Meeting Emotional

and

Behavioral Challenges

Cheryl Steckley, MSW,LCSW

Units Educating the Whole Child Educator Approaches to Students Understanding Students with

Emotional or Behavioral Challenges Interventions, Strategies and Supports

to Meet the Challenge

“There is an overwhelming amount of evidence that academic achievement levels are correlated with, if not directly influenced by, how well students are faring in other areas of their lives: physical, social-emotional, vocational and others. Equally important, research shows that helping students address their non-academic needs and interests pays off.”

Irby, Thomas, and Pittman, 2002

Educating The Whole Child

The Whole Child

PsychologicalPh

ysic

al

Social

Spiritual

Intellectual

Physical Domain shelter

food

clothing

exercise/movement

medical/dental care

touch

Intellectual Domain

Innate desire to learn Innate need for purpose,

meaning

Psychological Domain

Internal relationship with one’s self

Need for mental and emotional well-being

PERSONThoughts F

eelin

gs

Behavior

Environment

Social Domain

Relationships with others

Moral and social development

A person’ perceptions, interpretations (thoughts) and feelings regarding the events or behavior of others in a social situation influences that person’s behavior (response).

Relationships

Spiritual Domain

Belief in entity or being greater than one’s self

Belief in equal value, dignity and respect of each individual

Need for purpose and meaning in life

The Total Experience

FeelingsTho

ught

s

Behaviors

EnvironmentEnvironment

PersonPerson

Feelings Are Produced By the Thoughts

That Precede Them

Thoughts Feelings Behavior

Thoughts Affect Feelings

And

Feelings Affect Behavior

Children’s Thoughts

• Are initially very concrete•Think in terms of black and white

• tunnel vision (a child’s perspective can be very different than an adult’s perspective of the same event)

• Gradually mature to abstract thinking•Eventually think in shades of gray

• (higher order thinking)

We must become aware of the thought or belief underlying the feeling, then change the thought in order to change the feeling.

When the feeling changes, the behavior changes.

Change the Thoughtto

Change the Feeling to

Change the Behavior

Rational-Emotive-Behavioral Theory

Cognitive-Behavioral Theory

Fear is a strong motivator of behavior

Fear is triggered by the “Fight or Flight”

Response

“Fight or Flight” Response Instinctive and necessary survival

response to a danger or threat. When faced with a danger or threat, person

will either run away or face attacker and fight for survival. A rush of adrenaline and other chemicals causes physical changes. All nonessential activity in the body is suspended and there is an increase of activity in any system that is needed to fight or flee the external threat.

“Fight-or-Flight” Person is in survival mode and on the defense. All behaviors become self protective. Behaviors are most primitive when a person feels threatened, even if the perceived threat is not a realistic one.

Some Things People Fear Fear of being harmed by others Fear of loss of a loved one Fear of loss of material

wealth/possession Fear of failure Fear of embarrassment/ridicule

(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)

Things People Fear (cont) Fear of rejection/not belonging Fear of loss of power/control Fear of loss of freedom/privileges Fear of loss of independence Fear of being caught doing wrong

(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)

Psychological Needs Need for relationships Need for touching and holding Need to belong and feel “one” with others Need to be different, unique Need to nurture Need to feel worthwhile, valued, admired

and recognized Need for power in our lives & relationships(Kaufman, Gershen, Ph.D., Raphael, Lev & Espeland, Pamela,Stick Up For Yourself, 1990)

“All children come to school with unmet needs. Most have the ability to delay these needs. Troubled children focus on nothing else until these needs are met. Meet the needs early or consume your time fighting them. The choice is yours, not theirs.”

(L. Tobin, What Do You Do With a Child Like This?, 1991)

Adult Approaches to Students

Contributor Thanks to Jim Levelle, Ph.D. from the

Louisiana Office for Citizens with Developmental Disabilities for his contribution to this section. Adapted with permission from his training Effective Behavioral Strategies for Paraprofessionals, 2004.

Our Values… influence what we think, the way we

teach and the way that we live. are based on family, cultural and

personal life experiences. can and should change in response to

changing life experiences. are not always expressed the way we

want them to be expressed. affect the people around us.

