Problem checklist (TRIPART SYSTEM)

Common Problems in the Classroom

                                          -  tripart system-

child having   problems in classroom (victim)

children who avoid or appear fearful of particular activities such as; messy play, movement experiences, playground equipment, certain sounds, smells, or tastes   children who appear clumsy, uncoordinated or do a lot of crashing and banging into or on objects, sometimes accidentally breaking toys   children who have difficulty with transitions, ie, stopping one activity and starting another   children who have difficulty with social interactions and relating to their peers   children who are unable to adjust to and meet challenges/difficulties that arise, i.e., asking for help and/or problem solving   children who have difficulty maintaining an optimal arousal level for activities, ie, energy level that is too high or too low  factors that cause children to misbehave

factors that cause children to misbehave (suspect)

• children experience being teased or bully by his/her playmates of peers.
• lack of exploration in the childhood years.
• unorganized environment that lead him to act unsystematically.
• un aware of social interaction to the family or may be lack of attention from the family members.
• it's because the family spoiled the child  that leads him to not do all the things independently.
• misbehave may cause from this following factors; busy family, no good environment, poor social interaction, lack of guidance and moral teaching from the adults.

teachers response of action (councilor)

   1.   Empower and encourage the child, avoid rescuing when the child is struggling (i.e., "hang in there", "you can do this", "you're ok" and "way to go")

2. Use positive praise and awards when the child tries his best, attempts something new, does something independently, initiates a project, asks for help, follows the rules, or accomplishes something even if the outcome is not exactly what it should be 

3. Be specific with constructive criticism; make positive statements about what the child DID accomplish then make suggestions or ways to improve clear, concise and/or elicit suggestions from the child on what is missing or how to improve next time 

4. Validate them, their efforts, choices and feelings no matter what! 

5. Establish firm, clear rules with appropriate consequences if the child breaks them. Follow through! 

6. Talk through a task/problem with the child if they are struggling 

7. Be aware of the child's signs when they are starting to lose control. Be proactive in dealing with the issues BEFORE the child has a meltdown 

8. Teach children about personal space and enforce staying within those boundaries and keeping their hands to themselves 

9. Help the child generate ideas, problem solve, make choices or think creatively 

10. Use alternative approaches (through the senses) to alert, calm, and stabilize the nervous system 

****DONE*****

 

Problem Checklist

MY PROBLEM CHECKLIST

 Emotional                              

• Psychosocial Crisis: Industry vs. Inferiority
• Identity vs. Role Confusion

• Intimacy vs. Isolation

   Generativity vs. Stagnation 

  Ego Integrity vs. Despair

  Prevention for problems existed  are shown below:

1.  Establish House Rules
Make simple rules for your child. Start with a few "things we do and don't do." Discuss them with your child.

2.  Prevention Is Better Than Cure
If you feel that your child's behaviour is beginning to get out of control, "nip it in the bud" by distracting your child's attention onto a positive activity or game.

3.  Understand Your Child's Behaviour
Define simply and clearly any difficult behaviour. Keep a diary of what led up to the behaviour and what immediately followed it. From this, see if there is a pattern. What are the triggers and consequences which might be keeping the behaviour going?  DON'T blame yourself but work at changing your responses.

4.  Discipline With Short Time-Outs
Try to view discipline in a different way e.g. if a rule is broken, discipline with a time out a short, quiet time alone, without play. Alternatively ignore minor behaviour difficulties as your attention will often inadvertently encourage the very behaviour you want to stop.

5.  Take Five
When tensions and anger rise in you or your child take five. Take five minutes to cool down and to ask yourself, "Why am I getting so angry?" Try to identify the real problem, then find the  solution. Always control your temper.

6.  Never Strike In Anger
Research has shown that hitting your child does not help, and can do more damage. Try to avoid striking your child in anger. Smacking is not effective in reducing poor behaviour, as it does not teach children good behaviour.

7.  Don't Yell or shout at children
Try to avoid yelling at your children in anger. Do not put down your children. If they break a rule, tell them what they did wrong and why that makes you angry. Be angry at what they did, NOT at who they are.

8.  Get Away
When you feel frustrated, angry or uncontrollable, let your feelings out safely away from your children. Get out. Take a walk. Do not stay alone with your children when you are overwhelmed. Get help and support.


 

Ways To Give Your Child Trust

1.  Be There
Talk to your child. What was their day like?  Be available. Encourage your child to express feelings creatively by keeping a diary or drawing

2.  Be Consistent
Establish a reliable routine. A clear and consistent routine helps a child feel safe and secure.

3.  Let Your "No" Be No
If you say "no" to your child, make sure you both understand what that means and keep to the rule. Do not shout. Your child wants to know that your "no" means no.
By Dr. L Batra

Treatment
Untreated children with behavioural disorders may grow up to be dysfunctional adults. Generally, the earlier the intervention, the better the outcome is likely to be.

