Levine shows us how to observe, question, and think about
children's problem behaviors in school from the child's perspective
so we can understand what is motivating children to act as they do
before we intervene. Cases included in this book range from
noncompliance and poor academic performance to disinhibition,
suspected ADHD, PTSD, and injury-caused acting out. Understanding
children's problem behaviors in school- seeing beyond the surface
actions to reveal and name the root needs fueling those actions-is
vital to helping the child. Yet, whether teachers in schools or
parents at home, adults often make quick, cursory assessments, then
an intervention is sprung. Explanations might be sought from the
child, who often resists and becomes more distant. Punishment can
occur and things are taken away, but the behavior worsens. These
scenarios and similar occurrences frustrate parents, teachers, and
other school professionals alike. In Learning from Behavior, Levine
shows us how to observe, question, and think about problem
behaviors in such a way that we can understand what is motivating
the children to act as they do. Behavior, after all, often
represents what the child cannot communicate, due to language
limitations, level of psychological development, or traumatic
experience. Children think differently; they are not small adults.
We need to understand the behavior from the child's perspective
before we can intervene to change the behavior. Author Levine shows
us, incorporating illustrative vignettes, how to do that. Step by
step, Levine, a clinical social worker experienced as a consultant
to dozens of schools, helps us take the astute advice cited in one
children's song we've all heard: stop, look and listen, to first
understand the behavior. Question the causes. Cases included in
this book range from noncompliance and poor academic performance to
disinhibition, suspected ADHD, PTSD, and injury-caused acting out.
We hear about the history of behavioral interventions, listen as
children tell us how they perceive these interventions, and look
over the social worker's shoulder as effective helping strategies
are put into action. As Levine explains, Given the challenges we
share communally in helping children, we should do everything
possible to learn more about children's behavior, enhance our
methods for reaching out to them, and refine our approaches to
intervention. All of us-teachers, parents, clinicians, researchers,
and administrators, along with the children we serve-must
participate in this vital endeavor.
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