Getting Beyond Bullying and Exclusion, PreK-5: Empowering Children in Inclusive Classrooms

Getting Beyond Bullying and Exclusion, PreK-5: Empowering Children in Inclusive Classrooms

by Ronald Mah (Editor)

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Overview

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
  • Methods for intervening early before a negative dynamic progresses into middle or high school and affecting change becomes more difficult

Product Details

ISBN-13: 9781412957236
Publisher: SAGE Publications
Publication date: 10/01/2009
Pages: 141
Sales rank: 652,261
Product dimensions: 6.90(w) x 9.90(h) x 0.40(d)

About the Author

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 viii

About the Author x

Introduction 1

Inclusion Means... 1

Inclusion Means More 3

Inclusion Means Less 4

Educational Challenge 4

Exclusion...and Bullying 5

Compromising the Intent of Inclusion 6

Continuums or Labels 7

Three Perspectives 8

1 Inclusion, Exclusion, and Bullying 10

The Chicken Spends Its Whole Life... 10

The Hawk Spends Its Whole Life... 12

Anxious Vulnerability 14

Please Please Please... 15

The Loud Aggressive "Victim" Becomes a Bully 18

Victim Entitlement to Bully and Intellectual Bullying 19

Classification Creates Targets for Exclusion 20

2 The Stress, Frustrate, Fail, Suffer Method and Emotional Intelligence 22

The Real World 22

The First S Is for Stress-Stress 'Em! 24

The First F Is for Frustration-Frustrate 'Em! 24

F Is for Failure-Let 'Em Fail! (Make Sure They Fail!) 25

The Second S Is for Suffer-Let 'Em Suffer! 26

Emotional Intelligence 26

3 Creating Powerful and Successful Children 32

Win So He Would Throw a Tantrum 32

The Next SS Is for Sensitivity and Support 34

The Next SS Is for Skills and Strength 35

SF Is for Survive and Flourish 39

4 Social Cues 44

Who Is This Kid? 44

Reasons Individuals Don't Get It! 51

5 Reasons for Missing Social Cues 54

Physical Disability-Compensation (No. 2 of 11): "What? Huh?" 54

Cross-Cultural Issues-Cross-Cultural Education (No. 3 of 11): "So that's what you mean!" 55

Overstimulation-De-Stress (No. 4 of 11): "I'm tired. I don' wanna have fun!" 56

Denial-Alleviate Fear (No. 5 of 11): "Nah, nah, nah!" 57

Anxiety-Stabilize and Secure (No. 6 of 11): "What? Where? Watch out? Where? Now? Oh no!" 58

Neurosis-Reality Filter orCheck (No. 7 of 11): "That was then, and this is then." 59

Disassociation-Trauma Work (No. 8 of 11): "Click... This station is no longer broadcasting...or receiving." 61

Learning Disabilities-Compensation (No. 9 of 11): "Trying hard, harder, and harder..." 62

Attention Deficit Hyperactivity Disorder (and Attention Deficit Disorder)-Focus (No. 10 of 11): "Attention wanders..." 63

Intoxication and Substance Abuse-Sobriety (No. 11 of 11): "Common adverse effects..." 64

6 The Victim Dynamic 67

Why Do You Pick Up Crying Babies? 67

Victimized by Victims 69

Reversing the Dual Theory of Frailty 70

How Victims Are Created 70

7 Creating Bullies 74

A Blustering, Browbeating Person 74

Bullies, Aggression, and the Search for Self-Esteem 75

"Who Are You Looking At!?" 77

"Huh? What?" 78

8 Relational Aggression 83

"You Can't Come to My Birthday Party" 83

What Do You Mean..."We?" 86

9 Frustration to Resentment to Aggression 90

Lost Self-Esteem 90

Bullies With Learning Disabilities 91

Bullies With ADHD 93

10 Arrogance and Entitlement 99

Bullies With Asperger Syndrome 99

Bullies With Gifted Abilities 105

11 Motivation and Survival 112

Adult Stress, Frustration, Failure (and Suffering) 112

"Or Else What?" 113

Internalized Motivation 114

Cultural Characteristics of Children With Challenges 117

Conclusion 123

The Ninety-Second-a-Day Self-Esteem Prescription Plan 123

A Last Thought 128

References 130

Index 135

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