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Gain insights into children's behaviors, power struggles, trauma, and more. Learn effective strategies to build a supportive environment and promote positive change.
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Considerations when responding to children Behaviors, Power Struggles and so much more…
There is no greater insight into the future than recognizing...when we save our children, we save ourselves Margaret Mead
Basic Assumptions and Approaches • All people learn • Behavior is a function of past learning • Behavior is also a function of current environmental conditions • By structuring an environment, we can change behaviors
Basic Assumptions and Approaches • Teaching • Experience is the only teacher there is • What do we learn from experience? • How do we learn what we learn? • What kind of history do we want people to have? • How do we give someone a new history? • How do we design experience? • Important Questions • What do we want to accomplish with behavior change? • If we want to give someone a new history….how do we give someone a new history? • If we all learn the same way… what is the way in which we learn?
Antecedents*Behaviors*Consequences Antecedents Events which occur prior to behavior; the conditions under which behavior occurs • Long-term antecedents or historical antecedents • Current antecedents • Immediate antecedents The conditions under which behavior occurs determine our view of behavior • “Acceptable” Behavior • “Unacceptable” Behavior Antecedent control of behavior
Long term Antecedents: Child Trauma Children are very sensitive. They struggle to make sense of trauma. They also respond differently to traumas. They often have emotional reactions. They may hurt deeply. They may find it hard to recover from frightening experiences. They may act out and threaten others. They may hurt themselves.
Child Trauma Educators, counselors, principals and staff are often the first adults to learn of a child’s trauma. Trauma experiences are complex and difficult to sort out, one trauma may compound and result in new trauma or issues.
Definition of Trauma • Exposure to extreme stressor • threatened death or serious injury directly • witnessing event (involving death, injury or threat) • learning about event experienced by a loved one • Response to the event • intense fear, helplessness or horror • various ways it is re-experienced • e.g. nightmares, intrusive thoughts of the event, feeling detached from others, dissociation, sleep trouble, startle response, etc.
What kinds of events are traumatic? • sexual abuse • severe neglect • physical abuse • domestic violence • witnessed violence and cruelty to others • deprivation caused by extreme poverty • serious emotional and psychological abuse • gang and drug related violence • repeated abandonment or sudden loss • rape (sexual assault)
Child Trauma Indicators Children Cutting on Themselves Lack of Food Parental Drug Use Domestic Violence in the Home Educational Neglect Medical Neglect Sexual Abuse Non-Caretaker Reports Child makes threat of harm to self Child threatens others Sad about friend who died Acting out in class Stories about lack of supervision Talking about suicide/homicide Acting weird Missing lots of school Physical abuse Child drew a threatening picture Child brought weapon to school Child assaulted another Observed suspicious bruising Child has stated he will kill himself if has to go home Says his parent won’t give him his meds
Current Antecedents • Environment • Temperature • Noise level, sounds, (distractions) • Who’s in the immediate area • Our interactions with those people • Requests by people • Comments by people • Compliments • Perceived slights? • Perceived threats?
What is a Power Struggle? What is a power struggle? ( one or more of the items below) • Two persons, one is trying to control the other person, sometimes intentionally, sometimes not intentionally • Two persons, one is trying to get the other person to do something or not do something • Two persons, each is reinforced by control over the other person • Two persons, one is in a position of greater power than the other and uses the power arbitrarily and without regard to the feelings or desires of the other person
Why do Staff and youth get into Power Struggles? • Staff persons are trying to ensure that individuals follow through on their responsibilities. • In order to fulfill their own responsibilities, staff sometimes feel that individuals must do what staff say. • The more individuals feel controlled and powerless, the more they are likely to struggle to gain control. • The more individuals do not do what staff tell them, the more staff attempt to control the individuals.
Why do individuals sometimes resort to inappropriate behavior as a result of Power Struggles? Aggression*Property Destruction*Toileting accidents *Running away • They have been told what to do most of their lives • They are in a situation with little control and they feel powerless; they have few choices in determining the course of their lives • They do not have the skills to address their concerns in appropriate ways • They have not had and do not have opportunities to address their concerns
Establish a regular schedule/routine • Reduce the need for your having to tell others what to do. • Implement a consistent schedule over time so individuals learn what to expect and do without your having to tell them.
