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Risk Management
 

Risk Management

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    Risk Management Risk Management Presentation Transcript

    • Risk Management Dr. Bruce E. Kline & Associates Elizabeth Short & April Kline Dayton, Ohio
    • Rebecca Hopfer High School Junior, Centerville, Ohio
      • Accusation of infanticide
      • Found guilty of First Degree Murder
      • Incarcerated for 20 years to life in prison
      • Surprise invasion by police and investigators
      • Mismanaged communication to authorities
      • www.freerebecca.com
      • Total elapsed time: 8-9 years
    • Adolescent Boy Junior High School Student, Beavercreek, Ohio
      • Accused of sexual impropriety
      • Poor legal advice and representation
      • Ignorant single mother
      • Incarcerated for extended sentence
      • Total time before resolution: 1 year
    • Teenage Boy High School Senior, Findlay, Ohio
      • Accused of making “zero tolerance” threats (drawings of 9/11 related themes)
      • Followed bad advice from a school counselor
      • Total time before resolution: 2 years
    • Adolescent Boy Catholic School Fifth Grader, Dayton, Ohio
      • Suspended and threatened with expulsion (homework demerits)
      • Parent did nearly everything right initially
      • School cooperated following intense negotiation at lowest level (teacher)
      • School (Principal) then undid the negotiations with rigidity and prejudice
      • Total time before resolution: 3 months - in process
    • 3 Year Old Girl, Mother and Stepfather Yellow Springs, Ohio
      • Child taken from home in surprise raid
      • Stepfather accused of sexual misconduct with toddler
      • Long-term prison sentence a certainty without serious intervention
      • Total time before resolution: 1 year - in process
    • Mother of Adolescent Boy Kettering, Ohio
      • Accused of sexual misconduct with adolescent boy
      • Vendetta of school personnel
      • Threatened removal of boy from home
      • Negotiations with wide variety of school personnel, Child Services reps, medical team from Children’s Hospital, district-wide Pupil Personnel Director, and Director of Special Education
      • Total time before resolution: 1 and one-half years
    • Teenage Girl High School Senior, Oakwood, Ohio
      • Accused of exercising provocatively in weight room with football team
      • Biological mother deferred inappropriately to rigid stepfather’s discipline
      • Biological father contacted by daughter and filed for custody
      • Total time before resolution: 1 month - in process
    • Grade School Boy Orphan, Greenville, Ohio
      • Custody to state by default after death of parents
      • Trust fund of $6 million dollars
      • Total failure by parents to prepare documents for guardianship
      • Accused of sexual abuse with younger neighborhood boy
      • Total time before resolution: 4 years - in process
    • Three Adolescent Brothers 9, 11 and 13 Years Old, Adams County, Ohio
      • Abused by family friend (altar boy from church)
      • Multiple abuses including physical, emotional and sexual
      • Threats of severe retaliation for disclosure
      • Brothers required therapy for years
      • Thanks to serious invervention, the brothers were not forced to confront abuser in court!
      • Abuser incarcerated for years
      • Total time before resolution: 3 years
    • Man Near Retirement CEO Fortune 500 Company, Dayton, Ohio
      • CEO’s performance impaired by alcohol abuse
      • Company attorney consults regarding CEO’s performance
      • $500 million stock offering at risk until plan was in place for CEO’s succession
      • Total time before resolution: 2 months - in process
    • 21-Year-Old Medically/Psychologically Impaired Person At Risk
      • Inadequate medical planning (i.e., Medical Power of Attorney)
      • County government took over decision making
      • Bipolar with schizoid tendencies
      • Total time before resolution: 4 months - in process
    • Critical Components of Risk Management
      • Innoculate
      • Activate
      • Perseverate
    • Critical Components of Risk Management
      • Innoculate
      • This is the most important component. If implemented fully, one can hopefully avoid a crisis situation.
    • Innoculate Safety
      • Educate regarding safety in a wide variety of situations:
      • Physical
      • Emotional
      • Sexual
      • Legal
    • Innoculate Protect your family from external threats
      • Teach correct responsiveness to authority figures in every sector of life.
      • Teach safety and protective measures in everything from defensive driving, walking in unsafe areas, so children are not just hoping “they’ll beat the odds.”
      • Teach physical self defense.
      • Teach safe use of the Internet.
      • Teach moral-based decision making (internal locus of control).
      • Teach how to say “no,” and when to say “no,” and how and when to seek help.
    • Innoculate Teach Emotional Management
      • Young children experience emotions in their raw state with no buffers - and few tools to understand or control them. Strong emotions can be a hindrance to learning as well as to finding one’s place in a larger social context.