Approaches to Students Authoritarian - “do as I say” Laissez-faire - “do what you

want” Dependent - “you need me” Mechanical - “going through

the motions” Growth Oriented- “we will learn

together”

(Gerald Patterson and Marion Forgatch, Parents And Adolescents Living Together: The Basics 1987)

Authoritarian Approach the “boss” directive rule-oriented inflexible care is conditional –

“I will like you if you…” “do as I say”

Problems With This Approach encourages sneaky behaviors can induce fear of making a

mistake does not encourage or

allow problem-solving or

decision-making destroys desire or

ability to initiate

Laissez-faire Approach hands off approach – “live and

let live” opposite of authoritarian lack of structure and limit setting lack of supervision- “do what

you want” “boys will be boys” attitude indifferent or lack of interest in progressing

Problems With This Approach

positive behaviors are not modeled or learned

negative or nonproductive behaviors are used and reinforced

negative behaviors tend to increase in order to get attention

Dependent Approach

grandmotherly and warm “You need me” approach “Let me do that for you” overly protective treats child like a victim

Problems With This Approach negative behaviors like crying, screaming

and whining are used to get what is wanted

mature communication is not learned or reinforced

child does not develop skills needed to problem solve or make decisions

child does not develop confidence needed to initiate or complete tasks independently

Mechanistic Approach focus on doing things “by the book” must follow and complete schedule

focus on completing requirements rather than on learning

lack flexibility and warmth treats child as part of a

system, not as an individual

Problems With This Approach

battle of the wills, power struggles for control

not motivated to learn or participate avoids activities or tasks need to look to others (peers) for

attention, recognition depression

Growth-Oriented Approach best approach warm and connected concerned with overall

well-being of child sets clear rules and expectations

often includes student input in setting rules so student is invested in the rule

Growth-Oriented Approach learning is mutually beneficial

we both learned something here learning is a part of our relationship

mutually rewarding

independence is valued, promoted and reinforced through fading and praise fading: gradual removal of help reinforcement: increasing behavior through

rewards or praise after the desired behavior

Benefits of Growth-Oriented Approach

the student gains a greater desire to learn and cooperate a desire to show off skills and knowledge better ability to work with others better relationships better behavior self confidence in own abilities faster learning

Benefits Continued staff gain an understanding of…

why a child behaves the way they do what situations will lead to the child doing

well and succeeding the child’s viewpoint what leads to poor work and negative

behavior staff gain a closer, more meaningful

relationship with the child staff experience a more rewarding job

Which approach do you want to use?

we all have tendencies from each our responses are influenced by:

our families our values and expectations what society values and expects what we have learned from experience

and education how we process all of the above

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” (Dr. Haim G. Ginott, Teacher and child: A book for parent and teachers, 1993)

VIDEO

Defusing Anger and Aggression: Safe strategies for secondary school educators

By Geoff Colvin, Ph. D. University of Oregon

Understanding StudentsWith

Emotional or Behavioral Challenges

Statistics one in five American children has a

diagnosable mental, emotional or behavioral disorder. Estimates range from 7.7 million to 12.8 million

as many as one in ten may suffer from a serious emotional disturbance. Less than one percent are identified by schools as having an emotional disturbance (CECP)

seventy percent of these children do not receive any mental health services

Attention Deficit Hyperactivity Disorder affects 3 to 5 percent of school-age children

Statistics Continued eight to ten percent of American children and

adolescents are seriously troubled by anxiety anxious children are two to four times more

likely to develop depression, and more likely to engage in substance abuse as adolescents

as many as one in 33 children and one in eight adolescents may have depression at any given time

almost one-third of six- to twelve-year-old children diagnosed with major depression will develop bipolar disorder within a few years

And More… suicide is the third leading cause of death

for 15- to 24-year-olds and the sixth leading cause of death for five- to 15-year-olds. Between 500,000 and 1 million young people attempt suicide each year

15,000 children with mental illnesses were improperly incarcerated in detention centers in 2003 because of a lack of access to treatment. Sixty-six percent of detention centers held youth with mental illness because “there was no place else for them to go”

Factors that Contribute to Emotional and Behavioral

Problems biological/physical/cognitive factors –

genetic links to some mood disorders, schizophrenia and some neurological conditions

environmental family factors school factors community factors

Troubled Children Often… are more rigid and inflexible are more explosive lack resiliency lack ability to regulate emotions have poor impulse control have poor frustration tolerance have poor social skills have poor coping skills

Federal Definition of Emotional Disturbance

Students who exhibit some or all of the factors that follow over a long period of time, to a marked degree, and it adversely affects the child’s educational performance

Factors That Contribute to the Federal Definition of Emotional Disturbance

An inability to learn that cannot be explained by intellectual, sensory or health factors.

