William Fibkins
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Books & Articles

Books on this page:
  1. The Graveyard of School Reform: Why the Resistance to Change and New Ideas
  2. The Emotional Growth of Teens: How Group Counseling Intervention Works for Schools
  3. Wake Up Counselors! Restoring Counseling Services for Troubled Teens
  4. Class Warfare: Focus on "Good" Students Is Ruining Schools
  5. Angel Teachers: Educators Who Care about Troubled Teens
  6. Stopping the Brain Drain of Skilled Veteran Teachers Retaining and Valuing their Hard-Won Experience
  7. An Administrator’s Guide to Better Teacher Mentoring, Second Edition
  8. Teen Obesity: How Schools Can Be the Number One Solution to the Problem
  9. What Schools Should do to Help Kids Stop Smoking
  10. An Administrator’s Guide to Better Teacher Mentoring, First Edition
  11. An Educator’s Guide to Understanding the Personal Side of Students’ Lives
  12. Students in Trouble: Schools Can Help Before Failure
  13. Innocence Denied: A Guide to Preventing Sexual Misconduct by Teachers and Coaches
  14. The Teacher-As-Helper Training Manual
  15. The Empowering School: Getting Everyone on Board to Help Teenagers

The Graveyard of School Reform   The Graveyard of School Reform: Why the Resistance to Change and New Ideas

Buy this book online from https://rowman.com/ISBN/9781475814545/
(or use keyword fibkins)
Phone 1-800-462-6420

Book Description
The Graveyard of School Reform: Why the Resistance to Change and New Ideas explores the critical role resistance plays in defeating valued programs for students, parents, and staff. It is time for education reformers to face the hard truths about the skilled and destructive forces of resisters and to learn that good ideas and calls for change are not enough. Reformers need to learn how to overcome these entrenched forces and muster new skills with the will to win, courage, and the persistence required. Resistance has been given little attention for far too long considering the huge cost and the loss of programs we desperately need. Fibkins argues that reformers often accept defeat when they should be discovering new ways to win.

As an education reformer Fibkins has observed far too many necessary programs meet an untimely death due to the naivety of reformers. By reviewing lessons learned from other failed reforms and analyzing successful reforms, Fibkins new book addresses issues and presents doable models for reformers to succeed and deliver what administrators, staff, parents, students, and community members need to make their schools the best they can be.

"Dr. William Fibkins has provided an easy-to-read and non-biased resource on educational reform and the potential implications for all concerned. The author has accurately captured the practical and real-life environment where change is eminent and teachers should be regarded with high value. This book would be valuable (if not essential) for educators, principals and certainly teachers who could be, are or have been affected by reform. Furthermore, consultants and change agents would benefit from Dr Fibkins’ alternative reform model that promotes equality in reform. "
—Dr. Gail Crossley-Craven, education consultant and counsellor, CC Education & Business Services, www.drcc.com.au

"This is a message that has been long hidden from the public. It needs to be heard before a whole generation of children is harmed and before the massive flight of teachers from the profession becomes irreversible."
—Laurie Gabriel, director, Heal Our Schools

"Bill Fibkins captures the boiling over frustration of teachers everywhere with his excellent roadmap to education reform. His call for ‘teacher leaders’ to lead the way is a common sense solution to stop the endless cycle of reform failures. Fibkin’s plan echoes the quality reforms of gurus like Deming – who revolutionized manufacturing by asking workers how to improve the manufacturing process. Unfortunately, school reform has failed, in large part, because teaching professionals have been inexplicably excluded from the decision making process. Fibkins' clarion call for teacher participation seeks to sensibly reform the reform movement by simply asking teachers how to improve their profession. It is about time."
—Debra Ciamacc

Table of Contents

  • Preface

  • Introduction

  • Chapter 1: The Myths Behind Why Many School Reforms Fail

  • Chapter 2: The Missing Pieces Needed for Successful Reform

  • Chapter 3: The Negative Impact of Too Much reform on Teachers

  • Chapter 4: Providing Relief for Principals in Leading Reform

  • Chapter 5: How a Connection between Inside-Out and Outside-In Reform can Reform Schools From Within

  • Chapter 6: The Personal and Professional Challenges for Change Agents When they Move on to a New Setting

  • Conclusion

  • References

  • About the Author


The Emotional Growth of Teens: How Group Counseling Intervention Works for Schools   The Emotional Growth of Teens: How Group Counseling Intervention Works for Schools