Making Requests • Always make requests in calm and respectful manner. Avoid demands; avoid a tone of authority. • Provide lead time. When possible, connect the time of the action to the end of a clearly visible event. • Provide explanations for requests. • Where possible, provide choices in tasks and in reinforcers; provide choices as to when a responsibility will be carried out • Avoid doing things at your own whim, for your own convenience, and at the spur of the moment • Avoid the arbitrary use of power/control
Ensure that individuals have the skills • Ensure that individuals have the skills to do what you are asking them to do. • Even when individuals have the skills, do not make great sudden increases in demands.
Set Realistic Expectations • Let individuals know what will happen and what is expected of them. • Ensure that the individual can tell you what is expected.
Review Rules • Review rules on a regularly scheduled basis; do not wait until they are broken • Ask students to tell you the rules. • Praise individuals who follow the rules
Opportunities to be helpful • Provide regular opportunities for individuals to be helpful and to assume special responsibilities. • Review the daily schedule to find ways for individuals to help staff and peers. • Being helpful and responsible assists individuals to experience appropriate control over their lives/their environments and to enhance their self esteem.
Decreasing Power struggles • Recognize Power Struggles Try to avoid these verbal exchanges and arguments. State your position clearly and concisely. Do more listening than talking. • Establish regular schedule Post the daily schedule so children know what is expected of them. • Making requests Provide choices where possible. Give 2 choices when decisions are needed. State them briefly and clearly. • Set clear realistic expectations • Ensure skill level matches your requests/expectations. • Establish clear rules Be clear about what is non-negotiable. • Opportunities to be Helpful Praise, praise, praise children when they respond positively.
Some Positive Considerations Youth with behavior challenges ….. • can have creative imaginations • are frequently great problem-solvers • can be very observant • may be very flexible or spontaneous • have a lot of enthusiasm, energy, drive • interested in many different things • exhibit lively personalities
Creating a Chain of Compliance • Trusted Relationship • Be consistent • Own your mistakes • Start the day off well, every day! • Periodic check-ins to ensure continued success throughout the day!
Interventions for Chain of Compliance • Give praise when positive behavior is displayed, praise immediately • How does one recall the good stuff that happens? Suzanne’s Kudos from others!
Interventions for a Chain of Compliance • ignore negative/unintentional behaviors • place child near a student who displays model behavior • speak in a calm, low voice • Provide visual cues/ hand gestures- communicate privately to remind a child to get back on task • provide structure and predictable routines
Things that will help • Relaxation • Goal setting • Problem solving • Trigger identification • Recognition of consequences • Remember your role in developing students’ self esteem
Positive Self Esteem comes from… • Attention, Acceptance, respect, love • Honesty • Affection and appropriate touch; having needs taken seriously • High and reasonable expectations: believing in your kids • Being really listened to and being understood • Being safe • Having a sense of personal power • Having a sense of connection with higher power (spirituality) • Having a feeling of connectedness to others • Being responsible • Having meaning in your life, a sense of purpose • Being healthy and fit • Understanding and using forgiveness and gratitude
How to help? • The goal should be to help a child learn to manage their behavior. • Think things through with the child. • Express positive—but realistic—expectations • Encourage the child to tolerate her anxiety, worry, slow class. • Keep the anticipatory period short. Too much lead time can be overwhelming. • Respect their feelings, but be careful of what behaviors are reinforced. • Model healthy ways of handling situations. • Don't avoid something - just because it makes a child anxious. • Don't ask leading questions. • Careful not to reinforce the child's fears.
How to help with sadness/depression? • Recognize that clinical depression is a disease. • Don’t freak out. • Do your homework. • Let the child know that it’s okay to be depressed. • Talk to the child frequently. • Be their advocate. • Don’t be afraid of the “S” word. • Encourage the child to socialize. • Be patient.
What you can do… • Listen, watch, be observant • Keep calm • Believe the child • No Judgment • Report concerns to the appropriate person; supervisor, counselor, parent • Assure basic safety through supervision • Continue to be the most awesome staff that you are!
We value your time and attention and partnership! Suzanne Taggart, MSW, LCSW Director, Community Based Services – Central Region staggart@pbhc.org Funded through our Missouri Foundation for Health Grant
