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Yes, every school or agency needs both, but alone, they don’t work. Here is the surprising truth about discipline: Discipline and consequences are often ineffective. Alone? Yes, if you have a discipline and consequence structure set up, but have not first taught your students the skills, motivation and attitudes that they need to perform the desired behaviors, you will almost certainly find your discipline is ineffective.

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This intervention worksheet is intended just for girls, although you can use it with boys if you wish. It also raises issues of weight, self-image, beauty, culture and societal expectations of girls. It tackles a tough problem area: body image. This provocative handout is the perfect conversation-starter for girls’ counseling groups, health classes, contemporary issues classes, and living skills courses. Have you ever noticed that most interventions are geared for boys, or are generic, one-gender-fits-all interventions. It also works well with individual students. This handout will start important conversations and provoke insights when mere words and generic methods can’t.

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Most of these decidedly different, potent, new methods have been turned into posters. We’ve actually added a whopping 100 new posters. If you are planning on coming to one of our Fall 2007 workshops in Portland, St. We’ve been hard at work devising attention-grabbing, unexpected strategies for all the kid problems you deal with. Some of our provocative, new interventions are right here in this newsletter, and ready for our subscribers to use today. By the way, we even still have some of our half-price work study slots open for these workshops, so call 1-800-545-5736 now if you want to grab one. But, you don’t have to wait for our workshop dates to arrive. Louis, Austin, or Phoenix, you can count on these lively, unorthodox ideas being included in the 200 strategies we give in each inservice.

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I can’t scream loud enough and long enough to control my class. If you are one of the professionals who is screaming at kids, you need to remember that you are screaming at someone’s son, someone’s daughter. What would you think if your son or daughter’s teacher managed by screaming? If you wouldn’t want your offspring to be yelled at, then you shouldn’t be yelling at someone else’s children. In the nearly 20 years that Youth Change has been a national resource for teachers and counselors with troubled students, we have never been so inundated with inquiries about how to scream louder and longer to get back in control. In our workshops, in our email, and on the phone, we have been hearing the same complaint over and over and over. You would be appalled and demand the screaming stop.

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Did you notice that we are giving our subscribers 5 free slots for the workshops coming soon to St. You’ve got an array of peer problems, from bullying to verbal abuse, from scapegoating to cliques and harassment. (Click here for details on upcoming live seminars). This dynamic strategy is taken from the hundreds we give in our live and recorded workshops. Rely on methods that catch your bullying, aggressive, resistant, oppositional, depressed, withdrawn, and defiant youth off-guard, then powerfully engage them in learning despite themselves. The intervention below offers these benefits. Peer interaction problems can make any school or agency site chaotic, loud, unpleasant or unsafe. Louis, Austin and Phoenix? There are no quick fixes to instantly turnaround all your peer problems, but in this issue, you will find a very fun, ready-to-use, complete intervention to begin the process. Click here for details on how you can quickly snag a free workshop slot. The more you can use creative, unexpected and humorous methods, the more success you may achieve repairing poor peer skills.

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If you prefer to just register now, but are on a budget, we have at least one Half-Price Work-Study slot open for $84 still available in each city. It takes just a few clicks to enter. Email (click here), or call 1-800-545-5736 to grab a Half-Price slot before they are taken. Before you read some of our best aggression control strategies, workshop registration click here to enter your name to get one of the 5 completely free Breakthrough Strategies to Teach and Counsel Troubled Youth Workshop registrations that we are giving away to subscribers. The winners will be randomly selected. We had a full house at our Portland workshop this past week. Your odds of winning are actually pretty high because our subscribers are located all over the world, not necessarily near any of our upcoming workshop cities. It’s our way of thanking you for being so loyal to Youth Change. Louis, Austin, or Phoenix. If you live near a workshop stop, or can travel to one, you have a good chance of winning a free $169 workshop slot if you enter; start here. You can choose to attend free this fall in St. Thank-you.

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Educators are often more
accustomed to preventing and addressing violence from acting-out youth, and
may feel far less prepared to prevent or address violence from other types of youth. Educators are offered so little basic mental health training to help them understand
deeply troubled students. When a school shooter does not fit the profile of a consistently
aggressive, acting-out student, it can seem confusing. That phrase is also being used a lot by participants during workshop sessions. Nor was this student someone who was being constantly bullied or
tormented, another stereotype of shooters often offered in the media. Human beings
are more complex than either of these two options. We have gotten quite a few calls and emails asking for help. In the recent incident, the shooter
did not fit that classic profile of someone who was routinely assaultive, bullying, or
verbally abusive. The recent school shooting seems to have crystallized many school staff’s
concern that their site could face a tragedy. We were on a collision course with disaster. That phrase has started showing up a lot on our workshop evaluations lately.

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This new school year just doesn’t have to be as tough as it was this past year. Here is just one of the recent referrals that arrived at the end of the 2007 school year, and definitely grabbed our attention. Mr. I hope it will help you,
at least next year. Students are now referring their beleaguered teachers to our web site for help. Alan, I am sending you this because of all those troubled kids in the class. Most teacher training is dominated by content, testing and theory. How bad has it gotten for teachers? –Katie M. That feeling may have been lost many semesters ago. Contemporary teachers need to know how to actually train kids to be prepared students who have all the school, coping, and social skills needed to function in a school setting. Most teacher training doesn’t actually show teachers how to manage the huge coping, social, and behavior problems that come in each day with students. Remember when you used to love teaching, when you felt so privileged to shape the lives of students? If you are facing the start of the new school year with dread, we can help.

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Got Kid Problems? Chances are that your solution is just a few clicks away– if only you knew where to look. Teaching and counseling troubled youth and children is hard, but our new web site resources can make it easier. This is your resource guide to some of the newest and best resources to turnaround problems like poor motivation, classroom management concerns, violence, bad behavior, work refusal, and much more. We’re standing right next to you in your classroom or office, and we’re ready to help. That’s what this issue is all about. Even better, most of these state-of-the-art, attention-grabbing, more effective resources are still free to use. Our web site can help. And, it can help better than ever before because it is now twice as big.

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You may have seen it in the headlines this week: Many
new teachers quit during their first three
years. The practical tools and information
certainly do exist, and have been around for a long time, but are still
not routinely offered to educators in college. The consequence of that is that you may not
have been sufficiently trained to manage unmanageable students. Here is some help for that concern. When you were
in college, you got lots of theoretical training, but you
probably weren’t offered a wide array of
practical, targeted tools to manage unmanageable youngsters. In Oregon, where we are based, a whopping one-quarter
of beginning teachers don’t stay
in the field beyond their third year. Many novice teachers cite serious
classroom management problems as a reason for leaving the profession. You probably have at least one
student who is your top classroom management nightmare,
and nothing you do seems to help.

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