An inability to build or maintain interpersonal relationships with peers and teachers.

Inappropriate types of behavior or feelings under normal circumstances.

A general, pervasive mood of unhappiness or depression.

A tendency to develop physical symptoms or fears associated with personal or school problems.

IDEA Regulations 34 CFR #300.7 (c)(4)

Some Characteristics and Behaviors of Emotionally Disturbed Students

hyperactivity (short attention span, poor concentration, poor impulse control)

aggression/self-injurious behavior (hitting, throwing, head banging, cutting on self)

withdrawal (failure to initiate or engage in interaction with others, poor social skills; excessive fear or anxiety, hiding or running)

immaturity (inappropriate crying, yelling, laughing, temper tantrums, poor coping skills)

learning difficulties (performing below grade level academically)

Some children with more serious emotional disturbances may exhibit

distorted thinking excessive anxiety (may indicate one of eight

childhood anxiety disorders, including Post Traumatic Stress Disorder)

bizarre motor acts abnormal mood swings (may indicate

BiPolar Disorder or Major Depression) symptoms of psychosis (may indicate

Schizophrenia)

Aggressive Children… often fail to encode all relevant

environmental cues often assign hostile intentions

to their social peers or interactions with others

generate fewer and less effective solutions for problematic situations

Aggressive Children (cont) often pursue inappropriate social

goals exhibit deficiencies in the

enactment of many social behaviors

may be egocentric in evaluating the social environment’s response to their behavior

Behavioral Reactions Are Influenced By

whether the student has the particular skill needed in his or her academic or behavioral “repertoire”

whether the student can identify the appropriate response needed in a situation

whether the student has succeeded or failed at a similar task

whether the student has recently displayed or used the appropriate response or not (behavioral momentum)

Handbook of Research in Emotional and Behavioral Disorders

Interventions, Strategies and

Supports To Meet

The Challenge

“If there is a solid academic program and if positive behavioral expectations have been taught by teachers, then strategies for responding to behavior problems can be successful.”Handbook of Research in Emotional and Behavioral Disorders

Interventions, Strategies & Supports Sound Instructional/Curricular

Strategies Use of the Relationship as a Strategy School-wide Positive Behavior Supports Targeted Group Interventions for At-Risk

Students Individualized Positive Behavior Supports

a. Functional Behavioral Assessment (FBA)

b. Behavior Intervention Plan (BIP)

Interventions, Strategies & Supports Proactive, Preventative Strategies

environmental instructional/curricular antecedent and consequences

Skills Building Strategies Intervention Strategies Supplemental Support Strategies Community Support Services

Sound Instructional

Strategies

Having a sound curriculum and

instructional strategies will prevent most

problem behaviors from occurring in the first

place

Use of the Relationship

The relationship is the best tool that

you have to effect change in the student

Know Yourself choose your approach or response to

agitated or angry students carefully remain calm and controlled don’t take their behavior personally

personal detachment

separate your negative self talk or feelings from your behavior

know what your triggers are and avoid reacting defensively

You cannot control anyone’s behavior but your own. You can influence their behavior by what you do before and/or after their

behavior

Get to Know the Child

listen observe connect

Know the Child (cont) use that relationship when the student is upset

listen carefully to what the student is saying recognize and address signs of agitation early respond with empathy early and validate his/her

feelings, needs and desires (not behavior); often this is enough to defuse the anger

determine and meet his/her needs as quickly as possible. Assist him/her in delaying gratification of wants and desires to an appropriate time

If Agitation Escalates To Anger continue to remain calm and

composed model the appropriate way to handle

anger so other students learn what to do

state expectations clearly and simply inform student what you need him/her to

do do not command or demand compliance

Also state positive consequences for

cooperating inform student that you are willing to

discuss his/her concern when the student is calm and able to speak in a normal tone of voice

acknowledge and praise cooperative efforts as well as appropriate behaviors

Before you respond ask yourself…

what am I thinking/feeling right now? do I just want this student out of my class so I

don’t have to deal with the situation? do I want revenge or want this student to pay for

his/her behavior and is this appropriate? will the student learn anything by being sent out

of my room/to the office/home? what do I want the student to do

instead/differently? why is this so hard for this student? what can I do to help this student behave

differently?

