School Age Summer Staff Orientation Series

School Age Summer School Age Summer Staff Orientation SeriesStaff Orientation Series

Goal of the SeriesGoal of the Series

The school age summer orientation The school age summer orientation series has been designed to help you series has been designed to help you understand the basics of caring for understand the basics of caring for school age youthschool age youth

Understanding the seriesUnderstanding the series

Each module consists of:Each module consists of: Objective of the moduleObjective of the module Training ContentTraining Content

With a Youth: ActivitiesWith a Youth: Activities

With a Peer: Read and ReflectWith a Peer: Read and Reflect

With a Supervisor: Self AssessmentWith a Supervisor: Self Assessment

What you will needWhat you will need

Print the PDF that goes with this course. Print the PDF that goes with this course. The The link is located by the link you clicked to link is located by the link you clicked to open this module.open this module.

Paper and pencilPaper and pencil Approximately one hour of “quiet” timeApproximately one hour of “quiet” time Access to a printerAccess to a printer Optimistic outlook to gaining new knowledgeOptimistic outlook to gaining new knowledge

Module 2Module 2

Guidance Guidance

ObjectiveObjective

To illustrate positive guidance To illustrate positive guidance techniques and appropriate techniques and appropriate human relationship skills.human relationship skills.

IntroductionIntroduction

There is a difference between There is a difference between discipline and punishmentdiscipline and punishment

The goal of guidance is to help youth The goal of guidance is to help youth attain self-controlattain self-control

There is always an antecedent to There is always an antecedent to behavior, it can be environmental, behavior, it can be environmental, activity related or personal. activity related or personal.

There are many techniques that can There are many techniques that can be used to guide a youth’s behaviorbe used to guide a youth’s behavior

Every adult has the responsibility to Every adult has the responsibility to help guide youth in making good help guide youth in making good choices in positive and respectful choices in positive and respectful waysways

Pre-Guidance QuizPre-Guidance Quiz

Let’s test your knowledge! Get a piece of Let’s test your knowledge! Get a piece of paper and pencil. Ready? Here we go! (Hint: paper and pencil. Ready? Here we go! (Hint: Don’t worry you won’t be graded.)Don’t worry you won’t be graded.)

For the following statements, write on a piece For the following statements, write on a piece of paper if you think the actions are an of paper if you think the actions are an example of discipline or punishment. Put a example of discipline or punishment. Put a “D” for discipline or a “P” for punishment. “D” for discipline or a “P” for punishment. Good Luck.Good Luck.

1.1. Brad gets his mouth washed out with soap for Brad gets his mouth washed out with soap for saying a bad word.saying a bad word.

2.2. Go sit in the corner and don’t move!Go sit in the corner and don’t move!3.3. You need to keep your hands to yourself and listen.You need to keep your hands to yourself and listen.4.4. I understand he made you mad, but hitting isn’t the I understand he made you mad, but hitting isn’t the

answer.answer.5.5. Henry is mad and kicks a staff member, the staff Henry is mad and kicks a staff member, the staff

member kicks him back.member kicks him back.6.6. I know it is a bummer to spill, here is a cloth to I know it is a bummer to spill, here is a cloth to

clean it up.clean it up.

Pre-Guidance Quiz AnswersPre-Guidance Quiz Answers

How did it go? I bet you did great! How did it go? I bet you did great!

Here are the answers:Here are the answers:

1.1. PunishmentPunishment


3.3. DisciplineDiscipline




Throughout this module you will learn how to Throughout this module you will learn how to react to youth’s behaviors.react to youth’s behaviors.

Discipline vs. PunishmentDiscipline vs. Punishment

DisciplineDiscipline means “to teach”. You are means “to teach”. You are guiding youth to learn how to be responsible guiding youth to learn how to be responsible for themselves and make good choices.for themselves and make good choices.

Disciplining youth, while guiding them with love Disciplining youth, while guiding them with love and respect, helps them develop self-esteem and and respect, helps them develop self-esteem and responsibility. Caregivers train youth when they responsibility. Caregivers train youth when they talk, teach, hold, and spend time with them. talk, teach, hold, and spend time with them.

Punishment Punishment means you are trying to gain means you are trying to gain control of the youth’s behavior through control of the youth’s behavior through actions that invoke fear from them.actions that invoke fear from them.