Buy this book online from www.rowman.com/ISBN/9781475807202
(or use keyword fibkins)
Phone 1-800-462-6420

Book Description
This book is designed as a nuts and bolts guide for school counselors. Fibkins highlights for secondary school counselors the "how’s" and "why’s" for using group counseling intervention to help the increasing numbers of troubled teenagers. Group counseling intervention is ideally suited to reach many more students than one-on-one counseling, and it offers busy counselors a positive way to maximize their outreach services. This book contains specific steps in developing a successful group program that comes to the aid of troubled teens and, in the process, helps create a school environment where students can learn, teachers can teach, administrators can lead, and parents can learn how to better help their children.

"As a former high school and middle school principal, I understand how our school counselors are faced with a daily challenge of meeting the ever-increasing needs of our students. A 300+ student counseling load, although not recommended, is usually the norm. The only credible way of servicing a diverse population today with all of the increased state and federal mandates, coupled with the difficult and complicated needs of today’s student, is to develop and implement a sound group counseling program. Helping Troubled Teens should be on every counselor’s bookshelf. This book can serve as the template and guide for the implementation of a sound student-centered counseling program."
Ed Yergalonis, superintendent, Rahway Public Schools, New Jersey

"Having worked collaboratively as a teacher with Dr. Bill Fibkins at a public middle school, I observed first hand Bill’s skills and expertise in organizing and leading groups for teens, particularly those dealing with adolescents in crisis. As described in his book, Bill smoothly implemented a group counseling program designed to benefit students from every sector of school life. This integral resource served to resolve their personal well-being and academic problems. Bill garnered support for this program as it evolved into an invaluable intervention for students; as they emerge from pre-adolescence and grow into young adults. Via his varied groups, students connected with each other, demonstrated support and encouraged one another to utilize various "nuts and bolts" strategies, throughout many stages of adolescent development.

Thankfully, he has adeptly put his ideas, experiences, skills, and practical lessons learned into this book, which functions as a tremendous resource for teachers, advisors, counselors, and administrators. This practical resource is a hands-on guide which clearly shows how professionals can help many more students by utilizing a group approach—rather than solely relying upon one-on-one sessions. Given that schools are on a tight budget, providing group intervention for at-risk students is a proven way to proceed in helping teens become successful. As Bill suggests, ‘In today’s school world, where limited resources have become the new normal, group outreach is the way to answer the cries of help by students heading towards the margins of school life.’"
Barbara Gaias, language arts teacher, Shoreham-Wading River School District, New York

"In Dr. Fibkins book The Emotional Growth of Teens, he captures the importance and benefits of reaching students through group counseling. He stresses the importance of proper training for group counselor leaders in order for it to be successful. He also provides a "how to" for setting up a successful group counseling program. This book was an easy read and a great resource."
Kelly Pickering, guidance counselor, Mattituck/Cutchogue School District, New York

Table of Contents

  • Preface

  • Introduction

  • Chapter 1: Group Counseling in Secondary Schools

  • Chapter 2: Why Group Counseling Programs are Important

  • Chapter 3: What Does a Model Group Counseling Program Look Like

  • Chapter 4: The First step in Readying Counselors as Group Leaders

  • Chapter 5: Training Counselors as Group Leaders

  • Chapter 6: Conclusion

  • References


Wake Up Counselors: Restoring Counseling Services for Troubled Teens   Wake Up Counselors! Restoring Counseling Services for Troubled Teens

Buy this book online from www.rowman.com (keyword fibkins)
Phone 1-800-462-6420

Book Description
Providing individual and group counseling for secondary school students was once a major priority for secondary school counselors. However, many guidance programs have abandoned this role, and counselors have become quasi-administrators who spend most of their time scheduling students for classes, managing mandated testing programs, resolving discipline issues, and advising students on college admissions. Counseling students on personal and well-being issues takes up a very small part of the time.

In many school districts, social workers, student assistance counselors, and school psychologists have taken over the counseling duties. Critical issues are now causing school leaders to consider reorganizing school guidance staff so there is a cadre of counselors trained and charged with the mission of providing individual and group counseling for troubled teens. First, the number of troubled teens arriving at the schoolhouse door looking for help has exploded. Second, budget cuts have eliminated or drastically curtailed many of the services of social workers, student assistance counselors, and psychologists.

