Positive Behavior Recognition

Decreasing Negative BehaviorThruConsistency & PositivityBen Johnson & Jennifer BrownCarmel Clay Parks & Recreation

Positive Behavior Recognition • Establish Core Values for Positive Expectations • Role of Staff, Youth and Parents/Guardians • System for Recognizing Specific Positive Behaviors of ALL Youth • Implement a Tracking System to Account for ALL Youth

Core Values for Positive Expectations RESPECT INTEGRITY CARING HARMONY EXCELLENCE RESPONSIBILITY

RICHER “Right Ups”Positive behavior recognition directly correlates to a decrease in undesired youth behaviors.RICHER “Right Ups” recognize specific positive behaviors of all youth.When a staff member recognizes an individual’s positive behavior with a RICHER “Right Up,” the individual should receive a copy of that RICHER “Right Up” the same day. This will provide the individual with immediate positive behavior recognition, will share the individual’s success with the parent/guardian and will confirm a job well done with the individual.

RICHER “Right Up” Certificate

RICHER “Right Up” Tracking • With a partner, discuss the following: • How will your team ensure that students are receiving their RICHER “Right Ups” on a daily basis? • How will your team handle RICHER “Right Up” tracking to keep the tracking template up-to-date and accurate?

Team Time Activity Assign a RICHER principle to each grade level. Brainstorm a specific action a child in that grade level could display to earn a RICHER “Right Up.” Extension: • How could these positive behaviors be missed? • What will be done within your team to ensure that positive behaviors are recognized (and not missed)? • How will your team ensure that positive behaviors are recognized regularly for all youth in the program?

Behavior Management • Role of Staff Member as an Individual and as a Team to Consistently Manager Behavior • Steps in Behavior Management Process • Investigative Techniques • Consistent Consequences and Communication

Directly Managing Behavior Increases a Staff Member’s Authority • Relying on co-workers to handle/assist with youth behavior issues will result in youth viewing the staff member as a lesser authority figure (or possibly no authority)…JOB BECOMES MUCH MORE DIFFICULT! • Communicate, Communicate, and Communicate More…w/ youth, co-workers, parents/guardians, and school personnel (if applicable) • Be Consistent…as a TEAM and individually • Support Each Other • View the Supervisor(s) as a Final Option…message and consequence needs to be consistent, so why the need to send to a supervisor? • Time and Place for a different voice…simply should be the exception – not the norm

Steps in Behavior Management Process • Reflection Time (Think About It)…occurs in correlation w/ staff member discussion…completed document will be submitted to the parent/guardian • Behavior Report • Behavior Consequence Rubric reference supplements

Initial Investigation • Begin Behavior Report ASAP. Ask “What did you do?” rather than “What happened?” This begins accountability. Do not minimize the youth’s behavior. Correct Technique: “I heard you hit ________ in line while lining up for clubs.”Incorrect Technique: “I heard you had a hard time keeping your hands to yourself.” • Encourage truth-telling and that his/her parents will be told that he/she told the truth. • Do NOT get into a battle if the youth denies. Correct Technique: “I need to find out what happened. I will be talking to every youth and adult who was there. I will give you some more time to think about what happened – I will ask you again in a few minutes what you did” walk away, no discussion, do not engage

Investigate • Interview witnesses (not needed if staff member directly witnessed the behavior) • Find people (staff and youth) who were around • Encourage truth-telling of suspected individual • Do not judge honesty or intent – this could give better liars an advantage (If) you have determined that the individual was aggressive or guilty of the suspected behavior…OR if the individual has admitted the behavior • Together, look up the behavior consequence rubric • CONSEQUENCE must be known prior to Think About It…required for Behavior Report • Follow-up with individual should occur by staff member (youth lacking required writing and/or reading skills for Think About It will require a staff member to read and/or write for the individual) Informing Parents/Guardians by Phone or at Pick-Up • Correct Technique: “I knew you would want to know…” “I am sorry that you feel that way. Our program does our best to teach lessons in responsibility – taking responsibility is a core part of our program.” • Ensure that parent/guardian is told that his/her child told the truth and it was appreciated BE OPTIMISTIC!

Team Time Activity Review your respective incident, then categorize the following: • Behavior Classification • Identify the Incident # within Behavior Classification for the Individual • Individual’s Consequence (directly corresponds w/ behavior consequence rubric)

Positive Behavior Recognition