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LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT International Conference 23-26 /04/2008.

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Presentation on theme: "LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT International Conference 23-26 /04/2008."— Presentation transcript:

1 LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT International Conference /04/2008 BuSO Huize Tordale vzw – Torhout - Belgium Inge Denoo

2 Introduction OV2 Type 2: to educate students with a mental disability to live and work in a protected environment. Youngsters from an increasingly diverse background More and more youngsters with additional behavioural and emotional problems  Crisis in the classroom is never far away!

3 Objective Time-out Tordale To support students who temporarily cannot participate in class because of their “disruptive” behaviour To contribute to the quality of living, learning and working in school, both for students and for teachers

4 Vision A crisis is a LEARNING moment! A crisis is “only” the tip of the iceberg!

5 Long, N.J., Wood, M.M., & Fescer, F.A. (2001). Life Space Crisis Intervention. Talking with students in conflict. Austin, Tex: Pro-ed.

6 Action plan Stand-by support by phone Life Space Crisis Intervention (LSCI) - Simplified when necessary: “Talk” Phase “Fix it” Phase “Smile” Phase To make up – follow up - registration Wood, M.M., & Long, N.J. (1991). Life Space Intervention. Talking with children and youth in crisis. Austin, Tex: Pro-ed. Long, N.J., Wood, M.M., & Fecser, F.A. (2003). Praten met kinderen en jongeren in crisissituaties (Vertaling en bewerking o.l.v. F. D’Oosterlinck. Tielt: Lannoo.

7 Difficulties Avoiding a crisis is better than solving a crisis! Structure, clear rules in a positive and safe school climate A student needs to UNDERSTAND a crisis as a learning moment! Simplification Visualisation Repitition What about punishment? Youngsters with persisting behavioural problems

8 Some concluding remarks While time-out constitutes a separate entity, it cannot be an island in the school! We have gone a long way, but still have a long way to go! SUGGESTIONS and COOPERATION for the guidance of students with (persisting) behavioural and emotional problems are ALWAYS WELCOME!


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