tools of the trade: positive guidance - bkc-od-media...

Supported by funds from the Penn State Cooperative Extension.

This publication is available in alternative media on request.

Penn State is committed to affirmative action, equal opportunity, and the diversity of its work force.

Copyright ©2010 The Pennsylvania State University

College of Agricultural SciencesCooperative Extension

Authors:Claudia C. Mincemoyer, Ph.D., Better Kid Care Program DirectorJackie Reilly, University of Nevada Cooperative Extension, [email protected] Manglallan, University of California

This module was adapted with permission from: Tools of the Trade: Giving Kids a Lifetime Guarantee a copyrighted publication

Reilly, J., Junge, S. K., Manglallan, S. S., & Killian, E. (2008). Tools of the Trade: Giving kids a lifetime guarantee. Curriculum manual 08-02. Reno, NV: University of Nevada Cooperative Extension and University of California Agriculture & Natural Resources.

The objectives for this module are:

To learn reasons why youth behave as they do;

To become familiar with positive guidance techniques and hot to incorporate them into your program;

To learn a step-by-step process for responding to mistaken behavior; and

To identify proactive strategies for guiding youth toward positive behavior and self-control

Contents:Why Youth Behave as They Do ......................................................................................................................page 1

Preventing Mistaken Behavior ........................................................................................................................page 2

Guidance Techniques Summary ....................................................................................................................page 3

Steps for Responding to Mistaken Behavior...........................................................................................page 6

Guidance Techniques Chart ............................................................................................................................page 7

Tools of the Trade: Positive Guidance Distance Learning Module Workbook

1

Tools of the Trade: Positive Guidance

Why Youth Behave as They Do

While you watch the video clips note what issues may be causing mistaken behaviors. Also note actions that the staff take to avoid mistaken behaviors.

Issues Causing Mistaken Behaviors Actions Taken To Avoid Mistaken Behaviors

Clip 1

Clip 2

Clip 3

Clip 4

Clip 5

Clip 6

2


Preventing Mistaken Behavior

Notes Page

In the area below, write down ways that you prevent mistaken behavior:

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As you watch each video segment, note prevention strategies you saw in action in each of these major prevention categories.

Video Clip 1 – Basic Needs:

Video Clip 2 – Relationships:

Video Clip 3 – Rules:

Video Clip 4 – Activities and Schedules:

3


Practice Prevention Prevention is a guidance technique - look for ways to prevent problems before they occur

Understand that youth are in the process of developing socially and emotionally. The process takes time and mistakes will happen.

Understand that teachers work as a team with each other and youth to create a supportive, nurturing community for all to learn from each other.

Have age-appropriate expectations, including understanding of uniqueness of development of individual youth in your program

Understand basic needs of youth and need for teacher support and team work

Redirect, that is, if a young person is behaving in a way that is inappropriate, redirect them to an acceptable activity or give them some choices to pick from.

Build Relationships Have a positive relationship with youth and families

Build a positive relationship with youth in your program, talk with youth

Learn about individual youth’s needs, moods, interests, and abilities

Find out if there have been any recent changes in family or at school

Being tuned-in to individual youth will help with prevention and intervention if problems arise

Set Rules Have a few simple rules that youth have helped create

Post rules for easy reference and to remind youth when a problem occurs – this provides a visual and tangible reminder of expectations

Enforce consistent rules for all youth

Enforce consistent consequences for all youth

Guidance Techniques Summary

4


Offer Activities and Set Schedule Provide structure that allows for and encourages independent work and play and flexibility

that includes a variety of activities from which to choose

Provide opportunities for solitary play and small group play

A consistent structure with flexibility for special learning opportunities will increase comfort of youth and decrease mistaken behaviors. That is, knowing what comes next and what the routine is will help youth be less stressed and therefore have more opportunities for self-regulation.

Teach Self-Regulation Intervene with a problem solving attitude by modeling and guiding youth to negotiate

for themselves

Help youth understand their options and responsibilities to behave in ways that are cooperative and respectful of other

Support self-regulation – the ability to control emotions and behavior. Youth are learning and becoming more adept at this during the early primary years.

Provide opportunities for youth to learn self-regulation skills, e.g. using a “talking stick” is one example. Allowing youth to eat snack when they are hungry is another example.

Teach Independence Provide structure that allows for and encourages independent work and play

Help youth learn to problem-solve

Help youth learn independence, yet asking for help when needed

Use peer tutoring to provide learning opportunities for both cognitive and social skills

5


Provide Engaged Feedback Provide feedback that include clear expectations and encourages input from youth

Model and guide youth in problem solving to prevent mistaken behavior or

Encourage and support understanding of others’ feelings

Provide coaching for development of social skills

Teach Conflict Management Allow time for cool down

Help youth to identify problem

Guide youth in brainstorming possible solutions

Allow youth to test their solutions and reconsider or try another solution

Ignore Behavior If no one is being hurt and no property is being damaged, try ignoring the behavior

Withhold reinforcement of inappropriate behavior, that is, don’t respond to inappropriate behavior; don’t give it any attention

Allow for minor breaches of the rules by not over reacting to every single minor infraction

Ignoring a behavior may cause the behavior to stop or decrease in frequency

6


Steps for Responding to Mistaken Behavior.

Evaluate the experience.

Select a Guidance Teaching Technique

Ask Yourself:

1. What do you think caused the mistaken behavior?

2. What do you want the youth to learn from the situation?

3. What can I do to help the youth learn?

4. What will be the effects of my response to the mistaken behavior?

7


Guidance Techniques Chart

Guidance Technique

Scene 1: Girls on Playground

Scene 2: Boys on Playground

Scene 3: Computer Scene

Scene 4: Boys on Floor

Practice Prevention

Build Relationships

Set Rules

Offer Activities and Set Schedule

Teach Self-Regulation

Teach Independence

Provide Engaged Feedback

Teach Conflict Management

Ignore Behavior

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