Punishment usually teaches a youth to not get Punishment usually teaches a youth to not get “caught” or to listen for fear of what will happen if “caught” or to listen for fear of what will happen if they don’t.they don’t.

Four Goals in MisbehaviorFour Goals in Misbehavior

ANNOYS you, the goal is to get attention. ANNOYS you, the goal is to get attention. The youth is saying, “Notice me, involve me.”The youth is saying, “Notice me, involve me.”

ANGERS you, the goal is to gain power. The ANGERS you, the goal is to gain power. The youth is saying, “Let me help, give me youth is saying, “Let me help, give me choices.”choices.”

HURTS you, the goal is revenge, The youth is HURTS you, the goal is revenge, The youth is saying, “Help me, I’m hurting.”saying, “Help me, I’m hurting.”

MAKES YOU DESPAIR, the goal is to display MAKES YOU DESPAIR, the goal is to display inadequacy. The youth is saying, “Don’t give inadequacy. The youth is saying, “Don’t give up on me; have faith in me.”up on me; have faith in me.”

From: Guidance – Jumpstart; handout #1, page 1: Four Goals of MisbehaviorFrom: Guidance – Jumpstart; handout #1, page 1: Four Goals of Misbehavior

Staff’s Role in MisbehaviorStaff’s Role in MisbehaviorStaff need to take a look at the part they may have played in the Staff need to take a look at the part they may have played in the

root cause of the misbehavior that is happening. Sometimes root cause of the misbehavior that is happening. Sometimes staff may be setting the youth up for failure and not even know staff may be setting the youth up for failure and not even know they are doing it. All parts of the program need to be working they are doing it. All parts of the program need to be working together in order to have a positive impact on the youth. together in order to have a positive impact on the youth.

For example:For example: Youth are not given a notice that a change in activity is going Youth are not given a notice that a change in activity is going

to happen. For some youth, this will be devastating for them to happen. For some youth, this will be devastating for them because they can’t finish what they were working on. They will because they can’t finish what they were working on. They will react based on that feeling of upheaval.react based on that feeling of upheaval.

You conduct an activity that is fun for you to do. Youth You conduct an activity that is fun for you to do. Youth weren’t involved in the planning. All youth are made to come to weren’t involved in the planning. All youth are made to come to the table to do it. Those youth who aren’t interested in that the table to do it. Those youth who aren’t interested in that activity, may show you their boredom, or annoyance about activity, may show you their boredom, or annoyance about having to be there outwardly by their actions.having to be there outwardly by their actions.

Staff have program materials on shelves, on the floor, in Staff have program materials on shelves, on the floor, in cupboards. The tables are too small for the older youth. Youth cupboards. The tables are too small for the older youth. Youth are only given 15 minutes to eat right as they enter the program. are only given 15 minutes to eat right as they enter the program. Art supplies are kept in 3 different locations and two board Art supplies are kept in 3 different locations and two board games don’t have all the pieces. The youth may react due to games don’t have all the pieces. The youth may react due to their frustration when they try to decide what to do at the their frustration when they try to decide what to do at the program.program.

Dana comes to the staff and wants to tell them about her day, Dana comes to the staff and wants to tell them about her day, two staff are talking with each other and tell Dana to wait. Dana two staff are talking with each other and tell Dana to wait. Dana waits and then tries to get the staff’s attention. Again she is told waits and then tries to get the staff’s attention. Again she is told “not now, I am still talking”. The youth may throw something or “not now, I am still talking”. The youth may throw something or slam a door because she wasn’t supported.slam a door because she wasn’t supported.

Staff’s Role in MisbehaviorStaff’s Role in Misbehavior

Staff need to be clear in their instructions to youthStaff need to be clear in their instructions to youth Staff need to allow time for youth to make choices Staff need to allow time for youth to make choices

of play and give a verbal warning when a change of play and give a verbal warning when a change in activity is comingin activity is coming

Staff need to think about the youth’s interests Staff need to think about the youth’s interests when planning the materials they will place in the when planning the materials they will place in the environmentenvironment

Staff need to have youth’s input on what activities Staff need to have youth’s input on what activities should be offeredshould be offered

Staff need to support all ages of youth by having Staff need to support all ages of youth by having adequate storage, supplies and furnitureadequate storage, supplies and furniture

Staff need to respect the youth in order to get Staff need to respect the youth in order to get respect in returnrespect in return

Staff need to remember that their program is not Staff need to remember that their program is not an extension of the school dayan extension of the school day

Remembering your role in providing a safe, healthy, Remembering your role in providing a safe, healthy, energized, organized, appropriate, fun program energized, organized, appropriate, fun program can help to stop the behaviors before they begin.can help to stop the behaviors before they begin.

