ATT BEHAVOUR SUPPORT
SIMPLY 1-2-3® for Teachers and
Early Child Care Educators, Group Leaders
Teachers, Directors, Early Childhood Educators FDC/LDC, Group Leaders, Primary, OSHC staff, Admin Officers, Aides and Assistants working in group environments with children 2 to 12 years old.
ATT delivers this workshop providing material by Dr Thomas W Phelan, Ph.D Clinical Psychologist and Sarah Jane Schonour M.A. authors of 1-2-3 Magic For Teachers - Effective Classroom Discipline Pre-K to year 8.
This program is suitable for child care, day care teachers and assistants; primary and middle school teachers, assistants and support staff; special education program and recreational activities staff, assistance and support staff; tertiary students and individual group leaders and assistants - including holiday camps, scout/guides, church groups; playgroups and coaches who work with early childhood and primary school aged children in group situation.
Finally, a program that takes the guess work out of behaviour modification.
Encourage and reinforce courteous behaviour and constructive work habits;
Learn an extremely accurate method for eliminating disruptive behaviour through choices;
Understand the effects of your personality on children;
Successful methods for handling many situations;
Effectively manage change and transitions times;
Communicate productively with parents.
Early Years Learning Framework;
Professional Development - Applied Techniques Training - SIMPLY 1-2-3:
Applied Techniques Training delivers SIMPLY 1-2-3 for Educators - encouraging educators to build on their current knowledge while SIMPLY 1-2-3 for Parents and Carers which compliments the framework being used by educators allowing for partnerships and continuity between educators and families.
• Belonging relates to connections and relationships with other educators and professionals from other disciplines, participation in professional organisations and networks, and community involvement.
• Being relates to the individuality of each early childhood educator and to the distinctiveness of each team of educators. Individuals and groups bring a unique collection of beliefs, values, interests, knowledge, experience and perspectives to planning, practice and relationships.
• Becoming relates to the importance of learning and reflecting in order to increase professional knowledge and improve skills and practices.
"The role of the individual in constructing his or her experience of the world is active, in that people are ‘agents of experiences rather than simply under goers of experiences’ (Bandura, 2001, p. 4). When children have a sense of agency, they are in the “driver’s seat” of what happens for them at a given moment in time".
1.1.6 Educators promote the making of choices and are responsive to knowing a child's individual sensitivities and behaviours allowing prompts of appropriate choices to support a sense of agency.
5.1.1 Educators engage in respectful strategies by using a warm and assertive model (warm to the child / assertive in providing choices to help the child to achieve); positive behaviour is encouraged by following a child's lead during play, positive redirection, acknowledgement and praise; and trust and strong relationships are built through communication and shared problem solving. Initially, with a limited number of choices provided, children and staff are able to engage in more open ended communication.
5.1.2 Educators provide a choice of group time, one-on-one time, age appropriate and fun activities, stories and interactive play through interpersonal engagement and dialogue that is lead by the child to help them to identify how they are feeling about a situation; monitoring the tangible progress of the child while they are involved in self-initiated activities; and observing the child's behaviour while interacting with other children to promote social skills for becoming autonomous, life-long learners.
5.1.3 Every child within the centre is allowed to feel secure, confident and in control with underpinning theories used to support a warm and safe environment including Reciprocal Inhibition; and Anxiety/Uncertainty Reduction which are delivered as social directives, options and choices, cognitive adjustments and positive reinforcement allowing each child to gain a sense of belonging without guilt or blame of the child for the behaviour.
5.2.1 Educators use group time to talk about room expectations....this is done through role play, stories, songs, puppets, interactive technology..... the children explore ways to speak to others; how to respectfully look after their friends or their belongings; how to negotiate turn taking and sharing or responding appropriately to an adverse situation; how to become an active member of the room by joining in and helping others. Intervention is proceeded by identifying the child's emotion and the impact of the behaviour, "I can see you are frustrated but it is not OK for you to throw the block". Allowing a child to identify the behaviour and make a choice, which in this case might be to pick up the block and put it in the box, helps to give the child a sense of achievement.
5.2.2 Educators provide 5 seconds of silence after giving a direction or instruction to allow the child to think which supports the child's sense of agency by allowing them to make a choice at that time. An educator will prompt the child if required but ultimately, it is during this time that the child has time to consider their actions. The child is encouraged to make a choice thereby having influence in the outcome of their behaviour. They may choose to behaviour appropriately and this decision is communicated in a positive manner by letting the child know that they have made a good choice; or they may behaviour inappropriately, at which time there is another opportunity given to them to make an appropriate choice before a prearranged consequence is given...withdrawal from an activity or a break time. Upon the child's return to the group, educators can then ask for an example of a better choice for next time. This will make for a smoother transition into the school system, as the child already has the foundations to identify their behaviour.
Having a good relationship with a child means keeping them safe and healthy, If a child is in danger or in danger of hurting others, there is an immediate action to defuse the situation. Once the child has had the opportunity to settle down, an apology is encouraged for the inappropriate behaviours and discussion about what a better choice might be in the future.
5.2.3 Educators ensure that each child's dignity and rights are maintained by giving clear explanations on what behaviours are acceptable within the room and what behaviours are not. Each child is treated equally and fairly, in response to their individual behaviour. Educators talk to the children about appropriate behaviour as part of everyday learning and engage with the child be using shared problem solving and discussion about appropriate choices to the level required for their age giving the child a sense of being. Educators are taught to use proactive communication by providing strategies on how to handle a situation or address the behaviour after the incident occurs if it is necessary, to build on a child's skill set and to provide each child with a sense of being, belonging, becoming.
Group Environment Studies:
Parent Based Studies:
J Am Acad Child Adolesc Psychiatry. 2003 Oct;42(10):1171-8.Brief psychoeducational parenting program: an evaluation and 1-year follow-up.Bradley SJ1, Jadaa DA, Brody J, Landy S, Tallett SE, Watson W, Shea B, Stephens D.Author
OBJECTIVE:Despite recognition of the need for parenting interventions to prevent childhood behavioral problems, few community programs have been evaluated. This report describes the randomized controlled evaluation of a four-session psycho-educational group for parents of preschoolers with behavior problems, delivered in community agencies.
METHOD:In 1998, 222 primary caregivers, recruited through community ads, filled out questionnaires on parenting practices and child behavior. Parents were randomly assigned to immediate intervention or a wait-list control. The intervention comprised three weekly group sessions and a 1-month booster, the focus being to support effective discipline (using the video 1-2-3 Magic) and to reduce parent-child conflict.
RESULTS:Using an intent-to-treat analysis, repeated-measures analyses of variance indicated that the parents who received the intervention reported significantly greater improvement in parenting practices and a significantly greater reduction in child problem behavior than the control group. The gains in positive parenting behaviors were maintained at 1-year follow-up in a subset of the experimental group.
CONCLUSIONS:This brief intervention program may be a useful first intervention for parents of young children with behavior problems, as it seems both acceptable and reasonably effective.
Please note: This is not a train the trainer workshop