Ms. Smith is a first-year kindergarten teacher and she has found managing a classroom that meets the unique needs of so many different learners challenging.
One student in particular, Joshua, presents many challenges. He frequently pushes other students in line, gets in fights on the playground, and will often leave his desk or whole group instruction without permission. He likes the block area and often refuses to clean up and come to circle time. He can be disruptive at times and often requires redirection and assistance in finding his seat. Ms. Smith spoke to a colleague who suggested she meet with the family to see if they can find ways to work with Joshua.
Joshua’s father, Mr. Carson, is a single parent. Joshua’s mother is an alcoholic and abuses prescription medication. She left the family after several arrests and is serving time for DUI. Mr. Carson works a minimum wage job and barely makes enough to support Joshua and his younger brother. He has a difficult time getting both boys calmed down and into bed in the evening. He also struggles with Joshua’s high level of activity, noncompliance, and fighting with his brother at home. Joshua frequently takes his younger brother’s toys, pushes his younger brother, and hits him. Finding a babysitter is difficult, and he has no other supports since his family lives in another state.
During the problem-solving meeting, Ms. Smith referred Mr. Carson to a couple of nearby family counseling centers in the community. Mr. Carson agreed to research those centers and to reward Joshua at home any time he followed directions and shared toys with his brother using positive praise and a sticker chart. Ms. Smith also agreed to use a sticker chart at school for following directions and sitting in circle. Joshua will work toward free time in the block center after three earned stickers each day. Mr. Carson and Ms. Smith decided to try these interventions for 6 weeks and meet again to see how Joshua is progressing. Ms. Smith also decided to consult with special education staff to determine the best way to document Joshua’s behavior and progress so there is concrete data to review during their next meeting.
Evaluation of the scenario using the Bowen family systems theory to explain how you will develop trusting, respectful, affirming, and culturally responsive partnerships that demonstrate positive and supportive relationships using family-centered practices.
Behaviors that Joshua is displaying that may be warning signs of experiencing a crisis.
Stressors and possible emotions the family is experiencing.
Classroom and school resources that could be offered to support both Joshua and his family.
Three ways a teacher could intervene safely and appropriately using trauma-informed care strategies with Joshua and his family.