Learning Self ControlLearning Self Control

School age youth are learning that they have School age youth are learning that they have the power to make choices about their lives. the power to make choices about their lives. At this stage in life, they know the difference At this stage in life, they know the difference between right and wrong, but still need the between right and wrong, but still need the adults help to understand their role in adults help to understand their role in society. society.

Youth need to learn that there are Youth need to learn that there are consequences to their actions. The consequences to their actions. The consequences can be positive or negative. consequences can be positive or negative.

How we as caregivers respond to their How we as caregivers respond to their actions molds how that youth feels about actions molds how that youth feels about themselves. If our responses to them are themselves. If our responses to them are supportive, they become more confident in supportive, they become more confident in themselves, if our responses are usually themselves, if our responses are usually negative, youth may start to feel inadequate. negative, youth may start to feel inadequate.

Reasons for MisbehaviorReasons for Misbehavior

Trying to get attentionTrying to get attention Inappropriate activities or environmentInappropriate activities or environment Family stressFamily stress Extended periods of absence of a Extended periods of absence of a

parentparent Sick, tired or hungrySick, tired or hungry BoredBored Lack the needed social skillsLack the needed social skills Anxiety (family or school)Anxiety (family or school) Test limits (youth may know you are a Test limits (youth may know you are a

new staff member and try to see what new staff member and try to see what behaviors they can get away with or behaviors they can get away with or test you to see how you will react)test you to see how you will react)

Don’t understand the rulesDon’t understand the rules

With a Peer: Read and ReflectWith a Peer: Read and Reflect

Print out the “Challenging Behavior” Print out the “Challenging Behavior” worksheet from the PDF that goes with this worksheet from the PDF that goes with this module. Observe a group of school-agers for module. Observe a group of school-agers for a short period of time. With a co-worker, a short period of time. With a co-worker, choose a challenging behavior that may have choose a challenging behavior that may have been observed. If none were observed ask been observed. If none were observed ask your co-worker for one. Then complete the your co-worker for one. Then complete the worksheet.worksheet.

Guidance TechniquesGuidance TechniquesAlthough school-age youth seem so grown up, their social Although school-age youth seem so grown up, their social

skills are not yet well developed. It is not uncommon for skills are not yet well developed. It is not uncommon for school-agers to argue and fight a great deal with school-agers to argue and fight a great deal with friends. They need considerable help learning social friends. They need considerable help learning social skills like how to make friends, trust others, work in a skills like how to make friends, trust others, work in a team, and resolve conflicts. School-agers also need to team, and resolve conflicts. School-agers also need to be taught how to use good manners, ask for help, and be taught how to use good manners, ask for help, and negotiate with others.negotiate with others.

School-agers enjoy being "older" but may not like the School-agers enjoy being "older" but may not like the responsibility that goes with getting older. Often they responsibility that goes with getting older. Often they have to be reminded to carry out homework have to be reminded to carry out homework responsibilities or household chores. Learning self-responsibilities or household chores. Learning self-discipline is an ongoing process that improves each discipline is an ongoing process that improves each year.year.

School-agers often set standards for themselves that School-agers often set standards for themselves that are frustratingly high or unsatisfyingly low. Youth this are frustratingly high or unsatisfyingly low. Youth this age have not had much experience in setting and age have not had much experience in setting and achieving goals or in measuring their own strengths achieving goals or in measuring their own strengths and weaknesses. They need adults to provide and weaknesses. They need adults to provide experiences that are challenging yet achievable.experiences that are challenging yet achievable.