      • Emotional management should be one of the earliest skills taught to your child.
      • When your child reaches puberty and is again overwhelmed by strong emotion, the skills you have taught will be second nature, allowing your child to rise above the emotional quicksand that entraps so many adolescents.
    • Innoculate Open Dialogue
      • Create an open dialogue within your family on all subjects - nothing should be tabú.
      • Typically tabu subjects include:
      • Sex/sexuality
      • Sexual preference
      • Death or loss of a loved one
      • Current events/pop culture
      • Drinking and drugs
    • Innoculate Teach Family Values
      • 1. Take inventory of your child’s needs
      • 2. Promote moral development – Kohlberg’s moral reasoning
      • 3. Establish regular dialogue and communication on all kinds of subjects
      • 4. Experience what your child experiences and then talk about it (redemption of pop culture)
      Integrate Your Child Into Your Family Culture and Integrate Your World With Your Child’s World
    • Innoculate Redemption Of Pop Culture
      • Pop culture, movies, music, television shows, etc. offer a rich opportunity to teach values and how everything we do affects others.
      • Prime examples of movies include:
        • The Lion King (circle of life)
        • Pay It Forward (interconnectedness)
        • Life skills are often best taught by a combination of real life experiences, role modeling, and a generous dose of consistent love and gentle encouragement.
    • Innoculate Inspire Youth With Family History
      • Look for every opportunity to teach your values - pop culture (i.e., television, movies, magazines, etc.), things that happen during a normal day, nature, etc.
      • Directly teach moral judgment, both verbally and by example. Don’t expect children to make judgments on a moral basis unless you have taught the specific awareness and skills.
      3. Inspire youth with family stories of accomplishment, education, courage, faith and hard work, family culture, biographies of famous people, the history of a country, etc.
    • Innoculate Create A Circle Around Your Family
      • If we, as parent, caregiver or teacher, do not have the skills, moral judgment, values, emotional resources and balance, or knowledge needed to fully manifest a child’s gift, then we must do the following:
        • Find a group, faith, or church with values in which you believe.
        • Take a class, perhaps with the child, to acquire the knowledge and learn the skills you need.
        • Find a personal therapist or counselor for emotional help or consultation.
        • Identify a personal coach.
        • Identify and continually expand your network of people and resources for parenting.
        • Actively search out the data, resources or information that you need.
    • Innoculate Model Coping Mechanisms
      • Mastery Model
      • Demonstrates immediate and present goal attainment
      • Coping Model
      • Demonstrates delayed goal attainment - failure first, progressing toward proficiency
    • Innoculate Teach Life Skills
      • Basic life skills provide the tools for safe and responsible living.
      • Learn and teach life skills
      • How to shop
      • How to cook
      • How to care for clothes
      • How to manage money
    • Innoculate Maintain Parental Authority (Leadership)
      • Never let your children believe they know best or that they are in control. If a child believes you have abdicated your role/responsibility, you have worked your way out of being the parent (having any authority).
    • Innoculate Frustration Gradient Strategy
      • Purposely place barriers in your child’s road so mistakes are made.
      • Step in to nurture and teach (find teachable moments) and you will create a higher resiliency to life stress. (This is innoculation.)
    • Innoculate Manage Your Child’s Gifts/Talents
      • Manage your child’s IQ, academics, talents, creativity, leadership abilities, and social development.
      • Identify
      • Cooperatively plan
      • Actively develop
      • Advocate
      • Network with key constituents
      • Follow through
    • Innoculate Teach To The Individual Child
      • How we pass personal responsibility along needs to take into account the personality of the child in question. A sensitive child may become so strongly captured by the idea of how actions affect others, that the child becomes frozen - becomes afraid to take any action for fear of hurting someone else.
      A less sensitive child may hear the idea expressed many times in many ways, and still not internalize the concept in any lasting way - remaining basically oblivious to how actions affect others.
    • Innoculate Teaching Is Cumulative - Both Conscious And Unconscious
      • We’ve all heard it a thousand times - your child will learn more from what you do than what you say.
      • Just as water hollows out a piece
      • of wood or stone over time, our
      • children learn more from our repeated actions than from those that we only do on occasion.
      • We must be aware of what we are teaching when we are not consciously teaching.
