It Takes a Village to Raise a Child: Raising Resilient Children through Positive Behavioral Supports...
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![Page 1: It Takes a Village to Raise a Child: Raising Resilient Children through Positive Behavioral Supports Clayton R. Cook, PhD, LP Associate Professor School.](https://reader035.fdocuments.in/reader035/viewer/2022062803/56649cb65503460f9497bf60/html5/thumbnails/1.jpg)
It Takes a Village to Raise a Child:
Raising Resilient Children through Positive Behavioral Supports
Clayton R. Cook, PhD, LPAssociate ProfessorSchool Psychology
College of Education
Associate DirectorSchool Mental Health Assessment,
Research, and Training (SMART) CenterUniversity of Washington
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Big Question?What skills are babies
born with?
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Two Worlds Students Inhabit
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What skills enable children to be
successful later in life?
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Resilience DefinedResilience: the ability to survive and thrive in the face of life’s daily ups and downs, curve balls, and stressors.
Survival skills (manage stress, bounce back): Bounce back after a challenging, adverse situationManage and overcome stressorsMinimize life suffering
Thriving skills (feeling good & getting the most out of life): Flourishing Optimize mental and physical well-being and quality of lifeReaching one’s own full potential
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All Children Can Develop Resilience
Resilience does not require something rare or special—it’s ordinary magic.
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Number of Resilience Factors and Life Satisfaction
SOURCE: http://www.michaelfurlong.info/research/covitality.htmlng
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Ingredients to becoming a resilient person
• Developing helpful and optimistic thinking• Receiving “good” social support• Gratitude practices• Good sleep• Healthy, reasonable, balanced diet• Acts of kindness for others • Manage intense negative emotions• Regular physical activity • Mindfulness-based practices• Problem-solving conflicts with others• Scheduling time for recreation and relaxation• Receiving mentoring• Identifying inspiring role models• Cultivating positive emotions• Goal setting and developing a plan to overcome obstacles
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PRACTICE!!!!!Neurons that fire together
wire together (Hebb’s Rule)
Formation of habits (automatic thoughts, feelings, behaviors)
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Child Well-Being
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Whole-Person PerspectiveAcademic, social-emotional, and physical
functioning are all interconnected (not separate)
ACADEMICS
SOCIAL-EMOTIONAL
PHYSICAL HEALTH
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Objective and Subjective Well-Being
Grades
Attendance
Participation in extracurricular activities
# of friends
$$$$
Sense of belonging or connection
Joy for Learning
Educational Purpose
Self-efficacy
Life satisfaction
Objective Well-being Subjective Well-being
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All Humans Thrive within Positive Environments—Climate
CriticalCriticalAttention to negativeAttention to negativeReactive, punitiveReactive, punitiveRejecting students Rejecting students UnstructuredUnstructuredCan’t you do betterCan’t you do betterStaff not on the same pageStaff not on the same page ““You’re not doing it right!You’re not doing it right!”” ““You better or else!You better or else!””
CompassionateCompassionateAttention to positiveAttention to positiveProactive, supportiveProactive, supportiveAccepting students Accepting students Structured, organizedStructured, organizedEncouragingEncouragingStaff on the same pageStaff on the same page ““You’re doing great!You’re doing great!”” ““You’re a great kid!You’re a great kid!””
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Ingredients to Promoting and Optimizing
Child Well-Being
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Ingredients to Promoting Child Social, Emotional, and Academic Success
Positive relationships so all students feel sense of belonging/acceptance, trust, and understanding
Positive, predictable and structured environments that enable children to feel a sense of security and understanding of what is expected of them
Teaching of skills, habits, and routines that enable social, emotional, and academic success
Developing a sense of agency, purpose, and motivation
Focus on meeting children’s needs to be successful (needs-driven focus)
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Practices that Result in Resilient
Children
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Avoiding the Blame Game
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Adult Skills and Well-being
Adults’ skills and their own well-being are stronger predictors of child success than is the amount of money the family makes, the child’s IQ, and quality of academic curriculum
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“First, put your oxygen mask on and then proceed to assist other
s.”
Child wellbeing begins with parent or caregiver wellbeing
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ACHIEVER PracticesAAwareness and Empowerment through mindfulness practices
CChoosing your attention and Practicing gratitude
HHelping and doing good deeds for others
IInner helpful & optimistic thoughts
EEstablishing good role models and social support
VValues clarification and commitment
EExercise, eat well, and engage in good sleep
RReward yourself through relaxation and recreation
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Children benefit greatly from growing up in positive, predictable, and safe
environments
Clear expectations for behavior and effective limit setting
Positive relationships characterized by low conflict
Higher ratio of positive interactions to negative interactions
High levels of respect & support when the person needs it
Adults modeling positive attitude & outlook about life
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Scheduling Child Time:Building Strong Relationships and Secure
Attachment
Scheduling uninterrupted time to engage in a child selected activity.