National Network for Child Care - NNCC. National Network for Child Care - NNCC. Oesterreich, L. (1995). Guidance and discipline. In L. Oesterreich, B. Holt, & S. Karas, Oesterreich, L. (1995). Guidance and discipline. In L. Oesterreich, B. Holt, & S. Karas, Iowa family child care handbookIowa family child care handbook [Pm [Pm 1541] (pp. 227-234). Ames, IA: Iowa State University1541] (pp. 227-234). Ames, IA: Iowa State University

Guidance TechniquesGuidance Techniques

The National After School Association’s position The National After School Association’s position on the use of positive guidance techniques on the use of positive guidance techniques is:is:

Staff give attention to youth when they Staff give attention to youth when they cooperate, share, care for materials or join in cooperate, share, care for materials or join in activities.activities.

avoid using insincere praise.avoid using insincere praise. don’t use threats to control behaviordon’t use threats to control behavior staff celebrate youth’s efforts and progressstaff celebrate youth’s efforts and progress

Staff set appropriate limits for youthStaff set appropriate limits for youth If youth bully, scapegoat, or tease staff step in If youth bully, scapegoat, or tease staff step in staff avoid setting unrealistic limitsstaff avoid setting unrealistic limits limits are set to prevent youth from hurting limits are set to prevent youth from hurting

themselvesthemselves


Staff use no harsh discipline methodsStaff use no harsh discipline methods staff do not shame, hit, kick, pinch, staff do not shame, hit, kick, pinch,

withhold food, scare, threaten, slap, or withhold food, scare, threaten, slap, or restrain youthrestrain youth

staff do not punish the whole group staff do not punish the whole group because of the actions of one childbecause of the actions of one child

staff avoid correcting youth publicly or staff avoid correcting youth publicly or making them apologizemaking them apologize

Staff encourage youth to resolve their Staff encourage youth to resolve their own conflicts. Staff step in only if needed own conflicts. Staff step in only if needed to discuss the issues and work out a to discuss the issues and work out a solution.solution. staff do not impose their solutions on youthstaff do not impose their solutions on youth staff help youth see how their behavior staff help youth see how their behavior

affects othersaffects others staff teach youth specific skills to work staff teach youth specific skills to work

through a problemthrough a problem

Caregiver StylesCaregiver Styles AuthoritarianAuthoritarian

set strict rules to try to keep orderset strict rules to try to keep order critical of youthcritical of youth do not provide youth with choices or optionsdo not provide youth with choices or options

PermissivePermissive

few rulesfew rules rules not enforcedrules not enforced not set boundariesnot set boundaries

Authoritative Authoritative help youth learn to be responsible for help youth learn to be responsible for

themselvesthemselves set clear/reasonable expectations for youthset clear/reasonable expectations for youth give choices based on a child's ability give choices based on a child's ability

Which one are you? Which one are you?

Adapted from:Adapted from: http://pediatrics.about.com/od/infantparentingtips/a/04_pntg_styles.htmhttp://pediatrics.about.com/od/infantparentingtips/a/04_pntg_styles.htm


The following are guidance techniques that The following are guidance techniques that are encouraged for you to use:are encouraged for you to use:

Natural/Logical ConsequencesNatural/Logical Consequences - - effective in helping effective in helping youth see the connection between their actions and the youth see the connection between their actions and the results of their behavior. results of their behavior.

example – Child spills their milk, they help to clean itexample – Child spills their milk, they help to clean it upup

Conflict ResolutionConflict Resolution - - Sometimes youth have a Sometimes youth have a behavioral problem that seems to happen over and over. behavioral problem that seems to happen over and over. When nothing seems to be working, try the who, what, when, When nothing seems to be working, try the who, what, when, where, and how method. Ask yourself, "When does the where, and how method. Ask yourself, "When does the troublesome behavior seem to happen? What happens just troublesome behavior seem to happen? What happens just before and after? Where does it happen and with whom? How before and after? Where does it happen and with whom? How do I usually respond? How could I prevent the behavior? What do I usually respond? How could I prevent the behavior? What other approaches could I use?" Take time to sit down and other approaches could I use?" Take time to sit down and think about the problem. It can help you find a more think about the problem. It can help you find a more successful way to handle things.successful way to handle things.


Humor Humor – Make the youth laugh or find humor – Make the youth laugh or find humor in what happened to lighten the mood.in what happened to lighten the mood.

