Meeting Emotional
and
Behavioral Challenges
Cheryl Steckley, MSW,LCSW
Units Educating the Whole Child Educator Approaches to Students Understanding Students with
Emotional or Behavioral Challenges Interventions, Strategies and Supports
to Meet the Challenge
“There is an overwhelming amount of evidence that academic achievement levels are correlated with, if not directly influenced by, how well students are faring in other areas of their lives: physical, social-emotional, vocational and others. Equally important, research shows that helping students address their non-academic needs and interests pays off.”
Irby, Thomas, and Pittman, 2002
Educating The Whole Child
The Whole Child
PsychologicalPh
ysic
al
Social
Spiritual
Intellectual
Physical Domain shelter
food
clothing
exercise/movement
medical/dental care
touch
Intellectual Domain
Innate desire to learn Innate need for purpose,
meaning
Psychological Domain
Internal relationship with one’s self
Need for mental and emotional well-being
PERSONThoughts F
eelin
gs
Behavior
Environment
Social Domain
Relationships with others
Moral and social development
A person’ perceptions, interpretations (thoughts) and feelings regarding the events or behavior of others in a social situation influences that person’s behavior (response).
Relationships
Spiritual Domain
Belief in entity or being greater than one’s self
Belief in equal value, dignity and respect of each individual
Need for purpose and meaning in life
The Total Experience
FeelingsTho
ught
s
Behaviors
EnvironmentEnvironment
PersonPerson
Feelings Are Produced By the Thoughts
That Precede Them
Thoughts Feelings Behavior
Thoughts Affect Feelings
And
Feelings Affect Behavior
Children’s Thoughts
• Are initially very concrete•Think in terms of black and white
• tunnel vision (a child’s perspective can be very different than an adult’s perspective of the same event)
• Gradually mature to abstract thinking•Eventually think in shades of gray
• (higher order thinking)
We must become aware of the thought or belief underlying the feeling, then change the thought in order to change the feeling.
When the feeling changes, the behavior changes.
Change the Thoughtto
Change the Feeling to
Change the Behavior
Rational-Emotive-Behavioral Theory
Cognitive-Behavioral Theory
Fear is a strong motivator of behavior
Fear is triggered by the “Fight or Flight”
Response
“Fight or Flight” Response Instinctive and necessary survival
response to a danger or threat. When faced with a danger or threat, person
will either run away or face attacker and fight for survival. A rush of adrenaline and other chemicals causes physical changes. All nonessential activity in the body is suspended and there is an increase of activity in any system that is needed to fight or flee the external threat.
“Fight-or-Flight” Person is in survival mode and on the defense. All behaviors become self protective. Behaviors are most primitive when a person feels threatened, even if the perceived threat is not a realistic one.
Some Things People Fear Fear of being harmed by others Fear of loss of a loved one Fear of loss of material
wealth/possession Fear of failure Fear of embarrassment/ridicule
(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)
Things People Fear (cont) Fear of rejection/not belonging Fear of loss of power/control Fear of loss of freedom/privileges Fear of loss of independence Fear of being caught doing wrong
(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)
Psychological Needs Need for relationships Need for touching and holding Need to belong and feel “one” with others Need to be different, unique Need to nurture Need to feel worthwhile, valued, admired
and recognized Need for power in our lives & relationships(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)
“All children come to school with unmet needs. Most have the ability to delay these needs. Troubled children focus on nothing else until these needs are met. Meet the needs early or consume your time fighting them. The choice is yours, not theirs.”
(L. Tobin, What Do You Do With a Child Like This?, 1991)
Adult Approaches to Students
Contributor Thanks to Jim Levelle, Ph.D. from the
Louisiana Office for Citizens with Developmental Disabilities for his contribution to this section. Adapted with permission from his training Effective Behavioral Strategies for Paraprofessionals, 2004.
Our Values… influence what we think, the way we
teach and the way that we live. are based on family, cultural and
personal life experiences. can and should change in response to
changing life experiences. are not always expressed the way we
want them to be expressed. affect the people around us.
