Stars Establishing Leaps Forward

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The S.E.L.F. Program is designed to motivate students in areas of development where there is an obvious need. It is called “SELF” because the child begins a journey towards self-improvement. Areas for improvement might include completing class assignments, turning in homework, being quiet at appropriate times, and reducing peer relationship problems. However, the issue must be specific, and should be clearly defined BY the student.

The description of the program in detail is complete with visuals which YOU can customize.

WHO DOES AND WHO DOES NOT BENEFIT FROM THIS PROGRAM?

The S.E.L.F. Program is designed to deal primarily with students whose behavioral tendencies disrupt, interfere with, and in-turn, impede and/or hinder the methods of teaching in the classroom. More often than not, these behaviors, both physical and emotional, also tend to interfere with the child’s production and participation in schoolwork outside the classroom as well. Some of the examples of behavior that this program is designed primarily to deal with are included, but not limited to the following:

- Children who do not finish assignments, as well as those who habitually do not study for tests (i.e. Spelling Tests)

- Children who disrupt classroom processes by talking during class without permission or those who continue to break simple rules (i.e. Remain sitting in their seats)

- Children who do not keep their hands to themselves, or touch other students in inappropriate ways, and worst-case scenario, those who bully and/or harass other students.

While this list is not limited in considerations for implementation, it is important to note that there are other concerns one might consider when choosing to apply these theories and practices in your classroom. Specifically, The child who does not have any significant emotional or educational disabilities is the best candidate for success in this program. Research shows that there are a number of children who face extreme challenges that are outside the normal range considered for their age. These students encounter greater difficulties, which can often be attributed and/or linked to disorders such as Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and Attention Deficit Hyperactivity Disorder (ADHD). These common disruptive behavior disorders can be a result of certain stressors in the child’s life, which can often be temporary, but none-the-less, challenging.

There are children with more extreme behavioral problems that may require further treatment to include medication and treatments such as cognitive behavior therapy. In cases such as these, it will become imperative to provide adequate information to the parents. The probability that their child will need further medical advice and assistance will be more likely.

It is important to note that children with moderate to severe behavioral and emotional problems will NOT benefit from this program. Refer to the counselor and the exceptional child program. On the bright side, many of the treatment options recommend parent and educational management training, which is where The S.E.L.F. Program comes into play.

In saying that, this program CAN be successful with students with minor disabilities which prevent them from being productive and successful in school. It DOES, however, require more intense intervention on the part of the teacher, which requires more reinforcement, and more often, with these children.

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