Name: Peta Jinnath Andersen

Subject: ETL414
Due Date: 9.1.15
Word Count: ~1400
Part 1: Exclusion factor, theories, policies, pedagogy, methodology
Exclusionary factor: size/body image in males, such that a student is shorter than his peers.
Body image and size issues are often considered a female-centric field due to the proliferation of
models and advertising promoting a certain body shape. As a result, policies tailored specifically to
males and the dominance behaviours associated with bullying/excluding a student of smaller size that
his peers are not readily available.
In dealing with such a factor, psychoeducational pedagogies are likely to be most effective. On both
sides, the aggressor and the receiver can be seen as acting out of a desire to belong/satisfaction deficit,
and a desire to have this need to acceptance met, as per Glassers Choice Theory (GCT) and Dreikurs
Goal Centred Theory. Teachers using GCT, however, must be wary of reinforcing exclusionary
behaviours in their efforts to use discussions about needs satisfaction and behaviour (Lyons, Ford,
Arthur-Kelly, 2011, p.7). That said, both theories highlight student need in a way which aligns with a
students physical, emotional, and cognitive development. Similarly, Cognitive Behavioural Theory
encourages both aggressor and receiver to identify issues and needs and develop self-management
strategies the teacher can encouragesuch practice is more likely to effect inner change and as a
result, outer change1 and normalisation2. More disciplinarian, teacher-centric theories are likely to
mask unacceptable student behaviour within a given classroom rather that effect change.

1 Assertive Discipline is arguably a possible choice, but its lack of consideration of ecological factors,
alongside its lack of pathways for the development of student self-discipline render it a less effective
choice than the other psychoeducational theories discussed.

2 Use of language such as normalisation and deficit should be avoided in all teacher-student
interactions; the teacher must be aware of the potential for interpretive filters to create linguisticallylinked biases (Lyons, Ford, Arthur-Kelly, 2011).

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The Melbourne Declaration on Educational Goals for Young Australians promotes an inclusive
education policy, declaring that 'all Australian governments and all school sectors must provide all
students with access to high-quality schooling that is free from discrimination based on gender,
language, sexual orientation, pregnancy, culture, ethnicity, religion, health or disability,
socioeconomic background or geographic location (MCEETYA, 2008, p.7). Queensland schools
work within this policy and framework; specific to the exclusion discussed here are the state schools
commitment to view difference as a resource to support learning and ensure that all school
community members feel safe and free from discrimination, bias and harassment (Inclusive
Education Policy Statement, 2015, n.p.). The Queensland government has built on the Melbourne
Declaration in constructing its Learning and Wellbeing Framework, which is grounded in its
acknowledgment of the importance of wellbeing to the learning process (Learning and Wellbeing
Framework, 2014, n.p.). On the ground-level, this is seen in a schools use of positive practices and
reinforcement for good behaviour alongside a somewhat democratically-decided set of rules and
objectives for the whole school. Pastoral care is also noted as important 3 in acknowledging and
rectifying social deficit. In practice, however, these policies are somewhat nebulous and provide little
concrete detail in helping the receiving student and his aggressor modify behaviours for better wellbeing.

3 The Abbott and Newman governments recent policy changes affect the implementation of pastoral
care in Queensland school settings. Further discussion is beyond the scope of this paper.

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Why was Romeo rash and impulsive? What was Romeo seeking, in his headlong dash into
marriage with Juliet? Why did he move on so swiftly from Rosaline? If you were Romeo,
would you take those actions?
Fig 1.1: Curriculum example from my Year 9 Practicum class adapted from Year 9 Australian
National Curriculum English syllabus.
Embedding materials of interest to the student and the students surroundings is an important part of
implementing a successful and interesting curriculum with a greater likelihood of positive
achievement and outcomes. Diversity, self-acceptance, self-awareness and questioning, and
accessibility materials and discussions embedded in the curriculum would be helpful in this particular
exclusion. For my context, the high school English classroom, this could be tied to facilitated class or

Fig 1.2: General aims of the Australian curriculum, (adapted from ACARA, General Capabilities, 2015)
small-group discussions around belonging and needs-satisfaction within a given curriculum text.

