SCHOOLS/FACILITIES. If you're an educator -- a classroom teacher, paraprofessional, school psychologist, school social worker, guidance counselor, principal, assistant or vice principal, special education director, superintendent, inclusion coordinator, or something we've missed -- you've arrived!
Here's what's you'll find in this section: Take the Tour: Through audio programming and demonstration videos, we'll walk you through the basics of understanding behaviorally challenging students and help you fundamentally change how you go about trying to help them. Along the way, your role is going to change: you're won't be in the "behavior modification" business anymore, you'll be in the problem solving business instead. The Tour is going to take a while -- making these changes takes some time -- but if you're ready to get started, click here.
Sneak Preview: If you're the type of person who wants to dip your toe in the water before jumping in, you can read a one-page summary of Dr. Calling all frequent flyers. Kids Do Well if They Can Ross Greene #1. Reading, Resources, and Research about Dr. Ross Greene's approach. If you're interested in reading about Dr.
Greene's empirically supported approach -- now called Collaborative & Proactive Solutions* -- you've found the right place! The research base supporting the effectiveness of the model continues to grow, and numerous papers describing findings from a five-year NIMH-funded outpatient study of the model at the Virginia Tech Child Study Center are in the pipeline (along with papers from other ongoing research projects in schools and juvenile detention centers). This page is updated frequently as papers and chapters are submitted and accepted for publication.
Books: Greene, R. Greene, R.W. (2014). Regan, K. (2006). Conceptual/Theoretical Underpinnings: Greene, R.W. (2011). Greene, R. Greene, R.W. (2010). Greene, R. Recent Articles:
Amazon.com: Ross W. Greene: Books, Biography, Blog, Audiobooks, Kindle. What If Everything You Knew About Disciplining Kids Was Wrong? June Arbelo, a second-grade teacher at Central School, comforts a student who wants to go home during the first day of school.
Tristan Spinski/GRAIN Leigh Robinson was out for a lunchtime walk one brisk day during the spring of 2013 when a call came from the principal at her school. Will, a third-grader with a history of acting up in class, was flipping out on the playground. He'd taken off his belt and was flailing it around and grunting. The recess staff was worried he might hurt someone.
Will was "that kid. " The expression "school-to-prison pipeline" was coined to describe how America's public schools fail kids like Will. How we deal with the most challenging kids remains rooted in B.F. But consequences have consequences. Teachers who aim to control students' behavior—rather than helping them control it themselves—undermine the very elements that are essential for motivation: autonomy, a sense of competence, and a capacity to relate to others. But brains are changeable. Rethinking challenging kids-where there's a skill there's a way.