Back On Track - Park Centre Group - 28th April -
Oval Theatre - 10.30-12.30
Karen and Tunde are the facilitators for this session with the Park centre pupil referral unit class. This week, however, Tunde was unable to be there so Craig took over. We were unsure how the lesson who pan out as we had discussed before the possibility of them playing up with us there and being unsure with us as we are new faces. We were told the group did not like change as this is why we were gradually being introduced to the class.
The class, which consists of 6 black boys aged 13-15 years old, starts at 10.30am with breakfast in the Oval cafe. They all fill themselves up with toast, juice and fruit. As they were eating, myself and Monsay introduced ourselves with received a luke warm reception! So while they finished eating myself, Monsay, Craig and Karen went through what we were going to do today.
This is what we planned to do in the session (if we had time for all of them):
1. Start with a name game - in a circle you say your name to the person on your right, then they say their name to the person on their right, etc.
Once this has been done a few times we would introduce the new rule: if u say your name twice you change direction in the circle. and if you say someone-else's name three times then its passed to that person and they continue the game.
2. Chair Cover - Everyone sits on a chair, there is one empty chair and the group must protect it from the person who is on who is trying to sit on it. As soon as you leave your chair someone need to protect that chair. In this game you work as a group and help and support each other as a team. It requires lots of concentration and discipline.
3. Cat and Mouse - To get them active we wanted to play the popular game. It is fun but needs a high level of concentration as you could be caught out if your not paying attention.
4. Object game - A object is selected, it is passed around a circle and each person has to pretend and use it as something else other than what it is.
5. Its not a chair - This games follows on from the object game. An object, like a chair is placed in the centre. One member enters the area and creates a scene with the object, using it as something else. Once they have established the scene another member of the class will enter and join in. When this has run on for long enough, the first person leaves and the second person changes the object and creates a scene with it. Once they have the scene another person joins, etc.
6. yes/no.maybe game - someone asks you a question but you can not reply with YES, NO or MAYBE.
7. Question game - Leading on from the yes/no/maybe game, you have to answer a question with a question. This requires a lot of concentration and discipline.
8. The improvisation - For the devising part, we decided to link the games into their work. Each group would have to create a scene using an object as something it is not. Include a beginning, middle and end with characters and a purpose to the scene. We would then give feedback and try and guess what the object was if it wasn't stated in the scene.
This is what actually happened:
We started with the check in, some peoples numbers were low as they were tired and even bored already! Then myself and Monsay introduced ourselves and told them what we are doing and what we will be doing with them next week. Then we started the session with the name game, just going around the circle saying our name. When we introduced the extra rules some of the boys just didn't get it. They were talking over Craig when he was giving instructions, they were being disruptive and they were saying they were bored of it. One student was lying about his own name and another was covering his face with his hood and he wouldn't take it off even when Karen asked him to. Karen had to refer back to the guidelines on the wall of RESPECT, SAFETY and COMMITMENT. They were not showing any respect or commitment to the class.
So we moved onto the Chair Cover game. After a few minutes of rule breaking we managed to start playing the game properly. Unfortunately after three successful rounds of Chair Cover, the disruption began. One boy was the main instigator of the chaos and he pulled focus from the games. Then one by one they got up and said they were leaving. In these sessions they are given Time Outs to have with their teacher if they have a problem. Today they were all calling for it and were making other excuses just to leave the class. With two students left remaining we decided to abandon the session.
When all the students left, myself and Monsay talked to Karen and Craig about what just happened. We all agreed that it was partly to do with Tunde not being here as he is the one that keeps them in line, but mainly to do with there being three new faces in the class today and them not being able to handle it, especially as myself and Monsay two white women. The boys were saying the reason was because they were bored and they wanted to get stuck into the drama, which is great but we need to start somewhere and needed to know their names. From arrival at the breakfast table Karen and Craig noticed a change in them. We were told that one boy who has recently returned back to school from being expelled was up from some chaos today.
It just shows how vulnerable these boys are. How one small change to their routine has caused this much of a disruption. Karen said she didn't even recognise them today, their reverted back to how they were behaving in their first few sessions which was a long time ago and they had come a long way from that. They were distant, there was no connection, no participation and they were easily distracted by other members playing up. Also they just had a long break away from the sessions, as it was Easter and then last weeks session was cancelled. They cant handle that, they need consistency. We shouldn't have been allowed to come into the class as they were so vulnerable and they had only just started to 'form' as a group. So it is best that we will not be going back to that class next week. It is a shame as i think they would have enjoyed the piece of theatre we had devised for them, but they are obviously not ready for it all yet.
Tuesday 28 April 2009
Friday 24 April 2009
Credited Drama Group workshop
Credited Drama Group: Oval House Theatre, 22nd April
In this programme the students are here to work towards a grade, bronze or silver, which is equal to a gsce. The group is quite large, about 16 students, all with different abilities. For example, for their exams, some wish to act, some to write a script and some are interested in musical theatre. We started the session by first introducing myself and Monsay followed by several name games, including the Zombie Wall! This was obviously tricky at first as i had to try and remember 16 new names, many of whom were black so i was very unfamiliar with them. I find it hard remembering names to start with, let alone about 13 of them being African names. But i managed to learn about half of them, which helped in the Zombie name game!
After their 15 minute break filled with biscuits and juice, we split the class into three groups and presented them with a scenario each that they had to show in mime. The scenarios were: an order gone wrong, the train inspector and a lucky break. The groups had five minutes to devise the scene all in mime. About four minutes into devising someone asked 'are we allowed to talk in it?'!! After each performance was shown everyone in the class has to give feedback, including myself and Monsay. We were both quite worried about our responses about their work as we both struggle with words and we knew we would be expected to say something quite intelligent and insightful. I enjoyed watching the performances, they were very entertaining and some of them had great ideas. I was impressed with some of the standard, especially as mime is so hard to do.
I felt quite nervous in this group, as there were a lot of students and i wasn't sure where to place myself in the room. I wasn't sure weather to be their friend or step back and be a facilitator. The games did help to break the ice and i got to know some of them pretty quickly. For our workshop that we will run next week, we have decided to follow on from what happened in this session, looking at mime, but introducing speeds, levels and different dynamics.
In this programme the students are here to work towards a grade, bronze or silver, which is equal to a gsce. The group is quite large, about 16 students, all with different abilities. For example, for their exams, some wish to act, some to write a script and some are interested in musical theatre. We started the session by first introducing myself and Monsay followed by several name games, including the Zombie Wall! This was obviously tricky at first as i had to try and remember 16 new names, many of whom were black so i was very unfamiliar with them. I find it hard remembering names to start with, let alone about 13 of them being African names. But i managed to learn about half of them, which helped in the Zombie name game!
After their 15 minute break filled with biscuits and juice, we split the class into three groups and presented them with a scenario each that they had to show in mime. The scenarios were: an order gone wrong, the train inspector and a lucky break. The groups had five minutes to devise the scene all in mime. About four minutes into devising someone asked 'are we allowed to talk in it?'!! After each performance was shown everyone in the class has to give feedback, including myself and Monsay. We were both quite worried about our responses about their work as we both struggle with words and we knew we would be expected to say something quite intelligent and insightful. I enjoyed watching the performances, they were very entertaining and some of them had great ideas. I was impressed with some of the standard, especially as mime is so hard to do.
I felt quite nervous in this group, as there were a lot of students and i wasn't sure where to place myself in the room. I wasn't sure weather to be their friend or step back and be a facilitator. The games did help to break the ice and i got to know some of them pretty quickly. For our workshop that we will run next week, we have decided to follow on from what happened in this session, looking at mime, but introducing speeds, levels and different dynamics.
Thursday 23 April 2009
City Of London Academy workshop
City Of London Academy session: 23rd April
Today i had to wake up at 5.30am to get ready and travel to City Of London Academy in Bermondsey. We were working with a small class with Back On Track at the college, with Karen and Zef. The class consists of 6 boys, all white, who have behaviour problems and have been disruptive in class. They attend these sessions and this programme instead of going to a lesson in the morning. The class did start out with 11 students, some opted out and felt it wasn't right for them and some felt that their time was up with the programme and it has done what needed to be done to help them. The facilitators keep in touch with the students and the teachers to see how they are doing once they have left the programme and it has been noticed that many students who have been through the Back on Track programme have improved in class with their behaviour and work.
