Correcting Destructive Social Patterns in Children Will Improve School Climate
In a dominant male monkey, stimulation of an area of the temporal lobe produced a rage response: teeth baring and attack. Stimulation of the same area in a subordinate monkey produced withdrawal: cowering and huddling in the corner of the cage.
To social psychologist Albert Bandura, this finding of Jose Delgado (Bandura, 1979) suggested that direct stimulation of brain systems was never a direct cause of aggression, but that aggression always had learned aspects to it. He further stated that the "neural mechanism" did not have functions that were permanently fixed, and the decision to attack or curl into a ball or show the jugular vein (in an act of submission) seemed to be based in part on what expectations were generated at that time by being in a particular social status.
- The Abusive Personality, Violence and Control in Intimate Relationships, by Donald G. Dutton, PhD., Guilford Press, 1998 (p 16-17)
"Twenty-five years of observation has also told me that criminals are more "made" than "born," which means that somewhere along the line, someone who provided a profound negative influence could have provided a profound positive one instead. So what I truly believe is that along with more money and police and prisons, what we most need more of is love. This is not being simplistic; it's at the very heart of the issue."
- Mind Hunter, by John Douglas and Mark Olshake.
John Douglas was head of the Investigative Support Unit of the FBI. This unit ushered in an a new age in behavioral science and criminal profiling. During his twenty-five -year career, John Douglas handled over ten thousand violent crimes.
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From 1963 to the present, psychologist Albert Bandura has produced a series of research studies that show how habits could be acquired through observation and maintained by rewarding consequences. Bandura initially found that children who watched an adult aggressively attack an inflatable "Bobo doll" and were then frustrated by the experimenter were more likely to display aggression than children who had not observed that adult aggression. This happened regardless of whether the children watched the adult live, on film, or in cartoon form. (Bandura, Ross, and Ross, 1963). Follow-up studies found that this effect was enhanced when the adult was of high status or when the children were dependent. (Bandura, 1963; Bandura, 1979).
- The Abusive Personality,..., 1998 (p 32-33)
More recent studies support this concept of
"intergenerational transmission." In a presentation to the Society for Social Work and Research, January 14, 2006, Jinseok Kim, PhD, University of Texas at Austin, concluded: "Results from contingency tables show that those who were physically abused in their childhood are 5.0 times more likely to physically abuse and 1.4 times more likely to neglect their children than those who were not."
- http://sswr.confex.com/sswr/2006/techprogram/P3227.HTM
From the perspective of social learning theory, physical abuse is a habit, a learning means of coping with stress. Every time it succeeds in reducing the stress or eliminating the circumstances that produced the stress, it becomes more fixed, more entrenched. That success provides the "reward" that sustains and deepens the habit.
By understanding the circumstances contributing to this acquisition, the habit can be "undone" or altered.
- The Abusive Personality,..., 1998 (p 32-33)
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As explained by Bruce D. Perry, "A key question arises: If adverse experiences alter the developing brain and result in negative functional effects, can therapeutic experiences change the brain in ways that allow healing, recovery, and restoration of healthy function? The short answer is yes." - Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children, The Neurosequential Model of Therapeutics, by Bruce D. Perry; reprinted from Working with Traumatized Youth in Child Welfare, edited by Nancy Boyd Webb. Copyright 2006 by The Guilford Press, NY
Nowadays, most adults spend more time with their co-workers than with their families. It's the same for our children. They spend more time in school than they do with their families. Here is our golden opportunity. We are able to affect the intergenerational cycle of child abuse by resetting and creating positive social patterns. Yello Dyno curricula improve students' "Social Competencies" and strengthen "Positive Values". The Yello Dyno Method™ helps to insure that positive action patterns are stored properly in the brain and easily retrievable.
The Yello Dyno curricula are easy for teachers to implement and take very little class time. So Improve your students social skills - pick a curriculum to review for 30 days.
We look forward to helping you improve your school climate. Safe kids = safe teachers = safe schools = safe society. Remember, a child who feels safe is a child who will have the ability to focus on learning, and that, of course, means better test scores.
Yours for child safety,
Jan Wagner
Yello Dyno Founder
P.S. Educators, Non-profits, Churches and Law Enforcement: To have a Yello Dyno Curriculum sent to you for a thirty-day review, fill out this online form, or call me at
888-935-5639 ext. 100 or email me at Jan@YelloDyno.com
Yello Dyno's has two new parent community workshops, Raising Safe Kids and Red Flags for Identifying Child Predators.
P.S.S. More information on reviewing our curricula from an evaluation by REdS (Research and Educational Services): The findings show that 80.8% of the students tested demonstrated an increase in knowledge after one cycle of the Yello Dyno Curriculum.
Comments? Ideas for future memos? Contact me: Jan@YelloDyno.com.
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