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FREW Consultants Group        
Monday, May 23 2022

Message to Subscribers

Last week we produced our 200th Newsletter (over 200,000 words) which covers an extensive range of topics focused on helping teachers deal with dysfunctional behaviour.

 

Throughout the series we have concentrated on minimising the negative consequences of disruptive behaviours on:

  • The offending student’s learning
  • The learning of their classmates
  • The teaching effectiveness of the teacher
  • The mental health of all the above

The techniques have come from over years of dealing with such students and searching for the best approaches both in special settings and mainstream schools. 

 

Marcia spent 20 years working in schools attached to juvenile detention centres, at Reiby as Assistant Principal for ten years and a further ten at Juniperina Juvenile Justice Centre as Principal.  From there she finished her formal career as Principal of Caringbah Primary School. 

 

John was the foundation teacher at Smith Street Unit for Emotionally Disturbed students and after two years was promoted to become the foundation Principal at Campbell House Special School for Conduct and/or Oppositional Defiant students.  He served this school for ten years seeing the school grow from catering for 24 students to 84 at the end of his time there.  From Campbell House he moved to Holsworthy High as Principal where he remained for 17 years until retirement.

 

The formation of Frew Consultancy Group was motivated by our desire to continue to help teachers deal with students with severe behaviours.  The main work has been to produce the free Newsletters for anyone who wants them.  On top of this we have conducted numerous workshops for schools both in Australia and overseas and groups on behaviour management, consulted with schools in their preparation of discipline/welfare policies and mentored individual teachers. We have also presented at conferences as key note speakers and facilitated workshops.  John has written three books that extend the information in the Newsletters.  These are:

  • The Impact of Modern Neuroscience on Contemporary Teaching
  • Insights into the Modern Classroom

Published by Xlibris

  • Neuroscience and Teaching Very Difficult Kids

Published by Austin Macauley

These are available from on-line stores or from our Group.

 

We take this week to pause and reflect on that time and ask for your feedback and suggestions on the way forward.  If you have any comments, criticisms or suggestions we would love to hear from you.

 

Thanks for your on-going support.

Marcia and John

 

The following is the list of previous Newsletters:

 

Newsletter 1 – There is more to Bullying Than Meets the Eye

Newsletter 2 – Bullying and Power

Newsletter 3 - Dealing with Difficult Situations

Newsletter 4 - The Troublesome Teens

Newsletter 5 - Challenging Beliefs – Not So Easy

Newsletter 6 - The Great Lie

Newsletter 7 - True Grit

Newsletter 8 – Education the Over-Indulged and Narcistic Child

Newsletter 9 – Routine – Support for Student Expectations

Newsletter 10 - ADHD Is Real but what does it Mean for Teachers

Newsletter 11 - Self-Esteem or Self-Love

Newsletter 12 - The Intricacy of Stress

Newsletter 13 - Teaching our most Difficult Kids

Newsletter 14 - Toxic Shame

Newsletter 15 - Locus of Control

Newsletter 16 – Time Out

Newsletter 17 - Anxiety

Newsletter 18 - Teaching Practical Boundaries

Newsletter 19 - Integration of Dysfunctional Students

Newsletter 20 – Ethical Teaching – Morality in the Classroom

Newsletter 21 - Independent Behaviour Programs

Newsletter 22 - The Passive Aggressive Student

Newsletter 23 - Dealing with Difficult Students

Newsletter 24 – The Impact of Neglect

Newsletter 25 - Vacuous Shame

Newsletter 26 - Characteristics of the Abused Child

Newsletter 27 - The Silver Lining

Newsletter 28 - Physical Damage from Early Childhood Abuse

Newsletter 29 - Effective Behaviour Management

Newsletter 30 - Education for the Future

Newsletter 31 - Common Mistakes Teachers Make

Newsletter 32 – What’s in a Name?

