“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans

COURSE DESCRIPTION:

Traditional discipline plans usually frustrate chronically disruptive students and can be overkill for well-adjusted kids. Dr. Ross Greene’s “Plan B” is a better approach for dealing with disruptive behavior. It assumes that even disruptive students want to succeed in school, but that they have obstacles in their lives that prevent them from being successful. “Plan B” encourages educators to discover why a student is struggling with challenging behaviors and provides effective tools so to help the student address and overcome the obstacles and become a successful, empowered student.   

This independent study course is appropriate for Pre-K through grade 12 teachers, administrators, support staff and parents. 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

1. The conceptual framework for understanding the factors that “set the stage” for challenging behavior in students that is based on Dr. Ross Greene’s work.
2. Identified the nine typical ways that educators and parents explain student behavior that usually do not make the problems any better and can actually make them worse.
3. Knowledge of the “unsolved problems” and “lagging skills” that potentially underlie the challenging behaviors of students.
4. Specific proactive strategies that teachers and parents can use to solve the problems and teach the skills to their challenging students.
5. Specific proactive strategies that teachers and parents can use to approach students who are in the middle of challenging behaviors.
6. Learned how to effectively collaborate with colleagues and administrators to confront and change the “status quo” and truly address the needs of these challenging students.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

1. Completion of Information Acquisition assignments 30%
2. Completion of Learning Application assignments 40%
3. Completion of Integration Paper assignment 30%

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

The required text is Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them by Ross Greene, 2014: Scribner Books.  New York, NY. 336 pages. ISBN 978-1501101496. 

None. All reading is online.

MATERIALS FEE

Text: Lost At School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them is approximately $11 for the required text at Amazon.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Lori Gibson, M.A., E.S.A., is a dedicated school counselor with a wealth of experience in the field of education. She holds a Master’s degree in counseling psychology from Gonzaga University and a Bachelor of Arts degree in both education and psychology from Whitworth University. With a career spanning 31 years, Lori has contributed her expertise to various educational institutions, including North Chicago High School in Illinois, Lake Washington School District and Spokane Public Schools, both in Washington state. For the past 21 years, Lori has been an instructor at The Heritage Institute, where she is deeply passionate about empowering fellow educators to excel in their noble work within schools. In today's evolving educational landscape Lori understands the shift on many fronts - including the mandates to integrate technology, embrace neurodiversity, foster social and emotional growth and dig deep to understand the neurological basis for challenging behaviors. Lori recognizes that our students, pre-K to 12th grade face an array of challenges, from learning, social and emotional gaps due to the ripples of the pandemic, family stressors, poverty, the impact of social media and entitlement issues, among others. She firmly believes that educators must be equipped with the latest research and practical strategies to address these multifaceted needs effectively. In her courses, Lori's primary aim is to provide educators with respectful and encouraging guidance to navigate these challenges. Her courses and workshops are designed to empower teachers and administrators with the knowledge and tools necessary to create a supportive and inclusive environment that prioritizes the well-being and development of every student so they can be about the business of learning!

BIBLIOGRAPHY

“HELP ME BEHAVE”: Going Beyond Traditional School Discipline Plans