Today there were four students who attended the session. We started off by 'checking in'. This is telling the group how you are feeling by saying a number, 1 being very unhappy and 10 being very happy. Most checked in at 6 and 7, they explained why - either they were tired or not looking forward to their next lesson. We then talked about how every ones Easter was and if it was enjoyable or not. Then we went around in a circle talking about triggers - what really sets them off and what happens when they get angry. One of the triggers was when the teacher has ago at him when he hasn't done anything wrong but he has the reputation of being naughty. His actions are then violence and shouting. After hearing every ones triggers and actions we moved onto something a lot harder - trying to identify the feelings behind these actions. Feelings that were said were: ANGRY, FRUSTRATED, PISSED OFF. One person did say UPSET which was a start to finding out what they really felt. Underneath the angry and frustration, the person is normally feeling hurt and upset.
To try and help uncover these feelings we all had to devise in pairs a scene which had a conflict or a trigger in. Then once the scenes had been performed Karen and Zef would step in as the Feeling Angels and say what the character is actually feeling. One pair showed a fight between two brothers over a computer game, the younger one aggravating the older one. As the older one tried to retaliate, the younger one called out for mum so the older one got the blame for the fight. This was actually one of the triggers that was identified by one of the boys in the class. They then replayed the scene with Karen and Zef as the angels, after each important point they stopped the action and said what the characters were feeling. For example, when the younger brother won the computer game the older one felt 'gutted and embarrassed' and when the younger brother started gloating about it he felt 'upset and annoyed' .
Myself and Monsay devised a scene between a teacher and student, where the student keeps getting in trouble. This time round though the student is innocent but the teacher does not believe them and so gives them a detention. The student is angry and shouts at the teacher and storms out. When we presented this to the class the boys said they really related to it and were even commenting through out it. As there was not enough time to do the Feelings Angels, we said we would develop the scene more and bring it back next week.
We all 'checked out' in 9s and 10s. I really enjoyed this session and felt very comfortable with the boys. They all had their moments where they would muck about a bit but they were all really well behaved and were really enthusiastic about drama. They listen to each other and enjoy the class and they have formed a tight unit. From speaking to Karen and Zef, it has only been since the last term that they have formed so well and they were happy to accept myself and Monsay into the class.
Today i had to wake up at 5.30am to get ready and travel to City Of London Academy in Bermondsey. We were working with a small class with Back On Track at the college, with Karen and Zef. The class consists of 6 boys, all white, who have behaviour problems and have been disruptive in class. They attend these sessions and this programme instead of going to a lesson in the morning. The class did start out with 11 students, some opted out and felt it wasn't right for them and some felt that their time was up with the programme and it has done what needed to be done to help them. The facilitators keep in touch with the students and the teachers to see how they are doing once they have left the programme and it has been noticed that many students who have been through the Back on Track programme have improved in class with their behaviour and work.
Today there were four students who attended the session. We started off by 'checking in'. This is telling the group how you are feeling by saying a number, 1 being very unhappy and 10 being very happy. Most checked in at 6 and 7, they explained why - either they were tired or not looking forward to their next lesson. We then talked about how every ones Easter was and if it was enjoyable or not. Then we went around in a circle talking about triggers - what really sets them off and what happens when they get angry. One of the triggers was when the teacher has ago at him when he hasn't done anything wrong but he has the reputation of being naughty. His actions are then violence and shouting. After hearing every ones triggers and actions we moved onto something a lot harder - trying to identify the feelings behind these actions. Feelings that were said were: ANGRY, FRUSTRATED, PISSED OFF. One person did say UPSET which was a start to finding out what they really felt. Underneath the angry and frustration, the person is normally feeling hurt and upset.
To try and help uncover these feelings we all had to devise in pairs a scene which had a conflict or a trigger in. Then once the scenes had been performed Karen and Zef would step in as the Feeling Angels and say what the character is actually feeling. One pair showed a fight between two brothers over a computer game, the younger one aggravating the older one. As the older one tried to retaliate, the younger one called out for mum so the older one got the blame for the fight. This was actually one of the triggers that was identified by one of the boys in the class. They then replayed the scene with Karen and Zef as the angels, after each important point they stopped the action and said what the characters were feeling. For example, when the younger brother won the computer game the older one felt 'gutted and embarrassed' and when the younger brother started gloating about it he felt 'upset and annoyed' .
Myself and Monsay devised a scene between a teacher and student, where the student keeps getting in trouble. This time round though the student is innocent but the teacher does not believe them and so gives them a detention. The student is angry and shouts at the teacher and storms out. When we presented this to the class the boys said they really related to it and were even commenting through out it. As there was not enough time to do the Feelings Angels, we said we would develop the scene more and bring it back next week.
We all 'checked out' in 9s and 10s. I really enjoyed this session and felt very comfortable with the boys. They all had their moments where they would muck about a bit but they were all really well behaved and were really enthusiastic about drama. They listen to each other and enjoy the class and they have formed a tight unit. From speaking to Karen and Zef, it has only been since the last term that they have formed so well and they were happy to accept myself and Monsay into the class.
Monday 20 April 2009
What is ADHD?
This Easter i was at home with my parents and my brother. We had recently learned my brother has ADID, Attention Deficit Inattentive Disorder, a form of ADHD. So this was the first time i had seen him since the diagnostic. My mum told me that I had to be supportive of him and not get angry at him if he frustrates me. Me and my brother have always argued, since we were young. I am 3 years older than him and I think we argue so much as we are quite similar. Our main difference is in our attitudes; attitudes towards work, school, our parents, money. This is where his ADID comes in. Although he was predicted A*s for his GCSE's, he only achieved 3 C's. He went to college to re-sit GSCE's and to take some A levels, he has quit college 3 times, each time starting a new course, but he looses interest in it, argues with teachers and doesn't do his homework. He has had several jobs, in which he has either quit or been sacked from and he has problems managing his money and his life. In the past he has stolen and has done some drugs.
We now realise the reason behind these problems is his ADID. He has the inattentive form of it rather than the hyperactive one. He is a lovely and friendly person, but he finds it really hard to express his emotions and communicate properly. So now when talking to him, I have to be patient with him and if he shouts at me or gets angry, i need to step back and ask him what he is actually trying to say. I still believe his actions of anger are wrong but now i understand why he is doing it. We are now trying to find a natural way of treating it rather then putting more drugs into his system. This also means he will have support if he decided to go back to college.
Many people don't understand ADHD, but it is becoming more common in children now-a-days. Quite a few of the students at Back On Track suffer with ADHD and this is why they are in this situation, either expelled from school or on a youth offenders programme. By working with Back On Track, it has helped me understand my brother at lot more and has helped me to support him, which made Easter time a lot more enjoyable for the family.
What is ADHD?
" Lisa's son Jack had always been a handful. Even as a preschooler, he would tear through the house like a tornado, shouting, roughhousing, and climbing the furniture. No toy or activity ever held his interest for more than a few minutes and he would often dart off without warning, seemingly unaware of the dangers of a busy street or a crowded mall.
It was exhausting to parent Jack, but Lisa hadn't been too concerned back then. Boys will be boys, she figured. But at age 8, he was no easier to handle. It was a struggle to get Jack to settle down long enough to complete even the simplest tasks, from chores to homework. When his teacher's comments about his inattention and disruptive behavior in class became too frequent to ignore, Lisa took Jack to the doctor, who recommended an evaluation for attention deficit hyperactivity disorder (ADHD).
ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why.
Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.
Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.
The good news is that with proper treatment, kids with ADHD can learn to successfully live with and manage their symptoms.