Newsletter 33 – Boredom

Newsletter 34 – Anger Temporary Madness

Newsletter 35 - Educational Myths

Newsletter 36 – Boredom – Mark 2

Newsletter 37 - Creating a Purpose

Newsletter 38 - Foetal Alcohol Syndrome Disorder

Newsletter 39 – Relationships

Newsletter 40 - Emotions Direct Attention

Newsletter 41 - Dopamine

Newsletter 42 – Dopamine for Teachers

Newsletter 43 – Consequences

Newsletter 44 – Consequences not Punishment or Reward

Newsletter 45 – Taming that Difficult Class

Newsletter 46 - A Question of Choice

Newsletter 47 - At the Time – There is No Choice

Newsletter 48 - Planning for a Disaster

Newsletter 49 - A Question about Control in the ‘Structure’

Newsletter 50 – Rejection

Newsletter 51 - Different Expressions from an Abused History

Newsletter 52 - Relationships – They Know What You’re Thinking

Newsletter 53 - Dysfunctional Behaviour to Deal with Stress

Newsletter 54 - Attention Seeking

Newsletter 55- Passive Aggressive Personality Disorder

Newsletter 56 - The Tribal Classroom

Newsletter 57 - Theory of Mind

Newsletter 58 – Transference

Newsletter 59 - The Impact of Poverty and Neglect

Newsletter 60 - Accept Lack of Empathy – Just for Now

Newsletter 61 - Let It Go

Newsletter 62 – The Danger of Praise

Newsletter 63 – Areas of Indifference

Newsletter 64 - Getting to the Truth

Newsletter 65 - Resilience

Newsletter 66 - Boundary Considerations

Newsletter 67 – Dissociation

Newsletter 68 – Childhood Trauma

Newsletter 69 – Rituals

Newsletter 70 – Poverty and Student Success

Newsletter 71 - Respecting Other’s Boundaries

Newsletter 72 – Trust – The Glue that Sustains Relationships

Newsletter 73 – Testing Tough Kids

Newsletter 74 - End of Year Recovery

Newsletter 75 - Tips for Emotional Encounters

Newsletter 76 - The Impact of Language on the Behaviour

Newsletter 77 - 100 Ways to Say well Done

Newsletter 78 – Empathy

Newsletter 79 - Creativity

Newsletter 80 - A Timely Reminder

Newsletter 81 - Motivating Students

Newsletter 82 - Converting Teacher’s lessons to Intrinsic Motivation

Newsletter 83 - The Dishonourable Lie

Newsletter 84 – Malevolent - The Condemned Disability

Newsletter 85 – What are the Chances

Newsletter 86 - The impact of Abuse – It Depends how it Happens

Newsletter 87 - Perfectly Imperfect

Newsletter 88 – Addiction – Behaving to Avoid Stress

Newsletter 89 - Faulty Beliefs

Newsletter 90 – Mindfulness

Newsletter 91 - Beliefs

Newsletter 92 - Addiction - It's the Seeking not the Consumption

Newsletter 93 – Debriefing

Newsletter 94 - The Tribal Teacher

Newsletter 95 – Levels

Newsletter 96 - Creating Structure

Newsletter 97 – Student Stress

Newsletter 98 – ‘Do or Not Do’ - Yoda

Newsletter 99 - Looking After Yourself

Newsletter 100 - Recovery Time

Newsletter 101 - Sense of Self

Newsletter 102 - Sense of Self - Part 2

Newsletter 103 – Dreikurs’ Model of Behaviour

Newsletter 104 – Relatedness

Newsletter 105 - Drives and Needs

Newsletter 106 - Secondary Drives

Newsletter 107 - The Social Teacher

Newsletter 108 – Prejudice

Newsletter 109 - Another Year Over

Newsletter 110 - Sense of Self Continued

Newsletter 111 – Special Relationship

Newsletter 112 – Expectations

Newsletter 113 – Supportive Relationships

Newsletter 114 - The Importance of Emotions

Newsletter 115 – Conversations

Newsletter 116 - The Inner Critic

Newsletter 117 - Dealing with the Emotional Stress

Newsletter 118 - Developing Social Skills

Newsletter 119 – Avoiding Cabin Fever

Newsletter 120 - The Hidden Cost of on-Line Learning

Newsletter 121 – Trauma and the Environment

Newsletter 122 – Purpose

Newsletter 123. Toxic Resilience

Newsletter 124. Nature Vs Nurture

Newsletter 125. Structure

Newsletter 126.  Expectations

Newsletter 127. Pedagogy

Newsletter 128.  The Wounded Child

Newsletter 129.  Damage to the Brain

Newsletter 130.  Generating Stress

Newsletter 131.  The Complexity of Stress

Newsletter 132.  Routine