The result? Many once open doors for help are now closed, and schools’ counseling services are failing many students, parents, and educators in need of intervention. This book provides a new model in which well-trained counselors can once again regain their historic role in counseling troubled teens, parents, and training staff and students on the front lines to act—not look the other way—when they observe a student heading towards the margins of school life.

Wake Up front and back covers (PDF)

"Once again, Dr. Fibkins proposes a model for change that, although similar to earlier paradigms, addresses the complex needs and demands of 21st century students. One can only hope that preparatory programs and professional development opportunities will instill appropriate values and focus in counselors-to-be and counselors-in-fact; at the same time, I urge administrators to take this book to heart and to allow their staff to do what they are meant to do."
Stuart Rachlin, Ed.D., Superintendent of Schools, Wainscott Common School District, NY

Table of Contents

  • Chapter 1: The Impact of the Demise of Personal Counseling Services in Our Schools

  • Chapter 2: The Role of Personal Counseling of Troubled Students: Never Gained a Foothold in School Guidance Program

  • Chapter 3: A Profession in Search of a Model for Change: Offering Solutions that are not Really Solutions

  • Chapter 4: The Profession is Not Dead, Yet: Getting Some Help from the American School Counselor Association National Model

  • Chapter 5: The Personal Counselor as an Observer, and Reporter of Student Behavior

  • Chapter 6: The Role of the Personal Counselor as Advisor to the Principal

  • Chapter 7: Selling the Personal Counseling Role with a Successful Intervention Program

  • Chapter 8: Personal Counselors cannot solve all the Problems of Troubled Students: Skilled allies are Needed to join the Effort

  • References


Class Warfare Focus on Good Students Is Ruining Schools   Class Warfare: Focus on "Good" Students Is Ruining Schools

Buy this book online from www.rowman.com (keyword fibkins)
Phone 1-800-462-6420

Book Description
With budget cuts looming every year, administrators and union leaders find themselves in a never-ending game of promoting how good their school is and why cuts budget will derail their ongoing success. The vehicle they choose for this ongoing self-promotion is what William Fibkins calls the "dazzle" approach, which focuses only on "good news." Overtime administrators and staff often come to believe the positive reviews of the good news process and overlook or abandon those students who don’t make good news but instead act out, fail, cause trouble and give the school a bad name. These are the "bad news" kids, and their lives are not newsworthy.

This book is about the unintended consequences that can occur when the "good news" process becomes heavily embedded in school life—a process that creates two different worlds in a school community that often prides itself on fostering unity and belonging. The school media promotions may say "All is well here," but this positive spin belies the divisions that breeds isolation, and estrangement for some students, the "bad news" kids.

Dr. Fibkins book is a brilliant analysis of what is wrong with our high schools and what we need to do to make sure "every" student is seen as worthy of opportunity, dignity and respect. Fibkins exposes the often hidden risks faced by high school kids, including high achieving, good news students, and low achieving, bad news students. He points out that good news students have been anointed to serve as standard bearers for their school and barometers of how well their school is doing. However, too often good news kids turn to risky behavior using drugs, alcohol and tobacco to cope with the never-ending pressures. in their young lives. There are costs to being a standard bearer! At the other end of the spectrum are the bad news kids who act out, create problems, fail courses, and earn a bad name for their school. They lack open doors for help in a school where counseling is focused on getting the good news kids into the best colleges and universities. There are costs to students who are seen only as trouble and troubled.

As a Director of Social Services Agencies on both the East and West Coast, I have observed many of these students in search of some relief, hope, and a new beginning not offered in their schools. Fibkins exposes a school culture which encourages good news kids and their parents to dictate how their school operate and serve their personal interest of "What’s in it for me," "How to get ahead and stay ahead," and "Get into the best colleges and universities," Too often the bad news exist at the margins of school life with little hope and dreams for a productive future. They are on the outside, not in the mix.

This book is about how high schools can bring together good news and bad news students, their teachers, parents, administrators to reduce the alienation and isolation they are all experiencing in a fractured school community. Fibkins rightly asks: "Whose school is it? A place where only the best and brightest succeed? A public school that operates like private school serving only a privileged few? Or a school that encourages all students to achieve their potential."

"We can do better and we’d better do better."
Charles Langdon, Former President and CEO of the Children’s Home Society of Washington, a statewide agency serving children and families, Executive Director of Advancing Solutions to Adolescent Pregnancy (ASAP), and a national spokesman on adolescent issues.