A posited example of curriculum, methodology, and pedagogy working together within a CBT
framework is memoir. Using journals and memoir writingwhich is also a unit within the
Queensland implementation of the Australian curriculumstudents could also identify a moment in
which they have felt bullied, diminished, or as if they do not belong, and engage in the creation of a
guided, reflective memoir. Both these examples meet the general aims of the Australian Curriculum.
They also address literacy, critical thinking, and literature outcomes on an academic level, and the
personal and social capability, ethical understanding, and potentially intercultural understanding
outcomes within general capabilities.

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Positive practices relevant in this scenario are:

proactive and explicit teaching of constructive thinking skills and habits

modelling and teaching self-awareness and questioning methods
active collaboration with others in identifying behavioural goals and due process
construction of a facilitative learning environment
fostering true respect via earned and given respect
social reinforcement.

Interventionist practices relevant in this scenario are:

identifying students who may require more intensive intervention earlyin this case,
the smaller male receiving aggression may be looking to improve social interaction skill
sets;
analysing and identifying skills and strategies required for success, identifying skill
deficits, and implementing appropriate training. Both motivational and process deficits
may be considered.
implementing cognitive training and modelling.
looking for ways to enhance and generalise new skill sets.

Fig 1.3: Relevant CBT practices (adapted from Lyons, Ford, Arthur-Kelly, 2011, p.10)

Part 2: Cognitive Behavioural Therapy as Classroom Management Strategy

Cognitive Behavioural Theory: CBT addresses the psychoeducational issues of belonging and needs
satisfaction while also being broad enough to consider the hormonal changes and tensions between
two adolescent males and account for these. The positive practices implemented in classroom setup,
prior to any interventionist practices, help preclude certain inappropriate behaviours, as effective
teachers are proactive and powerful in shaping classroom events (Brophy, 1988, p.3). In this
context, the bullying and or exclusion of a smaller male student is a breakthrough behaviour; as such,
the interventionist practices required are less intensive. Similarly, CBT focuses on student
socialisation and ability as highly important within the classroom context, which has a positive effect
on management (Brophy, 1988).

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In implementing the above listed positive practices and interventions, exclusionary behaviour based
on a physical aspect or body image becomes less likely and easier to change. This is because CBT
helps the aggressor consider what they draw from such interactions, and which needs are being met
(Lyons, Ford, Arthur-Kelly, 2011). In this scenario, such things may include: perceived status derived
from aggression; need for assertion/dominance to address outside ecological factors; and facilitated
belonging via an us versus them mentality. Use of CBT also allows for the teacher to consider
physiological changes and increased hormonal activity, and account for this (Kendall, Braswell,
1993). Similarly, CBT takes potential ecological and interpretive factors into account as it is
implemented through pedagogical choices and curriculum use, as it requires acknowledgement of
both factors on the part of the teacher as well as the student (Kendall, Braswell, 1993; Lyons, Ford,
Athru-Kelly, 2011). This bring the praxis-nexus points on a given implementation axis closer to
alignment than other psychoeducational theories.

Addressing the aggressors behaviour from a belonging/needs satisfied perspective, however, deals
with only one half of the equation. CBT allows the receiving, excluded student to learn how to
manage emotions resulting from the exclusion and understand and redirect said responses
appropriately. This helps facilitate peer-independent self-worth and self-esteem in the excluded
student.
Part 3: iPad implementation
a. Based on the premium price point and general inaccessibility of the iPad in the schools in which I
completed my practicum, I have taken an agnostic approach with regard to platform, and included a
web app.
Smartphones with camera technology are able to track heart rate via the flash, and breathing rate via
the microphone or rise and fall of the abdomen. These two capabilities permit the use of biofeedback,
which is useful in the implementation of CBT and its potential for self-awareness and behaviour
modification.
b. Belly Bio (iphone): turns your iPhone/iPod Touch into a highly-sensitive deep breathing sensor
providing a real-time, objective stress-level index based on your breathing pattern (Belly Bio, 2015,
n.p.).

