Principals » Carol J. Carter

Sharp drop seen in childrenâ€™s bullying

Carolâ€™s summary:

Hereâ€™s some good news:Â A national survey funded by the Department of Justice reports that the percentage of students being â€œphysically bullied over the past year had declined from nearly 22 percent in 2003 to under 15 percent in 2008,â€and anti-bullying programs are credited for the improvement.Â To continue this trend, programs need to be put in place nationwide that not only intervene before problems begin, but proactively reduce bullying by giving kids the tools they need to manage strong emotions and learn conflict resolution skills.Â

Right now my staff is in the process of tabulating results from schools using our PEOPLE SMARTS program, which helps students develop emotional intelligence. Our results show that schools have experienced a reduction in the number of children who say theyâ€™re being bullied, and equally encouraging, more students say they stand up for someone and themselves who is the victim or physical or verbal abuse. Our data also shows that students in the PEOPLE SMARTS program experience better relationships with their siblings after taking the class (on the pre-assessment, 35.3% reported they â€œget along well with their siblings;â€ and the POST-assessment 50.1% reported that they do), a finding which is significant since bullying behavior is often learned at home where many children report being bullied by their brothers or sisters.Â

While anti-bullying programs play an important role in our nationâ€™s goal to curb aggressive behavior, programs that help students build stronger communication, emotional, and social skills as a prevention strategy, can make the greatest impact. If you would like to receive a review copy of our PEOPLE SMARTS book, or any of our other resources, call us toll free at 1.877.737.8510 or email contact@lifebound.com.

How can we do a better job of being preemptive so that students have the self-awareness and communication skills to stand up for respectful behavior? How can parents, teacher, and counselors get on the same page to use the language of emotional intelligence so that students are getting these principles reinforced in every sphere of life?

How can districts effectively collect and use the data to measure the results of these programs?Â Â

ARTICLE

March 3, 2010

Associated Press

NEW YORK – Thereâ€™s been a sharp drop in the percentage of Americaâ€™s children being bullied or beaten up by their peers, according to a new national survey by experts who believe anti-bullying programs are having an impact.

The study, funded by the U.S. Department of Justice, found that the percentage of children who reported being physically bullied over the past year had declined from nearly 22 percent in 2003 to under 15 percent in 2008. The percentage reporting theyâ€™d been assaulted by other youths, including their siblings, dropped from 45 percent to 38.4 percent.

The lead author of the study, Professor David Finkelhor, said he was â€œvery encouraged.â€

â€œBullying is the foundation on which a lot of subsequent aggressive behavior gets built,â€ said Finkelhor, director of the University of New Hampshireâ€™s Crimes Against Children Research Center. â€œIf itâ€™s going down, we will reap benefits in the future in the form of lower rates of violent crime and spousal assault.â€

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As U.S. Aid Grows, Oversight Is Urged for Charter Schools

Carolâ€™s Summary:
As President Obama announced plans to devote more money to Charter Schools this week, experts stress increased oversight to help ensure success. According to todayâ€™s New York Times article, one influential charter group member told the House Education and Labor Committee that the federal government had spent $2 billion since the mid-1990s to finance new charter schools but less than $2 million, about one-tenth of 1 percent, to ensure that they were held to high standards. â€œItâ€™s as if the federal government had spent billions for new highway construction, but nothing to put up guardrails along the sides of those highways,â€ said Greg Richmond, president of the National Association of Charter School Authorizers. Here are a few important facts about Charter Schools:

o Over one million students are enrolled in more than 3,500 schools in 40 states plus the District of Columbia and Puerto Rico this year.
o Under the NCLB Act, persistently low-performing schools may be converted to charter schools as an option for restructuring them.
o On average, the funding gap between charter schools and traditional schools is 22 percent, or $1,800 per pupil. The average charter school ends up with a total funding shortfall of nearly half a million dollars.
o The Department of Education, through the Charter Schools Program (CSP), began a competitive grant program for alleviating the financial constraints in planning and starting a charter school.
o Since 1995, when CSP started administering start-up grants, the number of states that have passed charter laws has risen to 40.
o According to the first-year report of the National

Study of Charter Schools, the three reasons most often cited to create a charter school are to:
â€¢ Realize an educational vision
â€¢ Gain autonomy
â€¢ Serve a special population
Source: http://www.uscharterschools.org/pub/uscs_docs/fs/index.htm

In addition to greater oversight, charter school achievement can be accelerated by establishing student success and transition programs that are data-driven, since research is one area that charter schools lag behind compared to public schools. Every LifeBound program, grades 5-12, offers data assessments so that schools can see the results. Charter schools need the kind of support organizations like ours provide, as well as commitment from standard-setting teachers and leadership, parents and the community at large.