Symptoms
ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:
1. an inattentive type, with signs that include:
inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
difficulty with sustained attention in tasks or play activities
apparent listening problems
difficulty following instructions
problems with organization
avoidance or dislike of tasks that require mental effort
tendency to lose things like toys, notebooks, or homework
distractibility
forgetfulness in daily activities
2. a hyperactive-impulsive type, with signs that include:
fidgeting or squirming
difficulty remaining seated
excessive running or climbing
difficulty playing quietly
always seeming to be "on the go"
excessive talking
blurting out answers before hearing the full question
difficulty waiting for a turn or in line
problems with interrupting or intruding
3. a combined type, which involves a combination of the other two types and is the most common
Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.
Diagnosis
Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. Many children and adolescents diagnosed with ADHD are evaluated and treated by primary care doctors including pediatricians and family practitioners, but your child may also be referred to one of several different specialists (psychiatrists, psychologists, neurologists) especially when the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, anxiety, or depression.
To be considered for a diagnosis of ADHD:
a child must display behaviors from one of the three subtypes before age 7
these behaviors must be more severe than in other kids the same age
the behaviors must last for at least 6 months
the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)
The behaviors must also not only be linked to stress at home. Kids who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it's important to consider whether these factors played a role in the onset of symptoms
First, your child's doctor will take a medical history by performing a physical examination and asking you about any concerns and symptoms, your child's past health, your family's health, any medications your child is taking, any allergies your child may have, and other issues.
The doctor may also check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you'll fill out questionnaires to help rule them out.
You'll be asked many questions about your child's development and behaviors at home, school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) probably will be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about your child's strengths and weaknesses.
Causes of ADHD
ADHD is not caused by poor parenting, too much sugar, or vaccines.
ADHD has biological origins that aren't yet clearly understood. No single cause has been identified, but researchers are exploring a number of possible genetic and environmental links. Studies have shown that many kids with ADHD have a close relative who also has the disorder.
Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in kids with ADHD. Chemical changes in the brain also have been found.
Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.
Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics' (AAP) guidelines, which say that children under 2 years old should not have any "screen time" (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming.
Related Problems
One of the difficulties in diagnosing ADHD is that it's often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of kids with ADHD have one. The most common coexisting conditions are:
Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
At least 35% of kids with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Kids who have conduct disorder are more likely to get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.
Mood Disorders
About 18% of kids with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self-esteem.
Anxiety Disorders
Anxiety disorders affect about 25% of kids with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist.
Learning Disabilities
About half of all kids with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.
If your child has ADHD and a coexisting condition, the doctor will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms.
Treating ADHD
ADHD can't be cured, but it can be successfully managed. Your child's doctor will work with you to develop an individualized, long-term plan. The goal is to help a child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.
In most cases, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your doctor may make adjustments along the way. Because it's important for parents to actively participate in their child's treatment plan, parent education is also considered an important part of ADHD management.
Medications
Several different types of medications may be used to treat ADHD:
Stimulants are the best-known treatments — they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of long-term side effects.
Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
Antidepressants are sometimes a treatment option; however, in 2004 the U.S. Food and Drug Administration (FDA) issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.
Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.
Behavioral Therapy
Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy.
Behavioral therapy attempts to change behavior patterns by:
reorganizing a child's home and school environment
giving clear directions and commands
setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones
Here are examples of behavioral strategies that may help a child with ADHD:
Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores.
Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.
Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.
Limit choices. Offer a choice between two things (this outfit, meal, toy, etc., or that one) so that your child isn't overwhelmed and overstimulated.
Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities.
Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).
Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger kids may simply need to be distracted or ignored until they display better behavior.
Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well — whether it's sports, art, or music — can boost social skills and self-esteem.
Alternative Treatments
Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different.
A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one "talking" psychotherapy. However, scientific research has not found them to be effective, and most have not been studied carefully, if at all.
Parents should always be wary of any therapy that promises an ADHD "cure." If you're interested in trying something new, speak with your doctor first.
Parent Training
Parenting a child with ADHD often brings special challenges. Kids with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills.
Experts recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help kids organize their environment, develop problem-solving skills, and cope with frustrations. Training can also teach parents to respond appropriately to a child's most trying behaviors with calm disciplining techniques. Individual or family counseling can also be helpful.
ADHD in the Classroom
As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights.
Kids with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with teachers and school officials to monitor your child's progress.
In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:
Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't.
Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track.
Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.
Helping Your Child
You're a stronger advocate for your child when you foster good partnerships with everyone involved in your child's treatment — that includes teachers, doctors, therapists, and even other family members. Take advantage of all the support and education that's available, and you'll help your child navigate toward success.
Reviewed by: Richard S. Kingsley, MDDate reviewed: September 2008Originally reviewed by: W. Douglas Tynan, PhD "
http://kidshealth.org/parent/medical/learning/adhd.html
We now realise the reason behind these problems is his ADID. He has the inattentive form of it rather than the hyperactive one. He is a lovely and friendly person, but he finds it really hard to express his emotions and communicate properly. So now when talking to him, I have to be patient with him and if he shouts at me or gets angry, i need to step back and ask him what he is actually trying to say. I still believe his actions of anger are wrong but now i understand why he is doing it. We are now trying to find a natural way of treating it rather then putting more drugs into his system. This also means he will have support if he decided to go back to college.
Many people don't understand ADHD, but it is becoming more common in children now-a-days. Quite a few of the students at Back On Track suffer with ADHD and this is why they are in this situation, either expelled from school or on a youth offenders programme. By working with Back On Track, it has helped me understand my brother at lot more and has helped me to support him, which made Easter time a lot more enjoyable for the family.
What is ADHD?
" Lisa's son Jack had always been a handful. Even as a preschooler, he would tear through the house like a tornado, shouting, roughhousing, and climbing the furniture. No toy or activity ever held his interest for more than a few minutes and he would often dart off without warning, seemingly unaware of the dangers of a busy street or a crowded mall.
It was exhausting to parent Jack, but Lisa hadn't been too concerned back then. Boys will be boys, she figured. But at age 8, he was no easier to handle. It was a struggle to get Jack to settle down long enough to complete even the simplest tasks, from chores to homework. When his teacher's comments about his inattention and disruptive behavior in class became too frequent to ignore, Lisa took Jack to the doctor, who recommended an evaluation for attention deficit hyperactivity disorder (ADHD).
ADHD is a common behavioral disorder that affects an estimated 8% to 10% of school-age children. Boys are about three times more likely than girls to be diagnosed with it, though it's not yet understood why.
Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what's expected of them but have trouble following through because they can't sit still, pay attention, or attend to details.
Of course, all kids (especially younger ones) act this way at times, particularly when they're anxious or excited. But the difference with ADHD is that symptoms are present over a longer period of time and occur in different settings. They impair a child's ability to function socially, academically, and at home.
The good news is that with proper treatment, kids with ADHD can learn to successfully live with and manage their symptoms.
Symptoms
ADHD used to be known as attention deficit disorder, or ADD. In 1994, it was renamed ADHD and broken down into three subtypes, each with its own pattern of behaviors:
1. an inattentive type, with signs that include:
inability to pay attention to details or a tendency to make careless errors in schoolwork or other activities
difficulty with sustained attention in tasks or play activities
apparent listening problems
difficulty following instructions
problems with organization
avoidance or dislike of tasks that require mental effort
tendency to lose things like toys, notebooks, or homework
distractibility
forgetfulness in daily activities
2. a hyperactive-impulsive type, with signs that include:
fidgeting or squirming
difficulty remaining seated
excessive running or climbing
difficulty playing quietly
always seeming to be "on the go"
excessive talking
blurting out answers before hearing the full question
difficulty waiting for a turn or in line
problems with interrupting or intruding
3. a combined type, which involves a combination of the other two types and is the most common
Although it can be challenging to raise kids with ADHD, it's important to remember they aren't "bad," "acting out," or being difficult on purpose. And they have difficulty controlling their behavior without medication or behavioral therapy.
Diagnosis
Because there's no test that can determine the presence of ADHD, a diagnosis depends on a complete evaluation. Many children and adolescents diagnosed with ADHD are evaluated and treated by primary care doctors including pediatricians and family practitioners, but your child may also be referred to one of several different specialists (psychiatrists, psychologists, neurologists) especially when the diagnosis is in doubt, or if there are other concerns, such as Tourette syndrome, a learning disability, anxiety, or depression.