Approaches to Students Authoritarian - “do as I say” Laissez-faire - “do what you
want” Dependent - “you need me” Mechanical - “going through
the motions” Growth Oriented- “we will learn
together”
(Gerald Patterson and Marion Forgatch, Parents And Adolescents Living Together: The Basics 1987)
Authoritarian Approach the “boss” directive rule-oriented inflexible care is conditional –
“I will like you if you…” “do as I say”
Problems With This Approach encourages sneaky behaviors can induce fear of making a
mistake does not encourage or
allow problem-solving or
decision-making destroys desire or
ability to initiate
Laissez-faire Approach hands off approach – “live and
let live” opposite of authoritarian lack of structure and limit setting lack of supervision- “do what
you want” “boys will be boys” attitude indifferent or lack of interest in progressing
Problems With This Approach
positive behaviors are not modeled or learned
negative or nonproductive behaviors are used and reinforced
negative behaviors tend to increase in order to get attention
Dependent Approach
grandmotherly and warm “You need me” approach “Let me do that for you” overly protective treats child like a victim
Problems With This Approach negative behaviors like crying, screaming
and whining are used to get what is wanted
mature communication is not learned or reinforced
child does not develop skills needed to problem solve or make decisions
child does not develop confidence needed to initiate or complete tasks independently
Mechanistic Approach focus on doing things “by the book” must follow and complete schedule
focus on completing requirements rather than on learning
lack flexibility and warmth treats child as part of a
system, not as an individual
Problems With This Approach
battle of the wills, power struggles for control
not motivated to learn or participate avoids activities or tasks need to look to others (peers) for
attention, recognition depression
Growth-Oriented Approach best approach warm and connected concerned with overall
well-being of child sets clear rules and expectations
often includes student input in setting rules so student is invested in the rule
Growth-Oriented Approach learning is mutually beneficial
we both learned something here learning is a part of our relationship
mutually rewarding
independence is valued, promoted and reinforced through fading and praise fading: gradual removal of help reinforcement: increasing behavior through
rewards or praise after the desired behavior
Benefits of Growth-Oriented Approach
the student gains a greater desire to learn and cooperate a desire to show off skills and knowledge better ability to work with others better relationships better behavior self confidence in own abilities faster learning
Benefits Continued staff gain an understanding of…
why a child behaves the way they do what situations will lead to the child doing
well and succeeding the child’s viewpoint what leads to poor work and negative
behavior staff gain a closer, more meaningful
relationship with the child staff experience a more rewarding job
Which approach do you want to use?
we all have tendencies from each our responses are influenced by:
our families our values and expectations what society values and expects what we have learned from experience
and education how we process all of the above
“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” (Dr. Haim G. Ginott, Teacher and child: A book for parent and teachers, 1993)
VIDEO
Defusing Anger and Aggression: Safe strategies for secondary school educators
By Geoff Colvin, Ph. D. University of Oregon
Understanding StudentsWith
Emotional or Behavioral Challenges
Statistics one in five American children has a
diagnosable mental, emotional or behavioral disorder. Estimates range from 7.7 million to 12.8 million
as many as one in ten may suffer from a serious emotional disturbance. Less than one percent are identified by schools as having an emotional disturbance (CECP)
seventy percent of these children do not receive any mental health services
Attention Deficit Hyperactivity Disorder affects 3 to 5 percent of school-age children
Statistics Continued eight to ten percent of American children and
adolescents are seriously troubled by anxiety anxious children are two to four times more
likely to develop depression, and more likely to engage in substance abuse as adolescents
as many as one in 33 children and one in eight adolescents may have depression at any given time
almost one-third of six- to twelve-year-old children diagnosed with major depression will develop bipolar disorder within a few years
And More… suicide is the third leading cause of death
for 15- to 24-year-olds and the sixth leading cause of death for five- to 15-year-olds. Between 500,000 and 1 million young people attempt suicide each year
15,000 children with mental illnesses were improperly incarcerated in detention centers in 2003 because of a lack of access to treatment. Sixty-six percent of detention centers held youth with mental illness because “there was no place else for them to go”
Factors that Contribute to Emotional and Behavioral
Problems biological/physical/cognitive factors –
genetic links to some mood disorders, schizophrenia and some neurological conditions
environmental family factors school factors community factors
Troubled Children Often… are more rigid and inflexible are more explosive lack resiliency lack ability to regulate emotions have poor impulse control have poor frustration tolerance have poor social skills have poor coping skills
Federal Definition of Emotional Disturbance
Students who exhibit some or all of the factors that follow over a long period of time, to a marked degree, and it adversely affects the child’s educational performance
Factors That Contribute to the Federal Definition of Emotional Disturbance
An inability to learn that cannot be explained by intellectual, sensory or health factors.
