COURSE TITLE:

UNDERSTANDING & CONNECTING with AGGRESSIVE STUDENTS

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Michael Sedler
mike@communicationplus.net

 

COURSE DESCRIPTION:

School systems have been very visible in their attempts to work with high risk children, areas of specific concern surround aggression and out of control behaviors.  This class will investigate social, emotional and environmental factors that impact students.  Specific, and proven, strategies for de-escalation and teaching students alternative behaviors will be presented.  As an educator, we do not need to be intimidated by the words "At Risk", "High Risk" or "Out of Control".  During the study of this course, each person will learn effective strategies that will immediately transfer into the school system.  Upon the conclusion of this course, each person will have a clearer direction in intervening with difficult students and feel more confident in approaching these students.

 

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

     1. Listed factors that increase the probability of acting out behaviors.
     2. Explained and understand the verbal continuum patterns in escalating behaviors.
     3. Differentiated between verbal and nonverbal cues as well as identifying intervention strategies.
     4. Analyzed a case study and effectively described escalating behaviors and precursors to the behavior.
     5. Written an effective behavior programs for students
     6. Have an increased understanding and repertoire in communicating with aggressive 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 participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

 

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

Chosen text from Bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.

None. All reading is online.

MATERIALS FEE

Once you register, log onto the instructorʼs website at www.michaelsedler.com. Click on Classes, then scroll down and click on Understanding & Connecting with Aggressive Students manual. The manual will download as a PDF file to your computer.

QUALIFICATIONS FOR TEACHING THIS COURSE:

Mike Sedler, D.Min., M.S.W. brings over 30 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes.  

He provides consultation services and seminars throughout the United States and Canada for schools, agencies and businesses.  He has been teaching “adult learning classes” since the mid 1980’s and has had the privilege of working for The Heritage Institute for over 25 years. 

He has a graduate degree in Social Work, a Doctoral degree in Ministry, a Counseling license, as well as his teaching certification (K-8).  His combination of classroom experience, behavior intervention approaches, and involvement in working with hundreds of families allows for an excellent blend in all his classes.

Mike is passionate about children and emphasizes the importance of avoiding power struggles, offering options/choices to children, setting clear boundaries and guidelines as well as finding a place of positive engagement and connection with each individual.  His heart for people and emphasis on positive communication are found throughout his seminars and classes.

All of Mike’s classes are practical and “field tested” in schools and classrooms. Educators have found ongoing success in implementing Mike’s clear and concise approaches.

BIBLIOGRAPHY

UNDERSTANDING & CONNECTING with AGGRESSIVE STUDENTS

Beaudion, Marie Nathalie.  Responding To The Culture Of Bullying And Disrespect.  Corwin Press, 2009.  Looking at the topic of bullying and aggression (grades K-12.)  www.corwin.com  800 233 9936.

Carter, Les. The Anger Workbook.   Thomas Nelson, 2012. A book to help people understand the cycle of anger (Adult.) www.harpercollins  800 251 4000.

Criswell, Patti Kelley & Martini, Angela.   Stand up for yourself and your friends. American Girl Publishing. 2016  Recognize bullying and be prepared to handle it (grades 3-7)   www.americangirlpublishing.com  800 233 0264.

Donnelly, Kate Collins.  Starving The Anger Gremlin.  Jessica Kingsley Publisher, 2012.  Imaginative book discussing areas of anger (grades 3-8.)  www.jkp.com  866 416 1078.

Fields Douglas.   Why We snap: Understanding the rage circuit in the brain.  Penguin Books, 2016.  Understanding the brain and how aggression occurs (grades K-12.)  www.penguin.com   978 750 8400.

Greene, Ross. The Explosive Child.   Boys Town Press, 2014. Ideas for understanding and working with inflexible children and explosive situations (K-8.)  www.boystownpress.org   800 282 6657.

Larson, Jim.  Helping Schoolchildren Cope With Anger.  Guilford press, 2010.  Strategies to implement an anger coping program (grades 2-8.)  www.guilford.com  800 365 7006.

McGinnis, Ellen.  Skillstreaming Series. Research Press, 2011. Series of books to help with 50 individual skills specific to grade levels (Grades K-12.) www.researchpress.com.  800 519 2707.

Nelsen, Jane, et al. Positive Discipline Series. Empowering People Inc. 2013. Create cooperation and self-discipline in students (grades K - 12, series.) www.empoweringpeople.com  800 456 7770.

Purcell, Mark and Murphy, Jason. Mindfulness for Teen Anger. New Harbinger Publications, 2014. How to help teens gain control of emotions (grades 6-12.)  www.newharbinger.com   800 748 6273.

Raine, Adrian.  The Anatomy Of Violence.  Vintage Press, 2014.  A look at the evolution of violence: genetics, environment, or choice (grades K-12.)  www.randomhouse.com    212 782 9000.

Reyes, Carmen.  Thinking, Feeling, Behaving. Research Press. 2012. Helping children address thoughts and consequences (grades K-12.)  www.createspace.com.

Riley, Philip.  Attachment Theory and Student/Teacher Relationships.  Routledge, 2010.  How students from and maintain relationships (grades K-12.)  www.routledge.com  800 634 7064.

Simmons, Rachel.  Odd Girl Out.  Harvest Books, 2011.  Insight into stereotypes, aggression, and female bullying (grades 5-12.)  www.harvesthousepublishers.com  800 547 8979.