How can we ensure that Charter Schools have access to student success and transition programs that are proven to increase academic achievement?

Why do some charter schools perform so much better than other charter and non-charter schools?

What can traditional schools learn from high-performing charter schools that might be incorporated into the public school system?

ARTICLE
NEW YORK TIMES
by Sam Dillon

WASHINGTON â€” The Obama administration plans to significantly expand the flow of federal aid to charter schools, money that has driven a 15-year expansion of their numbers, from just a few dozen in the early 1990s to some 5,000 today.

But in the first Congressional hearing on rewriting the No Child Left Behind law, lawmakers on Wednesday heard experts, all of them charter school advocates, testify that Washington should also make sure charter schools are properly monitored for their admissions procedures, academic standards and financial stewardship.
The president of one influential charter group told the House Education and Labor Committee that the federal government had spent $2 billion since the mid-1990s to finance new charter schools but less than $2 million, about one-tenth of 1 percent, to ensure that they were held to high standards.
â€œItâ€™s as if the federal government had spent billions for new highway construction, but nothing to put up guardrails along the sides of those highways,â€ said Greg Richmond, president of the National Association of Charter School Authorizers.

Charter schools operate mainly with state financing, and with less regulation than traditional public schools. A provision of the No Child law offers federal startup grants, usually in the range of $150,000 per school, to charter organizers to help them plan and staff a new school until they can begin classes and obtain state per-pupil financing.

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Obama’s Teacher Plans Stress Competitive Grants

Carolâ€™s summary:
The Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

1) Competition is valuable. When teachers have incentives to be and do their best work, they are incented to grow, to keep learning and keep their knowledge on the
cutting edge–all of which our students need to be competitive in the global world.
Â 2) Change. A lot has changed among students in the last eight years since No Child Left Behind
was created. The teachers who understand the impact and usefulness of technology in addition to their subject areas will drive the future of facilitated learning–active learning where students discover the learning through their own curiosity, initiative and leadership. Students who learn like this in class will have the inspiration and the motivation to make a difference outside of school–in their careers and personal lives–with the applications of what they have learned.
Â 3) Staying Ahead. Right now, American students after fifth grade are not toe to toe with their foreign counterparts in developed nations. The more that the best teachers are encouraged within our current system and new teachers are brought in from different walks of life which provide the experience through which students can value their learning, the more we will have purposeful,
self-directed and inspired graduates.

The focus on raising the bar for teachers comes at a time when the administration is calling for more parents to set up a culture of learning in their homes–through turning off the TV, modeling reading and and doing homework with their children. Other frontiers are: exploring what it
takes for principals and school districts to be effective as leaders and analyzing how the community, AARP and other organizations from the community can support school performance and outcomes.
####

ARTICLE
In its fiscal 2011 budget request , the Obama administration has laid out its intention of carrying forward key teacher-effectiveness policies within the economic-stimulus law into the next edition of the Elementary and Secondary Education Act.

In doing so, the budget proposal would invest heavily in competitive grants for new ways of recruiting, training, evaluating, and compensating teachers and principals, dramatically shrink the amount of teacher-quality funding doled out by formula, and consolidate a handful of smaller teacher programs that have fierce congressional defenders.