To be considered for a diagnosis of ADHD:
a child must display behaviors from one of the three subtypes before age 7
these behaviors must be more severe than in other kids the same age
the behaviors must last for at least 6 months
the behaviors must occur in and negatively affect at least two areas of a child's life (such as school, home, day-care settings, or friendships)
The behaviors must also not only be linked to stress at home. Kids who have experienced a divorce, a move, an illness, a change in school, or other significant life event may suddenly begin to act out or become forgetful. To avoid a misdiagnosis, it's important to consider whether these factors played a role in the onset of symptoms
First, your child's doctor will take a medical history by performing a physical examination and asking you about any concerns and symptoms, your child's past health, your family's health, any medications your child is taking, any allergies your child may have, and other issues.
The doctor may also check hearing and vision so other medical conditions can be ruled out. Because some emotional conditions, such as extreme stress, depression, and anxiety, can also look like ADHD, you'll fill out questionnaires to help rule them out.
You'll be asked many questions about your child's development and behaviors at home, school, and among friends. Other adults who see your child regularly (like teachers, who are often the first to notice ADHD symptoms) probably will be consulted, too. An educational evaluation, which usually includes a school psychologist, may also be done. It's important for everyone involved to be as honest and thorough as possible about your child's strengths and weaknesses.
Causes of ADHD
ADHD is not caused by poor parenting, too much sugar, or vaccines.
ADHD has biological origins that aren't yet clearly understood. No single cause has been identified, but researchers are exploring a number of possible genetic and environmental links. Studies have shown that many kids with ADHD have a close relative who also has the disorder.
Although experts are unsure whether this is a cause of the disorder, they have found that certain areas of the brain are about 5% to 10% smaller in size and activity in kids with ADHD. Chemical changes in the brain also have been found.
Recent research also links smoking during pregnancy to later ADHD in a child. Other risk factors may include premature delivery, very low birth weight, and injuries to the brain at birth.
Some studies have even suggested a link between excessive early television watching and future attention problems. Parents should follow the American Academy of Pediatrics' (AAP) guidelines, which say that children under 2 years old should not have any "screen time" (TV, DVDs or videotapes, computers, or video games) and that kids 2 years and older should be limited to 1 to 2 hours per day, or less, of quality television programming.
Related Problems
One of the difficulties in diagnosing ADHD is that it's often found in conjunction with other problems. These are called coexisting conditions, and about two thirds of kids with ADHD have one. The most common coexisting conditions are:
Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)
At least 35% of kids with ADHD also have oppositional defiant disorder, which is characterized by stubbornness, outbursts of temper, and acts of defiance and rule breaking. Conduct disorder is similar but features more severe hostility and aggression. Kids who have conduct disorder are more likely to get in trouble with authority figures and, later, possibly with the law. Oppositional defiant disorder and conduct disorder are seen most commonly with the hyperactive and combined subtypes of ADHD.
Mood Disorders
About 18% of kids with ADHD, particularly the inattentive subtype, also experience depression. They may feel inadequate, isolated, frustrated by school failures and social problems, and have low self-esteem.
Anxiety Disorders
Anxiety disorders affect about 25% of kids with ADHD. Symptoms include excessive worry, fear, or panic, which can also lead to physical symptoms such as a racing heart, sweating, stomach pains, and diarrhea. Other forms of anxiety that can accompany ADHD are obsessive-compulsive disorder and Tourette syndrome, as well as motor or vocal tics (movements or sounds that are repeated over and over). A child who has symptoms of these other conditions should be evaluated by a specialist.
Learning Disabilities
About half of all kids with ADHD also have a specific learning disability. The most common learning problems are with reading (dyslexia) and handwriting. Although ADHD isn't categorized as a learning disability, its interference with concentration and attention can make it even more difficult for a child to perform well in school.
If your child has ADHD and a coexisting condition, the doctor will carefully consider that when developing a treatment plan. Some treatments are better than others at addressing specific combinations of symptoms.
Treating ADHD
ADHD can't be cured, but it can be successfully managed. Your child's doctor will work with you to develop an individualized, long-term plan. The goal is to help a child learn to control his or her own behavior and to help families create an atmosphere in which this is most likely to happen.
In most cases, ADHD is best treated with a combination of medication and behavior therapy. Any good treatment plan will require close follow-up and monitoring, and your doctor may make adjustments along the way. Because it's important for parents to actively participate in their child's treatment plan, parent education is also considered an important part of ADHD management.
Medications
Several different types of medications may be used to treat ADHD:
Stimulants are the best-known treatments — they've been used for more than 50 years in the treatment of ADHD. Some require several doses per day, each lasting about 4 hours; some last up to 12 hours. Possible side effects include decreased appetite, stomachache, irritability, and insomnia. There's currently no evidence of long-term side effects.
Nonstimulants were approved for treating ADHD in 2003. These appear to have fewer side effects than stimulants and can last up to 24 hours.
Antidepressants are sometimes a treatment option; however, in 2004 the U.S. Food and Drug Administration (FDA) issued a warning that these drugs may lead to a rare increased risk of suicide in children and teens. If an antidepressant is recommended for your child, be sure to discuss these risks with your doctor.
Medications can affect kids differently, and a child may respond well to one but not another. When determining the correct treatment, the doctor might try various medications in various doses, especially if your child is being treated for ADHD along with another disorder.
Behavioral Therapy
Research has shown that medications used to help curb impulsive behavior and attention difficulties are more effective when combined with behavioral therapy.
Behavioral therapy attempts to change behavior patterns by:
reorganizing a child's home and school environment
giving clear directions and commands
setting up a system of consistent rewards for appropriate behaviors and negative consequences for inappropriate ones
Here are examples of behavioral strategies that may help a child with ADHD:
Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the schedule in a prominent place, so your child can see what's expected throughout the day and when it's time for homework, play, and chores.
Get organized. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them.
Avoid distractions. Turn off the TV, radio, and computer games, especially when your child is doing homework.
Limit choices. Offer a choice between two things (this outfit, meal, toy, etc., or that one) so that your child isn't overwhelmed and overstimulated.
Change your interactions with your child. Instead of long-winded explanations and cajoling, use clear, brief directions to remind your child of responsibilities.
Use goals and rewards. Use a chart to list goals and track positive behaviors, then reward your child's efforts. Be sure the goals are realistic (think baby steps rather than overnight success).
Discipline effectively. Instead of yelling or spanking, use timeouts or removal of privileges as consequences for inappropriate behavior. Younger kids may simply need to be distracted or ignored until they display better behavior.
Help your child discover a talent. All kids need to experience success to feel good about themselves. Finding out what your child does well — whether it's sports, art, or music — can boost social skills and self-esteem.
Alternative Treatments
Currently, the only ADHD therapies that have been proven effective in scientific studies are medications and behavioral therapy. But your doctor may recommend additional treatments and interventions depending on your child's symptoms and needs. Some kids with ADHD, for example, may also need special educational interventions such as tutoring, occupational therapy, etc. Every child's needs are different.
A number of other alternative therapies are promoted and tried by parents including: megavitamins, body treatments, diet manipulation, allergy treatment, chiropractic treatment, attention training, visual training, and traditional one-on-one "talking" psychotherapy. However, scientific research has not found them to be effective, and most have not been studied carefully, if at all.
Parents should always be wary of any therapy that promises an ADHD "cure." If you're interested in trying something new, speak with your doctor first.
Parent Training
Parenting a child with ADHD often brings special challenges. Kids with ADHD may not respond well to typical parenting practices. Also, because ADHD tends to run in families, parents may also have some problems with organization and consistency themselves and need active coaching to help learn these skills.
Experts recommend parent education and support groups to help family members accept the diagnosis and to teach them how to help kids organize their environment, develop problem-solving skills, and cope with frustrations. Training can also teach parents to respond appropriately to a child's most trying behaviors with calm disciplining techniques. Individual or family counseling can also be helpful.
ADHD in the Classroom
As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights.
Kids with ADHD are eligible for special services or accommodations at school under the Individuals with Disabilities in Education Act (IDEA) and an anti-discrimination law known as Section 504. Keep in touch with teachers and school officials to monitor your child's progress.