An inability to build or maintain interpersonal relationships with peers and teachers.
Inappropriate types of behavior or feelings under normal circumstances.
A general, pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school problems.
IDEA Regulations 34 CFR #300.7 (c)(4)
Some Characteristics and Behaviors of Emotionally Disturbed Students
hyperactivity (short attention span, poor concentration, poor impulse control)
aggression/self-injurious behavior (hitting, throwing, head banging, cutting on self)
withdrawal (failure to initiate or engage in interaction with others, poor social skills; excessive fear or anxiety, hiding or running)
immaturity (inappropriate crying, yelling, laughing, temper tantrums, poor coping skills)
learning difficulties (performing below grade level academically)
Some children with more serious emotional disturbances may exhibit
distorted thinking excessive anxiety (may indicate one of eight
childhood anxiety disorders, including Post Traumatic Stress Disorder)
bizarre motor acts abnormal mood swings (may indicate
BiPolar Disorder or Major Depression) symptoms of psychosis (may indicate
Schizophrenia)
Aggressive Children… often fail to encode all relevant
environmental cues often assign hostile intentions
to their social peers or interactions with others
generate fewer and less effective solutions for problematic situations
Aggressive Children (cont) often pursue inappropriate social
goals exhibit deficiencies in the
enactment of many social behaviors
may be egocentric in evaluating the social environment’s response to their behavior
Behavioral Reactions Are Influenced By
whether the student has the particular skill needed in his or her academic or behavioral “repertoire”
whether the student can identify the appropriate response needed in a situation
whether the student has succeeded or failed at a similar task
whether the student has recently displayed or used the appropriate response or not (behavioral momentum)
Handbook of Research in Emotional and Behavioral Disorders
Interventions, Strategies and
Supports To Meet
The Challenge
“If there is a solid academic program and if positive behavioral expectations have been taught by teachers, then strategies for responding to behavior problems can be successful.”Handbook of Research in Emotional and Behavioral Disorders
Interventions, Strategies & Supports Sound Instructional/Curricular
Strategies Use of the Relationship as a Strategy School-wide Positive Behavior Supports Targeted Group Interventions for At-Risk
Students Individualized Positive Behavior Supports
a. Functional Behavioral Assessment (FBA)
b. Behavior Intervention Plan (BIP)
Interventions, Strategies & Supports Proactive, Preventative Strategies
environmental instructional/curricular antecedent and consequences
Skills Building Strategies Intervention Strategies Supplemental Support Strategies Community Support Services
Sound Instructional
Strategies
Having a sound curriculum and
instructional strategies will prevent most
problem behaviors from occurring in the first
place
Use of the Relationship
The relationship is the best tool that
you have to effect change in the student
Know Yourself choose your approach or response to
agitated or angry students carefully remain calm and controlled don’t take their behavior personally
personal detachment
separate your negative self talk or feelings from your behavior
know what your triggers are and avoid reacting defensively
You cannot control anyone’s behavior but your own. You can influence their behavior by what you do before and/or after their
behavior
Get to Know the Child
listen observe connect
Know the Child (cont) use that relationship when the student is upset
listen carefully to what the student is saying recognize and address signs of agitation early respond with empathy early and validate his/her
feelings, needs and desires (not behavior); often this is enough to defuse the anger
determine and meet his/her needs as quickly as possible. Assist him/her in delaying gratification of wants and desires to an appropriate time
If Agitation Escalates To Anger continue to remain calm and
composed model the appropriate way to handle
anger so other students learn what to do
state expectations clearly and simply inform student what you need him/her to
do do not command or demand compliance
Also state positive consequences for
cooperating inform student that you are willing to
discuss his/her concern when the student is calm and able to speak in a normal tone of voice
acknowledge and praise cooperative efforts as well as appropriate behaviors
Before you respond ask yourself…
what am I thinking/feeling right now? do I just want this student out of my class so I
don’t have to deal with the situation? do I want revenge or want this student to pay for
his/her behavior and is this appropriate? will the student learn anything by being sent out
of my room/to the office/home? what do I want the student to do
instead/differently? why is this so hard for this student? what can I do to help this student behave
differently?
