Teach

教练are the first line of support when staff members are concerned about a child’s or youth’s behavior. Because of the professional relationships you have built with staff, they feel comfortable coming to you with concerns and see you as a source of support and ideas. At times, however, you may find yourself unsure of how best to support a staff member: Are their concerns valid? Are the environments and curricular experiences appropriate? Have they built a healthy relationship with the child’s or youth’s family? Do the staff members have the skills they need to support the child or youth? This lesson helps you learn to distinguish between the answers to these questions and design plans that meet the needs of children, youth,和staff. You can find additional information on your role in supporting behavior concerns, specifically how you can support staff in responding to problematic sexual behavior in Lesson 8 of the Focused Topics course Sexual Development & Behavior of Children and Youth.

Trainers and coaches often find themselves facing several common scenarios related to behavior. You may think about this as understanding staff development alongside child and youth development.

Recently, it has become clear that bias plays a role in how adults understand, observe, interpret, and respond to behavior. A 2016 Yale University study found that preschool teachers of all races were more likely to focus on the behavior of boys—and African American boys in particular—when they were asked to watch a video that contained challenging behavior. Adults have internalized messages about who is likely to misbehave, and this affects the care children receive.

Who are you watching?

You can help staff members reflect on their own ideas, values, and assumptions about behavior and who “misbehaves.” Then you can help them challenge their thinking and reflect on whether they are making fair decisions.

• Whose behavior do they stop right away and whose behavior is not seen as quite so problematic?
• 他们赋予儿童或青年什么样的角色和责任？这些角色和责任与种族、性别或能力有何关联？
• Whose families are regularly involved in the classroom or program, and are there race, gender, or economic patterns in who feels welcome?
• Does the staff member encourage certain children or youth to explore independently more than others? Who is asked to hold the adult’s hand? Who gets called on to answer questions? Who is praised or encouraged?

在本课的“应用”部分，您将有机会使用金字塔模型股权辅导指南，在行为支持金字塔的每个层次上反思类似的问题。把它作为一种工具来支持你自己和你所支持的员工的专业学习。狗万app怎么下载

Observing Children, Youth, and Programs

有很多时候你会被召唤去观察行为。请务必与您的程序管理员联系，以确保遵循程序并支持员工。教练应该观察：

• When a behavior has occurred that risked immediate harm:

  你可能会被要求审查闭路视频footage of the event with your administrator or the staff member involved. You will be asked to determine the possible antecedent (trigger) for the behavior, the observable action that took place (behavior), how adults responded to the behavior (consequence), and how the child or youth recovered from the incident.

• 在制定正式的行为支持计划之前：

  You will be asked to observe the child or youth in their program setting. Look for the foundational and environmental supports already in place, evidence of relationships between the youth and peers or staff, the youth’s interactions with materials or the environment, and behaviors directly observed. You should use forms provided by your program for this observation and document observations according to policy. Help staff come to understand and plan for common triggers while plans are being developed. You may find it helpful to use the questions on this form from the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) to guide your conversations with staff:http://csefel.vanderbilt.edu/modules/module3a/handout5.pdfThe following are common triggers identified in the Army Child and Youth Programs’ Operational Guidance for Challenging Behavior (p. 5–11):

  最常见的触发器

  幼儿期

  当孩子们不确定会发生什么时：

  • Transitions
  • 日程或常规的改变
  • Inconsistent caregivers or expectations

  School-age

  当孩子自卑/忽略时:

  • Challenging or demanding tasks/activities
  • 被排除在群体之外
  • Feeling like something is unfair

  中学/青少年

  Changes in mood, energy, and thinking:

  • 团队中个性鲜明
  • Too much or too little unstructured time
  • 内部压力或焦虑

• 员工实施行为支持计划时：

  Observe regularly while staff put a new plan in place. Collect data on plan implementation to make sure all elements of the agreed upon plan are in place. Also collect data on the child’s progress and share it with the staff. Provide feedback and modeling until the plan is implemented as planned.

Your Role in Developing and Implementing Behavior Support Plans

您是行为支持团队的成员。这意味着您将充分参与观察、产生想法、与家庭合作、制定计划、实施计划以及评估其有效性。您还将为员工提供他们需要的专业发展，以更好地实施该计划。您可能会被要求将员工与他们可用的许多资源以及本课程中引用的其他资源联系起来。公开教练在确保所有儿童或青少年工作人员审查、理解和实施行为支持计划方面发挥重要作用。

One of the biggest sources of stress for staff can be talking with families about their concerns. Program administrators will also support staff as they open conversations with families, but you can help staff members prepare for these important conversations too. Help them gather the information they need and practice with you (see探究第六课中的活动). You can teach staff members about sharing objective information with families and including positive information about the child or youth.

模型

模型Respectful Conversations about Behavior

It is common for staff members to feel some frustration around behavior, and it is also common for them to talk about this frustration with you or with one another. It is important that staff have a private place to share their concerns, but sharing should not evolve into complaining, venting, or gossiping. Model respectful ways of talking about behavior:

• 

  If you hear:

  她总是失控。

  
  

  然后说：

  这听起来李ke she had a difficult time with the group today. What did that look like?

• 

  If you hear:

  I'm the only one who can handle his behavior. Everybody else in the room just steps back and expects me to get hit and bit.

  
  

  然后说：

  I'm hearing you say that your teaming doesn't seem fair. Is that accurate? Why do you think everyone defers to you? How can I help your team increase their confidence?

• 

  If you hear:

  她不知道如何与其他孩子相处。

  
  

  然后说：

  听起来她还在学习如何与团队相处。你认为现在什么技能对她狗万app怎么下载最有帮助？

You can also model how to have positive relationships with families. ReviewLesson Six例如强烈的以家庭为中心的谈话。与员工进行角色扮演，直到他们觉得可以用支持的方式与家人谈论他们的担忧。你还可以确保家人知道你在这栋楼里是谁。如果你被视为一个只在出现问题时才被叫来的人，你会感到不舒服。示范以家庭为中心的做法：

• 在走廊或节目区点名问候家人。
• Attending or leading family events at the program.
• Maintaining a family information board and resource library.
• Listening to family stories and sharing your own.

模型Targeted and Intensive Supports

When a behavior support plan is written, staff may be unfamiliar with the new strategies they are being asked to try. You should feel comfortable going into classrooms and modeling these strategies with children or youth while staff observe. To make sure modeling is effective, follow these guidelines (Rush and Shelden, 2011):

• 确保工作人员能真正观察到你。这意味着房间里有足够的工作人员，工作人员不负责在你们一起工作期间积极监督其他孩子。
• 给员工一些具体的东西去寻找。例如，你可能会说，“我要等5秒钟再提醒你。数一数，确保我每次都这样做“或”观察孩子在我表扬他时的反应。我很好奇他是否喜欢表扬。”
• 立即提供一个练习的机会。确保员工可以立即尝试他们刚刚看到你做的事情。观察并提供反馈。
• 根据需要使用“团队超时”。当你在做模特的时候，你可以随意叫一声“暂停”。询问员工他们认为你下一步应该做什么，或者花点时间描述一下你为什么要这么做。然后重新开始行动。这一策略对年龄较大的年轻人来说可能具有挑战性或分散注意力，但在儿童早期和小学早期非常有效。

Observe

虽然您是针对行为具有挑战性儿童的项目的关键人员，但您的主要责任是确保直接护理人员执行多学科团队提出的建议。反思您实施的技能和实践，这些技能和实践指导员工以最佳方式支持具有挑战性行为的儿童。