In addition to using routines and a clear system of rewards, here are some other tips to share with teachers for classroom success:
Reduce seating distractions. Lessening distractions might be as simple as seating your child near the teacher instead of near the window.
Use a homework folder for parent-teacher communications. The teacher can include assignments and progress notes, and you can check to make sure all work is completed on time.
Break down assignments. Keep instructions clear and brief, breaking down larger tasks into smaller, more manageable pieces.
Give positive reinforcement. Always be on the lookout for positive behaviors. Ask the teacher to offer praise when your child stays seated, doesn't call out, or waits his or her turn instead of criticizing when he or she doesn't.
Teach good study skills. Underlining, note taking, and reading out loud can help your child stay focused and retain information.
Supervise. Check that your child goes and comes from school with the correct books and materials. Sometimes kids are paired with a buddy to can help them stay on track.
Be sensitive to self-esteem issues. Ask the teacher to provide feedback to your child in private, and avoid asking your child to perform a task in public that might be too difficult.
Involve the school counselor or psychologist. He or she can help design behavioral programs to address specific problems in the classroom.
Helping Your Child
You're a stronger advocate for your child when you foster good partnerships with everyone involved in your child's treatment — that includes teachers, doctors, therapists, and even other family members. Take advantage of all the support and education that's available, and you'll help your child navigate toward success.
Reviewed by: Richard S. Kingsley, MDDate reviewed: September 2008Originally reviewed by: W. Douglas Tynan, PhD "
http://kidshealth.org/parent/medical/learning/adhd.html
Thursday 9 April 2009
Back On Track - Our Community Project - Devising
Monday 6th April 5-8pm
Myself and Monsay presented to Karen and Tunde the themes we had been looking at and our ideas for a piece. We wanted to create something that the students could relate to, which would help them discuss when foruming. One idea that we were pretty keen to try was about a person that keeps getting fired from their job. The reasons for them getting fired would be being late, lazy, disrespectful, rude to costumers and having a bad attitude. We wanted to show that having a bad attitude wont get you very far in life, and people always remember a bad attitude. If you mess about in a job, then it'll be harder to get a new one as your reference wont be good. People may not give you a second chance, so making a good impression is very important.
So we set up a scenario where the person is called into the managers office as there has been lots of complaints made against them. I was the manager and Monsay was the employee, called Zoe. Zoe is 16 years old, she has a council flat and has a baby. She works at McDonald's at the counter.
During the improvisation of the scene, I found it quite difficult thinking of responses to Monsay's character. Monsay would take the scene to the next lever and i would have to top it. I found this frustrating as i would stumble on my words and not know how to counter Monsay. The manager had to be quite tough and she needed to create obstacles of Zoe. I had never played an oppressing role before, i would normally go for the oppressed roles. So i needed to become meaner and become comfortable in my role. We did swap roles to see if maybe it would suit us better, but it didn't work. Monsay has a likable and innocent side to her as well as having the attitude which i feel the audience could relate more too. Also i have never been in the situation where Ive been fired or been in serious trouble. Even when i was younger i didn't cause much trouble and never really had an attitude problem. Monsay said she could relate to it and has been in similar situations. She has a better understanding about this, which meant her character was more life-like.
The Scene:
The manager calls Zoe in and tells Zoe that there has has been several complaints made against her in the last week. She has been rude to the costumers, giving them back chat and also is late for every shift. Straight away Zoe says they must be lying and starts being argumentative. The manager explains that his is exactly what is getting her into trouble, she has a bad attitude problem. The manager then gives Zoe an opportunity to apologise and change things bu asking her "are you going to sort it out?". Zoe does not take that opportunity and continues to argue. The manager mentions Zoe's jewelry: big ear rings, false nails and rings. She should not be wearing them - one of the complaints was that a false nails was found in a burger. Zoe denies it was hers. The manager then tells Zoe she will work a double shift next weekend. Zoe argues back once again and says she has already worked a full week. Manager says she knows she hasn't. The manager gives Zoe plenty of opportunities to come clean and admit she missed her shifts, but Zoe still argues, saying that she signed the Sign-in sheet. The manager gives her one more chance to come clean as she knows she did not work those days, she got her colleagues to sign in for her and cover her shift. The manager produces the sign-in sheet and tells Zoe it was a serious offence and she could get the sack for this. Zoe mentions "everyone has problems"...this is a moment where Zoe could open up and tell the manager her problems, but she doesn't and carries on arguing. The manager says if she doesn't work the double shift then shell call the police. Zoe explodes, shouts at the manager saying she can "stick the job" and storms out.
In this scene the manager is the oppressor and Zoe is the oppressed. The manager creates both obstacles and opportunities for Zoe. In order for a positive outcome, Zoe must overcome these obstacles and take the opportunities to change her ways. Zoe feels victimised in this situation, she thinks its personal and this is why she is defensive and argumentative. She does not take responsibility for her actions. This is how many teenagers feel and this is what we are hoping to look at in the lessons. We want to open it out and forum the scene, identify certain points where Zoe could have changed the outcome - the missed opportunities.
The main problem is miss-communication. Zoe does not know how to communicate properly. Even the way she sits, talks and looks communicates in a negative way, without even verbalising anything she has communicated to the manager exactly how she feels and thinks about this job with her body language. She says she has problems, but instead of opening up, she returns to aggression. I have recently found out that my brother has ADID (Attention Deficit Inattentive Disorder). This finally explains why he as been doing these things. We could not understand what was wrong, as he is a very nice lad, very polite and friendly, but he can never hold down a job, hates being told what to do, could never do homework, steals, lies, smokes, drinks, cant organise anything, bad with money and can get very angry. He cannot communicate his feelings and emotions properly. Last week he got so upset he punched a hole in the wall and trashed his bedroom. He has quit college so many times as he looses interest in it, even though he is intelligent and was predicted 8 A*s (in the end he only showed up for a few exams and got 3 C's and the rest were fails). This time if he decides to go back to college again he will have the support from teachers and a councilor/psychiatrist to help him with his work, organisation and communication. There are also medicines he can take to help. Luckily as he has grown up, he has stopped stealing, taking drugs and lying. He now has 2 jobs which he enjoys and hopefully, that he will keep for sometime. He does not know what he wants to do with his life, so hopefully with the new help and understanding of his condition, this will help him decide and get on with life.
In the scene, the managers aim is to make Zoe work a double shift as she knows she has been lying about working last week. She can use the sign-in sheet to make her work it. Although Zoe is a problem and has a bad attitude, the manager does not want to have to fire her as there are not many other people that would work for this kind of money.
In the scene, the manager creates 'hooks' where Zoe can grab onto to make the scene escalate even higher.
The hooks are:
Attitude
complaints
fake nail in burger
jewelry
double shift
sign-in sheet
everyone has problems
no wages
police
After each one of the 'hooks' the manager gives Zoe a chance to come clean, apologise and correct it. These are the points where we will open it up to the class and see what they would have done differently. We will then let them take over Zoe's role and see if they can change the out come.
To be honest, I am quite nervous about the forum part of the session as i will have to think on my feet when the situation changes. It has been a while since i have improvised and devised a piece where i am performing in it. Since working as a stage manager, i have shied away from any performing, so i need to work my confidence back up in order for the forum session to really work and for the class to benefit from it.
Myself and Monsay are very exited and happy with the piece we devised. This piece will be taken to two groups, where Tunde or Karen will act as The Joker and will forum the piece to the group. We now have to find a play for the credited drama group, where we can explore different languages and devising techniques. We had also been asked to devise a piece for The Norwood Girls School, as they have been looking at relationships with boys. We could also relate this to Yard Gal and show some scenes from that.
Myself and Monsay presented to Karen and Tunde the themes we had been looking at and our ideas for a piece. We wanted to create something that the students could relate to, which would help them discuss when foruming. One idea that we were pretty keen to try was about a person that keeps getting fired from their job. The reasons for them getting fired would be being late, lazy, disrespectful, rude to costumers and having a bad attitude. We wanted to show that having a bad attitude wont get you very far in life, and people always remember a bad attitude. If you mess about in a job, then it'll be harder to get a new one as your reference wont be good. People may not give you a second chance, so making a good impression is very important.