Warning! This book is dynamite. It will blow up everything you thought you knew about how to run a high school. In Fibkins’ world, focusing everything on high-achieving students ruins the school for everyone: bad students, parents, teachers, administrators—and the good students! Dr. Fibkins is not kidding, but stick with him. Behind the negativity is a startling vision that could turn your world upside down—for the better.
Kenneth Guentert, President, The Publishing Pro LLC


Angel Teachers Educators Who Care about Troubled Teens   Angel Teachers: Educators Who Care about Troubled Teens
We know teenagers face many developmental issues as they navigate their path into adult life. They sometimes find themselves heading towards the margins of school life because of academic failure, poor peer relations, acting out behaviors, school and home pressures. Problems that often lead to risky behaviors behavior with drugs, alcohol, and tobacco addictions that in the end only complicate their young lives and offer them little relief. They need help, support, and guidance from caring and experienced adults who can help them redirect their lives. However "help" as it is organized in our large high schools, junior high schools, and middle schools is usually centered on a few overworked guidance counselors, social workers, and school psychologist who are increasingly finding themselves losing staff due to budget cuts. As a result school communities find themselves in a no-win situation in which the needs and problems of teenagers are the rise while the core of designated helpers in the school organization is being decimated or forced to abandon their helping and counseling role to take on administrative duties because of cuts in the administrative staff. This we know It is the new reality in our secondary schools. However there is a glimmer of hope in this dire scenario. It has given rise to the need for caring and experienced teachers to be given the green light to open their doors to kids in need. No, as any wise educator knows, this is not a new role for teachers who see their role as not only an academic teacher but a personal adviser as well. They are what I call "angel teachers." Educators who care about kids well being. One can find these angel teachers in most secondary schools. They carry on their intervention with students in a quiet, trusting, private manner with little interest in notoriety or stardom. In fact that’s why kids in need are attracted to them and lineup outside their door. Kids know these caring teachers can deliver the kind of help they need. Their savvy and know the drill of how help works for kids in need. But the valuable helping role of these angel teachers has often gone unheralded because the designated helpers in the school have been anointed, with that role. But today’s circumstances call for change if our schools are to meet the need personal and well being needs of their students. We need to examine the role of these angel teachers and make the case that they are now needed to take a primary role in the schools intervention efforts. This book will explore how they arrive at this role, their skills, how they help kids and how they avoid becoming saviors, self-promoters, and in the helping process for their own self-esteem

  • Paper   EIN 978-1-61048-594-4
  • eBook   EIN 978-1-61048-595-1

Buy this book online from www.rowman.com (keyword fibkins)
Phone 1-800-462-6420

Angel Teachers: Educators Who Care about Troubled Teens
The lives of teenagers become dizzyingly complex as they begin the transition from childhood to adulthood, navigate the academic and social challenges of middle and high school, and seek to distance themselves as their own persons even as they sometimes desperately need the support and guidance of caring adults in their lives. Many young people achieve these developmental milestones more or less successfully, but some are overwhelmed—by depression, by pressures in school and at home, by poverty and violence in their neighborhoods, by risky behaviors that result in addiction or teen pregnancy. In Angel Teachers: Educators Who Care About Troubled Teens, educational writer and consultant William Fibkins explores the role of caring educators who are willing to reach out to these teenagers and provide the empathetic attention and counsel they need but may not be receiving at home or from others in the school system. Through often-moving examples and anecdotes, Fibkins makes the case that teachers are in a position to make a lasting difference in the lives of their most troubled students.
read entire review—Teachers College Record (PDF)

Angel Teachers: Educators Who Care about Troubled Teens
Mr. Fibkins accurately validates the need to recognize the significant impact our unsung heroes, the angel teachers, have on our youth. With refreshing candor, he pays tribute to those who intuitively continue to ‘rescue’ our students, allowing each to succeed and thrive. Mr. Fibkins reminds us that this recognition is much deserved and long overdue.
Ann P. Rutherford, assistant principal,special education coordinator, DJ Bakie Elementary School