A large study in the United States, conducted for the National Institute of Mental Health and the Office of School Education Programs, showed that carefully designed medication management and behavioural treatment for ADHD improved all measures of behaviour in school and at home.

Treatment is usually multifaceted and depends on the particular disorder and factors contributing to it, but may include:

• Parental education – for example, teaching parents how to communicate with and manage their children.
• Functional family therapy – the entire family is helped to improve communication and problem-solving skills.
• Cognitive behavioural therapy – to help the child to control their thoughts and behaviour.
• Social training – the child is taught important social skills, such as how to have a conversation or play cooperatively with others.
• Anger management – the child is taught how to recognise the signs of their growing frustration and given a range of coping skills designed to defuse their anger and aggressive behaviour. Relaxation techniques and stress management skills are also taught.
• Support for associated problems – for example, a child with a learning difficulty will benefit from professional support.
• Encouragement – many children with behavioural disorders experience repeated failures at school and in their interactions with others. Encouraging the child to excel in their particular talents (such as sport) can help to build self-esteem.
• Medication – to help control impulsive behaviours.

***DONE***

                   

  

.COMMON PROBLEM IN EARLY CHILDHOOD

Common problem in early childhood

In children from birth to the beginning of the fifth year, common problems include difficulties in feeding and sleeping, as well as clinging to the parents (separation anxiety), temper tantrums, oppositional behavior, and minor degrees of aggression.

• temper tantrums is an emotional outburst that is typically characterized by stubbornness, crying, screaming, defiance, angry ranting, a resistance to attempts at pacification and, at some cases, hitting. Physical control may be lost, the person may be unable to remain still, and even if the "goal" of the person is met he or she may not be calmed. A tantrum may be expressed in a tirade: a protracted, angry, or violent speech.

• oppositional behavior describe as an ongoing pattern of disobedient, hostile and defiant behavior toward authority figures which goes beyond the bounds of normal childhood behavior. People who have it may appear very stubborn.

• aggressin refers to behavior between members of the same species that is intended to cause pain or harm. Predatory behavior between members of one species towards another species is also described as "aggression." 

EMOTIONAL PROBLEMS OF EARLY CHILDHOOD
During early childhood:
During this stage, problems arise on account of emotional inconveniences as follows.

i) Dominance of unpleasant hazards like anger, jealousy and fear with a little amount of pleasant emotions. This imbalance distorts the outlook of the child on life with pessimism making the child feel the environment unpleasing. The child develops such unpleasant temperament resulting in gloomy facial expressions.
ii) Inability to establish an emotional tie up with significant persons, especially the mother and other family members due to some reason or other. Lack of attachment with mother and absence of cordial relationship with others depress the child without the related pleasure involved. Also lack of affection from others makes the child self bound and have no emotional exchange with others.
iii) Too much affection or over dependence on a single person, probably the mother, makes the child often unsecured and anxious which give the child detachment from peers.
iv) Failure to have attachments to animate or inanimate objects enhances unnecessary anxiety in new situations.

**DONE

ELEMENTTARY GUIDANCE PROGRAM

GUIDANCE PROGRAM SAMPLE

Comprehensive Elementary Guidance Program Belief Statements
We believe…

• All students have individual abilities and are capable of learning with support from family, community and educators.
• All students have the right to be treated with dignity and respect and learn in a safe, supportive environment.

Assumptions

A school counseling program:

• Reaches every student

• Is comprehensive in scope
• Is proactive in design
• Is developmental in nature
• Is an integral part of a total educational program for student success
• Selects measurable student competencies based on local need in the area of academic, career and personal/social domains.
• Has a delivery system that includes school guidance curriculum, individual planning, responsive services and system support
• Is implemented by a credentialed school counselor
• Is conducted in collaboration with all stakeholders.
• Uses data to drive program decisions
• Monitors student progress
• Measures both process and outcome-results and analyzes critical data elements
• Seeks improvement each year based on results data
• Shares successes with stakeholders.

All school counselors will:

• Plan and manage the comprehensive school counseling program in collaboration with all elementary counselors.
• Abide by the professional school counseling ethics as advocated by the American School Counselors Association.
• Participate in professional development activities essential to maintaining a quality school counseling program.

Mission Statement

The mission of the Davenport Community School’s comprehensive school guidance program is to enhance each student’s ability to acquire knowledge, attitudes and skills in the academic, career and personal/social domains to become contributing members of our diverse society.

** done :)