Predicting Violence (One Day)
The ability to predict violence is at the heart of the concept of foreseeable risks. All violence is predictable to someone; but we are not all able to predict all acts of violence in advance. Because the targets of violence encompass all sectors of society from government to individuals, from economics to personal freedom, and the sources of violence vary from nations to loved ones, from co-workers to professional criminals, the likelihood of violence occurring is often related to our ability to control our environment. Understanding the variables which cause friction in the environment, and learning to avoid or reduce friction is often the key to predicting the eruption of violence.
This seminar explains the concept of threat analysis as it relates to the threat of violence. Participants move from identifying their vulnerabilities to violence in the workplace, at home, in the community and in unfamiliar surroundings to predicting the most likely sources of violence they will face from others. The examination of sources of violence will include the form violence is likely to take; the rationale behind the violence; an assessment of the harm that the violence will cause and what the cost of reducing or eliminating the threat of violence will be.
The goal of the training will be to instruct participants in how to live and work in their environment with the confidence of knowing that they can effectively respond to the conditions which cause violence to erupt and thereby avoid, deter or terminate a violent act which may occur in their presence.
Classroom Management (One Day)
This seminar focuses on managing school activities in an out of the classroom. The focus of the training is on avoiding disruption and allowing an educator to successfully complete the aim of the prescribed lesson or experience. Techniques for handling potentially disruptive students quickly and before their conduct distracts from class time are explored. Educators learn to anticipate problems and defuse them by eliminating friction between students and between students and teachers.
Emphasis is placed on enlisting existing school professional resources in diagnosing individual student conduct and in applying appropriate remedies to problematic behaviors. Educators learn to employ school disciplinary codes judiciously by focusing on problem solving behavior without reliance on extra-classroom discipline where possible. The proper use of school security and law enforcement personnel in preventing potentially dangerous behavior and in terminating violence is presented in terms of its overall impact on school security, and alternate approaches are explored.
Conflict Resolution (One Day)
Major sources of school disruption include the failure of educators to gain and maintain control of the school setting without escalating infractions by students into more serious confrontations, the heightening of dissension between professional staff and parents, and allowing disputes among administration and faculty to linger without resolution. Educators explore ways to open avenues to better communications in their professional interactions without compromising their authority or their professional standards.
An opportunity to dissect typical issues enflaming tensions among members of the educational community including professional staff, students, parents, community leaders, school boards, professional organizations and local activists is presented. Identifying existing protocols for problem solving is examined and suggested alternatives considered. Techniques for de-escalating hostility levels are presented with methods for tailoring them to meet the needs of educators to fulfill school goals consistent with educational legislative mandates.
Special Education Students and Behavior Management (One Day)
Within legislatively mandated requirements for the education of designated special education students are special considerations for their disciplining when they are engaged in infractions of codes of discipline. Efforts to mainstream children with individual educational programs requires their participation in school activities provided by faculty who are not certified in special education and who may be misinformed about instituting appropriate discipline for special needs students. This seminar provides an overview of the regulations regarding the procedures for handling disruptive conduct attributed to special education students and the criteria for determining whether disruptive conduct is actionable through prescribed disciplinary codes.
Educators will become familiar with special education diagnosis and the symptoms manifested by students within the various categories. They will learn to evaluate disruptive behavior in terms of individual student’s disabilities so as to become more familiar with causative factors affecting conduct which may be a product of the individual disability and not actionable through general disciplinary protocols. The goal of the training is to better familiarize educators with handling discipline problems of special education through a better understanding of the available remedies for dealing with these problems including how to differentiate among behaviors which are related to the student’s disability from those which are subject to generally established discipline protocols.
Educators Duty to Protect from Harm (One Day)
The law recognizes the existence of a special relationship between educators and students which imposes upon educators a duty to protect students in their custody from harm. School violence has created serious questions about the authority of teachers to use force in protecting students from violence and at the same time observe prohibitions against the use of physical force by teachers against students set forth in state statutes and administrative codes. Faced with a choice of using force to terminate violent encounters between students or facing civil liability for failing to protect students from violent acts by others, educators must decide whether to risk their jobs providing protection from harm, or idly watch as a student in their charge is victimized by violence. Some jurisdictions have now adopted corporal punishment statutes allowing educators to apply physical force to maintain order; other jurisdictions ban all reliance upon physical force by educators. This seminar will present both sides of the argument as well as current legal interpretations regarding the use of force in different jurisdictions.
The goal of this seminar is to identify the role of educators, consistent with both their legal duty to protect students and the prohibitions against their use of force, to develop appropriate responses to the threat of and the use of violence. Typical state statutes and local rules on responding to violence in school by educators will be presented in light of legal obligations and penalties for failing to protect students from violence. Various practices with regard to the use of force by educators against students and reactions to them in the jurisdictions in which they are applied are discussed. The goal of the training is to present a framework into which educators can suggest alternatives to the use of force when possible and provide justifications for circumstances in which force appears to be the only available remedy in fulfilling the educator’s obligation to protect.
For Information on locations, dates and costs for attendance at these seminars, please email Charles Slepian or call toll free at 1-(866) 579 7636.