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Behavior Modification. Behavior Management. Begin by defining the unwanted behavior in a specific manner free of value judgments (such as lazy). Define the desired behavior in terms of observable actions. Use positive reinforcement as often as possible. Positive Reinforcement.
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Behavior Management • Begin by defining the unwanted behavior in a specific manner free of value judgments (such as lazy). • Define the desired behavior in terms of observable actions. • Use positive reinforcement as often as possible.
Positive Reinforcement • A consequence that is designed to increase the frequency of a given behavior. • Reinforcers happen after the desired action. • Positive reinforcers may be primary (unlearned) or secondary (learned). _____________________________________________ • Primary = food, water, shelter, warmth • Secondary = social, activity, token • Also link “un-fun” activity with fun activity such as swimming after cabin clean-up.
Positive rewards • Behaviors that are reinforced are more likely to be repeated – so reward only desired behaviors. • Reinforce positive actions as quickly as possible. • Be specific: You really stayed on task during crafts! • Be excited: your tone of voice matters. • Make the praise about them: You must feel so proud vs I am proud of you. • Be mindful that some campers would rather be praised privately, especially teens.
Consequences • When you must use a contrived consequence or punishment, make it a logical consequence. • Hitting a peer results in having to do something nice for that peer. • Refusing to follow directions in an activity results in having to sit out for that activity tomorrow. • Important point: It is not the severity of the consequence that matters (it is the certainty).
Consequences • Do not give out consequences while you are angry. • Do not make threats you cannot or will not follow through on. • Giving too many chances actually makes consequences that occur seem more arbitrary. • Rules must be uniform for all campers. • Praise something as soon as possible after giving a consequence.
Negative reinforcement • Use ignoring and extinction as often as possible • Important point: negative attention also acts as a reinforcer. SO, yelling at an undesired action is just as likely to result in the action being repeated as praising the action. • Use natural consequences: not cleaning craft area = more time spent cleaning after the session = less time to do a fun activity.
MOST IMPORTANT IDEAS • Catch your campers doing the right thing. • Praise, praise, praise • Make general positive statements about the group. (Wow I am so glad that I have a group of campers who listens so well!)
Challenges/ Problems • Don’t get too upset when you face challenges… • these are the true growth experiences both for you and the campers. It is okay to tell a child that you aren’t sure how to best handle a situation right now but that you will think about it/ talk with someone you trust and get back with them before the end of the day. How might this be a good thing to do? Hint: modeling
NEVER FORGET 1. YOU are the adult when working with camp kids. 2. You are NOT a therapist… don’t stumble in and do damage. 3. Often kids will tell you things and need a listener…. not someone to advise. 4. Children who act out are needing an adult (you) to make efforts to get close to them.
“Normal Behavior” • Changes with situation and culture • Dependent upon age group • Dependent upon life circumstances Good mental health simply means adjusting well to others and situations: being able to solve problems in ways that are acceptable to both the individual and society at large.
Be Insightful • Don’t get too caught up in labels. • Consider “why” a child is behaving poorly: don’t take it personally. • Children often learn poor behavior patterns at home/ school/ etc and they unconsciously carry these forward. • Ex: Bully may actually want status so scolding or belittling will be counterproductive to what you want. • When you do not act as the people who have previously reinforced negative patterns, children will get confused and redouble their efforts. (That tantrum did not work so I should throw a bigger tantrum to get what I want.)
Be Insightful • Your job is to gently but firmly teach campers new and more effective ways of behaving… • (Even though you get your way by hitting everyone, have you noticed that people hardly ever choose to play with you? I think you are fun and can really be a good friend. So, are there other ways you can try to get people’s attention because I want them to see all the cool things I see in you?) • Don’t spend too much time asking “why”– this can be helpful but usually not. • Children rarely have insights into their own actions (Thank you counselor, you are correct, I was trying to meet my unconscious needs for control by acting out. I will avoid this action in the future.)
Withdrawn Campers • Less annoying than aggressive campers so they are easily overlooked • Often feel insecure or inadequate and withdraw as a defense against perceived failure • The best way to handle those who withdraw is to set them up for success by finding ways that they can comfortably • Participate and begin to take responsibility for their own actions. • For instance, shy persons may be asked to sit in the circle while a group discussion is occurring or may simply need to be asked a simple direct yes/no question.
Why MUST we address bullies? • Everyone loses when bullies are allowed to go unchecked. • Victims can lose their sense of safety and trust. • A boy who is a bully at age 8 is 3x more likely to be convicted of a crime by age 30 and less likely than others to finish college and locate a good job. • Girls who bully are more likely to raise children who bully.
