Suggested Reading

Aggression Replacement Training Goldstein & Glick Research Press, 2612 North Mattis Avenue, Champaign,Illinois 61821 ISBN 0-87822-283-9

This manual provides the information necessary to prepare and conduct effective structured learning groups, addressing beginning as well as advanced social skills. The skills are broken down into specific behaviors which are taught through a variety of methods including modeling, role play, and feedback.

Back Off, Cool Down, Try Again: Teaching Students How to Control Aggressive Behavior SylviaRockwell ISBN 0-86586-263-X

A vividly descriptive primer on how to nurture the social development of students with aggressive behavior in a classroom setting using the stages of group development as the basis for classroom management. The focus moves from teacher control to control through peer interaction. Strategies for group management; affective and academic instruction; and planning, documentation, and consultation are presented.

Disruption, Disaster, and Death: Helping Students Deal with Crises Festus E. Obiakor, Teresa A. Mehring, and John O. Schwenn CEC - 1-800-845-6CEC

To help teachers and administrators respond to the increasing violence and tragedy faced by students today. This one of-a-kind resource leads the way in providing a candid look at the problems related to these situations and offers a wide array of resources and practices to help students cope with these events. The content is appropriate for general education, but the book also contains sections on how children with exceptionalities may be specifically affected.

The EQUIP Program: Teaching Youth to Think and Act Responsibly Through a Peer-Helping Approach

Gibbs, Potter, and Goldstein, Research Press, ISBN 0-87822-356-8

The theme of this manual is that students don’t need to be motivated to help one another. In order to be effective “helpers”, they must be “equipped” with specific skills for giving mutual help. The authors provide a very structured format to address not only actions, but thinking behaviors as well.

The Discipline Book: A Complete Guide to School and Classroom Management Curwin and Mendler,

Reston Publishing Co., Reston, VA ISBN 0-8359-1336-8

This book assesses the roles teachers, students, administrators, aids and parents must play in developing more productive learning environments for children. It presents a complete approach to preventing and resolving school and classroom behavior problems. Experiential activities for both teachers and students build an awareness of the influence that interpersonal dynamics have on the learning environment. Step-by-step guidelines show exactly how to apply theoretical models to problem situations for a more satisfying class for everyone.

Tough to Reach, Tough to Teach: Students with Behavior Problems Sylvia Rockwell,

ISBN 0-86586-235-4

Prepare yourself for those encounters with disruptive, defiant, hostile students by knowing how to defuse undesirable behaviors and structure “face-saving” alternatives. Through a series of vignettes you gain insight into problem behaviors and explore effective management strategies. A valuable resource for both general and special education teachers.

Taking Charge In the Classroom: A Practical Guide to Effective Discipline Allen Mendler & Richard

Curwin, Reston Publishing Company, Inc. A Prentice-Hall Company, Reston, VA 0-8359-1336-8

This new book is an extension of the author’s work in The Discipline Book in that it addresses both more complex and wider ranging problems involving both classroom and school-wide discipline. It explores and offers solutions to some of the questions most commonly asked by teachers:

· How can I deal with stress related to discipline?

· How can I develop effective consequences?

· How can I avoid power struggles: What’s the best way to handle a power struggle should I find myself in one?

· What are some of the ways to deal with the chronically disruptive student when I must keep the child in the room?

Between Parent and Teenager Dr. Harm G. Ginott, Avon Books, ISBN 0-380-00820-3

The well-recognized authority on child-rearing who opened new lines of communication between millions of parents and their children with his earlier bestseller Between Parent and Child now does the same for parents and teenagers with this book. Using respect and love, Dr. Ginott’s unique commonsense approach offers new hope for parents everywhere who sometimes find they just can’t get through to their teenagers.

Letting go is the key to peaceful and meaningful coexistence between parent and teenager. As parents, we are concerned that life go “right” for them. As teenagers, they are fighting to be the masters of their own destiny. To let go when we want to hold on and continue to guide them requires the utmost generosity and love.

Viewpoints: A Guide to Conflict Resolution and Decision Making for Adolescents Guerra, Moore, & Slaby, ISBN 0-87822-358-4

The authors present a series of scenarios intended for discussion class meeting style. The situations include adult-child situations as well as difficulties between peers. Students are taught the Eight Steps to Personal Success - a method of problem solving. The goal is to strengthen problem-solving abilities to help students be more in control of their lives and to better get along with others.

Beyond Discipline: From Compliance to Community Alfie Kohn, ASCD, Alexandria, BA,

ISBN 0-87120-270-0

Kohn criticizes many of the programs that offer what amounts to recipes for taking care of discipline problems and maintaining a controlled environment. He contends that many, if not all, of these packaged discipline programs focus on “handling” or “training” children, offering ways to outsmart them and methods of establishing consequences that ensure mindless compliance and control. Does such an environment, he asks, really promote meaningful learning?

Kohn’s alternative is to make the classroom a community where students feel valued and respected, where care and trust have taken the place of restrictions and threats. In this environment, students have a major role in making meaningful decisions about their schooling and in designing educational communities in which they feel connected to one another and to adults.

Life Space Intervention: Talking with Children and Youth in Crisis Wood and Long, Pro-Ed, 8700 Shoal

Creek Boulevard, Austin, Texas, ISBN 0-89079-245-3

The “talking” strategies described in this book are based on in-depth clinical interviewing skills developed from Fritz Redl’s concept of Life Space Interviewing. The adult is the mediator between the child and life’s stresses, the student’s behavior, the reactions of others and the private world of feelings students are sometimes unable to handle without help.

Developmental Therapy-Developmental Teaching: Fostering Social-emotional Competence in Troubled

Children and Youth Wood, Pro Ed, 512-451-3246

This comprehensive curriculum provides a framework for guiding social-emotional development and responsible behavior in children and teens. It matches a child’s current social, emotional and behavioral status with specific goals, objectives, behavior management strategies, curriculum materials, activities, and evaluation procedures. It also defines specific roles for adults.

The Quality School: Managing Students Without Coercion Glasser, Harper and Row, ISBN 0-06-096513-4

Dr. Glasser shows that traditional coercive management in schools is the root of the problem and suggests that we replace the “bossing” that turns students and staff into adversaries with a system of management that brings them together. He claims that when we stop pushing students to increase their scores on state assessment tests that mean nothing to them and start teaching in a way that satisfies their needs, discipline problems will disappear and every student will find satisfaction in doing well in school.

Control Theory in the Classroom Glasser, Harper, & Row, ISBN 0-06-09085-X

Dr. Glasser translates control theory into a productive, classroom model of team learning with emphasis on satisfaction and excitement. Working in small teams, students find that knowledge contributes to power, friendship and fun. Because content and the necessary student collaboration skills must be taught, teachers need to develop skills if they are to use this model successfully. The dividends are “turned on” students and satisfied teachers.”

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