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Obama’s Teacher Plans Stress Competitive Grants

Carolâ€™s summary:
Over the next four years, more than a third of the nationâ€™s 3.2 million teachers could retire, leaving schools bereft of experienced instructors. The problem is aggravated by high attrition among novice teachers, with one of every three new teachers leaving the profession within five years, a loss of talent that costs school districts millions in recruiting and training expenses, according to a 2009 report by the National Commission on Teaching and Americaâ€™s Future, a nonprofit research advocacy group. To help counter this predicament, the Obama administration is proposing competitive grants for teachers to recruit, train and evaluate teacher performance relative to student success. I applaud this emphasis for three main reasons:

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Kids’ Sweet Tooth Linked to Alcoholism, Depression

CAROLâ€™S SUMMARY:
According to the National Center for Health Statistics, about two-thirds of Americans are counted as either overweight or obese. Childhood obesity is a serious health crisis, and Michelle Obama is launching a campaign addressing this issue, as cited inÂ a Wall Street Journal earlier this week.

Ms. Obamaâ€™s objectives are to:
o improve nutrition and physical education in schools;
o promote activity such as walking and biking in community planning;
o make healthy food more available, particularly in poor areas;
o and make nutrition information on food packages clearer.

Todayâ€™s article from AOL News cites a related study that links childrenâ€™s preference for sweets to a family history of alcoholism or depression. Funded by the National Institute on Alcohol Abuse and Alcoholism and the National Institute of Child Health and Human Development, the research was conducted by scientists at the Monell Chemical Senses Center in Philadelphia, and published online in the journal Addiction. As the article iterates:

â€œThe findings suggest that a preference for sweets might not be solely about taste buds, but instead could have to do with the child’s chemical makeup and family history. However, an outside expert at the U.K.’s Cardiff University, professor Tim Jacob, told the BBC the Monell study’s findings were interesting, but that it’s tough to make firm conclusions from one study alone. The results could reveal something about children’s brain chemistry, but also might be explained by behavior and upbringing, he said.

“While it is true that sweet things activate reward circuits in the brain, the problem is that sweets and sugar are addictive, because the activation of these reward circuits causes opioid release, and with time more is needed to achieve the same effect,” Jacob said. “But the taste difference may be explained by differences like parental control over sweet consumption.â€

Helping students make healthy choices starts at an early age by offering them develop strong decision-making skills. As educators, we can help to make a difference by fostering critical thinking skills and life skills that promote delayed gratification and how to manage strong emotions. All of LifeBoundâ€™s student success programs aim to equip students with the skills they need for school, career and life, and our PEOPLE SMARTS book empowers them to make informed decisions. In addition to content that challenges students to assess the outcomes of their behavior, each chapter contains a true story courageous teens who have overcome seemingly insurmountable obstacles through personal action. We also offer sessions for parents that teach coaching skills to support them in their role as leaders at home. For more information or for a review copy or to receive a curriculum sample of the PEOPLE SMARTS text, please call the LifeBound office toll free 1.877.737.8510 or email at contact@lifebound.com.

ARTICLE
AOL News
by Lauren Frayer
(Feb. 10) â€“ A new study finds that children are more likely to have an intense sweet tooth if they have a family history of alcoholism, or if they’ve suffered from depression themselves.

The research was conducted by scientists at the Monell Chemical Senses Center in Philadelphia, and published online in the journal Addiction.

Sugary foods and alcohol trigger many of the same reward circuits in the brain, so scientists in this case decided to test the sweet tooth of children with a family history of alcohol dependence. They also hypothesized that children who suffer from depression might be more likely to crave sweets, because they make them feel better.

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Recession Affected Students’ Financial Attitudes and Behaviors, Study Finds

CAROLâ€™S SUMMARY:

A new study sponsored by the University of Arizona titled:Â â€œWave 1.5 Economic Impact Study: Financial Well-Being, Coping Behaviors and Trust Among Young Adults,” cited in the Chronicle of Higher Education, reveals how the recession has affected studentsâ€™ financial attitudes and behaviors. Â More students reported engaging in what the researchers term “typical” financial coping strategies, like cutting back unnecessary spending. For example, 31 percent said they cut back on communication expenses. However, the report also revealed there was a large jump in the use of “risky” coping strategies, like dropping a class, postponing health care, or using one credit card to pay off another, though relatively few students reported these behaviors.