So we set up a scenario where the person is called into the managers office as there has been lots of complaints made against them. I was the manager and Monsay was the employee, called Zoe. Zoe is 16 years old, she has a council flat and has a baby. She works at McDonald's at the counter.
During the improvisation of the scene, I found it quite difficult thinking of responses to Monsay's character. Monsay would take the scene to the next lever and i would have to top it. I found this frustrating as i would stumble on my words and not know how to counter Monsay. The manager had to be quite tough and she needed to create obstacles of Zoe. I had never played an oppressing role before, i would normally go for the oppressed roles. So i needed to become meaner and become comfortable in my role. We did swap roles to see if maybe it would suit us better, but it didn't work. Monsay has a likable and innocent side to her as well as having the attitude which i feel the audience could relate more too. Also i have never been in the situation where Ive been fired or been in serious trouble. Even when i was younger i didn't cause much trouble and never really had an attitude problem. Monsay said she could relate to it and has been in similar situations. She has a better understanding about this, which meant her character was more life-like.
The Scene:
The manager calls Zoe in and tells Zoe that there has has been several complaints made against her in the last week. She has been rude to the costumers, giving them back chat and also is late for every shift. Straight away Zoe says they must be lying and starts being argumentative. The manager explains that his is exactly what is getting her into trouble, she has a bad attitude problem. The manager then gives Zoe an opportunity to apologise and change things bu asking her "are you going to sort it out?". Zoe does not take that opportunity and continues to argue. The manager mentions Zoe's jewelry: big ear rings, false nails and rings. She should not be wearing them - one of the complaints was that a false nails was found in a burger. Zoe denies it was hers. The manager then tells Zoe she will work a double shift next weekend. Zoe argues back once again and says she has already worked a full week. Manager says she knows she hasn't. The manager gives Zoe plenty of opportunities to come clean and admit she missed her shifts, but Zoe still argues, saying that she signed the Sign-in sheet. The manager gives her one more chance to come clean as she knows she did not work those days, she got her colleagues to sign in for her and cover her shift. The manager produces the sign-in sheet and tells Zoe it was a serious offence and she could get the sack for this. Zoe mentions "everyone has problems"...this is a moment where Zoe could open up and tell the manager her problems, but she doesn't and carries on arguing. The manager says if she doesn't work the double shift then shell call the police. Zoe explodes, shouts at the manager saying she can "stick the job" and storms out.
In this scene the manager is the oppressor and Zoe is the oppressed. The manager creates both obstacles and opportunities for Zoe. In order for a positive outcome, Zoe must overcome these obstacles and take the opportunities to change her ways. Zoe feels victimised in this situation, she thinks its personal and this is why she is defensive and argumentative. She does not take responsibility for her actions. This is how many teenagers feel and this is what we are hoping to look at in the lessons. We want to open it out and forum the scene, identify certain points where Zoe could have changed the outcome - the missed opportunities.
The main problem is miss-communication. Zoe does not know how to communicate properly. Even the way she sits, talks and looks communicates in a negative way, without even verbalising anything she has communicated to the manager exactly how she feels and thinks about this job with her body language. She says she has problems, but instead of opening up, she returns to aggression. I have recently found out that my brother has ADID (Attention Deficit Inattentive Disorder). This finally explains why he as been doing these things. We could not understand what was wrong, as he is a very nice lad, very polite and friendly, but he can never hold down a job, hates being told what to do, could never do homework, steals, lies, smokes, drinks, cant organise anything, bad with money and can get very angry. He cannot communicate his feelings and emotions properly. Last week he got so upset he punched a hole in the wall and trashed his bedroom. He has quit college so many times as he looses interest in it, even though he is intelligent and was predicted 8 A*s (in the end he only showed up for a few exams and got 3 C's and the rest were fails). This time if he decides to go back to college again he will have the support from teachers and a councilor/psychiatrist to help him with his work, organisation and communication. There are also medicines he can take to help. Luckily as he has grown up, he has stopped stealing, taking drugs and lying. He now has 2 jobs which he enjoys and hopefully, that he will keep for sometime. He does not know what he wants to do with his life, so hopefully with the new help and understanding of his condition, this will help him decide and get on with life.
In the scene, the managers aim is to make Zoe work a double shift as she knows she has been lying about working last week. She can use the sign-in sheet to make her work it. Although Zoe is a problem and has a bad attitude, the manager does not want to have to fire her as there are not many other people that would work for this kind of money.
In the scene, the manager creates 'hooks' where Zoe can grab onto to make the scene escalate even higher.
The hooks are:
Attitude
complaints
fake nail in burger
jewelry
double shift
sign-in sheet
everyone has problems
no wages
police
After each one of the 'hooks' the manager gives Zoe a chance to come clean, apologise and correct it. These are the points where we will open it up to the class and see what they would have done differently. We will then let them take over Zoe's role and see if they can change the out come.
To be honest, I am quite nervous about the forum part of the session as i will have to think on my feet when the situation changes. It has been a while since i have improvised and devised a piece where i am performing in it. Since working as a stage manager, i have shied away from any performing, so i need to work my confidence back up in order for the forum session to really work and for the class to benefit from it.
Myself and Monsay are very exited and happy with the piece we devised. This piece will be taken to two groups, where Tunde or Karen will act as The Joker and will forum the piece to the group. We now have to find a play for the credited drama group, where we can explore different languages and devising techniques. We had also been asked to devise a piece for The Norwood Girls School, as they have been looking at relationships with boys. We could also relate this to Yard Gal and show some scenes from that.
Saturday 4 April 2009
Back On Track - Our Community Project - 2nd Meeting
Second Meeting: 31st March:
In our second meeting, myself and Monsay met with Karen, Tunde and Zephryn, who are facilitators for Back On Track, to discuss the groups and what we will be doing with them. We also created a timetable that we will be working to.
The groups:
City Academy in Bermsondy:
This group consists of about 7 boys, mixed race. The group have started to form well together and are keen to get involved. They are approaching the 'performing' stage in the group dynamics.
They are looking at conflicts- how they are constructed, where the conflicts happen (home, streets, school), and what the triggers were.
They look at their own experiences, highlighting their actions and feelings, and try to pin point what the trigger was.
From there, they create still images of the experiences and discuss the feelings and motives behind them.
Park Centre at Oval:
This group consists of 5 boys, black. They are in the 'forming' stage and are starting to engage with drama. In this group, the boys have been expelled from school so are referred to this programme.
Again, the main areas that are being looked at are conflict and communication. Communication is a big factor in this group. They struggle to communicate with each other and don't show each other any respect. You have to look at how they are communicating and try and show them another way of doing it, if it is not received well. Look at what they are trying to say and ask them if they could say it in another way. Most people do not know how to communicate properly and things can be misinterpreted, which leads to them becoming more frustrated and not being able to communicate properly, and so the circle continues.
Youth Arts Group at Oval:
This groups consists of 15-17 girls and boys, mixed race. This is a credited drama group.
This group of students are here because they want to learn more about drama and widen their own skills by getting a qualification. The group is focused and work on two grade levels, Bronze and Silver grade. To achieve these grades the students have to fulfill several acquirement's, as well as participating in the group activities each week and devising drama. For Bronze, they have to see a piece of theatre and review it. For Silver, they have to research an arts organisation or theatre company, see some of their work and produce a presentation on it.
With this group we can be more challenging with the work we provide them.
For the Back On Track groups, the main goals they address in each session are:
Respect for yourselves and others.
Safety for physical and emotional self.
Commitment and responsibilities.
At the end of this meeting we had a clear idea of what we needed to do and were very excited about starting these workshops. The groups seem challenging and hard work which is quite scary in one respect, but well worth it in another.
After the meeting Myself and Monsay mind-mapped several themes and issues that were apparent in each group and looked at different seniors and situations which we could devise from. One theme we looked at which gave us lots of ideas was 'ambitions'. We want to know what the students want to do with their lives, what interests them and what their goals are. Also we want to look at what is stopping them from reaching these goals and see how they can change that for themselves. An idea for a forum theatre piece could be: a young boy who keeps getting fired from his jobs for several reasons - hes late, lazy, disrespectful, argumentative and rude to the customers. We would show each scene involving one of these reasons and see how the boy could have prevented himself from being fired.
