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8/6/2019 AM in Lier of Suspension
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Anger Management, A Powerful Alternative To School Suspension
School Districts throughout the Nation are losing millions of dollars in ADA
(average daily attendance) funding as the result of suspending students for
fighting and other acts of person directed aggression in school.
The suspension of any student is problematic for students from all groups.
Suspension and expulsion as interventions are inadequate to change
behavior unless they are paired with teaching replacement behaviors.
However, African American/Black, American Indian and Hispanic students
are suspended and expelled at rates that are disproportionate to their White
peers.
Suspending a student from school does not address the problem behavior
and instead prevents the student from obtaining services they need, such ascounseling or social skill support. Recidivism rates are typically high,
ranging from 35-45 percent (Skiba & Knesting, 2001). Suspension fails to
decrease the problem behavior and, instead, often predicts an increase in it.
While fighting in grade school is not new it is increasing at a rate not
previously experienced. Many school Districts have responded by increasing
on-campus security, weapons screenings, strict dress requirements and zero
tolerance for violence polices. None of these policies have been effective in
reducing the incidence of school violence especially in Middle and HighSchools throughout the nation especially in urban areas.
A far more effective and less expensive strategy which is being implemented
in some school districts in California, Texas, New York, Arkansas and
Missouri is evidenced based anger managementcoaching or classes provided by Certified AngerManagement Facilitators using Pre and PostEmotional Intelligence Tests along with AdolescentAnger Management Workbooks, CDs, DVDs, Posters and
other ancillary training material designed to teach skills in a wide range ofinterpersonal relationship areas.
Legitimate evidenced based anger management intervention includes
empathy, stress management, communication and anger management. In
addition it includes the important emotional intelligence skills of self-
awareness, self-control, social awareness and relationship management.
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Further all of these skills are culturally neutral making them equally relevant
and teachable to adolescents of any racial or ethnic group. The training
material is available in English, Spanish, Canadian French and Chinese.
Classes or Coaching for anger management can be provided in small groups
or individually for students unable to profit from group intervention. Since
anger is not an illness, anger management is neithercounseling nor psychotherapy but rather specifictraining in enhancing skills in emotional intelligence.Hence, Emotional Intelligence/Anger Management does not include the
stigma too often associated with counseling or psychotherapy.
In contrast to IQ which is related to the capacity to master precision learning
or succeed academically, Emotional Intelligence skills can be mastered by
anyone who is motivated to change and is provided with the structuredtraining needed to acquire new skills in anger management, stress
management, communication, empathy, self-awareness, self-control, social
awareness and relationship management.
Finally, anger management for students attending public schools is not acost to the district, the school or the community. Rather,instituting anger management in Middle and High School protects the school
district from the loss of it ADA for each student who may otherwise be
suspended or expulsed for fighting or other aggressive behavior at school.
Emotional Intelligence based Anger Management that is evidenced based
should be considered for any student who is being considered for suspension
or expulsion for aggressive behavior. School suspension does not offer
options for increasing a student's learning.
George Anderson, MSW, BCD, CAMF, CEAP
Diplomate in Anger Management
Fellow, American Orthopsychiatric Association
CEO, Anderson & Anderson, APC
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