When you respond assess the situation and plan your
action; remember, you are the model
communicate respect and dignity to the child verbally – choose your words carefully nonverbally – watch your expressions,
gestures, body position and personal space
para-verbal – choose your tone of voice, volume and rate of speech carefully
And Finally… disengage if student is challenging or
threatening and determine your next step assess for crisis and seek assistance if
needed have a teaching buddy to exchange
safe place with early in escalation process if possible
allow student to go to guidance counselor
implement school’s crisis plan if student is physically aggressive
Supporting Students through
School-Wide Positive Behavior Supports
Addressing Behavior of All Students
OSEP has funded research that suggests that schools consider a three-tiered prevention model to address the behavior of all students:
school-wide primary prevention efforts to teach expected behaviors to all students
early interventions directed at students who are at risk of developing emotional disturbance or behavioral problems
more intensive services targeted at students with serious emotional or behavioral problems
OSEP: Office of Special Education Programs Center for Positive Behavior and Supports
Three-Tiered Prevention Model
OSEP/PBIS
The goal of school-wide positive behavioral supports is to enhance the
“capacity of schools to educate all students, especially students with challenging social behaviors, by
establishing efficient and effective systems that support staff efforts,
practices that support student success, and existing data utilization that guide
decision making” (Sugai, Horner & Gresham)
OSEP/PBIS
Successful SWPBS Systems clearly define 3-5 behavioral expectations teach behavioral expectations to all students acknowledge/reinforce appropriate behaviors correct behavioral errors proactively monitor and evaluate effectiveness of
practices make decisions based on data collected
regularly
OSEP/PBIS
Individualized Positive Behavior Supports
Individuals with Disabilities Education Act (IDEA)
requires that, in the case of a child whose behavior impedes his or her learning or the learning of others, the IEP team shall consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior.
requires that schools assess children’s challenging behavior and develop positive behavioral interventions to address that behavior. (we need to understand the relationship between learning and behavior when planning the individualized education plan – IEP – for a student with disabilities.)
Individualized Positive Behavior Supports…
are based on a functional behavioral assessment
attempt to understand the purpose or function of the problem behavior
assist the student in replacing problem behavior with new and more appropriate behaviors that achieve the same purpose
Why Should We Consider Positive Behavioral Supports?
suppressing problem behaviors does not have long-term effects and often leads to more counter-aggressive behaviors from students
understanding why a student’s behavior occurs allows school personnel to respond more appropriately by teaching the student a more appropriate way to respond.
For students who need individual support…
we need to complete a thorough functional behavioral assessment and then develop an effective behavior intervention plan.
then we need to monitor implementation of the plan and student progress, then make adjustments or enhancements as needed.
ComprehensiveAssessment
is critical in the planning, development and
implementation of effective interventions and strategies
Functional Behavior
Assessment(FBA)
FBA is the process of gathering and analyzing information about a student’s problem behavior (when, where and in what circumstances it occurs) in order to determine the purpose or function (why) of the behavior.
The FBA is the key to developing an
effective Behavior Intervention Plan
(BIP)
IEP Teams conduct theFunctional Behavioral Assessment,
analyze the data, and then write and implement
Behavior Intervention Plans that include positive behavioral
interventions and supports.
Function Based ProcessProblem Behavior
Functional Assessment
Intervention and Support Plan Fidelity of
Implementation
Impact on Behaviorwww.pbis.org
Rob Horner, George Sugai
Develop HypothesisSetting Events
Triggering Antecedent
Problem
Behavior
Maintaining Consequences
best guess about behavior and conditions under which it occurs or is observed to occur
•when _____ occurs, the student ________ in order to________antecedent behavior of concern
functionguides development of behavior intervention plan
Behavior Intervention Plans (BIPs)
Behavior Intervention Plans
(BIPs)… are developed after gathering
and analyzing the data from
the functional behavioral assessment. should teach and reinforce positive
behaviors to be effective. should not be a punishment plan to
determine what happens after a student has violated a rule or code of conduct.