With piercing insights, Dr. Fibkins paints a picture of the world of troubled teenagers and the struggles they face in their daily personal and high school life. What does it take to recognize, reach out, and at times save the life of a student in need? Angel Teachers: Educators that Care About Troubled Teens demonstrates how it takes the whole community to raise a child. It is about those teachers on the front line, working side by side their students, that often save the day in a child’s darkest hours. This book is a strong reminder that "every light along the path matters."
Nancy Krakowka, staff developer and educator for Mattituck Cutchogue UFSD

William L. Fibkins provides an excellent view of the problems students bring with them when they enter the school-house doors. He explains the need for teachers to go beyond the classroom academics and do what is necessary to prepare themselves as "Angel Teachers." Fibkins’ "Angel Teachers" are the ones students know will listen and find ways to help with their problems. This book is a must read for all teachers, administrators, guidance counselors, and other professional support staff. It puts into perspective the need for educators to develop the intervention skills that will prevent any troubled youth from falling through the cracks.
Gail Wovna, clinical instructor, Kean University, former high school teacher


Stopping the Brain Drain of Skilled Veteran Teachers   Stopping the Brain Drain of Skilled Veteran Teachers Retaining and Valuing their Hard-Won Experience

"The title and subtitle together lay out the argument that author William Fibkins makes in this text: rather than pushing experienced (and relatively expensive) classroom veterans out the school door with superficially attractive early retirement incentive packages, school leaders ought to rethink the value of highly experienced, expert faculty and find new ways to use their talents. Fibkins’ suggestion for new roles for older teachers is to capitalize on their experience by making them mentors to their younger, less experienced colleagues.

In Chapter One, the author notes that currently it is common strategy for employers across sectors to offer early retirement incentives to long-term, experienced workers so that they can be replaced by younger workers at significantly less cost. Fibkins finds this strategy increasingly evident in schools, where a contributing factor is the frequent cultural assumption that older teachers are past their prime, unable to keep up with contemporary youth. The author argues that the strategy is a foolish one that drains the school and its community of valuable members who contribute stability and the irreplaceable wisdom of long experience to the school environment.

In Chapter Two Fibkins names current initiatives that aim to replace one experienced teacher with two or three novices—the ‘three-for-one’—and he reiterates that it erodes school culture and effectiveness. He bolsters his argument by noting the negative impact on teachers being pushed out, who are essentially told they have no value to the system, and on the school environment, where the strategy often generates hostility between senior teachers and younger teachers who fear being laid off in difficult economic times. Administrators, the authors says, may well understand the folly of jettisoning experienced teaching staff but may have no ability to effectively oppose policies determined by school boards who aggressively promote retirements as a cost-cutting measure. The author repeatedly asserts that the policy is foolish, akin to a baseball team that must trade its best players to wealthier teams each year, or to a mental asylum in which management has been turned over to the patients. Fibkins says that teachers, students, parents, and administrators all pay a harsh price as a result of the ‘brain drain’ resulting from the push out of experienced teachers...."—Teachers College Record
read entire review—Teachers College Record (PDF)

"Dr. Fibkins understands the value of the influence experienced teachers have on their students, colleagues and the general culture of their schools. His candid and direct style is refreshing as he challenges the beliefs of those who strictly look at the “bottom line” with budgets and do not consider the unanticipated consequences of their near-sighted planning. Dr. Fibkins makes it clear that eliminating your most knowledgeable teachers simply because they cost a district more money must not be a substitute for addressing ineffective teachers regardless of experience levels. He challenges our mental models about what is ‘old’ and offers insightful suggestions for changing our perspectives and practices, particularly those that, if left uncontested, will be diluting the quality of public education and other vital services."—Paul Casciano, Superintendent of Schools, William Floyd School District

Book Description
Veteran educators are being encouraged to take early retirement in order to create jobs for less-experienced, lower-paid novices. Veteran educators are not alone: early retirement promotions have become the norm for aging workers in America. Consequently, there is a brain-drain of skilled workers at the national, state, and local levels. The early retirement of our most talented veteran educators is leaving our schools without the necessary leadership, hard-earned experience, proven skills, and wisdom to meet the evolving challenges our country faces. Indeed, there are long-term consequences of losing skilled educators while they are in the prime of their professional lives. Addressing these concerns, this book challenges the "good news only" theory of early retirement promotions which suggest that veteran educators are no longer needed as they age and that their retirement is the only way schools can survive financially in times of economic uncertainty. This theory contends that everyone involved gets a reward: the novice educators get jobs and the veterans get some cash. This trade is seemingly no problem, until the veteran educators are out the door and the school staff, students, and parents are left without their steady guiding hands. Instead of hastily luring prime educators out the schoolhouse door with planned buyout promotions, schools should offer our most gifted veteran educators career alternatives that will encourage and reward them to remain on board, thereby allowing them to lead novice and mid-career staff, students, parents, and community members. Examining the negative consequences of early retirement promotions on school culture, administrative leadership, teacher and student performance, community reaction, Stopping the Brain Drain of Skilled Veteran Teachers will not only expose some of the major drawbacks of early buyouts of veteran educators, but will also suggest creative career alternative to keep such teachers on board.