The child takes the lead & selects activity
The adult follows the child’s lead and demonstrates interest and enthusiasm
VS.
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Catch the child behaving goodIt is human nature to pay more attention to
disruptive, annoying, or irritating behaviors than positive ones
Purposefully pay close attention to recognize and reinforce good decisions and behaviors5 to 1 ratio is the key!
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Establish, teach, model, & reinforce behavioral expectations
Establish 3 to 5 expectationsStated positively (Dos instead of Don’ts)TeachableMemorableVisible
Teach the behavioral expectationsTell, show, do
Reinforce the child when he exhibits the behavior
Precorrection is better than reacting to problem behavior
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Simple Proactive Behavior ManagementSimple Proactive Behavior Management
1. Precorrection2. Behavioral momentum3. Self-monitoring4. Choice-making
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Effective Discipline:Setting Limits and Consistently Enforcing Them
Yelling, threatening, and physical contact need not apply
Progressive system of responding to problem behavior
Developing natural and logical consequences to problem behavior Withdrawal or restrict access to certain privileges Time-out or Task-based grounding Contribution plan Collaborative problem solving (Ross Greene)
Debriefing with the child to figure out how to handle the situation better next time
Consistency is the key!
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The Foundation:• Strong Positive Relationships
• Proactive Classroom Management• Communicating effectively
• Cultural Competence
Pro
gre
ssiv
e R
esp
onse
Pro
gre
ssiv
e R
esp
onse
Proximity control Proximity control
Redirection strategyRedirection strategy
Ongoing MonitoringOngoing Monitoring
Prompt expected behaviorPrompt expected behavior
Teaching interactionTeaching interaction
#1 warning of consequence with “Think Time’#1 warning of consequence with “Think Time’
#2 delivery in-class disciplinary consequence#2 delivery in-class disciplinary consequence
#3 request for officel support process#3 request for officel support process
Reconnect, Repair, & Restore
Relationship
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EXTINCTION BURSThttp://www.youtube.com/watch?v=Fitxofd7kOA&feature=related
EXTINCTION BURSThttp://www.youtube.com/watch?v=Fitxofd7kOA&feature=related
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Helping Parents Understand and Deal with the Extinction Burst
Extinction burst = The child’s last ditch effort to get the adult to back down
Emotional meltdowns vs. manipulative meltdownsEmotional meltdowns
Provide choice (cool down spot or follow instruction)“Not now, later” discipline approachPrompt “Cool down” strategies
Manipulative meltdownsValidate child’s feelings and calmly deliver disciplinary
consequence and follow through
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School-Home Note SystemIntervention designed to improve the
communication and consistency of practices between school and home environments
Involves a parent training component to get parents to deliver consequences at home based on their child’s behavior at school
Parent can share information with school about outside stressors that may be impacting student behavior at school
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School-Home Note Decision TreeCOMMUNICATIONCOMMUNICATION
BEHAVIORAL GOAL METBEHAVIORAL GOAL MET
YES - GOAL METYES - GOAL MET NO - GOAL UNMETNO - GOAL UNMET
CELEBRATE CHILDCELEBRATE CHILD’’S SUCCESSS SUCCESS ENCOURAGE CHILD TO HAVE A ENCOURAGE CHILD TO HAVE A BETTER DAY TOMORROW (discipline)BETTER DAY TOMORROW (discipline)
SCHOOL/PARENT RESPONSESCHOOL/PARENT RESPONSE
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Consequences Delivered
Celebrating the child’s success (aim is to create positive contrast by making the child’s life more exciting, pleasurable, and/or fun)
Access to privilegesComputer time, video games, talking on the phone, staying up later, hanging
out with friends, TV time
Reward with item or activityBuy-out of chore, money, invite friend over, play outside, after dinner
dessert, playing with toys, etc.
Praise and positive recognition
Other
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Consequences DeliveredEncouraging a better day tomorrow (aim is to create negative contrast by
making the child’s life boring, unpleasant, or introducing nothing)
Loss of privilegesRemoval of TV time, computer, video games, playing outside, talking on the phone,
or anything else that is considered to be fun
Task-based groundingHave the child perform chores that are outside of typical responsibilitiesGrounded until the chore or chores are completed
Contribution Plan
Thinking About My Inappropriate Behavior
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Thank YouContact info: [email protected]