Even though the number of students engaging in risky behaviors remains small, the researchers predict that habits formed in the college years will stay with the students over their lives, said Joyce Serido, assistant research scientist and co-principal investigator of the study. That means the impact of choices made in college could be magnified over a lifetime. Therefore, it is important for educators to help students make better financial decisions, like borrowing a reasonable amount to stay in school rather than dropping out because of the expense, said Soyeon Shim, professor of family and consumer sciences at the University of Arizona and principal investigator of the study.

Â LifeBoundâ€™s updated version of MAJORING IN THE REST OF YOUR LIFE (fifth edition), teaches students about personal finance and is relevant for seniors in high school or freshmen in college. Additionally, LifeBoundâ€™s ninth grade success book, MAKING THE MOST OUT OF HIGH SCHOOL, will be revised this spring and will include a whole chapter on financial planning and exercises at the end of each chapter to build financial literacy skills well before college. To receive a review copy of either or both books, please call the office toll free at 1.877.737.8510 or email contact@lifebound.com, and we will ship a copy to you.

ARTICLE
Chronicle of Higher Education
By Beckie SupianoThe economic downturn has had many negative effects, but for one group of researchers, it came with a silver lining: the chance to see how young adults respond to financial upheaval. Their findings, which show a rise in risky financial behaviors and a drop in self-reported well-being, were released Monday.
The researchers were working on a longitudinal study of college students’ financial attitudes and behaviors when the recession unexpectedly provided a “natural laboratory” for measuring the students’ response to tight times.To view entire article visit
http://chronicle.com/article/Recession-Affected-Students/64053/

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Scholars Identify 5 Keys to Urban School Success

CAROL’S SUMMARY:

This month, University of Chicago Press releases a new book, Organizing Schools for Improvement: Lessons From Chicago, based on 15 years of data from this cityâ€™s 409,000-student school system. The research identifies five keys to urban school success:

1) Strong leadership, in the sense that principals are â€œstrategic, focused on instruction, and inclusive of others in their workâ€;

2) A welcoming attitude toward parents, and formation of connections with the community;

3) Development of professional capacity, which refers to the quality of the teaching staff, teachersâ€™ belief that schools can change, and participation in good professional development and collaborative work;

4) A learning climate that is safe, welcoming, stimulating, and nurturing to all students; and

5) Strong instructional guidance and materials.

The authors liken these â€œessential supportsâ€ to a recipe for baking a cake: Without the right ingredients, the whole enterprise just falls flat. In the interview below for Education Week, lead author Anthony S. Bryk said: â€œOften what happens in school reform is that we pick just one strand out, and very often that becomes the silver bullet.â€

Here is an excerpt from the article’s summary of the findings:

“Schools that were rated strong in all five areas were at least 10 times more likely than schools with strengths in just one or two areas to achieve substantial gains in reading and math. Likewise, a weakness in one area exacerbated other weaknesses. For instance, 33 percent of schools with weak teacher educational backgrounds and 30 percent of schools with weak professional communities stagnated, compared with 47 percent of the schools lacking on both measures.”

LifeBound’s stair-step programs, for grades 5-12, have designed a similar approach to student success at each of these grade levels. Here are the components of the LifeBound programs:

* Quality instructional materials consisting of student books and curricula;
* Faculty training that promotes leadership development;
* Parent sessions to enlist support from home; and
* Data assessments to measure results, all work together to realize desired outcomes for success in school, career and life. When schools don’t adopt a comprehensive plan for student success and transition programs, the quality of the results suffer.

How can we help ensure that districts adopt district-wide comprehensive plans for improvement at all grades levels?

What accountability systems can we put in place at the district level that help promote and support student success for all learners?

How can we encourage district leaders and school Boards to implement sustainable change across grade levels?

ARTICLE
Education Week
by Debra Viadero

Offering a counter-narrative to the school improvement prescriptions that dominate national education debates, a new book based on 15 years of data on public elementary schools in Chicago identifies five tried-and-true ingredients that work, in combination with one another, to spur success in urban schools.

The authors liken their â€œessential supportsâ€ to a recipe for baking a cake: Without the right ingredients, the whole enterprise just falls flat.

â€œA material weakness in any one ingredient means that a school is very unlikely to improve,â€ said Anthony S. Bryk, the lead author of Organizing Schools for Improvement: Lessons From Chicago, which was published this month by the University of Chicago Press.