When you respond assess the situation and plan your

action; remember, you are the model

communicate respect and dignity to the child verbally – choose your words carefully nonverbally – watch your expressions,

gestures, body position and personal space

para-verbal – choose your tone of voice, volume and rate of speech carefully

And Finally… disengage if student is challenging or

threatening and determine your next step assess for crisis and seek assistance if

needed have a teaching buddy to exchange

safe place with early in escalation process if possible

allow student to go to guidance counselor

implement school’s crisis plan if student is physically aggressive

Supporting Students through

School-Wide Positive Behavior Supports

Addressing Behavior of All Students

OSEP has funded research that suggests that schools consider a three-tiered prevention model to address the behavior of all students:

school-wide primary prevention efforts to teach expected behaviors to all students

early interventions directed at students who are at risk of developing emotional disturbance or behavioral problems

more intensive services targeted at students with serious emotional or behavioral problems

OSEP: Office of Special Education Programs Center for Positive Behavior and Supports

Three-Tiered Prevention Model

OSEP/PBIS

The goal of school-wide positive behavioral supports is to enhance the

“capacity of schools to educate all students, especially students with challenging social behaviors, by

establishing efficient and effective systems that support staff efforts,

practices that support student success, and existing data utilization that guide

decision making” (Sugai, Horner & Gresham)

OSEP/PBIS

Successful SWPBS Systems clearly define 3-5 behavioral expectations teach behavioral expectations to all students acknowledge/reinforce appropriate behaviors correct behavioral errors proactively monitor and evaluate effectiveness of

practices make decisions based on data collected

regularly

OSEP/PBIS

Individualized Positive Behavior Supports

Individuals with Disabilities Education Act (IDEA)

requires that, in the case of a child whose behavior impedes his or her learning or the learning of others, the IEP team shall consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior.

requires that schools assess children’s challenging behavior and develop positive behavioral interventions to address that behavior. (we need to understand the relationship between learning and behavior when planning the individualized education plan – IEP – for a student with disabilities.)

Individualized Positive Behavior Supports…

are based on a functional behavioral assessment

attempt to understand the purpose or function of the problem behavior

assist the student in replacing problem behavior with new and more appropriate behaviors that achieve the same purpose

Why Should We Consider Positive Behavioral Supports?

suppressing problem behaviors does not have long-term effects and often leads to more counter-aggressive behaviors from students

understanding why a student’s behavior occurs allows school personnel to respond more appropriately by teaching the student a more appropriate way to respond.

For students who need individual support…

we need to complete a thorough functional behavioral assessment and then develop an effective behavior intervention plan.

then we need to monitor implementation of the plan and student progress, then make adjustments or enhancements as needed.

ComprehensiveAssessment

is critical in the planning, development and

implementation of effective interventions and strategies

Functional Behavior

Assessment(FBA)

FBA is the process of gathering and analyzing information about a student’s problem behavior (when, where and in what circumstances it occurs) in order to determine the purpose or function (why) of the behavior.

The FBA is the key to developing an

effective Behavior Intervention Plan

(BIP)

IEP Teams conduct theFunctional Behavioral Assessment,

analyze the data, and then write and implement

Behavior Intervention Plans that include positive behavioral

interventions and supports.

Function Based ProcessProblem Behavior

Functional Assessment

Intervention and Support Plan Fidelity of

Implementation

Impact on Behaviorwww.pbis.org

Rob Horner, George Sugai

Develop HypothesisSetting Events

Triggering Antecedent

Problem

Behavior

Maintaining Consequences

best guess about behavior and conditions under which it occurs or is observed to occur

•when _____ occurs, the student ________ in order to________antecedent behavior of concern

functionguides development of behavior intervention plan

Behavior Intervention Plans (BIPs)

Behavior Intervention Plans

(BIPs)… are developed after gathering

and analyzing the data from

the functional behavioral assessment. should teach and reinforce positive

behaviors to be effective. should not be a punishment plan to

determine what happens after a student has violated a rule or code of conduct.