    • Innoculate Stressful Life Events - The Greatest Opportunities For Teaching
      • Death of a grandparent
      • Beginning a new school
      • Being accepted to college of choice
      • Change in parents’ financial status
      • Outstanding personal achievement
      • Loss of job by parent
      • Birth or adoption of sibling
      • Suspension from school
      • Break-up with boy/girlfriend
      • Not making extracurricular activity
      • Hospitalization of parent
      • Failure of a year of school
      • Change to a different school
      • Hospitalization of youth
      • Having a visible congenital deformity
      • Death of a close friend
      • Change in acceptance by peers
      • Death of sibling
      • Marital separation of parents
      • Involvement with drugs/alcohol
      • Divorce of parents
      • Acquiring a visible deformity
      • Death of parent
      • Unwed pregnancy
      • Getting married
      Preschool 30 42 21 23 23 50 51 33 59 39 38 38 59 74 78 52 89 Elementary 38 46 29 39 38 50 46 55 57 46 52 60 53 51 68 58 61 84 69 91 Jr. High 35 45 40 45 48 50 54 47 49 54 62 52 59 70 65 68 71 77 70 84 83 94 95 Sr. High 36 42 43 45 46 46 50 50 53 55 55 56 56 58 62 63 67 68 69 76 77 81 87 92 100
    • Innoculate How To Increase Resiliency To Stress And Enhance Behavioral Cooperation
      • Consistent nurturing at a level high enough to engender trust in its availability.
      • One person (minimum) who accepts the youth unconditionally, regardless of temperament, idiosyncrasies, behavioral, mental or physical handicaps.
      • Primary adults who encourage independence.
      • Primary adults who model and teach assertive and appropriate communication skills.
      • Primary adults who model and teach self-help skills.
      • Primary adults who reward acts of helpfulness and caring.
      • Primary adults who themselves model acts of helpfulness and caring.
      • Having some responsibility for family tasks.
      • Living in an emotional environment that is predictable and stable.
      • Little or no exposure to substance use or abuse, mental illness, interpersonal discord, or legal entanglements.
      • Family structure of four or fewer children with two or more years between siblings.
      • Positive adjustment in school, making it a place of security - a “home away from home.”
      • Werner, Emmy E., Children of the Garden Island. Scientific American , April 1989.
    • Innoculate Changes In Emotional Resilience Gifted Adolescent Females
      • Gifted females experience significant changes in social and emotional balance during the school years. This was the beginning hypothesis of a cross-sectional study of first through twelfth-grade gifted females. The study identified 89 subjects and administered a 138-item youth questionnaire. Analysis of the data indicates a significant decrease in the self-regard and self-confidence of gifted girls throughout their school years. Likewise, levels of perfectionism, hopelessness, and discouragement rose in the same developmental time block.
      • Relationships with parents and other adults decline while peer relationships take on added prominence. Implications are profound. As emotional vulnerability increases by grade twelve, inner courage and self-assurance decline. To combat this, strong identity information and models need to be presented, emotional stability encouraged, and life direction (including career planning) strongly emphasized.
      • Key Words: Gifted Females, Social-Emotional Resiliency, Relationships
      • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 3.
    • Innoculate Changes In Emotional Resilience Gifted Adolescent Males
      • That gifted males experience significant changes in social and emotional valence during the school years was the hypothesis for a cross-sectional study of first through twelfth-grade males. The study identified 82 subjects. A 138-item youth questionnaire, which focused on self-confidence, perfectionism, relationships with parents, relationships with peers, hopelessness, and discouragement question clusters, was administered. Analysis of the data indicates a significantly higher level of discouragement and hopeless feelings for junior high school boys as compared with senior high school boys.
      • Key Words: Gifted Males, Social-Emotional Resiliency, Relationships
      • Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 4.
    • Innoculate Changes In Emotional Resilience Gifted Adolescent Males
      • Question Clusters
      • Self Confidence
      • Perfectionism
      • Relationship With Peers
      • Discouragement
      • Hopelessness
      Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 4. F Value 1.17 .47 1.05 3.11* 5.44** Grades 1-4 M SD 3.70 3.40 4.40 2.31 1.90 .55 1.07 .46 .47 .74 Grades 5-8 M SD 3.52 3.66 4.17 2.71 2.27 .55 .91 .61 .84 1.24 Grades 9-12 M SD 3.49 3.61 4.24 2.32 1.53 .55 1.07 .46 .47 .74 * = p < .05 ** = p < .01 Yellow print = significant difference
    • Innoculate Changes In Emotional Resilience Gifted Adolescent Females
      • Question Clusters
      • Self Confidence
      • Perfectionism
      • Relationship With Parents
      • Relationship With Peers
      • Discouragement
      • Hopelessness
      3.60 3.75 3.53 4.08 2.86 2.05 .49 .85 .97 .67 .62 .98 Dr. Bruce E. Kline and Elizabeth B. Short, Roeper Review, Volume 13, No. 3. F Value 3.83* 4.96** 5.48** 1.26 5.54** 1.35 Grades 1-4 M SD 3.98 2.97 4.37 3.90 2.33 2.28 .55 1.18 .72 1.08 .77 1.06 Grades 5-8 M SD 3.78 3.27 3.90 4.31 2.47 1.73 .44 .98 .74 .44 .55 .55 Grades 9-12 M SD * = p < .05 ** = p < .01 Yellow print = significant difference
    • Sources Of Accusations
      • Police
      • School
      • Children’s Services Board
      • Neighbor or church member, etc.