Buy this book online from www.rowman.com (keyword fibkins)
Phone 1-800-462-6420


An Administrators Guide to Better Teacher Mentoring   An Administrator’s Guide to Better Teacher Mentoring
"An Administrator’s Guide to Better Teacher Mentoring calls for mentoring both novice and veteran teachers. Informed by years of experience in the public schools, this research-based book reveals Dr. Fibkins’ engagement in the trenches of American education. ’The key to bringing about an era of no teacher left behind,‘ says Fibkins, ’lies with involving veteran teachers.‘ Filled with personal anecdotes and observations. this Guide provides support for administrators and teachers interested in changing a school’s culture."
—Ross M. Burkhardt, past president of the National Middle School Association (NMSA) and 1998 National Teacher Hall of Fame inductee

This book address a major gap in the current mentoring programs at the secondary level. Staff development resources are often concentrated on helping new teachers be successful in their early school experience. Yes, a good idea, but a limited vision. Meanwhile many veteran teachers go without the mentoring assistance they need to be effective classroom teachers. While a few become mentors themselves, many veteran teachers just settle, slowly giving up, and become at risk of failure, burnout, and thinking only of retirement. This book is a call to school superintendents, building administrators, department chairs, school board members, union leaders, parent leaders, and teacher educators to address the need to provide ongoing mentoring for all teachers.

Second Edition

  • Paper   ISBN 1-60709-677-3 / 978-1-60709-677-1
  • Cloth   ISBN 1-60709-676-5 / 978-1-60709-676-4
  • Electronic   ISBN 1-60709-678-1 / 978-1-60709-678-8

Buy this book online from www.RowmanEducation.com
Phone 1-800-462-6420


Teen Obesity: How Schools Can Be the Number One Solution to the Problem   Teen Obesity: How Schools Can Be the Number One Solution to the Problem
There is an epidemic of student obesity in America, and educators are ideally situated to identify, intervene, educate, and support overweight students who are headed for long-term illness or premature death. Such an effort will require changes in the way that schools operate. These changes can be implemented with a low-cost budget by restructuring staff and resources that are currently in place. I propose a "Circle of Wellness" model for schools that includes an intervention effort to promote a health-oriented cafeteria; increased physical activity; healthy levels of blood pressure, cholesterol, and blood sugar; life-skills training groups offered by counselors; outreach to parents; easily available intervention for overweight staff; and easy access and referral to community health, mental health, and recreation resources.
Paper ISBN 1-57886-512-3 Cloth ISBN 1-57886-511-5

YOYA Review (PDF)
Reviews from back cover (PDF)

Buy this book online from www.RowmanEducation.com 1-800-462-6420 or fill out this order form/book details (PDF).


What Schools Should do to Help Kids Stop Smoking   What Schools Should do to Help Kids Stop Smoking
There is an epidemic of teens using and abusing tobacco in America. The good news is schools are ideally placed to intervene in order to help students who are headed for serious illness and for some, an early death. The problem is very real and visible. For example, visit any secondary school and one can easily find large groups of students smoking on school grounds and in nearby areas. In some schools the numbers are staggering. And that includes schools in communities of every economic level and students from every academic group and culture. They represent a major health problem needing intervention, not suspension or expulsion. In my experience in developing the Five-Hour-A-Day Intervention Program I found that many student smokers want help and want to help others break the habit. Many of the students in this program voiced that while cigarette smoking does initially help reduce the pressures common to adolescent life, over time their smoking become "the" problem and negatively impacts on their health, self esteem, peer relations, and for many their school performance as they are regularly suspended from school and eventually drop out. I argue that schools need a proactive program that, in lieu of the never ending cycle of suspensions, offers a welcoming intervention program that can help student smokers arrive at a starting point to reduce or stop smoking and in recovery be trained to be a resource for their peers. Punishing, suspending, expelling student smokers doesn’t work for students nor for caring educators who find themselves boxed in systems that have no pathway for recovery from addiction. Simply put, schools need to provide students with an alternative that offers a way out of addiction with dignity, and an intervention process that will free educators such as assistant principals from spending much of their valuable time corralling smokers. This book then is an important and useful guide for educators and community health leaders on how to implement a school-based intervention program using staff now in place in the schools and connecting with supportive community health agencies. The book also makes the argument that schools are where the vast majority of teens show up every day. My experience has shown me that student smokers can be sold on a recovery process if directly engaged in a welcoming and helpful conversation about joining an easily accessible intervention group offered during the school day. Selling health and recovery needs to become a major goal and skill of educators. The 5-hour-a day intervention program described in this books shows educators how they can be proactive and successful in this effort.
ISBN 978-1883001858

