We all encounter power struggles in our life. Couples struggle to help their partner see their “enlightened” viewpoint. At work, we encounter people who cut us off, or push their agenda without considering other viewpoints. Children, especially adolescents, struggle to get their way and establish independence (e.g., but Mom, everyone is doing it). Power struggles involve more than just arguments or people forcibly pushing to get their way. Sometimes they may be more subtle, such as tardiness at school, giving someone the silent treatment, or work slow-downs. What do we do about it? How do we effectively stand up for while preventing the power struggle.

We know that bullying is destructive to the mental health of the victims. What is less well known is that it is also destructive for the bullies. Olweus, (1993), found that bullies, as adults, are five times more likely to become criminals as non-bullies. Eron, Huesmann, Dubow, Romanoff, & Yarnel, (1987) found that bullies had a 25% chance of having a criminal record by age 30. We also know that some bullies are also bullied. Bullying is not just name calling and physical abuse, it can include cyberbullying, and excluding others. Bullying does not disappear when we leave school. Frequently it continues into the workplace and home. So what do we do about it...
 

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Teachers report that classroom management and disruptive students are the two most significant barriers to professional success. Yet many teachers tell me that their college preparation courses neglect this crucial aspect of teaching. Some say that their professors told them that stimulating course content will prevent any classroom discipline problems. While stimulating class content may prevent many classroom behavior problems K-12 teachers frequently have students in their class who formerly would be excluded from school or placed in a self-contained class.  In addition, children are frequently distracted by family and community challenges, such as divorce or abuse, which impairs their classroom functioning.  What can teachers do without becoming full time counselors?