      • Professional organization
      • Church leaders
      • Work
    • Activate If Accused…
      • Do not talk to any authority or administrator
      • Do talk to parent (selectively), relatives (very selectively), lawyer (extremely selectively)
      • If any key player is uncooperative, naive, ignorant or stupid:
        • Build a very high fence around them
        • Coach them carefully
        • Scare them to pieces (use all resources)
    • Activate If Accused…
      • Shut down investigation as quickly as possible
      • Manage exposure
      • Contain the flow of information
      • Allow reason and cool heads to prevail
      • Use every legal, social, political, and personal leverage/source of power you can
    • Activate Your Goals If Accused
      • Do not respond from an emotional mode (this will better allow you to seek information in a calm, cool, cognitive manner)
      • You must find an appropriate arena (very private and separate) to deal with emotions of involved parties. This will most likely not be your spouse or your best friend or your mother. Be highly selective in choosing one or two trustworthy and highly discreet individuals with whom to entrust your emotional mode (if you must, hire someone, e.g., a therapist, etc.)
      • Do not enlist this person to help you solve the problem or problem solve - this person should be solely an emotional outlet and support
    • Perseverate
      • To persevere
      • To persist
      • To repeat
      • To follow through
      • To carry through
      • To triple-check
      • To make a list and check it twice…
      • To not give up
      • Never give in, never give in, never give in. - Churchill
    • Perseverate Make The Plan, Follow Through And Replan
      • 1. Make The Plan
      • Identify the problem, create your team, rally your resources (financial, legal, time) find an appropriate outlet for your emotional responses, create your professional support system
      2. Follow Through Keep the problem clearly in mind/maintain highest priority, use your resources (spend the money appropriately, make appointments with your emotional response person, meet with your lawyer/other members of your professional team, etc.) 3. Replan Assess and evaluate results - are you achieving your goal? Adjust the Plan accordingly and return to Step 1.
    • Teenage Boy High School Junior, Oakwood, Ohio
      • Son of Federal Prosecutor
      • Accused of making threats regarding guns (bragged at school)
      • Artifact of post-9/11 “zero tolerance”
      • Father immediately pulled boy out of school and sent him to private school on East Coast
      • Total time before resolution: 2 months
    • If Events Spin Out Of Your Control
      • Enlist major moral support
      • Spend your money to buy all the power and influence you can afford
      • Use every legal, social, political, and personal leverage/source of power you can
      • Go to the media (with extreme caution and selectivity)
    • The Big Landmines
      • Naivete
      • Drugs
      • Alcohol
      • Sexual Behavior
      • Zero Tolerance issues
      • Poor Legal Planning
      • Disrespecting school authority (flaunting the rules)
      • Disrespect of others’ property
    • Mistakes and Failures
      • Naive, naive, naive
      • Uninformed
      • Expressing oneself too well (or too much)
      • Following bad advice
      • Poor or no contingency planning (legal, medical, catastrophic)
      • Little or no family culture in place
      • Only models are poor or mastery
    • Mistakes and Failures (cont’d)
      • Mistaken belief that the world is uniformly friendly and/or helpful
      • Mistaken belief that the world is uniformly hostile, scary and/or alien
      • Poor or no family network of resources
      • Poor or no social network of resources
      • Yielding to peer pressure
      • Not taking the new climate of Zero Tolerance seriously enough
      • Failure to identify a plan for the future
    • Protect Your Family
      • To protect your family is the highest priority of parenthood.
      • Preparation
      • Planning
      • Purposeful action
      • Persistence
      • Prayer/Faith
      • This is the foundation of a family’s stability.
    • In Summation
      • Innoculate
      • In short, the best idea is to avoid a catastrophic event by laying the groundwork outlined in this presentation.
    • In Summation
      • Activate
      • If a catastrophic event does occur, you must respond immediately with the correct actions.
      • You must also document every interaction, conversation, etc. to help build your case.
    • In Summation
      • Perseverate
      • Repetition is your friend in a catastrophic event.
      • You must get your story straight and repeat it verbatim.
      • You must follow through, follow through, follow through - dotting every “i” and crossing every “t.”