Forward (PDF)



An Administrators Guide to Better Teacher Mentoring   An Administrator’s Guide to Better Teacher Mentoring
There is a consensus among parents, politicians, education reformers and educators that schools should help every child be an active and successful learner and responsible citizen. Central to this outcome is a focus on how to mentor new, mid-career, and veteran teachers so they can be successful contributors to this goal. This book provides a model for secondary school administrators on how to identify, train, and support school staff to be mentors for their peers who need caring, trusted, skilled intervention in order to maintain a high level of effectiveness. And for some teachers, it offers an opportunity for a new beginning after failure so they don’t abandon their teaching career without help. A school-based mentoring program utilizing skilled staff sends the message that as educators we all need someone to turn to for support so, like our at risk students, we to do not fall through the cracks and falter.
Paper ISBN 0-8108-4280-7 Cloth 0-8108-4401-X.
First Edition.

Forword (PDF)

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An Educators Guide to Understanding the Personal Side of Students Lives   An Educator’s Guide to Understanding the Personal Side of Students’ Lives
This book provides a road map on how to elevate the teacher’s advising role, the most underused helping resource in the school, to its rightful place as a source of academic and non-academic help for students. Students need teacher advisers who can help them successfully navigate through the risks of adolescent life. This guide will hopefully help encourage educators to join in this effort and view their new role as advisers as a much needed and desired enhancement of their classroom role. A win-win program for students, parents, and educators, this book includes 36 case studies of high school students that support why it is important for educators to be advisors and mentors.
Paper ISBN 1-57886-057-1.

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Students in Trouble: Schools Can Help Before Failure   Students in Trouble: Schools Can Help Before Failure
School administrators, counselors, teachers, and support staff are faced daily with a growing number of students who are affected by personal issues, alienation, and the anonymity found in our large secondary schools. Unfortunately, in their effort to support students, caring educators often find themselves boxed in by an out-of-date and flawed intervention system that limits their potential to help. This book offers the argument that the present secondary school intervention system—which focuses on few counselors with good intentions—cannot handle the numerous problems that arise in secondary schools. This book is a roadmap for educators on ways to develop an effective school-wide intervention system that will reach every student.
ISBN 1-57886-246-9.

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Innocence Denied: A Guide to Preventing Sexual Misconduct by Teachers and Coaches   Innocence Denied: A Guide to Preventing Sexual Misconduct by Teachers and Coaches
As suggested by Edward Stancik, a special investigator for the New York City school system, there is no epidemic of sexual misconduct in schools. Still the practice in many schools of looking the other way, ignoring such behaviors, and maintaining a public posture that "it can’t happen here" is off target. Sexual misconduct does occur in many secondary schools, and in most cases the response is limited to warning teachers and coaches about the legal aspects and liabilities involved. In this book I argue that these approaches only make teachers and coaches unwilling to offer help to needy students. In the end, educators are still at risk because they are left without effective training on how to set boundaries and carry on helpful supervision and monitoring. To help eliminate sexual misconduct in schools, this book provides step-by-step training procedures that can be used as part of the schools’ staff development program to teach educators about the importance of setting boundaries. Real-life case studies documenting inappropriate teacher-student relationships are included.
Paper ISBN 1-57886-314-7 Cloth ISBN 1-57886-313-9.

Buy this book online from www.RowmanEducation.com 1-800-462-6420 or fill out this order form/book details (PDF).