We will take these ideas to our next meeting with Tunde, Karen and Zephryn and see where we can go next using these themes.
In our second meeting, myself and Monsay met with Karen, Tunde and Zephryn, who are facilitators for Back On Track, to discuss the groups and what we will be doing with them. We also created a timetable that we will be working to.
The groups:
City Academy in Bermsondy:
This group consists of about 7 boys, mixed race. The group have started to form well together and are keen to get involved. They are approaching the 'performing' stage in the group dynamics.
They are looking at conflicts- how they are constructed, where the conflicts happen (home, streets, school), and what the triggers were.
They look at their own experiences, highlighting their actions and feelings, and try to pin point what the trigger was.
From there, they create still images of the experiences and discuss the feelings and motives behind them.
Park Centre at Oval:
This group consists of 5 boys, black. They are in the 'forming' stage and are starting to engage with drama. In this group, the boys have been expelled from school so are referred to this programme.
Again, the main areas that are being looked at are conflict and communication. Communication is a big factor in this group. They struggle to communicate with each other and don't show each other any respect. You have to look at how they are communicating and try and show them another way of doing it, if it is not received well. Look at what they are trying to say and ask them if they could say it in another way. Most people do not know how to communicate properly and things can be misinterpreted, which leads to them becoming more frustrated and not being able to communicate properly, and so the circle continues.
Youth Arts Group at Oval:
This groups consists of 15-17 girls and boys, mixed race. This is a credited drama group.
This group of students are here because they want to learn more about drama and widen their own skills by getting a qualification. The group is focused and work on two grade levels, Bronze and Silver grade. To achieve these grades the students have to fulfill several acquirement's, as well as participating in the group activities each week and devising drama. For Bronze, they have to see a piece of theatre and review it. For Silver, they have to research an arts organisation or theatre company, see some of their work and produce a presentation on it.
With this group we can be more challenging with the work we provide them.
For the Back On Track groups, the main goals they address in each session are:
Respect for yourselves and others.
Safety for physical and emotional self.
Commitment and responsibilities.
At the end of this meeting we had a clear idea of what we needed to do and were very excited about starting these workshops. The groups seem challenging and hard work which is quite scary in one respect, but well worth it in another.
After the meeting Myself and Monsay mind-mapped several themes and issues that were apparent in each group and looked at different seniors and situations which we could devise from. One theme we looked at which gave us lots of ideas was 'ambitions'. We want to know what the students want to do with their lives, what interests them and what their goals are. Also we want to look at what is stopping them from reaching these goals and see how they can change that for themselves. An idea for a forum theatre piece could be: a young boy who keeps getting fired from his jobs for several reasons - hes late, lazy, disrespectful, argumentative and rude to the customers. We would show each scene involving one of these reasons and see how the boy could have prevented himself from being fired.
We will take these ideas to our next meeting with Tunde, Karen and Zephryn and see where we can go next using these themes.
What is Forum Theatre?
Forum Theatre
"Forum Theatre is an interactive theatre form invented (or discovered) in the early 1970s by Augusto Boal. An audience is shown a short-ish play in which a central character (protagonist) encounters an oppression or obstacle which s/he is unable to overcome; the subject-matter will usually be something of immediate importance to the audience, often based on a shared life experience.
After this first showing, there may be a brief discussion amongst the audience, mediated by a figure known as 'the Joker' (as in a pack of cards, belonging to no particular suit, on no-one's side). Then the play is restarted, usually from the beginning, and runs as before - but this time, whenever a 'spect-actor' (active audience member) feels the protagonist might usefully have tried a different strategy, s/he can stop the action, take the protagonist's place, and try his or her idea. The other characters in the piece will react as they feel their characters would react, on a bad day i.e. they will not make it easy for any new tactic to succeed; but if an idea works, the intervening spect-actor can win, the game is not rigged.
Through a session of Forum Theatre, many people will take the stage and show many different possibilities. In this way, the event becomes a kind of theatrical debate, in which experiences and ideas are rehearsed and shared, generating both solidarity and a sense of empowerment."
http://www.cardboardcitizens.org.uk/textpopups/techniques_forum.html
"Forum Theatre is an interactive theatre form invented (or discovered) in the early 1970s by Augusto Boal. An audience is shown a short-ish play in which a central character (protagonist) encounters an oppression or obstacle which s/he is unable to overcome; the subject-matter will usually be something of immediate importance to the audience, often based on a shared life experience.
After this first showing, there may be a brief discussion amongst the audience, mediated by a figure known as 'the Joker' (as in a pack of cards, belonging to no particular suit, on no-one's side). Then the play is restarted, usually from the beginning, and runs as before - but this time, whenever a 'spect-actor' (active audience member) feels the protagonist might usefully have tried a different strategy, s/he can stop the action, take the protagonist's place, and try his or her idea. The other characters in the piece will react as they feel their characters would react, on a bad day i.e. they will not make it easy for any new tactic to succeed; but if an idea works, the intervening spect-actor can win, the game is not rigged.
Through a session of Forum Theatre, many people will take the stage and show many different possibilities. In this way, the event becomes a kind of theatrical debate, in which experiences and ideas are rehearsed and shared, generating both solidarity and a sense of empowerment."
http://www.cardboardcitizens.org.uk/textpopups/techniques_forum.html
Back On Track - Our Community Project - 1st meeting
After our workshops on Yard Gal, we stayed in contact with Emily from Back On Track and we expressed our interest in creating and running some workshops with her. We had hoped to start some workshops with her in January, but myself and Monsay were very busy with other shows and work so we had to delay the start to our project.
Our first meeting - 20th March:
In our first meeting with Emily at Oval House Theatre we discussed our availability and commitment to this project. We needed to be aware that we could not just dip in and out when we liked, these children needed stability and little change in their lives. We told Emily that we were aware of this and we did not want to mess this children about and we are taking this very seriously. We discussed our intentions and ideas for this project and it was agreed that we would work with a team to create a piece of forum theatre that would be taken into some classes and worked on.
We will be working with facilitators Karen, Tunde and Zephryn. The Facilitator's role is different to a teacher's role. The facilitator is there to help guide things and help the group express their feelings and opinions through ways other than aggression. They don't have the boundaries set up like teachers do. They are someone who makes progress easier for the students, who may have conflicts in certain situations. If a student outbursts in class, then the facilitator must diffuse the situation and challenge their actions and ask why they did this, what they feel, be reflective on it, what were they trying to say through their actions and try and switch 'blame' with 'responcibility'.
Our first meeting - 20th March:
In our first meeting with Emily at Oval House Theatre we discussed our availability and commitment to this project. We needed to be aware that we could not just dip in and out when we liked, these children needed stability and little change in their lives. We told Emily that we were aware of this and we did not want to mess this children about and we are taking this very seriously. We discussed our intentions and ideas for this project and it was agreed that we would work with a team to create a piece of forum theatre that would be taken into some classes and worked on.
We will be working with facilitators Karen, Tunde and Zephryn. The Facilitator's role is different to a teacher's role. The facilitator is there to help guide things and help the group express their feelings and opinions through ways other than aggression. They don't have the boundaries set up like teachers do. They are someone who makes progress easier for the students, who may have conflicts in certain situations. If a student outbursts in class, then the facilitator must diffuse the situation and challenge their actions and ask why they did this, what they feel, be reflective on it, what were they trying to say through their actions and try and switch 'blame' with 'responcibility'.
The groups we will be working with are all referred to Back On Track. The groups normally consist of no more than 10 students. There is about 6 groups. We will work on some of the issues they have been tackling in lessons and prepare a piece on it. A lot of the issues centre around anger, attitudes and conflicts.
With all this to think about, Emily gave us an information pack on Back On Track which talks about BOT and includes exercises and games. She also suggested some books that we look at for more information on forum theatre and games, for example, 'Games for Actors and Non Actors' by Augusto Boal.
