PARENTING PHYSICALLY AGGRESSIVE CHILDREN AND YOUTH

1
PARENTING PHYSICALLY AGGRESSIVE CHILDREN AND YOUTH
2
Todays Training Goal

• To assist families in understanding and managing
  physically aggressive behaviors in children and
  youth.

3
Assumptions

• This curriculum assumes that you are working with
  children who have the cognitive skills to engage
  in problem solving interactions with adults.

4
(No Transcript)
5
Bodys Stress Hormone Response
Diagram source http//www.human
illnesses.com/Behavioral-Health-Sel-Vi/Stress.html
6
Appropriate Expressions of Anger

• Relaxation Techniques
• Problem Solving
• Letter to nowhere
• Journal
• Physical activity

7
Escalation
Antecedents/Triggers
Anxious ? Defensive ?
Aggressive ? Dangerous
8
Anxiety What does it FEEL like?

• Heart is pumping
• Tingling
• Worried
• Maybe shortness of breath
• Helpless
• Scared

9
Anxiety What does it LOOK like?

• Sweating
• Fidgeting
• Twitching
• Pacing
• Unable to sit still, focus, concentrate

10
Anxiety What does it SOUND like?

• Chattering
• Perseveration
• Quiet

11
Responding to Anxiety Behavior

• Be supportive and non-judgmental
• Be positive and reassuring
• Use reflective listening
• Ask open-ended questions
• Problem Solve
• Could the child listen to music on his/her
  headphones while at the dentist?
• Could the child go to an appointment with you to
  observe what it is like?

12
Defensive Behavior

• Feels Like
• Stuck on idea or problem
• Cant move on
• Still present
• Heart Pumping
• Shortness of breath
• Tingling
• Worried
• Problem is unsolvable

• Looks Like
• Protective of space but quick to crowd others
• Doesnt seem to listen
• Cant sit still
• Still Present
• Sweating
• Pacing
• Twitching
• Fidgeting

13
Defensive Behavior (continued)

• Sounds Like
• Rapid Speech
• Loud
• Still Present
• Perseveration
• Staying on same subject

• Response Techniques
• Turn down the heat Defensiveness can escalate
  into aggressive behavior
• Get through the sensory shutdown
• Maintain a comfortable distance
• Describe the current behavior and how it differs
  from baseline behavior.
• Ask open-ended questions

14
Aggressive Behavior
15
Aggressive Behavior (continued)
16
Danger Behavior
17
Danger Behavior (continued)
18
Dr. Haim Ginott

• Ive come to the frightening conclusion that I
  am the decisive element in the classroom. My
  personal approach creates the climate. My daily
  mood makes the weather. As a teacher I possess a
  tremendous power to make a childs life miserable
  or joyous. I can humiliate or humor, hurt or
  heal. In all situations, it is my response that
  dictates whether a crisis will be escalated or
  de-escalated and a child humanized or
  dehumanized.

19
How Meaning is Conveyed

• 7 is in words that are spoken.
• 38 of meaning is in the WAY words are spoken.
• 55 of the meaning is in facial expression.

20
Triggers

• Sensory
• Situational
• Transitions
• Interpersonal
• Time of day

21
Categories of Reinforcements

• Social
• Consumable
• Activity
• Manipulative
• Exchangeable

22
Logical Consequences

• Teach, dont punish
• Related
• Reasonable
• Respectful

23
CHILDREN DO WELL IF THEY CAN!
24
Why Children Explode

• Many children are not able to comply with
  expectations because of developmental delays.
  They lack the skills they need to be successful.

25
5 Steps to Problem Solving

• Define the Problem
• Brainstorm Alternatives
• Choose a Solution
• Obtain a Commitment
• Evaluate the Results

26
WHAT IS A GOOD SOLUTION?

• Any solution that two parties agree is
  realistic, doable, and mutually satisfactory.

27
CRISIS PREVENTION PLANNING

• Takes place early in a case
• Considers childs past and experiences
• Includes input from the child, caseworker, and
  others involved in childs care

28
AN EFFECTIVE CRISIS PLAN

• Is user-friendly
• Has clear directions
• Is individualized
• Is preventative
• Plans for real-life situations
• Is developed collaboratively
• Changes as the child/youth changes

29
RESOURCES - YOU ARE NOT ALONE!

• Childs Social Worker, therapist, doctor,
  psychiatrist, and other caregivers
• DSHS emergency contact numbers
• Crisis Line phone numbers
• Other community resources
• 911

30
TAKE CARE OF YOURSELF

• Have a plan for self-care
• If you dont take care of yourself, you cant
  take care of your children

31
Self-Care

• Stay in touch with supportive friends
• Exercise
• Use support groups
• Keep a sense of humor
• Forgive yourself

32

• I have become clear about at least one thing
  self-care is never a selfish act - it is simply
  good stewardship of the only gift I have, the
  gift I was put on earth to offer to others.
  Anytime we can listen to true self and give it
  the care it requires, we do so not only for
  ourselves but for the many others whose lives we
  touch.
• Parker Palmer, Let Your Life Speak