School Psychologist as Parent Consultant: Solutions to Child Behavior Problems

Transcription

1 School Psychologist as Parent Consultant: Solutions to Child Behavior Problems Michael I. Axelrod University of Wisconsin Eau Claire Kimberly A. Haugen Boys Town 1

2 Slides can be found at: resources.htm 2

3 Assumption #1: No Child is an Island Problems rarely occur in a vacuum Child s problem = family s problem 3

4 Assumption #2: A Child s Problem can be Solved by Parents More productive to conceptualize problems from a behavioral perspective; parents need to accept that their child can be responsible for their behavior Parents hold the keys to the kingdom The 4 Fs: Free Time, Friends, Funds, & Fun 4

5 Assumption #3: Rules and Consequences are Crucial to Parental Success Learning is a function of doing followed by feedback 5

6 Assumption #4: Parents need to display both a hard side and soft side Raising children is like tending to a garden They need to be weeded and pruned They also need water and sun and fertilizer 6

7 Children are Like Sunflowers Negative experiences à Child grows toward the negative Negativity breeds negative behavior Positive experiences à Child grows toward the positive Positivity breeds positive behavior 7

8 Consequences of Negativity in the Parent-Child Relationship Limited physical signs of affection Conversations filled with criticism Little to no unconditional positive regard Few acknowledgments Limited quality time 8

9 Parent Consultation Points Educate, normalize Emphasize the soft side of parenting Teach parents to talk about the misbehavior not the child Encourage acceptance of feelings Increase unconditional positive regard Increase acknowledgment Maintain at least 4:1 ratio 9

10 Issuing Commands Get child s attention State command in positive form, few words Wait (identify duration) Respond Praise Initiate discipline 10

11 Time Out Principles Time out from reinforcement Experience of nothingness Immediate & consistent Restrict access & value increases Start what you finish 11

12 What is Time Out? Opportunity for children to learn appropriate behavior Listening to authority figures Self-regulation Boundaries Autonomy Alternative to coercive discipline Yelling Spanking Indefinite grounding 12

13 Developmental Applications Toddler: Time out School Age/Teens: Job card grounding Grounding Adults: Silent treatment Time Out 13

14 Time Out Age Range: Toddler 7/8 years old Uses: Routine rule violations Process: Explain procedure Identify rule violation Ignore all behavior Look for signs of compliance Quiet for 15 seconds Compliance check 14

15 Job Card Grounding Age Range: 7/8 - Adolescence Uses: Routine rule violations Process: Explain procedure Identify job & completion criteria Identify rule violation & assign a job Add additional job(s) if behavior persists 3 max Child checks back & caregiver checks Grounding duration until job(s) complete 15

16 Example: Job Card Grounding Clean Bathroom Mirror clean & streak-free Vanity & sink clean Toilet clean inside and out Toilet paper roll mounted Floor clean Trash can empty Hand towel neatly hung 16

17 Age Range: 7/8 - Adolescence Uses: Severe, dangerous, infrequent behavior Process: Explain procedure Identify duration Identify restriction Identify location Consider reducing for good time Grounding 17

18 Formal Programs McMahon & Forehand Helping the Noncompliant Child Barkley Defiant Children Eyberg Parent Child Interaction Therapy Webster-Stratton The Incredible Years 18

19 Final Thoughts Behavior occurs within the context of the environment We learn by doing and receiving feedback Parents can be behavior change agents Weeding & fertilizing, in combination, produces the best outcomes 19