Newsletter 133.  Physical Damage from Early Childhood Abuse

Newsletter 134. Anxiety

Newsletter 135.  Toxic Shame

Newsletter 136. Dealing with the Exploding Kid

Newsletter 137. The Crisis Response

Newsletter 138. Personal Action in Times of Crisis

Newsletter 139. Making Matters Worse

Newsletter 140. Critical and Creative Thinking

Newsletter 141.  Be Persistently Consistent

Newsletter 142.  Creating a Calm Environment

Newsletter 143. Designing a Correction Plan

Newsletter 144. Dealing with Touching and Restraint

Newsletter 145. Theory of Mind

Newsletter 146. Communicating with Difficult Kids in Difficult Times

Newsletter 147. Prejudice

Newsletter 148.  Starting Off on the Right Foot

Newsletter 149. Beliefs

Newsletter 150. Structure in a Crisis

Newsletter 151. The ‘Gas-Light’

Newsletter 152.  Getting to the Truth

Newsletter 153.  Music

Newsletter 154.  Authenticity

Newsletter 155.  Supporting a Sense of Self

Newsletter 156.  Mono-Cultures

Newsletter 157.  Tips for Teaching Teenagers

Newsletter 158.  The Teens – a Time for Specific Change

Newsletter 159.  A Time for Reflection

Newsletter 160. Dealing with the Angry Ant

Newsletter 161. Dealing with Justified Anger

Newsletter 162.  Trauma Informed Teaching

Newsletter 163.  Restorative Justice - Proceed with Care

Newsletter 164.  The pursuit of Purpose

Newsletter 165. Hidden Types of Abuse

Newsletter 166.  Changing Behaviour

Newsletter 167.  Just Say No

Newsletter 168.  Achieving Excellence as a Teacher

Newsletter 169.  Indirect Bullying

Newsletter 170.  The Queen Bee

Newsletter 171.  Girls – They are Different

Newsletter 172.  Rewards and Punishments

Newsletter 173. Competence and Warmth

Newsletter 174. Student Discipline – What About Welfare

Newsletter 175.  Dealing with Students with Severely Dys. Beh’s.

Newsletter 176.  Multi-Tasking

Newsletter 177.  Emerging from Lockdown

Newsletter 178. Dealing with a Crisis

Newsletter 179.  Dealing with Student Anxiety

Newsletter 180.  Oppositional Defiance Disorder

Newsletter 181.  Modern Teenage Challenge

Newsletter 182. Teaching Truth Seeking

Newsletter 183. Creating Policy for Student Wellbeing

Newsletter 184.  Supporting a Sense of Self

Newsletter 185. Am Ignored but Vital Workload

Newsletter 186.  Beware of Despair

Newsletter 187.  Time for revision

Newsletter 188.  Acquisition and Memory of Behaviours 

Newsletter 189.  The Early Years and Dysfunctional Behaviour

Newsletter 190.  Early Childhood Modelling

Newsletter 191. The Importance of Stress

Newsletter 192. Early Childhood Trauma

Newsletter 193.  Dealing with the Impact of Early Childhood PTSD

Newsletter 194.  Boundaries - The Point of Contact

Newsletter 195. Dysfunctional Boundaries

Newsletter 196.  Identifying Source of Dysfunctional Behaviour

Newsletter 197.  Healthy Boundaries

Newsletter 198.  Stress

Newsletter 199.  Toxic Stress and Trauma

Newsletter 200. Toxic Shame Revision

03/21/2017

03/27/2017

04/03/2017

04/17/2017

05/02/2017

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07/27/2021

08/03/2021

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08/31/2021

09/07/2021

09/14/2021

10/05/2021

10/12/2021

10/18/2021

10/26/2021

11/01/2021

11/08/2021

11/15/2021

11/25/2021

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12/06/2021

12/14/2021

02/01/2022

02/08/2020

02/15/2022

02/22/2022

03/1/2022

03/08/2022

03/14/2022

03/22/2022

03/29/2022

04/05/2022

04/27/2022

05/02/2022

05/10/2022

05/17.2022

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PRINCIPALS

John R Frew
Marcia J Vallance


ABN 64 372 518 772

ABOUT

The principals of the company have had long careers in education with a combined total of eighty-one years service.  After starting as mainstream teachers they both moved into careers in providing support for students with severe behaviours.

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