Relationship Building as Means for Prevention of Behavior Problems in Secondary Level Support Model

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Many children come to school with behavior problems that impede their learning and disrupt the the learning of other children. As early as preschool as many as twenty-five percent of children demonstrate problematic behaviors which place them at risk for future negative school experiences (Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J, 2009). These children exhibit aggression, defiance, bullying of others, poor work habits, and acting out in class. Overtime these behaviors become chronic for some students and cyclical patterns of poor behavior, reactionary discipline, failed relationships with staff and peers, low self-esteem, and poor academic performance plague these children. Many teachers feel frustrated as they spend the majority of their classroom management time on the same few children each day. This ongoing anger and frustration further isolates these students from their teachers. Attempts to teach expectations and proper school behaviors fail. These student frequently become problem students each year. Over the course of several years these students begin to see themselves as failures and actively begin self-sabotaging behaviors leading to a permanent loss of academic achievement of a lifetime of low self-esteem.

Many children with severe behavior problems have significant emotional trauma, serious emotional losses, and deficits in social skills. These problems never offically diagnosed or professionally treated despite their effects on the children. Children with chronically challenging behavior frequently come with a history of abuse or neglect. They often come from homes with significant instability or a chaotic environment. Often their parents have histories of drug abuse or mental illness. Acco...

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