Behavior Intervention Plans Should Include…

skills training to increase positive behaviors changes that will be made in adult behavior,

in the classroom or other environments to reduce or eliminate problem behaviors

strategies to replace problem behaviors with positive behaviors that serve the same function for the child

supports for the child to use the appropriate behaviors

This Approach Is Designed To…

eliminate/reduce problem behavior replace problem behavior with more

appropriate behavior increase a person’s skills and

opportunities for enhanced quality of life

Focus on changing one or two behaviors at a time.

Don’t expect changes to occur overnight. It takes time and is a process. Reinforce small successes and approximations.

The more proactive and inclusive the behavior

intervention plan and the more closely it reflects the results of

the functional behavioral assessment, the more likely you are to succeed with the

plan.

Positive Behavioral Interventions are used

before problem behaviors occur to reduce or prevent the problem behaviors so that punishment does not

become necessary

“Punishment alone, without a balance of support and efforts to restore school engagement, weakens academic outcomes and maintains the antisocial trajectory of at risk students. Instead, the discipline process should help students accept responsibility, place high value on academic engagement and achievement, teach alternative ways to behave, and focus on restoring a positive environment and social relationships in the school.” (Jeffrey Sprague, 2004)

So, then what… we need to look at and be willing to adjust our

own practices; it is difficult for many of us to admit that our own approach or practices may contribute to the problem (Sprague, 2004)

kids do not learn thru aversives, so we need to teach, or re-teach, alternative behaviors “Kids learn better ways of behaving by

being taught directly and receiving positive feedback.” (Sugai, PBIS, 2004)

“When we focus on the needs of the child who is engaging in challenging behaviors, prevention becomes the goal and the focus of intervention planning shifts from what we might change about the child to what we might change about our own practices.”

(Strain & Hemmeter), 1997

Positive Behavioral Interventions May Include:

replacing problem behaviors with appropriate behaviors that serve the same or similar function as the inappropriate ones

increasing rates of existing appropriate behaviors

making changes to the environment that eliminate the possibility of engaging in inappropriate behavior

providing the supports necessary for the child to use the appropriate behaviors

Group Activity Read case study of Sally – see handout Divide into small groups of 5 to 8 people Complete fill in the box handout on Sally

defining the problem behavior in specific terms identifying antecedents and consequences determining the function of behavior define desired or replacement behaviors brainstorm interventions for a behavior plan

One person from small group will share with whole group

Examples of Positive Behavioral Strategies or Supports

Environmental Changes predictable structure, routine and defined

limits seating arrangement, location of materials adjust grouping, staffing pattern adjust noise level, room temperature,

lighting frequent breaks, cooling off period, place vary activities

Examples of Positive Behavioral Strategies or Supports

Accommodations extra assistance from adults or peer tutors reduce/eliminate timed tests shortened assignments provide choice in learning activities extended time for completion of assignments,

tests oral tests, reports or assignments

More Examples Proactive Strategies

use clear, concise and simple language; teach expectations and behavior you want prior to problem behavior

preventive cueing – use cues or signals to let student know to stop a behavior

use schedule boards or cueing for transitions give positive reinforcement (verbal, tangible) for

appropriate behavior use polite, respectful language and tone of voice apply consequences fairly and consistently

And Instructional Strategies Teach

expectations and behavior you want study, organization, memory, prioritizing

skills communication skills and model social skills Problem-solving skills relaxation skills for frustration, anxiety or

anger positive self-talk

Proactive,Preventative

Strategies

Proactive, Preventative Strategies

Focus on making changes to the environment adult responses antecedents consequences instructional strategies

Let’s Review Proactive Strategies

know yourself and your triggers build a trusting relationship with each

student before problem behaviors arise teach expectations as well as expected behavior know the child recognize and address signs of agitation

and frustration early (changes in behavior) respect personal space/boundaries

Proactive Strategies (cont) show concern and empathy to the agitated

student (empathic & reflective listening) do not take the student’s behavior

personally(personal detachment)

talk to student respectfully, calmly and in private if possible

allow student time and space to calm talk student through problem-solving

process reinforce positive behavior immediately

Proactive, Preventative Strategies Create An Emotionally Safe Educational Environment…

that challenges the student’s intellectual capabilities and builds self-esteem while accommodating special needs.

that maintains a supportive and stress-less environment where the student can learn. if a student does not feel emotionally safe to make

mistakes, the student experiences anxiety, frustration, anger and/or stress

these feelings decrease attention and concentration, interfere with learning, exacerbate hyperactivity and impair self esteem

