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LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT Int

LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT International Conference 23-26 /04/2008 BuSO Huize Tordale vzw – Torhout - Belgium Inge Denoo. Introduction.

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LSCI for youngsters with a mental disability and behavioural disorders in school: problems and possibilities EFeCT Int

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