To view the entire article, visit
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Helping Self-Harming Students

CAROL’S SUMMARY
According to mental health experts, self-injury behavior among adolescents often masks deep psychological trauma caused by physical or sexual abuse, but research also indicates that cutting and other forms of self-harm are ways some teens cope to relieve stress or to express strong feelings of rage, sorrow, rejection, desperation, longing, or emptiness. Worse, the behavior can become compulsive as the brain starts to connect the false sense of relief from bad feelings to the act of cutting, and it craves this relief the next time tension builds.

The article below cites that “approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).” The articles also lists stressors that can play a role in self-harming behavior, and I’ve categorized three of the most common ones here:

Peer pressure – Students that lack strong social skills or those who come from disadvantaged backgrounds may struggle to experience a sense of belonging, especially as students compete to buy expensive technological gadgets and designer clothes and shoes. Social networking can further alienate some students and make them vulnerable to cyberbullying. Some teens now refer to “MySpace” as “MeanSapce.”

Stress overload – Some students feel the pressure of having to juggle too many activites in order to gain admittance into a top college or university and worry that they’ll let down their parents and other significant adults in their lives if they don’t get accepted to their first or second school of choice. The author of this articles writes: “To cope with the stress, some of the more emotionally vulnerable adolescents turn to self-harm, resort to eating-distressed behaviors like bulimia, or engage in substance abuse.”

Poor modeling at home – Some teens witness the deficient ways their parents cope with stress by abusing prescription medication, drinking or overeating. “In families of self-harming adolescents, emotional disconnection and invalidation are common family dynamics.”

This article gives specific guidelines on ways schools can recognize and help students who are engaged in self-inflicting behaviors. One venue is by helping them become emotionally intelligent so that they acquire the coping and self-advocacy skills they need to manage strong emotions. Another antidote is to help students discover their unique abilities and gifts and to honor the many ways our students manifest these talents in the world. Three of LifeBound’s books: # 1 Success in Middle School, # 2 People Smarts for Teenagers and # 3 Gifts & Talents for Teenagers, are designed to help accentuate students’ strengths, while addressing the potential problems of growing up.

How can districts more effectively educate principals, teachers, counselors, and other faculty about self-harming behaviors and how to respond?

How can we infuse emotional intelligence into our schools to create a more positive culture where all students feel validated and welcome?

ARTICLE
Education Leadership (Dec. 2009)
by Matthew D. Selekman

Student self-harming is one of the most perplexing and challenging behaviors that administrators, teachers, nurses, and counseling staff encounter in their schools. Approximately 14 to 17 percent of children up to age 18 have deliberately cut, scratched, pinched, burned, or bruised themselves at least once (Whitlock, 2009), with 5 to 8 percent of adolescents actively engaging in this behavior (J. Whitlock, personal communication, September 27, 2009).

Self-harming behavior is not a new phenomenon among adolescents. Mental health and health-care professionals have typically viewed such behavior as a symptom of an underlying psychological or personality disorder as a possible suicidal gesture suggesting the need for psychiatric hospitalization or as a symptom of post-traumatic stress disorder caused by sexual or physical abuse.

However, both research and practice-based wisdom indicate that the majority of self-harming adolescents do not meet the criteria for diagnosable DSM-IV1 psychological or personality disorders, have never had suicidal thoughts or attempted to end their lives, and have never experienced sexual or physical abuse (Selekman, 2009). Most self-harming adolescents use the behavior as a coping strategy to get immediate relief from emotional distress.

To view the entire article visit
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Minnesota students acing yoga test

CAROLâ€™S SUMMARY:

Yoga is popular among the general population for its ability to help people relax, and more recently yogaâ€™s benefits are catching on at schools nationwide. As the article below iterates, 100 schools in the state of Minnesota have faculty members trained to teach yoga to their students. Theyâ€™re discovering that a calm child is better able to concentrate and perform optimally on tests and ultimately achieve academic success.