The Teacher-As-Helper Training Manual   The Teacher-As-Helper Training Manual
As budgets tighten, counselors need all the help they can get in the fight to keep at-risk teens from going over the edge. This manual helps counselors to enlist teachers as allies and train them to help students effectively and safely. In the first part of the book, counselors learn how to prepare to sell teachers on the helping concept. In the second part of the book, they will find all they need for a one day training session in which they explain the helping concept, listen to teacher concerns, admit pitfalls, and stress the importance of professional training in helping skills. In the third part of the manual, counselors will find a training series which will enable them to teach basic helping skills, to help students safely, and to apply helping skills to various problems. This manual offers a new and needed resource to bring teachers on board in the helping process and create a school-wide helping community where no students can fall through the cracks, be relegated to the margins of school life, or drop out.
ISBN 978-0893904111

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The Empowering School: Getting Everyone on Board to Help Teenagers   The Empowering School: Getting Everyone on Board to Help Teenagers
Everyone knows many teens lead troubled lives. In this book I argue that it is time to stop looking for scapegoats and start being proactive. I believe that schools can create a positive differenced in the lives of troubled students if everyone in the school community - administrators, teachers, counselors, support staff, students, and parents – get on board and act as helpers when they see a student headed for trouble. I call this kind of school "the empowering school." I have seen this approach work in a number of secondary schools in which I have served as a teacher trainer, counselor, and mentor. In the book I call upon my experience in the schools to take school leaders through the seven steps required to set up an empowering school program. The problems affecting today’s teenagers cannot be solved by any one group in the school. A few counselors, social workers, and school psychologists are no match for the many problems faced by today’s teens. New helping alternatives are urgently needed now! I argue we need collective action by every member of the school community that will insure early identification of troubled students, quick intervention, and ongoing support as they develop new skills to be successful in their academic and personal worlds. Administrators, teachers, and support staff who serve on the front lines, along with students and parents, are ideally positioned to support counselors in a school-wide helping process.
ISBN 0-89390-330-2

For more book details and to purchase the book online from Resource Publications, www.rpinet.com/products/es.html .

Peer-Reviewed Chapters in Books

  • "All Eyes on the School," in When a College Works with a Public School, Institute for Responsive Education (1984).
  • "Organizing Helping Settings to Reduce Burnout," in Stress and Burnout in the Human Service Professions, ed. Barry A. Farber, Pergamon Press (1983).
  • "Ownership and Dialogue in Transforming Teachers’ Work," in Essays On Teachers’ Centers, ed. Kathleen Devaney, Far West Laboratory (1977).
  • "The How’s and Why’s of Teacher Centers," in Supporting the Learning Teacher, Ed. Marilyn M. Hapgood, Agathon Press (1975).

Journal Articles

  • "Ten Ways to Help Your Student Right Now," Safe Learning Magazine (04/2001).
  • "How to Handle Suicide Threats," Safe Learning Magazine (11/2000).
  • "Training Middle School Teachers to be Effective Helpers," Schools in the Middle (04/1999).
  • "Stronger Advisory Programs Can Stop the Spread of School Violence," Middle Ground (10/1999).
  • "Taking Inventory of Your Guidance Program," Schools in the Middle (10/1999).
  • "When a Beloved Teacher and Coach Dies," NASSP Bulletin (03/1998).
  • "How to Handle a Transition to a Middle School Model," Schools in the Middle (06/1998).
  • "How to Guide Students Who Become Star Athletes," NASSP Tips for Principals (12/1998).
  • "The How’s and Why’s of Restructuring and Reenergizing Guidance and Counseling in Our Secondary Schools," Education Viewpoints, New Jersey Principals and Supervisors Association (1996).
  • "The How’s and Why’s of Providing Mandatory Counseling for High School Students," Student Assistance Journal (03/1995).
  • "The How’s and Why’s of Developing Group Counseling Programs," Student Assistance Journal (09/1994).
  • "Empowering Teachers as Counselors," Teaching Today Magazine (11/1993).
  • "Combating Student Tobacco Addiction," NASSP Bulletin (12/1993).
  • "What Makes a Middle School Excellent," The Principal (03/1985).
  • "The How’s and Why’s of Teacher Centers," Kappan (04/1974).

Copyright 2009-2015 All rights reserved.
William (Bill) Fibkins, author and educational consultant.

fibkins@optimum.net   phone 631.734.8096
www.WilliamFibkins.com   www.BillFibkins.com

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