High School Boys Guidance Book

1. High School Boys Guidance Book Reid Fennell, Blair Boler, Torrie Dale, Brent Floyd, Nigel Turner, Alexander Grey, Josh Clark

2. Purpose • Inform students on the specific behaviors seen in high-school boys in the school system • Attention Seeking • Revenge Seeking • Power Seeking • Avoidance of Failure • Discuss interventions and helpful hints to resolve issues with misbehaving high-school boys

4. Specific Behaviors • Attention-Seeking Behavior • Revenge-Seeking Behavior • Power-Seeking Behavior • Avoidance-of-Failure Behavior

5. Attention-Seeking • Seen by high school boys who misbehave to receive attention from teachers and classmates • Attention seeking mechanisms: • Being late to class constantly • “that’s what she said” • Passive Attention-Seeking Behavior

6. Attention-Seeking • Typical behaviors seen in high school boys: • talking during class • coming late to class • Joking and heckling • acting like the teacher is inferior • challenging the teacher • “class clown” • starting fights with classmates

7. Attention-Seeking • Reasons high school boys show Attention-Seeking Behavior: • Lacking a male role model in their life • No father figure • Seeking attention from girls in their class • Peer pressure to fit in • Trying to create an image for themselves

8. Intervention: Attention-Seeking • What is an intervention? • Why are interventions important? • May display this behavior because of: • Father Issues, Attention-Seeking from Girls & Peers • Specific Interventions: • Father Issues • Present them with other strong role models • Counseling • Get parents involved

9. Intervention: Attention-Seeking • Specific Interventions: • Attention-Seeking from girls • Make them aware of the consequences of their actions • Educate them before the situation arises • Make their resources known • Attention-Seeking from peers • Help them to find a group they fit into that has their same values and beliefs (church group, athletic group) • Try to help them figure out the source of the problem (inner issues)

10. Revenge-Seeking • Characterized by students who are sullen, withdrawn, remote and refuse to communicate with the teacher • High school boys often direct their revenge towards their teachers even if the teacher is not who they are mad at. • Also directed towards their parents, administrators, other authority figures or their peers

11. Revenge-Seeking • Three Types of Active Revenge-Seeking Behaviors: • Direct Physical Attacks • Indirect Physical Attacks • Psychological Attacks

12. Intervention: Revenge-Seeking • Setting up the intervention for this behavior • Techniques of dealing with this behavior • Wrapping up the intervention • Refuse to communicate • Direct physical attacks • Threatening the teacher • Stealing • Tagging walls with gang signs • psychological attacks

13. Power-Seeking Behavior • At an early age, children are observant of the social hierarchy of individuals. • In order to be heard and seen, students begin adapting a dominant behavior. • Active Power-Seeking • Passive Power-Seeking

14. Power-Seeking Behavior • High-school boys are undergoing puberty and desire to be in charge. • “Peacock Behavior” • Active Power-Seeking Behavior • Typical Behaviors: • Not Wearing ID’s • Often Disregard to rules and obligations • Constant Tardiness

15. Power-Seeking Behavior • Passive Power-Seeking Behavior • Sneaky and observant • H.S. Juniors and Seniors adapt independence before graduation. • Vocal and Argumentative • Potential for Leadership Qualities, Assertiveness, Independent Thinking

16. Intervention: Power-Seeking • May display this behavior because of: • Peacock Behavior, Not Wearing ID’s, Constant Tardiness, Disregard to Rules and Obligations • Specific Interventions: • Peacock Behavior • Establishing respect • Not Wearing ID’s • Let them know why they should wear Id’s (safety reasons) • Punishment (write-ups)

17. Intervention: Power Seeking • Specific Interventions: • Constant Tardiness • Talk to parent • Talk with student specifically to find out reason for tardiness; solve accordingly • Disregard to Rules and Obligations • Establish respect • Explain why rules exist • Try to get their opinion on why they think those specific rules are in place and how could they establish “better” rules

18. Avoidance-of-Failure • H.S Boys don’t apply themselves to their full potential • Transparent to teachers • No involvement in the classroom • Active Behavior • Explosion • Emotional Outburst

19. Avoidance of Failure • More passive than active in high-school boys • Procrastination • Incompletion of work • Avoiding class • “I’m a failure, why should even try?” • Prevalent in all grade-levels, but it must be addressed early before entering college.

20. Intervention: Avoidance-of-Failure • Techniques of dealing with this behavior • Neimah project • Avoidance of failure behaviors : • Emotional outburts • Not involved in the classroom • Procrastination • Incomplete work • Skipping class

22. Helpful Hints • Bullying • Acting out and Back-Talking in Class • Avoidance of Attention from Peers and Teachers • Being Negligent with Assignments • Constant Tardiness • Aggressive Personality within the Classroom • Disregard of School Policies and Rules

23. Helpful Hints • Respect and Listen to students • Set the tone of the meeting • Be empathetic to the situation while being realistic • Make learning tangible • Ensure students that they are capable • Continue to be actively Involved

24. ANY QUESTIONS???