Bullies/ aggressive children tend to lack compassion for others and feel justified in their actions. They tend to have an overly positive self-image that reflect a need to dominate with power and threats. Generally they ARE NOT anxious children who “don’t mean to hurt” the other children. Boys or girls may be bullies but they tend to use different tactics. Boys more often use physical actions and girls are more often use social alienation and humiliation. Aggressive Campers
Aggressive Campers • Keep a close watch on campers interactions. Children who are bullied frequently fear retaliation if they tell. • Praise kindness and cooperation in the campers: this will create an atmosphere of belonging. • Make certain that you do not yell at or ignore misbehaving children. • Provide healthy outlets for feelings and aggression such as art projects, talking, practicing conflict resolution skills, exercise, etc. • Involve bullying children in charitable activities such as doing something nice for others or the person he/she harmed.
How else can I manage an aggressive child? • Teach the child to recognize and express emotions nonviolently. (privately or in group setting) • Emphasize talking out the issue rather than hitting (with everyone and re-visit privately as needed). • Model the kind of behavior you want children to exhibit. Be clear that aggressive behavior will not be tolerated. (always always always!!!) • Promote empathy by pointing out the consequences for others of the child's verbal and physical actions (generally in groups and specifically with the bullying child). • Teaching other children to physically fight back will only lead to escalating aggression and fights.
Homesick Campers • Many campers get homesick upon getting to camp and may experience “relapses” when camp is at a lull time. • Some parents may accidentally make homesick campers worse by holding on, talking too much about how the child will be missed or sharing too much about “all the fun the camper is missing at home.” • Get the camper involved as quickly as possible, especially in things he/she is good at. • Normalize feelings of homesickness as normal and try to get the camper to agree to try the camp and all activities for a number of days. • Prepare parents in how to interact in ways that will decrease homesickness in the child.
Sex Education • Touchy issue • Most agencies require a signed permission form from parents before starting a sex ed program. • Most kids want to talk about sex at some point. • If your camp does teach sex ed, you must be able to talk about these issues without becoming visibly embarrassed or judgmental. • Know your own sexual mores.
Substance Abuse • Studies show that the earlier children experiment with drugs and alcohol, the greater the likelihood they have of becoming addicted. • Educate yourself about drugs, slang and street names (ex: methamphetamine use and tweaking). • DO NOT talk about things you have seen/ done in college, at parties etc. You must be a role model. • Be watchful for signs that your campers are hiding things from you or are acting strangely.
Substance Abuse Potential signs: • Drug paraphernalia- pipes, rolling papers, eye drops, butane lighters • Stealing • Abrupt mood changes • Withdrawal, depression or fatigue • Temper flare ups • Over or under sleeping/ eating • Intense secrecy about possessions • Befriending other drug users • Interest in drug culture and lingo
ADHD • Give 1 direction at a time • Offer short tasks with immediate rewards/ feedback • Help with organization • Help other children see the positives • Keep in mind that lack of follow-thru is not usually defiance in these kids • Find ways to offer inconspicuous reminders to stay on task
Upside of ADHD • Quick-witted • Speedy grasp of the big picture • Enthusiasm for life makes for good motivators • Creativity allows new problem-solving • Hyper-focus for areas of interest • Empathetic • Intuitive
Abuse • If you suspect physical or sexual abuse of a child, you must report your suspicions to Department of Children’s Services. • Call 1-877-237-0004 • You will speak with a trained professional who will ask you details such as the child’s name, age and address, signs of abuse, what the child has told you, name of the abuser, etc. • You do not have to tell your name.
Abuse • If a child tells you he/she has been abused, listen calmly to all they have to say. • Ask a few questions about the details but be mindful not to make it appear that you do not believe them. • Tell the child 1- the abuse was not his/her fault 2- how brave it was to tell 3- you feel glad that he/she talked with you.
What if she/he asked me not to tell? • You simply cannot make this promise. • Tell the child that you will keep private anything he/she tells you so long as no one’s safety is at risk. • Tell the child that the only reason you would ever tell the things he/she shares with you is to keep him/her safe. ** this is your job as an adult**
Can I call you? • Good-byes are a part of life. • Don’t promise to stay in touch after camp is through. • Talk about how happy you are to get to know the child even though it may be for only a short time • You need to model how to “do” good-byes: A good idea is to have a closure ceremony of some sort. • Group photo, campfire time, “friends forever” song, etc
