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Teacher Training > How To Guides > Student Discipline Plenty of advice in child guidance and in therapeutic approaches for teachers, school counselors, and other support staff. Unparalleled resources in behavior-influence language. Take a look at this amazing collection of psychoeducational books on Amazon: Child Guidance Methods

Keeping the Peace: Managing Students in Conflict Using the Social Problem-Solving Approach  is a book by Carmen Y. Reyes, “The Psycho-Educational Teacher.” The issue of how to communicate effectively with distressed students represents one of the biggest challenges that teachers, administrators, and support staff face in today’s schools. A different but related problem is how to resolve a conflict happening between two or more students. These are no light issues; much of what teachers and administrators describe as discipline problems and disruptive behavior in the classroom stem from breakdowns in teacher-to-student and student-to-student communication. When these breakdowns are ignored or treated poorly, conflict spins out of control. Once in a conflictive interaction, teachers and/or staff find themselves in adversarial relationships with students. Similarly, two students in conflict see each other as enemies. Angry feelings, aggressive behavior, and in most extreme cases, vi...

Essentials of Emotional Communication for Reaching the Unreachable Student: Where Do I Start? What Do I Say? How Do I Do It? This innovative book is a comprehensive source of interactive (language-based) skills that gives teachers, school counselors, school psychologists, and administrators a unique opportunity in connecting, influencing, and guiding hard to reach students. Elsewhere, effective behavior managers are best known for their strong repertoire of interpersonal communication skills. Understanding how verbal and nonverbal messages operate in our interactions with our most challenging students enables school staff to engage distraught children in constructive interactions and in positive processing of their feelings and behaviors. Once teachers learn how to use language that contributes in the healing process of children’s troubling feelings and dysfunctional behaviors, interpersonal communication skills reach the level of emotional or therapeutic communication. This 300+ pa...

Watch Your Language! Ways of Talking and Interacting with Students that Crack the Behavior Code For teachers and school staff To buy on Amazon, click here .

Like adults, children are not immune to the stressors of life. In managing personal and academic challenges, kids quite often experience frustration, expressing high concern and self-doubt with remarks such as: I can’t do anything right. I messed up again. I’m so stupid. I’m a failure if I can’t do this. Nothing works out for me. I’m going to do awful. I know I’m going to fail this test. The other kids think I’m weird. Everybody makes fun of me. I know something bad is going to happen. Most children seem unaware of this pattern of negative thinking, missing the important connection between repetitive and pessimistic self-talking (negative thoughts) and a low self-confidence with high anxiety. Like with the rest of us, these kinds of negative judgments or beliefs put us down; we criticize ourselves harshly for common errors and mistakes, doubt of our skills and abilities, and anticipate only the worst. With children specifically, negative and pessimistic thinking stron...

Forman (1993) defines coping skills, or coping efforts, as sets of information and learned behaviors that children can use purposely to bring about positive outcomes in potentially stressful situations. Coping techniques teach psychological, social, cognitive, affective, and behavioral skills that children and adolescents can use to deal with potential stressors. According to the author, knowing and using coping skills can prevent or reduce a variety of academic, emotional, behavioral, and health problems in children and adolescents. On the other hand, the inability to handle potentially stressful situations or stressors may result in emotional, behavioral, and/or physical health problems. Coping skills are a way of promoting general, emotional, and social competence in children, and we can divide them into two major categories: a)      Problem-Focused. Acting on the stressful stimuli to change or to solve the problem. Using problem-solving techniques, we focus th...

To read this article, click on the link: Chapter 20: Conflict Resolution and Power struggles A+ Resource in Student Discipline Ways of Talking and Interacting with Students that Crack the Behavior Code Now on Amazon

To read the article, click on the link: How To Teach Kids Positive Self-Talk: A Child’s Emotional Bulletproof VestMental Toughness Training

School staff and caregivers can help children understand how their internal self-talking or private speech influences the way they feel and behave. Knowing and reciting positive and optimistic self-statements help children feel happier and display improved self-control. Anger-prone, distraught, and/or impulsive children can be trained in monitoring their private speech and thoughts. Once the child recognizes the body (e.g. muscle tension and sweating) , thoughts (e.g. “I hate Mr. Evans!”) , and action (e.g. cursing and kicking) signals that cue an agitated state of mind, he can interrupt himself before acting aggressively and/or impulsively, and then the child self-corrects to calmer behavior and thoughts using his customized self-dialogue. Anger-prone and/or impulsive children can use specific self-statements or self-instructions to stop their habitual ways of thinking and to direct more positive responses. Self-coping statements to guide children in (a) handling anger triggers, ...