Beyond Time Out : A Practical Guide to Understanding and Serving Students with Behavioral Impairments in the Public Schools

by Stewart, John Ph.D.

• ISBN13: 9780970265708
• ISBN10: 0970265700
• Format: Paperback
• Copyright: 2000-10-01
• Publisher: Hastings Clinical Associates
• More Book Details
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Summary

This highly readable text, with its many case illustrations and analogies is a wonderful resource for the non-mental health professional working with our most difficult students. Through a developmental psychopathology framework children with Behavioral Handicaps from Autism to Antisocial Personality Disorder are placed into one of three broad categories. Each category is then explored with respect to school-based strategies for management, addressing topics from classroom organization to the role of medication intervention. Although written for educators and parents, Beyond Time Out serves as an excellent tool for school psychologists, social workers and counselors in their consultation to school personnel.

Table of Contents

Introduction
Mental Health Services in the Public Schools	2	(1)
Where are We and How Did We Get Here?	3	(1)
Specialization: ``I'm a Teacher not a Therapist!''	4	(2)
Where Do We Go?	6	(3)
Point of Departure	9	(6)
SECTION I. UNDERSTANDING THE CHILDREN WE SERVE
Common Needs of All Children	15	(8)
Safety	16	(1)
Belonging	17	(1)
Competency	18	(5)
Understanding Individual Differences	23	(20)
Relational Capacity	24	(9)
Capacity to Organize	33	(10)
Neurocognitive Profile	34	(1)
Experimental Variables	35	(2)
Programming Challenges for Children with Weak Organizational Ability	37	(6)
Diagnostic Categorization	43	(16)
Simple Diagnostic Framework	45	(1)
Category A	46	(7)
Optimal Frustration	49	(3)
Sense of Self	52	(1)
Category B	53	(2)
Category C	55	(4)
SECTION II. RESPONDING TO PROBLEM BEHAVIOR
Anxiety	59	(8)
Dimensions of Anxiety	60	(1)
Baseline Anxiety	60	(1)
Determinants of Baseline Anxiety	61	(2)
Rate of Anxiety Escalation	63	(4)
Category A: Origins of Problem Behavior	67	(48)
Acting Out	69	(13)
Guidelines for Identifying Acting Out	75	(1)
Responding to Acting Out	75	(1)
Interventions to Avoid	75	(5)
Useful Interventions	80	(2)
Narcissistic Injury	82	(17)
Normal Self Esteem	84	(2)
Narcissistic Self Esteem	86	(6)
Helping the Narcissistic Child	92	(7)
Reestablishment of the Central Organizing Schema	99	(4)
Identification with the Aggressor	103	(7)
Avoidance of Intolerable Feelings of Emptiness	110	(5)
Programming for the Category A Student	115	(42)
The Yogi and the Commissar	115	(4)
Specialized Programming Resources	119	(1)
The Chronicles of ``Different-1''	120	(9)
Power and Control	129	(3)
Narcissism and the Rule-Centered Classroom	132	(3)
Problems Associated with Unduly Harsh Child Management	135	(1)
Effective Limit Setting	136	(4)
Managing Emotional Volatility in the Limit-Setting Process	140	(2)
The Need for Stimulation	142	(1)
Suggestions for Engagement and Stimulation	143	(2)
Addressing Skills for Affective Regulation	145	(5)
Modified Wrestling	148	(1)
Modified Touch Football	149	(1)
Peer Group Affiliation	150	(3)
School Based Business	153	(3)
Summary	156	(1)
Category B: Origins of Problem Behavior	157	(6)
Optimal Frustration and Problem Behavior in the Category B Child	158	(2)
Neurobiological Triggers to Aggressive Behavior	160	(3)
Programming for the Category B Student	163	(16)
Structure and Environmental Mastery	163	(2)
Time	165	(1)
Space	166	(1)
Interpersonal Boundaries	167	(3)
Challenges to the Implementation of Structure	170	(1)
Empathic and Compassionate Behavioral Support	171	(2)
Padded Boundaries	171	(1)
R.E.S.P.E.C.T	172	(1)
Therapeutic Forgiveness	173	(1)
Realistic Goals / Recognition of Goal Approximations	173	(2)
Supervision and Consultation	175	(2)
Final Words on Work with the Category B Child	177	(2)
Category C: Origins of Problem Behavior	179	(4)
Programming for the Category C Student	183	(16)
Ritualized Behavior	184	(4)
Relationship Skills	188	(3)
Psychotic Levels of Confusion	191	(8)
Identifying Psychotic Symptoms	193	(1)
Intervention with the Psychotic Child	194	(5)
Psychiatric Medication and the Public School	199	(16)
When Should an Evaluation for Medication be Recommended?	200	(3)
How Should a Parent be Approached Regarding Medication Evaluation?	203	(3)
WD-40 Analogy	206	(1)
Who Should Provide Behavioral Medication Services?	207	(1)
Symptom Targeting	208	(1)
Medication Selection	208	(1)
Dosing	209	(1)
Poly-pharmacy	210	(1)
Assessment of Medication Efficacy	210	(1)
Management of Side Effects	211	(1)
What to Expect in the Medication Intervention Process	212	(1)
The School's Role in the On-going Treatment with Medication	213	(2)
Final Thoughts	215	(4)
Glossary	219	(3)
Table of Figures	222