(Dornbush and Pruitt, Teaching the Tiger)

To create an emotionally safe environment

do not humiliate, demean or degrade the students

allow students to express their thoughts and feelings in appropriate ways at appropriate times

do not allow others to bully, tease or humiliate anyone in your classroom

speak privately with student when possible

Also remember to… make environmental changes when

needed make individual/personal instructional

accommodations when needed provide a safe place for the student to

calm themselves when needed have each student create a safe place

mentally and then draw, color or paint a picture of his/her safe place

Minimize Academic Failure give the student tasks at the appropriate

instructional level present teacher-directed and teacher-

monitored lessons at the instructional level

homework or unmonitored seatwork should be at the independent level

do not give work at the frustration level

Make It Safe For Students To Risk Failure

“The major obstacle to learning is fear; fear of failure, fear of criticism, fear of appearing stupid. An effective teacher makes it possible for each child to err with impunity. To remove fear is to invite attempt. To welcome mistakes is to encourage learning.”

Dr. Haim G. Ginott

Instructional and Skills Building

Strategies

Instructional Strategies teach expectations and behavior you want teach study, organization, memory,

prioritizing skills teach communication skills teach and model social skills teach problem-solving skills teach relaxation skills for frustration,

anxiety or anger teach positive self-talk

Skills Building Strategiescommunication skillssocial skillsanger management skillscognitive/problem-solving skillsrelaxation/stress management skills

Cognitive Strategies

problem-solving positive self-talk

Problem-Solving Process have student identify problem behavior have student identify trigger to

escalating behavior ask the student to ask him/herself…

what did I do that was problematic? why did I do it? what triggered my behavior? do I want to change my behavior?

Problem-Solving have student brainstorm alternative

ways to cope with the trigger/s in the future ask student to ask him/herself…

what could I have done differently? (name several alternatives)

what else could I have done differently? what are the best ways that I calm myself when

I’m upset? what are some other ways I could calm myself

when I’m upset?

Continue Problem-Solving

assist student in developing a plan or contract

ask student to ask him/herself… what did I do well in this situation? what do I need to do next? can I do it? what am I willing to do differently?

Complete The Plan

have student write what he/she agrees

to do differently in the future have student and adult assisting the student

in developing the plan sign the plan or contract

date it keep the original, give copy

to student & parent

Complete The Plan

implement the plan monitor progress have student and adult

implementing the plan evaluate the effectiveness of the plan

revise plan as needed

Positive Self-Talk post positive quote or affirmation daily help students identify negative self-talk teach students to replace negative self

talk with positive statements that are realistic or believable to the student.

use guided imagery to teach positive self-talk

Relaxation Skills deep breathing exercises physical exercise, movement and

stretching progressive muscle relaxation relaxation music visualization through guided imagery

Supplemental Support Strategies

Offering a Continuum of Services for Students with Disabilities– instruction in regular classes special classes special schools home instruction instruction in hospitals and institutions

Additional Support Services, Specialists and Community Supports counseling as a related service; school-

based mental health services family involvement behavior specialist Child-specific aide, paraprofessionals support room tutors, mentors, life coach

Additional Support Services, Specialists and Community Supports liaison between the school, the child,

family members, and community agencies (social services facilitator or case manager)

coordination of services for students who are currently involved in the juvenile justice system

WHAT IS OUR GOAL?

to teach children to be self-disciplined

How Do We Help A Child Develop Internal

Control?

We must have some knowledge and understanding of basic principles of behavior and be able to apply them effectively and efficiently as needed

Teaching Self-Discipline To Our Children

helping children develop internal control takes time and is a process

they must believe that they have some control over their external world in order to develop internal control

they have to unlearn old habits and behaviors

We Need To…

teach new, more positive and effective behaviors and provide them with opportunities to practice them

build problem-solving, coping skills and resiliency into our children’s lives

“Encouragement, support and positive strokes lead to

cooperation and ongoing motivation”

Dr. Joe Massengill

Contact Information

Cheryl Steckley, MSW, LCSW

Education Program Consultant II

La. Dept. Of Education

Office of School and Community Support

225-219-0479 Office

877-453-2721 Toll free

225-342-0938 Fax

cheryl.steckley@la.gov