Activity 1.2 Why Johnny Can't Learn

1.  What should Johnny's parents do?

• talk to Johnny
• review the school curriculum and expectations and compare them to those of Johnny's previous school(s)
• talk to Johnny's friends (anyone they can identify who had a friendly relationship with Johnny before his behavior changed and anyone who they can identify who spends time with Johnny that they have access to, such as neighbor's children, bus drivers, etc.; all of the above if given parent permission)
• take Johnny to see a physician (and based on their own research and the response of Johnny's general practitioner to specialists such as allergists, neurophysiologists, etc.)
• research counselors who specialize in adolescent behavior and talk with Johnny about visiting a counselor, consider the availability of an "art therapist"
• provide Johnny with whatever art supplies they can afford at home and give him a safe and private place in the home
• ask Johnny to respond to their questions through his art, and interpret his response for them
• take Johnny to see a counselor
• talk with Johnny's teachers and school administrators (be sure to include, of course, the art teacher)
• test Johnny for drugs
• try to identify the point at which Johnny's behavior changed and begin a dialogue with Johnny about one incident at a time
• ask Johnny why he is different in art, and what art means to him
• search Johnny's room, personal belongings, and any and all computer records that are related to Johnny and/or any of his activities
• respond positively or reward steps that Johnny takes to change his behavior to what is accepted in a specific environment or to communicate what he is thinking or feeling
• determine to the best of their ability to determine if Johnny is doing anything, or involved with anyone, that they don't know about

I am not knowledgable in the field of psychology, and I may be interpreting this question incorrectly, but because Johnny has a demonstrated history of acceptable and even commendable behavior in school, and because he also has a demonstrated history of successful academic performance in school, I would not expect his parents to interpret this as an inability to learn.  It would be a good idea, obviously, to first try to talk with Johnny again to see if he can be encouraged to share what he's feeling and why he's feeling it.  If he continues to respond angrily, his parents should try to determine what is triggering what appears to be a change in behavior with a fairly sudden onset.  Since Johnny has changed schools many times his parents should first examine the school environment to see if there was anything that could be at the root of his behavior, such as different and higher expectations that cause Johnny to be more and more embarrassed or feel a lack of success.  They should talk to any of Johnny's peers that they are permitted to speak with to see if any of them knew of any event in Johnny's life that had been painful or cataclysmic in some way.  They should seek medical advice as to a possible organic origin for his behavior.  They should also seek the advice of counselors and/or psychiatrists experienced in adolescent behavior, look for a counselor that specializes in "art therapy", and attempt to take Johnny to see one or both.  Johnny's parents should try to provide an outlet for Johnny, and possibly a way for communication, by providing him with art supplies and a creative space, since this seems to be what allows Johnny to express himself in a peaceful (and maybe constructive) fashion. Johnny's parents could ask Johnny questions about how he was feeling or what specific experineces were like for him and ask him to paint (or represent through art) his answer.  Obviously, I Johnny's parents should gather as much reconnaissance as possible, and that would include talking with the administrators and teachers at Johnny's school because the more they know the more complete the picture will be.  They should look through all of Johnny's personal belongings and anything they think might give them a clue as to what is going on with their son, including social network pages etc., in case Johnny is being abused, pressured, cyber-bullied, or in any way mistreated by someone in his life.  They should look for evidence of drug use (even though his behavior was different in Art, and thus this may be a possibility that some would exclude, drug use doesn't necessarily mean uniform response in all environments, so I would investigate this). They should get as much information as they can and encourage any steps Johnny takes toward communicating what the problem is, or changing his behavior.  I do think, though, that I would be nervous if the behavior just changed and I never knew what the source of the behavior was, so I don't think they should be comfortable with behavior change alone.


