylor

  • CHAPTER TWO: ATTACHMENT AND TRAUMA

  • Let's talk about Attachment

  • Bowlby and Ainsworth: Two early theorists with important messages.

  • The neurological and physiological impact of disorganised attachment

  • CHAPTER THREE: THE SCIENCE LESSON

  • The nervous system

  • The human brain

  • Neurons and synaptic activity

  • The early childhood brain

  • CHAPTER FOUR: WHAT DOES THIS LOOK LIKE AT SCHOOL?

  • Fight, flight or freeze

  • Revisiting Rodney, Garry and Taylor

  • CHAPTER FIVE: WHAT CAN WE DO ABOUT THIS - THAT WORKS?

  • Relationships (both the problem and the solution)

  • Emotional self-regulation

  • Six-element model for student support

  • A list of recommended strategies and approaches

  • CHAPTER SIX: CRISIS MANAGEMENT

  • Preparing for and managing a behaviour crisis

  • Example of a crisis management plan

  • Helping teachers to understand and manage their own reactions and emotions during and after crisis

  • Considerations for school policy

  • Suspension and expulsion

  • Moving a student to a new school

  • CHAPTER SEVEN: COMPLIANCE, ADOLESCENCE AND WORKING WITH PARENTS

  • Recognise difficulties with compliance for what they are

  • Physiological and social concerns in adolescence

  • A note on working with parents

  • A final word

 



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