By PAT NEWMAN
Staff Writer

Twenty years ago, a teacher's stern glance was enough to stop a student's disruptive classroom behavior. Today, a teacher is more likely to encounter students who are immune to warning looks, words of correction and punishment. To make matters worse, parents often side with their difficult children, stripping teachers and administrators of all authority. What's a teacher or principal to do?

Strategies on how to deal with students often labeled disruptive or difficult by school personnel, were outlined and discussed Thursday during a seminar attended by Fayette County educators. Led by Joyce Divinyi, a licensed professional counselor, principals, assistant principals and counselors learned how to recognize children who are at risk for committing violent acts and reviewed methods for diffusing potentially dangerous situations.

"We are not thoroughly recognizing the magnitude of the problem upon us," Divinyi said. Her solution to dealing with these "fragile" children is to alter their behavior." Not through punishment, which teachers attest doesn't work with the most severe behavior cases anyway, but by ferreting out un-met emotional needs. "The goal is to change behavior," Divinyi said.

She warned that dealing with troubled kids in a heavy-handed way is not the way to get results.

"It's not helpful to respond with anger and intensity," added Divinyi.

Her suggested ideal is to build alternative classrooms within the existing schools to manage the growing number of students who first must learn to change their behavior before they can learn the academics. "The sad thing is most of these kids end up in special education classes with teachers who are not equipped to deal with them," Divinyi said.

She reminded the assembled administrators of their primary responsibilities-- "to keep kids safe and to teach them."

Divinyi advised school personnel to use the resources available to them. "We have an excellent, powerful student assistance program. Get him, (the student in need) directed to the person who can help him," she said.

Characteristics of the "fragile child" can include a lack of ability to give and receive affection, self-destructive behavior, such as self-mutilation, cruelty to others, phoniness or a good "con," severe problems with stealing, hoarding and gorging on food, speech pathology, marked control problems, poor peer relationships, abnormalities in eye contact, hostile and angry parents and a preoccupation with fire, blood, gore or guns. The profile was taken from "High Risk, Children Without A Conscience."

Divinyi also addressed ways to prevent serious acts of violence and responses when violence occurs.

Her prevention guide calls for developing a discipline policy, educating and training staff and students, along with communication with parents. Also, identifying fragile students, conducting assessments of these students, and following up with a time to talk and listen. Finally, making positive contact with the parent which is documented.

In the event of violence, Divinyi directs school personnel to stay calm, move swiftly, alert students, and send for help from the alert response team. She advocates a careful response to the dangerous student, all the while speaking reassuringly.