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Learning from Behavior:
How to Understand and
Help "Challenging"
Children in School

James E. Levine

PRAEGER
Learning from Behavior
Recent Titles in Child Psychology and Mental Health
Children’s Imaginative Play: A Visit to Wonderland
Shlomo Ariel
Attachment Therapy on Trial: The Torture and Death of Candace Newmaker
Jean Mercer, Larry Sarner, and Linda Ross
The Educated Parent: Recent Trends in Raising Children
Joseph D. Sclafani
The Crisis in Youth Mental Health: Critical Issues and Effective Programs [Four
Volumes]
Hiram E. Fitzgerald, Robert Zucker, and Kristine Freeark, editors
Learning from Behavior

How to Understand and

Help “Challenging” Children in School

James E. Levine

Foreword by Sophie Freud

Child Psychology and Mental Health

Hiram E. Fitzgerald and Susanne Ayres Denham, Series Editors
Library of Congress Cataloging-in-Publication Data

Levine, James E.
Learning from behavior : how to understand and help “challenging”
children in school / by James E. Levine ; foreword by Sophie Freud.
   p. cm. — (Child psychology and mental health, ISSN 1538-8883)
Includes bibliographical references and index.
ISBN-13: 978–0–275–99040–4 (alk. paper)
ISBN-10: 0–275–99040–0 (alk. paper)
1. Children with disabilities—Education—United States. 2. Behavior
modification—United States. 3. Classroom management—United States.
I. Title.
LC4031.L455 2007
370.15'28—dc22    2007009384
British Library Cataloguing in Publication Data is available.
Copyright © 2007 by James E. Levine
All rights reserved. No portion of this book may be
reproduced, by any process or technique, without the
express written consent of the publisher.
Library of Congress Catalog Card Number: 2007009384
ISBN-13: 978–0–275–99040–4
ISBN-10: 0–275–99040–0
ISSN: 1538–8883
First published in 2007
Praeger Publishers, 88 Post Road West, Westport, CT 06881
An imprint of Greenwood Publishing Group, Inc.
www.praeger.com
Printed in the United States of America

The paper used in this book complies with the

Permanent Paper Standard issued by the National
Information Standards Organization (Z39.48–1984).
10 9 8 7 6 5 4 3 2 1
A practitioner’s stance toward inquiry is his attitude toward the
reality with which he deals. . . . Through his transaction with the sit-
uation, he shapes it and makes himself a part of it. Hence, the sense
he makes of the situation must include his own contri­bution to it.
Yet he recognizes that the situation, having a life of its own distinct
from his intentions, may foil his projects and reveal new meanings.

Donald A. Schon, The Reflective Practitioner

 Contents

Series Foreword ix
Foreword by Sophie Freud, MSW, PhD. xi
Acknowledgments xv
A Note about Gender Use xvii
Layout of the Book xix
Introduction xxi
1. Stop, Look, and Listen: Understanding Behavior
and the Significance of Relationships 1
2. Common Mental Health Diagnoses: How
They Impact Children 23
3. Translating the Notions of Meaning and Relationship:
Helping Strategies in Action (Or the
Twenty-six Commandments) 39
4. Constructing Behavioral Interventions:
Why We Need More Than a Template 63
5. The Nut and Bolts: Developing, Introducing,
and Implementing the Behavioral Model 75
6. Case Studies 101
7. Going Forward 113
Bibliography 119
Index 125
 Series Foreword

The twentieth century closed with a decade devoted to the study of

brain structure, function, and development that in parallel with studies
of the human genome has revealed the extraordinary plasticity of biobe-
havioral organization and development. The twenty-first century opens
with a decade focusing on behavior, but the linkages between brain and
behavior are as dynamic as the linkages between parents and children,
and children and their environments.
The Child Psychology and Mental Health series is designed to capture
much of this dynamic interplay by advocating for strengthening the sci-
ence of child development and linking that science to issues related to
mental health, child care, parenting, education, and public policy.
The series focuses primarily on individual monographs, each dealing
with a subject that advances knowledge related to the interplay between
normal developmental processes and life-course circumstances that devi-
ate children away from normative developmental pathways. Occasionally,
volumes emphasizing broad topics of interest will appear with authors
selected to represent the breadth of research, application, and policy
issues. The books are intended to reflect the diverse methodologies and
content areas encompassed by an age period ranging from conception to
late adolescence. Topics of contemporary interest include studies of socio-
emotional development, behavioral undercontrol, aggression, attachment
disorders, substance abuse, and the diverse contextual settings within
which development occurs.
 Series Foreword

Investigators involved with prospective longitudinal studies, large epi-

demiologic cross-sectional samples, intensely followed clinical cases or
those wishing to report a systematic sequence of connected experiments
are invited to submit manuscripts. Investigators from all fields in social
and behavioral sciences, neurobiological sciences, medical and clinical
sciences and education are invited to submit manuscripts with implica-
tions for child and adolescent mental health.
In this volume, James Levine addresses a significant question concern-
ing American education: How can teachers help to craft relationships with
students that enable students to gain sufficient control of their behavior
to benefit from the educational context? There is a crisis in youth mental
health, and schools provide an environment that affords opportunities to
help children cope with and resolve developmental challenges. As Levine
points out, a key aspect of helping children cope is to provide teachers
with the tools necessary to establish trusting relationships, to understand
principles of behavioral management, and to organize interventions that
address problem behavior from a broad systemic perspective. This is a
foundational volume that will both challenge teachers and offer them
a tool kit for action.
Hiram E. Fitzgerald
Susanne Ayres Denham
Series Editors
 Foreword

