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Getting Beyond Bullying and Exclusion, PreK-5

Empowering Children in Inclusive Classrooms

By: Ronald Mah

Help students with special needs develop skills for meeting the challenges of bullying!

Children with learning disabilities, attention deficit hyperactivity disorder, Asperger syndrome, or gifted abilities are often the most vulnerable when it comes to being bullied. This book deepens teachers' understanding of common special needs and provides a realistic view of how these children can become targets for bullies or become bullies themselves. With techniques for helping children manage emotions and build on their strengths, this book examines:

Classic male and female bullying styles
How teachers can prevent and stop bullying
Strategies for working with overprotective parents
A "90-Second-a-Day Self-Esteem Prescription Plan"

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Product Details

Grade Level: PreK-5
ISBN: 9781412957236
Published By: Corwin
Year: 2009
Page Count: 152
Publication date: October 01, 2009

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Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

"This is the first text I've read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention."
—Karen Thomes, Early Childhood Special Educator
Indian Island School, ME

Help students with special needs develop skills for meeting the challenges of bullying!

Children with challenges can encounter difficulties in navigating their journeys within mainstream classrooms. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactive disorder, Asperger syndrome, and gifted abilities, and also discusses the tendencies for these children to become bullies.

Getting Beyond Bullying and Exclusion, PreK–5 deepens teachers' understanding of common challenges and provides an intimate and realistic view of how children with special needs can become easy targets for bullies. The book also shows how adults can inadvertently facilitate development of victim behavior in children or contribute to the development of bully personalities. With an abundance of tried-and-true techniques for helping children manage emotions and build on their strengths, this book examines:

Bullying styles, including classic male and female models
How teachers can prevent and stop bullying
Methods for intervening early before a negative dynamic progresses into middle or high school
Strategies for working with overprotective parents
A "90-Second-a-Day Self-Esteem Prescription Plan" to improve children's self-views

Ideal for both teachers and counselors, this book increases the sensitivity and expertise that educators need to help children with special needs become more resilient and experience success at school.

Key features

Chapter-opening vignettes
Chapter-ending summaries
Informal, inviting writing style
Unique look at specific behavioral difficulties

Author(s)

Ronald Mah

Ronald Mah, an educator and licensed marriage and family therapist, has worked in early childhood education for 16 years. A credentialed elementary and secondary teacher, he is the author of Difficult Behavior in Early Childhood and The One-Minute Temper Tantrum Solution (2006 and 2008, Corwin Press). He wrote the Asian Pacific Islander Parent Education Support curriculum (DHS-San Francisco, 1996). Mah has DVDs on child development and behavior (Fixed Earth Films), and has been involved in community and high school mental health clinics, severe emotional disturbance, at-risk youth, welfare-to-work, and Head Start programs. A graduate college instructor and Board of Directors member of the California Association of Marriage and Family Therapists and of the California Kindergarten Association, Mah combines concepts, principles, and philosophy with practical techniques and guidelines for effective and productive results. Mah has a psychotherapy practice in San Leandro, California where he works with children, teens, adults, couples, and families.

Table of Contents

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

Reviews

“This is the first text I've read that connected specific disabilities to bullying. The material is informative, relevant, and thought-provoking. A useful tool in understanding the evolution of a bully and the necessity of early, appropriate intervention.”

Karen Thomes, Early Childhood Special Educator
Indian Island School, ME

“What wonderful insight Mah has into the workings of classrooms. This book applies to all children. This is a valuable read for both parents and teachers. I have been in education for over thirty years and found this book very beneficial. I loved the 90-Second-a-Day Self-Esteem Prescription Plan. Thank you!”

Kathy Gallagher, Kindergarten Teacher
St. Margaret Mary Alacoque, St. Louis, MO

"I have been a therapist working primarily with children for more than 20 years, and I'm grateful to see issues about bullying given serious attention. The subtle and often devastating effects of children’s abusive behavior to one another can have enormous ramifications, yet for too long even professional adults have dismissed much of this behavior as being 'normal.' I am glad to see the research and detail that has gone into this book. All bullying needs to be monitored and addressed so children are able to see how their behavior affects others, learn new strategies to interact with peers, and get their needs met in healthier ways.”

Kim Meinke, Licensed Mental Health Counselor

“An honest and thought-provoking discussion exploring ways we can teach and support children to help them develop into capable learners and caring humans. Mah provides straight talk on how inclusion provides benefits but also many hurdles. To be truly inclusive, we have to recognize differences rather than ignore them, while teaching our students to develop better problem-solving and coping skills through strong adult support and reframing their experiences. Whether the victim or bully, all students need a better adult-supported framework for learning to work with their peers."

Michelle Garcia Winner, Speech Language Pathologist and Social Cognitive Specialist
The Social Thinking Center

Other Titles in: Bullying Prevention | Student Behavior | Inclusive Education

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