Behavior Intervention Plans Should Include…
skills training to increase positive behaviors changes that will be made in adult behavior,
in the classroom or other environments to reduce or eliminate problem behaviors
strategies to replace problem behaviors with positive behaviors that serve the same function for the child
supports for the child to use the appropriate behaviors
This Approach Is Designed To…
eliminate/reduce problem behavior replace problem behavior with more
appropriate behavior increase a person’s skills and
opportunities for enhanced quality of life
Focus on changing one or two behaviors at a time.
Don’t expect changes to occur overnight. It takes time and is a process. Reinforce small successes and approximations.
The more proactive and inclusive the behavior
intervention plan and the more closely it reflects the results of
the functional behavioral assessment, the more likely you are to succeed with the
plan.
Positive Behavioral Interventions are used
before problem behaviors occur to reduce or prevent the problem behaviors so that punishment does not
become necessary
“Punishment alone, without a balance of support and efforts to restore school engagement, weakens academic outcomes and maintains the antisocial trajectory of at risk students. Instead, the discipline process should help students accept responsibility, place high value on academic engagement and achievement, teach alternative ways to behave, and focus on restoring a positive environment and social relationships in the school.” (Jeffrey Sprague, 2004)
So, then what… we need to look at and be willing to adjust our
own practices; it is difficult for many of us to admit that our own approach or practices may contribute to the problem (Sprague, 2004)
kids do not learn thru aversives, so we need to teach, or re-teach, alternative behaviors “Kids learn better ways of behaving by
being taught directly and receiving positive feedback.” (Sugai, PBIS, 2004)
“When we focus on the needs of the child who is engaging in challenging behaviors, prevention becomes the goal and the focus of intervention planning shifts from what we might change about the child to what we might change about our own practices.”
(Strain & Hemmeter), 1997
Positive Behavioral Interventions May Include:
replacing problem behaviors with appropriate behaviors that serve the same or similar function as the inappropriate ones
increasing rates of existing appropriate behaviors
making changes to the environment that eliminate the possibility of engaging in inappropriate behavior
providing the supports necessary for the child to use the appropriate behaviors
Group Activity Read case study of Sally – see handout Divide into small groups of 5 to 8 people Complete fill in the box handout on Sally
defining the problem behavior in specific terms identifying antecedents and consequences determining the function of behavior define desired or replacement behaviors brainstorm interventions for a behavior plan
One person from small group will share with whole group
Examples of Positive Behavioral Strategies or Supports
Environmental Changes predictable structure, routine and defined
limits seating arrangement, location of materials adjust grouping, staffing pattern adjust noise level, room temperature,
lighting frequent breaks, cooling off period, place vary activities
Examples of Positive Behavioral Strategies or Supports
Accommodations extra assistance from adults or peer tutors reduce/eliminate timed tests shortened assignments provide choice in learning activities extended time for completion of assignments,
tests oral tests, reports or assignments
More Examples Proactive Strategies
use clear, concise and simple language; teach expectations and behavior you want prior to problem behavior
preventive cueing – use cues or signals to let student know to stop a behavior
use schedule boards or cueing for transitions give positive reinforcement (verbal, tangible) for
appropriate behavior use polite, respectful language and tone of voice apply consequences fairly and consistently
And Instructional Strategies Teach
expectations and behavior you want study, organization, memory, prioritizing
skills communication skills and model social skills Problem-solving skills relaxation skills for frustration, anxiety or
anger positive self-talk
Proactive,Preventative
Strategies
Proactive, Preventative Strategies
Focus on making changes to the environment adult responses antecedents consequences instructional strategies
Let’s Review Proactive Strategies
know yourself and your triggers build a trusting relationship with each
student before problem behaviors arise teach expectations as well as expected behavior know the child recognize and address signs of agitation
and frustration early (changes in behavior) respect personal space/boundaries
Proactive Strategies (cont) show concern and empathy to the agitated
student (empathic & reflective listening) do not take the student’s behavior
personally(personal detachment)
talk to student respectfully, calmly and in private if possible
allow student time and space to calm talk student through problem-solving
process reinforce positive behavior immediately
Proactive, Preventative Strategies Create An Emotionally Safe Educational Environment…
that challenges the student’s intellectual capabilities and builds self-esteem while accommodating special needs.