At the Oval House Theatre, there is the Youth Arts Group, where people are there because they want to do Drama. We may also run a workshop with them, but we can make it more advanced for them. Emily talked to us about the differences between BOT groups and Oval's group, BOT groups deal with more personal issues, helping towards life's situations, anyone can contribute to what the sessions are based on. Everyone has a choice in the groups and they can chose to participate or not. In Oval's group everyone has to participate and perform, the teacher chooses the themes and what will happen in the lessons and people are there to learn more about drama.
The group dynamics:
Norming: This is the first stage in a group, it is the norm. Everyone is introduced, they are nice to each other and are testing the water.
Storming: This is where the group divides. They either fall out with each other or fall out with the teacher.
Forming: The arguments and conflicts become less and the group starts to work together.
Performing: The group connects and works together.
Back On Track
Back on Track
A powerfully unique course specifically designed for young people with complex issues of education and exclusion.
Back on Track is a unique arts intervention designed to support young people from the most disadvantaged circumstances who find themselves on the brink of exclusion or other crises due to anti-social or challenging behaviour. Using the arts for empowerment, understanding and change, the project aims to give young people effective lifelong tools that they can use to maximise their strengths, and so break the cycle of deprivation not only for themselves but also for their communities.
Back on Track gives young people the opportunity to develop their creativity in the informal learning environment of an arts venue and give themselves quality time and space to address real issues: how to make positive change in their lives, how to plan for the future and how to realize their vision. By equipping young people with increased self-esteem and transferable skills we enable them to make positive choices in their lives: re-engaging in their learning, creating action plans for further education or employment, changing their leisure culture, introducing them to new cultural and arts activities and encouraging their involvement in the wider world.
Back on Track works with pupil referral units, youth offending teams, schools, colleges and educational support agencies and delivers the programme with groups of up to ten young people. The course can be based at Oval House or at the young people’s centre. The course is run by our arts in education practitioners who have a tried and tested history of work in this field. The aims of the programme are:
To re engage young people in their educational and learning
To equip young people with effective social and creative tools
To understand their unique values
To develop awareness within a wider social contact
To foster independent learning
To develop young people’s emotional literacy
To develop staff creative teaching skills
To reduce the number of exclusions and reduce truancy
For further information please contact Emily Doherty Back on Track Co-ordinator:
Email: Emily.doherty@ovalhouse.com
Telephone: 020 7582 6279
Back on Track is supported by the London Borough of Lambeth, BBC Children in Need, KPMG Foundation, The Equitable Charitable Trust and The Eleanor Rathbone Charitable Trust.
http://www.ovalhouse.com/cn/education/back_on_track.php
A powerfully unique course specifically designed for young people with complex issues of education and exclusion.
Back on Track is a unique arts intervention designed to support young people from the most disadvantaged circumstances who find themselves on the brink of exclusion or other crises due to anti-social or challenging behaviour. Using the arts for empowerment, understanding and change, the project aims to give young people effective lifelong tools that they can use to maximise their strengths, and so break the cycle of deprivation not only for themselves but also for their communities.
Back on Track gives young people the opportunity to develop their creativity in the informal learning environment of an arts venue and give themselves quality time and space to address real issues: how to make positive change in their lives, how to plan for the future and how to realize their vision. By equipping young people with increased self-esteem and transferable skills we enable them to make positive choices in their lives: re-engaging in their learning, creating action plans for further education or employment, changing their leisure culture, introducing them to new cultural and arts activities and encouraging their involvement in the wider world.
Back on Track works with pupil referral units, youth offending teams, schools, colleges and educational support agencies and delivers the programme with groups of up to ten young people. The course can be based at Oval House or at the young people’s centre. The course is run by our arts in education practitioners who have a tried and tested history of work in this field. The aims of the programme are:
To re engage young people in their educational and learning
To equip young people with effective social and creative tools
To understand their unique values
To develop awareness within a wider social contact
To foster independent learning
To develop young people’s emotional literacy
To develop staff creative teaching skills
To reduce the number of exclusions and reduce truancy
For further information please contact Emily Doherty Back on Track Co-ordinator:
Email: Emily.doherty@ovalhouse.com
Telephone: 020 7582 6279
Back on Track is supported by the London Borough of Lambeth, BBC Children in Need, KPMG Foundation, The Equitable Charitable Trust and The Eleanor Rathbone Charitable Trust.
http://www.ovalhouse.com/cn/education/back_on_track.php
Working with Back On Track - Yard Gal
When myself and Monsay were at the Oval House Theatre performing 'Yard Gal' in November 08, we were approached by Back On Track, an innovative arts programme for young people who are at risk of or excluded from education. They wanted us as a company to run a few workshops on Yard Gal with one of their groups. They had been to see the production and were interested by the issues raised.
So myself, Monsay Whitney, Stef Di Rubbo and Stef O'Driscoll ran a workshop based on the play using forum theatre. First of all we were introduced to the class and played some games, including a name game. I find learning names particularly hard and as the majority of the class were black, I wasn't used to the types of names being said to I had to pay extra attention to them. I noticed that some of the group weren't interested in playing games or participating in the exercises and i think this is because there was a big range in the age gap of the group. It ranged from 12 years to 17 year old. This is a big gap to have in a group that needs to support each other, but with some encouragement from Stef and their teachers, the group came together.
Stef and Monsay had been rehearsing some scenes prior to the workshop, but when we saw the age of some of the students, we realised we would have to tone down the swearing, which is apparent in nearly every sentence the girls speak! The girls first performed the scene where there is a gang confrontation and Marie gets stabbed. We ran the scene a couple of times and then opened it up for forum theatre. Stef was acting as the Joker, so she asked the group at what points did they think the stabbing could have been prevented? There were several keys moments in the scene where either Marie or Boo could have taken a step back and realised this is not the right way to go. One student was quite keen on discussing the situation and even got up to participate in the scene. After she had gotten up, others wanted to try their ideas and some were even fighting over who would go next. This was a positive reaction for our work and it was great to see them taking part on their own accord rather than being forced. This is what Back On Track is all about. The students have to be there but are never forced into anything and are allowed to express their own opinions and how they feel, where as in other places they may not have been able to do so.
With the collaboration of the group we managed to find a point where the stabbing could have been stopped and discussed their opinions on gang culture and knife crime. We ran 2 more workshops after following the same themes and discussions. They then went onto devising their own scenes and forum theatre, but unfortunately i could not be there to see it.
So myself, Monsay Whitney, Stef Di Rubbo and Stef O'Driscoll ran a workshop based on the play using forum theatre. First of all we were introduced to the class and played some games, including a name game. I find learning names particularly hard and as the majority of the class were black, I wasn't used to the types of names being said to I had to pay extra attention to them. I noticed that some of the group weren't interested in playing games or participating in the exercises and i think this is because there was a big range in the age gap of the group. It ranged from 12 years to 17 year old. This is a big gap to have in a group that needs to support each other, but with some encouragement from Stef and their teachers, the group came together.
Stef and Monsay had been rehearsing some scenes prior to the workshop, but when we saw the age of some of the students, we realised we would have to tone down the swearing, which is apparent in nearly every sentence the girls speak! The girls first performed the scene where there is a gang confrontation and Marie gets stabbed. We ran the scene a couple of times and then opened it up for forum theatre. Stef was acting as the Joker, so she asked the group at what points did they think the stabbing could have been prevented? There were several keys moments in the scene where either Marie or Boo could have taken a step back and realised this is not the right way to go. One student was quite keen on discussing the situation and even got up to participate in the scene. After she had gotten up, others wanted to try their ideas and some were even fighting over who would go next. This was a positive reaction for our work and it was great to see them taking part on their own accord rather than being forced. This is what Back On Track is all about. The students have to be there but are never forced into anything and are allowed to express their own opinions and how they feel, where as in other places they may not have been able to do so.
With the collaboration of the group we managed to find a point where the stabbing could have been stopped and discussed their opinions on gang culture and knife crime. We ran 2 more workshops after following the same themes and discussions. They then went onto devising their own scenes and forum theatre, but unfortunately i could not be there to see it.
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