| |
| |
| Acknowledgements | |
| |
| |
| About the Author | |
| |
| |
| Introduction | |
| |
| |
| |
| Parental Aggression Towards School Personnel | |
| |
| |
| |
| A Genuine Concern for School Personnel | |
| |
| |
| Are Confrontational Parents a Pertinent Issue? | |
| |
| |
| How Often Does Parental Aggression Occur? | |
| |
| |
| Do Employees Have to Tolerate Parental Aggression? | |
| |
| |
| Could Parental Aggression Affect Me? | |
| |
| |
| Why Does the Topic of Parental Aggression Seem Obscure? | |
| |
| |
| What Makes Parental Aggression a Unique Issue? | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| The Reactive Nature of Education | |
| |
| |
| The Effects of Reactivity | |
| |
| |
| Is a Proactive Approach Necessary? | |
| |
| |
| Why Does This Feel Funny? | |
| |
| |
| Why Do Parents Become Hostile? | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| Confrontational Parents and Your Colleagues | |
| |
| |
| School Administrators | |
| |
| |
| Teachers | |
| |
| |
| Guidance Counselors | |
| |
| |
| School Social Workers | |
| |
| |
| School Health Personnel | |
| |
| |
| Office Personnel | |
| |
| |
| School Psychologists | |
| |
| |
| Other School Personnel | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| An Approach to Address Parental Aggression | |
| |
| |
| |
| The RAID Approach | |
| |
| |
| What Have We Established So Far? | |
| |
| |
| Seven Frequently Asked Questions Regarding the RAID Approach | |
| |
| |
| Just Common Sense | |
| |
| |
| A Schoolwide Approach to Parental Aggression | |
| |
| |
| Brevity and Simplicity | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| RAID Step One: Recognizing the Potential for a Volatile Encounter | |
| |
| |
| To Meet or Not to Meet | |
| |
| |
| When is it Too Risky to Meet With a Parent? | |
| |
| |
| How Do You Say No? | |
| |
| |
| The "Guilts" | |
| |
| |
| Step One in Motion | |
| |
| |
| Step One Summary | |
| |
| |
| Step One Checklist | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| RAID Step Two: Assessing Your Ability to Emotionally Handle the Situation | |
| |
| |
| What Types of Issues Affect Our Emotions and Disposition? | |
| |
| |
| Face Number Four | |
| |
| |
| Early-Warning Colleagues | |
| |
| |
| "I'll be Back" | |
| |
| |
| Step Two Summary | |
| |
| |
| Step Two Checklist | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| RAID Step Three: Identifying Your Advantages | |
| |
| |
| Advantages: What's Available? | |
| |
| |
| Workforce Advantages | |
| |
| |
| Environmental Advantages | |
| |
| |
| Step Three Summary | |
| |
| |
| Step Three Checklist | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| RAID Step Four: Diffusing Anger During the Initial Approach and Greeting | |
| |
| |
| Observing the Parent | |
| |
| |
| Approaching the Parent | |
| |
| |
| Greeting the Parent | |
| |
| |
| Setting Parameters | |
| |
| |
| Step Four Summary | |
| |
| |
| Step Four Checklist | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| Putting the RAID Approach to Work | |
| |
| |
| |
| Mrs. Winslow | |
| |
| |
| |
| Mrs. Cananski | |
| |
| |
| Summary | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| Issues, Questions, and Installation | |
| |
| |
| |
| The Worst-Case Scenario ... and After | |
| |
| |
| After the Confrontation | |
| |
| |
| I Gotta Unload: The Importance of Debriefing | |
| |
| |
| Summary | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| Four Great Questions | |
| |
| |
| What If a Parent Becomes Aggressive and a Student Is in the Vicinity? | |
| |
| |
| What If a Parent Confronts a Staff Member Off Campus? | |
| |
| |
| Which Staff Member Plays the Most Important Role in the RAID Approach? | |
| |
| |
| How Do You Handle a Parent When He or She Returns to the School? | |
| |
| |
| Questions for Discussion | |
| |
| |
| |
| Traumatic Stress Reactions Questionnaire | |
| |
| |
| References | |
| |
| |
| Facilitator's Guide | |
| |
| |
| Who Should Use This Guide? | |
| |
| |
| Who Should Receive a "RAID Approach" In-Service? | |
| |
| |
| When Should The RAID Approach Be Installed? | |
| |
| |
| How This Guide Is Organized | |
| |
| |
| What Materials Are Necessary? | |
| |
| |
| Materials for Facilitators | |
| |
| |
| Materials for Participants | |
| |
| |
| |
| |
| |
| |
| Introduce the Issue of Parental Aggression | |
| |
| |
| |
| Identification of Previous Staff Interactions With Aggressive Parents | |
| |
| |
| |
| Identify the Possible Effects of Parental Aggression on School Personnel | |
| |
| |
| |
| Establish the Value of a Multidisciplinary Approach to Parental Aggression | |
| |
| |
| |
| |
| |
| |
| Introduce the RAID Approach | |
| |
| |
| |
| Explain Step One: Recognizing the Potential for a Volatile Encounter | |
| |
| |
| |
| Explain Step Two: Assessing Your Ability to Emotionally Handle the Situation | |
| |
| |
| |
| Explain Step Three: Identifying Your Advantages | |
| |
| |
| |
| Explain Step Four: Diffusing Parent Anger During the Initial Approach and Greeting | |
| |
| |
| |
| |
| |
| |
| Solicit Feedback Regarding the RAID Approach | |
| |
| |
| |
| Identify Roles and Responsibilities | |
| |
| |
| |
| Discuss Worst-Case Scenarios | |
| |
| |
| |
| Establish a Debriefing Mechanism | |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| Index | |