RedirectionRedirection - Sometimes the problem with - Sometimes the problem with behavior is not what the youth is doing as behavior is not what the youth is doing as much as how she is doing it. When this much as how she is doing it. When this happens, you may need to redirect or teach happens, you may need to redirect or teach the child to do it in a different way. the child to do it in a different way.

Role PlayingRole Playing – You allow the youth to – You allow the youth to reenact a situation in front of an audience so reenact a situation in front of an audience so they can better understand their behaviorthey can better understand their behavior


Peace Table Peace Table – Quiet, out of the way place – Quiet, out of the way place where the youth can go to work out their where the youth can go to work out their problem together with limited adult help.problem together with limited adult help.

ChoicesChoices – Letting youth have a choice or – Letting youth have a choice or perceived power in the situations they are perceived power in the situations they are involved in.involved in.

IgnoreIgnore - Behavior that is not harmful to the - Behavior that is not harmful to the youth or others can be ignored. The goal is to youth or others can be ignored. The goal is to have them stop the undesirable behavior by have them stop the undesirable behavior by not paying attention to it. not paying attention to it.

Conflict ResolutionConflict ResolutionThe following steps are an intervention technique when a youth has lost The following steps are an intervention technique when a youth has lost

his cool!his cool!

1. Stop Them – you need to be physically near them to help them not 1. Stop Them – you need to be physically near them to help them not hurt someone else. Try to look at the situation to see what may hurt someone else. Try to look at the situation to see what may have caused the misbehavior.have caused the misbehavior.

2. Say No – While you are stopping the youth, say no. This may divert 2. Say No – While you are stopping the youth, say no. This may divert their attention away from the other youth. Offer positive choices, their attention away from the other youth. Offer positive choices, “like you can do this” or “next time try this”.“like you can do this” or “next time try this”.

3. Get Physically Close – Telling them to stop from a distance isn’t going 3. Get Physically Close – Telling them to stop from a distance isn’t going to help. Go over to them and use a gentle touch. Get to their eye to help. Go over to them and use a gentle touch. Get to their eye level. level.

4. Stay Calm Yourself – It doesn’t help the situation to de-escalate if 4. Stay Calm Yourself – It doesn’t help the situation to de-escalate if you are worked up also. You may say or do something that you are worked up also. You may say or do something that shouldn’t happen. Also you are a model for appropriate behavior.shouldn’t happen. Also you are a model for appropriate behavior.

5. Allow the Anger, but not the Hurting – Every youth has a right to 5. Allow the Anger, but not the Hurting – Every youth has a right to their feelings. But what they do with those feelings may not be their feelings. But what they do with those feelings may not be appropriate. You can let them know, “I see that you are mad, but appropriate. You can let them know, “I see that you are mad, but hitting isn’t the answer”.hitting isn’t the answer”.

6. Problem Solve – When the youth is calm, discuss what happened, and 6. Problem Solve – When the youth is calm, discuss what happened, and help them to arrive at solutions that he/she could use the next time.help them to arrive at solutions that he/she could use the next time.

Adapted from: Adapted from: What do you do with the mad that you feelWhat do you do with the mad that you feel, Family , Family Communications, Mister Rogers Neighborhood, Child Care Communications, Mister Rogers Neighborhood, Child Care PartnershipPartnership

Conflict ResolutionConflict ResolutionAnother way to quickly help multiple youth problem Another way to quickly help multiple youth problem

solve together is:solve together is:

Step 1Step 1 – Have the youth face each other and stop and – Have the youth face each other and stop and think. Give them a time to chill out.think. Give them a time to chill out.

Staff response - “Debbie and Austin let’s take some Staff response - “Debbie and Austin let’s take some time to calm down.”time to calm down.”

Step 2Step 2 – Have each youth tell each other how they – Have each youth tell each other how they feel about what happened.feel about what happened.

Staff Response – “Debbie, you go first, tell Austin how Staff Response – “Debbie, you go first, tell Austin how you feel, Austin you can say how you feel after she you feel, Austin you can say how you feel after she is done.”is done.”

Debbie - “I don’t like it when you think you are so smart and Debbie - “I don’t like it when you think you are so smart and tell me what to do. It makes me feel dumb.”tell me what to do. It makes me feel dumb.”

Austin – “Yeah, well you think you do everything so good Austin – “Yeah, well you think you do everything so good and know all the answers. You don’t listen to me.”and know all the answers. You don’t listen to me.”