that maintains a supportive and stress-less environment where the student can learn. if a student does not feel emotionally safe to make
mistakes, the student experiences anxiety, frustration, anger and/or stress
these feelings decrease attention and concentration, interfere with learning, exacerbate hyperactivity and impair self esteem
(Dornbush and Pruitt, Teaching the Tiger)
To create an emotionally safe environment
do not humiliate, demean or degrade the students
allow students to express their thoughts and feelings in appropriate ways at appropriate times
do not allow others to bully, tease or humiliate anyone in your classroom
speak privately with student when possible
Also remember to… make environmental changes when
needed make individual/personal instructional
accommodations when needed provide a safe place for the student to
calm themselves when needed have each student create a safe place
mentally and then draw, color or paint a picture of his/her safe place
Minimize Academic Failure give the student tasks at the appropriate
instructional level present teacher-directed and teacher-
monitored lessons at the instructional level
homework or unmonitored seatwork should be at the independent level
do not give work at the frustration level
Make It Safe For Students To Risk Failure
“The major obstacle to learning is fear; fear of failure, fear of criticism, fear of appearing stupid. An effective teacher makes it possible for each child to err with impunity. To remove fear is to invite attempt. To welcome mistakes is to encourage learning.”
Dr. Haim G. Ginott
Instructional and Skills Building
Strategies
Instructional Strategies teach expectations and behavior you want teach study, organization, memory,
prioritizing skills teach communication skills teach and model social skills teach problem-solving skills teach relaxation skills for frustration,
anxiety or anger teach positive self-talk
Skills Building Strategiescommunication skillssocial skillsanger management skillscognitive/problem-solving skillsrelaxation/stress management skills
Cognitive Strategies
problem-solving positive self-talk
Problem-Solving Process have student identify problem behavior have student identify trigger to
escalating behavior ask the student to ask him/herself…
what did I do that was problematic? why did I do it? what triggered my behavior? do I want to change my behavior?
Problem-Solving have student brainstorm alternative
ways to cope with the trigger/s in the future ask student to ask him/herself…
what could I have done differently? (name several alternatives)
what else could I have done differently? what are the best ways that I calm myself when
I’m upset? what are some other ways I could calm myself
when I’m upset?
Continue Problem-Solving
assist student in developing a plan or contract
ask student to ask him/herself… what did I do well in this situation? what do I need to do next? can I do it? what am I willing to do differently?
Complete The Plan
have student write what he/she agrees
to do differently in the future have student and adult assisting the student
in developing the plan sign the plan or contract
date it keep the original, give copy
to student & parent
Complete The Plan
implement the plan monitor progress have student and adult
implementing the plan evaluate the effectiveness of the plan
revise plan as needed
Positive Self-Talk post positive quote or affirmation daily help students identify negative self-talk teach students to replace negative self
talk with positive statements that are realistic or believable to the student.
use guided imagery to teach positive self-talk
Relaxation Skills deep breathing exercises physical exercise, movement and
stretching progressive muscle relaxation relaxation music visualization through guided imagery
Supplemental Support Strategies
Offering a Continuum of Services for Students with Disabilities– instruction in regular classes special classes special schools home instruction instruction in hospitals and institutions
Additional Support Services, Specialists and Community Supports counseling as a related service; school-
based mental health services family involvement behavior specialist Child-specific aide, paraprofessionals support room tutors, mentors, life coach
Additional Support Services, Specialists and Community Supports liaison between the school, the child,
family members, and community agencies (social services facilitator or case manager)
coordination of services for students who are currently involved in the juvenile justice system
WHAT IS OUR GOAL?
to teach children to be self-disciplined
How Do We Help A Child Develop Internal
Control?
We must have some knowledge and understanding of basic principles of behavior and be able to apply them effectively and efficiently as needed
Teaching Self-Discipline To Our Children
helping children develop internal control takes time and is a process
they must believe that they have some control over their external world in order to develop internal control
they have to unlearn old habits and behaviors
We Need To…
teach new, more positive and effective behaviors and provide them with opportunities to practice them
build problem-solving, coping skills and resiliency into our children’s lives
“Encouragement, support and positive strokes lead to
cooperation and ongoing motivation”
Dr. Joe Massengill
Contact Information
Cheryl Steckley, MSW, LCSW
Education Program Consultant II
La. Dept. Of Education
Office of School and Community Support
225-219-0479 Office
877-453-2721 Toll free
225-342-0938 Fax