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Emojiary (iphone): asks you how you're feeling once a day. You answer visuallyin emojiOver
time, see a visual history of your feelings and learn the rhythms to your emotional ups and downs
(Emojiary, 2015, n.p.).
Happier (web): is a fun social gratitude journal combined with a positive community (Happier,
2015, n.p.). This app helps users collect and appreciate happy moments. It also allows users to interact
with happy moments; collections may or may not include photos. The app also offers advice and
affirmations.

c. The above-listed apps help deal with the exclusion of the smaller male student by encouraging selfawareness and highlighting opportunities foe behaviour modification. In Belly Bio, the use of
biofeedback helps the user recognise and acknowledge stress levels, then directly address them and
see evidence-based results, thereby reinforcing success. This is useful for both aggressor and receiver,
but also as an in-general positive practice which could be implemented during form time as a class
building activity. Similarly, Emojiary requires little time investment, which makes it an ideal positive
practice for implementation each day. In allowing the user to track their emotions and perhaps draw
correlations between emotions and behaviour within the classroom, the app promotes the CBT
positive practices of self-awareness and reflection, both of which have been shown to be beneficial in
behaviour modification (Stallard, 2003). (Emojiary may also be helpful as a teacher-tracking tool.)
Finally, Happier allows users to recognise positive moments and interactions. Since users can interact
with one another, classes can share and consider moments created together to promote positive feeling
and respect, in line with the CBT positive practice of fostering true respect through collaboration and
bonding and proactive teaching of good habits.

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Bibliography:
Australian Curriculum and Assessment Reporting Authority (2013). English - GeneralCapabilities.
Retrieved 4

th

January 2015, from http://www.australiancurriculum.edu.au/English/General-

capabilities#Critical-and- creative-thinking
BellyBioInteractiveBreathing.(n.d.).RetrievedJanuary3,2015,from
https://itunes.apple.com/us/app/bellybio-interactive-breathing/id353763955?mt=8

Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and teacher
Education, 4(1), 1-18.
Emojiary.(n.d.).RetrievedJanuary4,2015,fromhttp://emojiary.com
(2010). English Year 9 Syllabus. Queensland Studies Authority. Retrieved
December 31, 2014, from https://www.qsa.qld.edu.au/11703.html
Happier.(n.d.).RetrievedJanuary3,2015,fromhttps://www.happier.com/
Kendall, P. C., & Braswell, L. (1993). Cognitive-behavioral therapy for impulsive children. Guilford
Press. Print.
Lyons, G., Ford M., & Arthur-Kelly, M. Classroom Management: Creating Positive Learning
Environments. Third Edition Cengage Learning. Print.
Ministerial Council on Education, Employment, Training and Youth Affairs
(Australia). (2008). Melbourne declaration on educational goals for young
Australians. Melbourne : Ministerial Council on Education, Employment, Training
and Youth Affairs, Retrieved December 31st, 2014, from http://nla.gov.au/nla.arc93985
Stallard, P. (2003). Think good, feel good a cognitive behaviour therapy
workbook for children and young people. Chichester, West Sussex: Wiley. Print.

Other References:

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Berk, Laura E. (2013) Child Development. (9th ed). Boston: Pearson. Print.
Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social
futures. Psychology Press. Kindle.
DuPaul, G. J., & Eckert, T. L. (1994). The effects of social skills curricula: Now you see them, now
you don't. School Psychology Quarterly, 9(2), 113.
McNary, S., Glasgow, N., & Hicks, C. (Eds.). (2005). What Successful Teachers Do in Inclusive
Classrooms: 60 Research-Based Teaching Strategies That Help Special Learners Succeed. Corwin
Press.

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