Step 3Step 3 – Have youth listen to how the other child felt. – Have youth listen to how the other child felt. The staff will re-iterate what the child said.The staff will re-iterate what the child said.

Staff Response - “Austin, it seems like Debbie is Staff Response - “Austin, it seems like Debbie is saying that she would like to try her way first, saying that she would like to try her way first, then maybe get help from you.” “Debbie, it then maybe get help from you.” “Debbie, it sounds like Austin is just trying to help you and sounds like Austin is just trying to help you and knows another way to do it.”knows another way to do it.”

Conflict ResolutionConflict Resolution

Step 4Step 4 – Brainstorm and discuss how to solve the – Brainstorm and discuss how to solve the problem.problem.

Staff Response – “What can we do about this”, or “How can Staff Response – “What can we do about this”, or “How can you react the next time this happens.”you react the next time this happens.”

Debbie – “I can ask for help if I need it, or listen to what Austin Debbie – “I can ask for help if I need it, or listen to what Austin has to say and then decide what I want to do.”has to say and then decide what I want to do.”

Austin – “I can ask her if she wants help first, before saying I Austin – “I can ask her if she wants help first, before saying I know how to fix it”know how to fix it”

Step 5Step 5 – Agree on an idea – Agree on an ideaStaff Response – “You both have good suggestions, which Staff Response – “You both have good suggestions, which

would you like to try next time”would you like to try next time”Debbie – “I want him to ask me first if he should help”Debbie – “I want him to ask me first if he should help”Austin – “I can do that”Austin – “I can do that”

Step 6Step 6 – If the youth have come to an agreement, have – If the youth have come to an agreement, have them shake hands and go on with their play. If not, them shake hands and go on with their play. If not, start over at the first step and try again.start over at the first step and try again.

With a Youth: ActivitiesWith a Youth: Activities

Print out the “Solving Conflict” worksheet from the PDF that goes with this course. Using slides 21-26, choose a guidance technique that you will use in your program. Try it out then evaluate how it went. Using the second page, “Behavioral Summary”, examine reasons for the possible root cause of the misbehavior.

Key PointsKey Points

Discipline and Punishment are not synonymousDiscipline and Punishment are not synonymous

Practicing different methods of guidance will help you Practicing different methods of guidance will help you feel confident in your role in helping youth learn self feel confident in your role in helping youth learn self control control

There is always a reason for youth’s misbehavior, you There is always a reason for youth’s misbehavior, you just need to look for itjust need to look for it

The are no right or wrong ways to guide youth’s The are no right or wrong ways to guide youth’s behavior, the “best” ways are the ones that work for behavior, the “best” ways are the ones that work for you as a caregiver. you as a caregiver.

With a Supervisor: Self With a Supervisor: Self AssessmentAssessment

Print the self assessment from the PDF that Print the self assessment from the PDF that goes with this course. After completing goes with this course. After completing the assessment, plan a time to meet with the assessment, plan a time to meet with your supervisor and discuss your answers. your supervisor and discuss your answers. Devise a plan to help you become more Devise a plan to help you become more skilled in any areas you aren’t familiar skilled in any areas you aren’t familiar with. with.

ReferencesReferencesNational Network for Child Care - NNCC. National Network for Child Care - NNCC.

Oesterreich, L. (1995). Guidance and Oesterreich, L. (1995). Guidance and discipline. In L. Oesterreich, B. Holt, & S. discipline. In L. Oesterreich, B. Holt, & S. Karas, Karas, Iowa family child care handbookIowa family child care handbook [Pm [Pm 1541] (pp. 227-234). Ames, IA: Iowa State 1541] (pp. 227-234). Ames, IA: Iowa State UniversityUniversity

National Afterschool AssociationNational Afterschool AssociationContact Information:Contact Information:1821 University Ave West – Suite S-298 1821 University Ave West – Suite S-298 St. Paul, MN 55104St. Paul, MN 55104Phone: 651-646-8689Phone: 651-646-8689Fax: 651-646-4514Fax: 651-646-4514

[email protected]@mnaeyc.org

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Module 2Module 2

School Age Summer Staff Orientation Series

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Transcript of School Age Summer Staff Orientation Series