1. Behavioral Health Academic success through behavior In collaboration with the OUSD African-American Male Achievement Office 2011 Lincoln/ AAMA Office Training

2. Introduction/Check-in What would you like to get? What are your challenges? What are you hopeful about? Lincoln/ AAMA Office Training

6. How are they targeted? Lincoln/ AAMA Office Training Suspension/ Expulsion Drop out Low graduation Special Ed/ ADHD Remedial/ Tracking Disease Illness Low quality of life Discrimination is psychological warfare Homicide Prison Environmental hazards Profiling Education Health Safety

14. America’s Response Minstrel, Jim Crow 1876, Birth of a Nation 1915 & Lynchings mostly targeting urban Black males Slide 13 Lincoln/ AAMA Office Training

15. Nothing New? Lincoln Monthly Training Negative Stereotypes Nothing New? demonized/criminalized aspects of culture Big, Black, Dangerous, Savage, Animal, Vicious, Beast, Immoral, Lazy, Ignorant, Careless, Indiscriminate, Oversexed, Crazed, Deranged, Lowly, Simple, Stupid, Inferior, Subhuman Lincoln/ AAMA Office Training

16. Modern Criminalization/Dehumanization The myth of the juvenile Superpredator: -John Dilulio, Princeton 1990’s “ Crack baby myth, immoral and beastly violent” “ Tough on crime” laws target urban Black Males 3- strikes, juveniles as adults, crack laws, gang laws -Mike Males, The Scapegoat Generation: America’s War On Adolescents Lincoln/ AAMA Office Training

20. Culturally Responsive Strategies 1. Be clear about who you are: (race, class, gender, etc.) because it speaks more than what you say –Sharroky Hollie, Culturally Responsive 2. Be Student Centered: Their class or your class, their assignment or your assignment, their education or your education? Are you facilitator or Director of learning? 3. Cultural Consultation: Consult someone who is in the business of addressing a particular group Lincoln/ AAMA Office Training

25. Dealing With Misbehavior Putting the most energy where you have the most control 1. Manage your own reaction: You always have more options than they do 2. Gather information about the environment (the setting they encountered) and disposition (what they brought to school) in that order! 3. Consider more than 2 ways to look at what happened to be as objective (accurate & non-biased) as possible 4. Use Plan B! Mutually beneficial –Ross Greene, The Explosive Child Lincoln/ AAMA Office Training

26. Lincoln/ AAMA Office Training Alignment School Needs/ Goals Student Needs/ Goals This is where the work should be

27. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training

39. BEHAVIOR (strength or hidden strength) Client presented (agitated, calm, cheerful, anxious, frustrated, aggressive, passively, etc.) Client appeared (sad, angry, frustrated, disturbed, depressed, detached, aggressive, passive, etc.) Client interacted (with peers, with staff, verbally, nonverbally, etc.) Client engaged (appropriately, inappropriately, with assignment, with work, with peer, with staff, etc.) Clients demeanor was (withdrawn, defiant, respectful, engaged, absent, etc.) Client showed (focus, frustration, annoyance, ability to focus, lack of ability to focus, ect.) Client arrived (and showed, and began, and presented, and immediately, and slowly, etc.) Lincoln/ AAMA Office Training

40. INTERVENTION Staff: responded presented choices presented options reflected client behavior reality tested client encouraged client modeled appropriate response or behavior offered assistance used nonverbal cue used verbal cue redirected interpreted outlined consequences assisted client by refocused client by Reframed calmed client Reiterated Guided walked client through (figuratively walked) gave feedback processed with client Explained Began Assisted Intervened Praised offered choices Lincoln/ AAMA Office Training

41. RESPONSE Client: continued or stopped acknowledged or didn’t acknowledge responded or didn’t respond or ignored reflected expressed withheld or allowed withdrew or engaged reisisted or complied opened up or remained closed - processed or had difficulty processing waited or immediately began proceeded with began to appeared to or didn’t appear to requested cooperated or didn’t cooperate needed or didn’t need explained or was unable to explain had difficulty or easily was able or unable Lincoln/ AAMA Office Training

42. Plan Staff will - continue to follow up - use a different approach - explore with client - follow up with client , therapist, teacher, staff - brainstorm strategies , techniques - check in with client later in the day - check with staff for a more appropriate/effective intervention - observe client for the rest of the class - find alternative ways to engage client - remind client of the agreements - praise client for improved behavior - talk to parent/teacher/other staff about the incident - continue the conversation at a later time - be available if client wants to talk Lincoln/ AAMA Office Training

43. More Interventions… Staff congratulated client on… Staff commended client for… Staff reminded client about… Staff continued to observe client… Staff summarized main points with client… Staff checked for understanding by asking client… Staff concluded with client.. Staff recapped with client… Staff reflected back to client what they were saying… Staff encouraged client… Staff complimented client… Staff validated client’s feelings… Staff affirmed client’s view… Staff reflected clients perspective… Staff articulated the clients viewpoint or perspective back to client… Staff refocused client on the goal… Staff remained neutral… Staff confronted client about actions… Staff reality tested by restating what happened neutrally… Staff projected a positive outcome for the client… Staff verbalized a positive goal/outcome… Staff found common ground with client… Staff offered opposing perspective of client… Staff countered clients interpretation of what happened… Staff verified clients goal in the interaction… Staff stated the goal of the interaction… Staff built a rapport with client… Staff restated what the client said… Staff repeated what the client said… Staff offered choices/options for the client… Staff reminded client of choices/options… Staff outlined consequences… Staff maintained contact with client… Staff remained in close proximity with client… Staff continued to monitor client… Staff maintained close proximity… Staff left space open for client to respond… Staff established facts… Staff delineated facts from perceptions… Staff separated facts from perceptions… Staff intervened in clients line of reasoning to… Staff restated the goal of the interaction… Lincoln/ AAMA Office Training

44. Expectations 1. No quick fix 2. Cumulative: It took a long time to get this way, it will take a while to change 3. Give the strategy time Lincoln/ AAMA Office Training

45. The Service 1. Too hard on them, negative assumptions 2. Too easy on them, low expectations, feel sorry for them 3. Afraid of them, reinforcing stereotypes Service must be Firm and Caring Lincoln/ AAMA Office Training

48. Strengths Based Practice How can we raise OUR bar? 1. What do you do well with Black boys? 2. Where can you improve? 3. How can you strengthen your work with Black boys? Lincoln/ AAMA Office Training

50. The Culture (of black male success) The Agencies that support Black Males -Youth UpRising -Leadership Excellence (Camp Akili, Freedom Schools) -Mentoring Center -100 Black Men (Man Up!) -OUSD, Office of African American Achievement The Research that feeds Black Male policy -Urban Strategies Council -Policy Link -Alameda County -Black male scholars -US Census Lincoln/ AAMA Office Training