2.  What should Miss Jones do?

• try to talk with Johnny
• tell her administrator/principal what she has observed
• re-review Johnny's records and files
• consult the school guidance counselor and/or school psychologist
• talk with all of Johnny's teachers, with special attention or requests for many details from Johnny's art teacher
• see if there is a trained observer or diagnostician available to observe Johnny or talk with Johnny or both
• maintain very regular contact with Johnny's parents
• review Johnny's schoolwork and computer records
• talk to the teachers, counselors and administrators at Johnny's previous schools
• try to identify any peer that shares activities or interests with Johnny (i.e. an interest in art) and make interaction with that peer(s) possible
• discuss alternative ways in which Johnny can satisfy his class requirements temporarily so losing homework and books is not such a problem
• make after-school study and work time available to Johnny in a setting that may reduce his group anxiety
• request that Johnny's parents meet with a school team to come up with a plan of action
• request that Johnny's parents share any information they obtain outside of school with the team
• possibly write a behavior plan for school and school environments
• explore opportunities for Johnny to spend time doing what he enjoys (art clubs, etc.) and attempt to encourage or support relationships that revolve around these activities
• request that Johnny's parents share any relevant medical information or family medical information or history

As a teacher I believe that Miss Jones's options are different, but they should still be centered at first on information gathering.  Miss Jones should try to talk with Johnny, trying to make him feel safe about responding.  Johnny has always been enthusiastic about learning and school interactions, so Miss Jones should consider that a point of departure for her discussions with Johnny.  When Miss Jones initially reviewed Johnny's records his problems at school hadn't yet manifest and so she should re-read his records with a more critical eye to see if there was any information that would shed light on Johnny's current behavior.  To help her in her review and information gathering, Miss Jones should also speak to personnel at Johnny's previous school to get more detail and personal response to Johnny and to ensure that there was nothing left out of the records or nothing pertinent that someone might not have wanted to put in writing.  Miss Jones should consult the school staff available to her including counselors, teachers and her school psychologist to see if their expertise might reveal known patterns of behavior (symptomatic of specific problems or feelings).  So, for instance, if Johnny is feeling alienated they have a plan for easing his transition.  Miss Jones should review Johnny's schoolwork and computer records to see if anything he has written (for instance in school journals or on a social network page, or class discussion board) gives them an indication of what might be bothering Johnny.  Miss Jones should attempt to pair Johnny with any peers who might work well with Johnny or who share a common interest to try to increase Johnny's comfort level.  Miss Jones could possibly offer alternative ways Johnny can meet his school requirements so he experiences success and avoids more serious consequences at school such as failing the sixth grade or being suspended.  If Johnny needs time alone to work then Miss Jones should try to provide him a space to do this.  There are after school programs available and assistance, but working with Johnny in a one-on-one situation at least a time or two might give him a chance to open up or share what is bothering him.  If it was possible Miss Jones could arrange for Johnny to help the art teacher or work with the art teacher on a special project (preparing for an art club meeting or project, etc.), also in the hopes that he would become more engaged in school or open up to the art teacher about the source of his anger or sense of isolation.  Throughout this entire process Miss Jones should stay in close contact with Johnny's parents and try to arrange a home visit.  I think because Johnny always comes to school (no truancy) it would be natural for Miss Jones to wonder if something might be going on at home, and so she should encourage exchange of information with Johnny's parents to the extent that she can.  If Miss Jones cannot discover the source of Johnny's behavior she should, nonetheless, work with a school team to write a behavior plan or educational plan of action for Johnny.  Normal discipline measures are not working and so while Miss Jones continues to work to help Johnny and to identify the source of his increasing isolation she will want to help him avoid more serious problems that result from his behavior.

3.  What is a likely explanation for Johnny's new problems?

I honestly don't know that I have any idea what is the most likely explanation.  I think that because of his apparent withdrawal from his peer group and defensive behaviors I would suspect bullying.  Johnny is in a new school and middle school is a big change from elementary.   Johnny has moved so frequently that it is unlikely that he has formed many strong and enduring friendships that can support him in this latest transition.  However, when school begins Johnny is friendly, responsive and apparently enthusiastic about school.  This would lead me to believe that there is some situation or an event that has precipitated Johnny's change in behavior.  So, I might suspect that Johnny was not being accepted by his peer group, that he was not being welcomed or included by his peers, and that he might even be the target of bullying.  He is small and new to the school (a likely target for bullies) and is involved in many fights.  If Johnny is being bullied, parents or teachers might be able to find evidence of this in computer records or interviews of Johnny's peers.  If none of the information gathering caused anyone to believe that Johnny was being bullied then other causes of behavior changes, such as drug use or peer pressure should be considered.  It's possible that Johnny's transition has been more difficult than those of previous moves and that he is angry and resentful because he has had to make another move.  It's also possible that there is a phsyiological reason for his behavior.  It could be that Johnny is being pressured by peers or a particular peer group to display confrontational and oppositional behavior.