It is an honor and a joy for me to introduce a book that I encouraged the

author to write. I did so because I knew from my long years of teach-
ing social work students and from my own clinical practice of the great
need for expert guidance to help children with serious and complex
psychological problems that become such a challenge to them, their par-
ents, their schools, the mental health professionals who try to deal with
them, and the community in which they must eventually find a digni-
fied place. Sophisticated brain research and many kinds of psychotropic
medications have replaced, in most settings, the methods I was trained
in so many years ago: longtime and somewhat unfocused play therapy,
relentless oedipal interpretations, and the determined blaming of des-
perate parents who are overwhelmed by their puzzling children. While
some may view this shift as a progressive development, it is often not an
ideal answer for troubled children, entailing the uncomfortable hazard
of premature or excessive medication. Along with a medicinal approach,
educators and mental health professionals have also turned to a so-called
behavioral approach, with somewhat mechanical positive and negative
reward and deprivation systems.
One of the many strengths of Learning from Behavior is the author’s
stance in a middle ground between these various approaches. He is not
averse to cautious medicinal interventions or to a meaningful reward
system. But all his interventions are based on a solid, trusting relation-
ship between the child and the helping person, a relationship that has
xii Foreword

curative aspects by its very nature. His goal, as implied in the title, is to
understand the meaning each symptom has for the child and to engage
the child as a collaborator in his or her own treatment. Each plan is indi-
vidualized, developed for the specific child in light of his or her strengths
and vulnerabilities. I really love the caring, respectful, humanistic basis
on which all of Dr. Levine’s interventions are based. We get to know
these troubled children in the many helpful vignettes included in the
text. These are not malevolent children—not even those with a diagnosis
of oppositional disorder—out to combat the adult world. Dr. Levine’s
children are anxious, confused, depressed, traumatized, and desperate
to preserve their battered self-esteem and shreds of dignity. They have
angry meltdowns when the requirements of their environments over-
whelm their fragile identities.
I wish a book such as this had been available when I taught students
social work practice. While the book is aimed at teachers and school
mental health professionals, many helping professionals find themselves
in unexpected situations in which understanding and helping children
become of the essence. As an instructor of social work students who
mostly hoped to become clinicians, I was always looking for a succinct
primer-type book that would deftly integrate theory and practice and
prepare all my students for such interventions, regardless of their spe-
cialty. Now, finally, we have precisely such a book. It surely should
become a basic reader in the education of any mental health professional
who may at some point be faced with diagnosis and/or treatment and/or
consultation to a setting that includes troubled children.
Oh, how I wish I had had the 26 commandments of chapter 3, or the
10 principles of behavioral planning of chapter 4, at my fingertips when
I was a young family worker in a Boston tenement district—or, for that
matter, when I raised my own children. Indeed, while the book is meant
for helping professionals, parents will eagerly embrace the principles
outlined by Dr. Levine. Do not make behavioral plans with goals that
are either reached or failed; a good enough result will last longer than
one effort at perfection. Avoid either-or, rigid thinking. Give children
credit for effort, and save them from hopeless despair. All the concepts
in the book are so clearly explained that any thoughtful parent or care-
giver could understand and apply them. This also implies that I consider
the author’s method of working with children as an approach that could
benefit any children in their inevitable crises of growing up and any par-
ents, teachers, or mental health professionals who want to deal with and
understand difficult situations as expertly and caringly as possible.
 Foreword xiii

The author was one of my most talented students, whose career has
already made a dramatic impact on the lives of many troubled children
(and their parents). Such a happy turn of events is the best that can hap-
pen to us as teachers. We thank and applaud Dr. Levine for writing this
rich yet succinct, wonderfully compassionate book that expands on his
knowledge and wisdom, benefiting innumerable families in many differ-
ent settings.
Sophie Freud, MSW, PhD
Professor Emerita of the Simmons
College School of Social Work
 Acknowledgments

I am the fortunate product of many fine thinkers over the years. More
specifically, Sophie Freud, PhD, offered kindness, guidance, and men-
torship both during my doctoral studies at Simmons College and in this
effort, and I remain deeply gratified by her knowledge and skill. Miles
Morrissey, LICSW, and Roger Anderson, LICSW, provided much-
appreciated support, friendship, and feedback. My colleague Rebecca
Ettelson, PhD, added thoughtful editorial ideas. Debbie Carvalko, my
editor at Praeger, supplied the gentle encouragement and clear think-
ing to help this project across the finish line. And to my wife, Cheryl
Campbell, and children, Jeremy and Maya, I can say that my apprecia-
tion is surpassed only by my awe for your caring, thoughtfulness, and
love. This book signifies the efforts of us all, even if the end product
reflects my own tone and style.
I am grateful as well to the countless teachers, school counselors,
principals, families, and, of course, the many children who have allowed
me into the day-to-day workings of their lives. Perhaps it sounds like a
cliché, but I have genuinely received as much as I have given. Truly, it
has been a privilege.
 A note about gender use

The word he is used rather than the more cumbersome construction he

or she or, for that matter, the word she. The rationale is that, simply put,
substantially more boys than girls are placed on behavioral plans, though
there is apparently no formal research to support such a statement. But
visit any school and speak with counselors or special education teachers,
and it is clear that it is a male-dominated intervention. Thus the word he
has been chosen here. It is not intended to suggest that girls do not have
struggles in school or require helping interventions of all kinds, and I
hope no offense is taken by such a choice.
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