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School Psychologist as Parent Consultant: Solutions to Child Behavior Problems

Michael I. Axelrod University of Wisconsin – Eau Claire Kimberly A. Haugen Boys Town. School Psychologist as Parent Consultant: Solutions to Child Behavior Problems . Slides can be found at:. http:// www.uwec.edu /HDC/ resources.htm. Assumption #1: No Child is an Island.

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School Psychologist as Parent Consultant: Solutions to Child Behavior Problems

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  1. Michael I. Axelrod University of Wisconsin – Eau Claire Kimberly A. Haugen Boys Town School Psychologist as Parent Consultant: Solutions to Child Behavior Problems Axelrod/Haugen

  2. Slides can be found at: http://www.uwec.edu/HDC/resources.htm Axelrod/Haugen

  3. Assumption #1: No Child is an Island • Problems rarely occur in a vacuum • Child’s problem = family’s problem Axelrod/Haugen

  4. Assumption #2: A Child’s Problem can be Solved by Parents • More productive to conceptualize problems from a behavioral perspective; parents need to accept that their child can be responsible for their behavior • Parents hold the keys to the kingdom • The 4 Fs: Free Time, Friends, Funds, & Fun Axelrod/Haugen

  5. Assumption #3: Rules and Consequences are Crucial to Parental Success • Learning is a function of doing followed by feedback Axelrod/Haugen

  6. Assumption #4: Parents need to display both a “hard” side and “soft” side • Raising children is like tending to a garden • They need to be “weeded” and “pruned” • They also need “water” and “sun” and “fertilizer” Axelrod/Haugen

  7. Children are Like Sunflowers • Negative experiences  Child grows toward the negative • Negativity breeds negative behavior • Positive experiences  Child grows toward the positive • Positivity breeds positive behavior Axelrod/Haugen

  8. Consequences of Negativity in the Parent-Child Relationship • Limited physical signs of affection • Conversations filled with criticism • Little to no unconditional positive regard • Few acknowledgments • Limited quality time Axelrod/Haugen

  9. Parent Consultation Points • Educate, normalize • Emphasize the “soft side” of parenting • Teach parents to talk about the misbehavior not the child • Encourage acceptance of feelings • Increase unconditional positive regard • Increase acknowledgment • Maintain at least 4:1 ratio Axelrod/Haugen

  10. Issuing Commands • Get child’s attention • State command in positive form, few words • Wait (identify duration) • Respond • Praise • Initiate discipline Axelrod/Haugen

  11. Time Out Principles • “Time out” from reinforcement • Experience of nothingness • Immediate & consistent • Restrict access & value increases • Start what you finish Axelrod/Haugen

  12. What is Time Out? • Opportunity for children to learn appropriate behavior • Listening to authority figures • Self-regulation • Boundaries • Autonomy • Alternative to coercive discipline • Yelling • Spanking • Indefinite grounding Axelrod/Haugen

  13. Developmental Applications • Toddler: • Time out • School Age/Teens: • Job card grounding • Grounding • Adults: • Silent treatment Time Out Axelrod/Haugen

  14. Time Out • Age Range: Toddler – 7/8 years old • Uses: Routine rule violations • Process: • Explain procedure • Identify rule violation • Ignore all behavior • Look for signs of compliance • Quiet for 15 seconds • Compliance check Axelrod/Haugen

  15. Job Card Grounding • Age Range: 7/8 - Adolescence • Uses: Routine rule violations • Process: • Explain procedure • Identify job & completion criteria • Identify rule violation & assign a job • Add additional job(s) if behavior persists – 3 max • Child checks back & caregiver checks • Grounding duration until job(s) complete Axelrod/Haugen

  16. Example:Job Card Grounding • Clean Bathroom • Mirror clean & streak-free • Vanity & sink clean • Toilet clean inside and out • Toilet paper roll mounted • Floor clean • Trash can empty • Hand towel neatly hung Axelrod/Haugen

  17. Grounding • Age Range: 7/8 - Adolescence • Uses: Severe, dangerous, infrequent behavior • Process: • Explain procedure • Identify duration • Identify restriction • Identify location • Consider reducing for “good time” Axelrod/Haugen

  18. Formal Programs • McMahon & Forehand • Helping the Noncompliant Child • Barkley • Defiant Children • Eyberg • Parent Child Interaction Therapy • Webster-Stratton • The Incredible Years Axelrod/Haugen

  19. Final Thoughts • Behavior occurs within the context of the environment • We learn by doing and receiving feedback • Parents can be behavior change agents • Weeding & fertilizing, in combination, produces the best outcomes Axelrod/Haugen

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