The article below also points out that â€œmore educators are embracing yoga’s principles and methods and touting its benefits: improved self-esteem, self-awareness, acceptance and focus; learning to quiet the mind and shift to positive, peaceful thinking; better posture, flexibility, balance and coordination, and an increased ability to cope with strong emotions and calm down. Studies have linked yoga in schools to better grades, behavior, health and relationships among students.â€

According to school social worker and registered yoga teacher, Kathy Flaminio, “Kids like to move, and the need for movement is critical. Yoga just regulates the system. It brings hyper kids to the center, and lethargic kids wake up. You’re changing the nervous system, and we know that if kids are stressed they’re not using the entire brain to learn. When we slow down the nervous system and they’re able to be calm, they open up and are better learners.”

LifeBoundâ€™s title, People Smarts for Teenagers: Becoming Emotionally Intelligent, guides students through their journey of discovering self, creating strong, healthy relationships and managing stress and other emotions. The People Smarts program works well on its own or could be formatted to complement programs such as yoga in many Michigan schools.

Important Questions to Consider:

With many schools cutting physical education classes, how can we raise awareness about the benefits of yoga for boosting not only a studentâ€™s physical and mental health but academic success?

How else can teachers, principals, schools and school districts incorporate emotional intelligence into the classroom to promote academic success?

ARTICLE:

Minnesota students acing yoga test
By SARAH MORAN, Special to the Star Tribune
Star Tribune
November 29, 2009

It’s just another day in gym class, and 50 calm and focused sixth-graders are breathing deeply in and out. They sit cross-legged on colorful yoga mats, eyes closed and hands resting on their knees as soothing music plays in the background.

“Inhale slowly … and exhale, and feel your body fill with all that wonderful air,” says their physical education teacher, Rochelle Gladu Patten. “We know that yoga is a practice that brings your body and mind and heart all together,” she tells them. “And that’s what yoga means — to connect.”

Every Tuesday and Thursday, students at Susan B. Anthony Middle School in Minneapolis spend 20 minutes practicing yoga poses in Patten’s class. It’s just one of many Minnesota schools embracing yoga as word spreads about its benefits for students. More than 100 schools in the state have staff members trained to teach yoga to kids of all ages.

To view this entire article visit www.startribune.com

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Developmental Psychologist Says Teenagers Are Different

CAROLâ€™S SUMMARY:

Teenagers are known to be moody and reckless, but why? As one of the leading experts in the United States on adolescent behavior and adolescent brain biology, Laurence Steinberg, a developmental psychologist at Temple University in Philadelphia was interviewed in the article below for his insights on adolescent behavior. Studies of adolescent brain development over the past five years are showing that brain systems in charge of impulse control continue to mature into our 20â€™s. Dr. Steinbergâ€™s lab has been testing people of various ages with computerized risk-taking tests while images of their brain are taken. They are tested alone and then with two friends watching them. Here are their findings:

â€œFor the adults, the presence of friends has no effect. But for adolescents, just having friends nearby doubles the number of risks they take. Weâ€™ve found that a certain part of the brain is activated by the presence of peers in adolescents, but not in adults,â€ said Steinberg.

Dr. Steinberg recently received the Klaus Jacobs Prize and intends to use the $1 million dollar award to extend his work to â€œteenagers in other cultures so that we can determine whether the patterns are universal. Thereâ€™s a longstanding debate over how much of adolescent behavior is biological or cultural. Perhaps this award will lead to more answers.â€

How can we as educators and parents do a better job helping adolescents navigate the emotional upheaval they experience, as well as model the behaviors we want our students to emulate?

How can we raise awareness among the education community about the need to incorporate lessons on emotional intelligence into the classroom?

How can we better utilize tools that are already available, such as LifeBoundâ€™s People Smarts for Teenagers, into the classroom to help middle school and high school students make better decisions and avoid potentially disastrous consequences from high-risk behaviors?

ARTICLE:

The New York Times
December 1, 2009
A Conversation With Laurence Steinberg
Developmental Psychologist Says Teenagers Are Different
By CLAUDIA DREIFUS

Laurence Steinberg, a developmental psychologist at Temple University in Philadelphia, is one of the leading experts in the United States on adolescent behavior and adolescent brain biology. Dr. Steinberg, 57, has won the $1 million Klaus J. Jacobs Research Prize, which will be awarded to him at a ceremony in early December in Switzerland.

To view the entire article visit www.nytimes.com

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