Describe a time when you misbehaved:
 How did parents guardians handle it?
 What was your response/Their response?
 What type of punishment, if any, did you
receive?
 Was it effective?
Positive Guidance
Techniques
Objective 6.02
Positive Child
Guidance
Actions that direct, supervise, and
influence behavior
 Effective communication is essential
between child and adult
 Set positive examples for the child to
follow

Reasons for Misbehavior
•Stage of Growth:
power, attention,
revenge, assumed
inadequacy are normal
•Unfulfilled Needs: The
child’s needs are not
being met and she/he is
acting out in order to
try to get his/her needs
met.
Reasons for
Misbehavior
•Environment: The child
is uncomfortable in or
does not understand
his/her environment.
•Doesn’t know Better:
The child has not been
taught the concept he/she
is dealing with.
Positive Guidance
•Self-discipline: ability to
direct one’s own behavior
•Children may rebel
when parents punish
rather than discipline
•Consistency
is the key to
guidance
•Attention is a powerful
reinforcer to guide
children: they often
misbehave for attention
•Respond to aggressive behavior in
non-aggressive ways
•Discipline: guidance which helps
the child learn self-control
•Example: is a
very effective way
to teach children
desired behavior
Discipline
Guidance that helps a child gain control of
his/her own actions
 When parents do not encourage
appropriate behavior, the child may seek
attention using problem behaviors
 Set clear limits
 Make expectations known
 DO NOT bribe child to behave

Temper Tantrums
Child is seeking attention
 Ignore the child-remove yourself from
the situation

Helping the Child
Respond to aggressive behavior in nonaggressive ways
 When helping a child solve a problem:
LISTEN
 Use positive guidance/language

– Example:



“Please walk” instead of “Do not run”
“Quiet voices” instead of “ Quit screaming”
“It’s time to go” instead of “Quit dawdling”
Inappropriate Discipline
Joshua told Mr. Jones, his father, he
would not clean up his toys. Mr. Jones
grabs his belt and hits Joshua
numerous times leaving red lash marks.
Abuse and Neglect


Emotional/Verbal/Mental
Physical (non-accidental)
– Easily recognized by outsiders

Sexual

Neglect
Depriving a child of proper diet, medical care,
shelter, and/or clothing for long periods of
time.

Start tomorrow
Emotional Abuse
Setting unreasonable expectations and
demands on a child
 Belittling remarks; verbal attacks

Sexual Abuse

Sexual molestation- using a child to
gain sexual pleasure
Pattern of Abuse

“Cycle of Child Abuse”
– Child raised in an abusive home tend to
abuse own children
Types of Guidance
Techniques
1. Natural and Logical
Consequences
•Natural
•Logical Consequences:
Consequences:
occur
without
•To make
the interference,
punishment
should
be relevant
to the fit
child
can see the result of
the crime.
misbehavior
their choices
•Cannot
used ifnot
the
•Short in be
duration,
•Example:
if Sally
spills
consequence
will
cause
imposed
in anger,
provide
the paint,
shefor
must
clean
harm
to self,
others
or
opportunities
children
the mess
is made
property,
or that
too
in the
toup
learn
from
theirfar
future.
behavior
2. Positive Statements
•Clearly states what is expected,
then help them get started
•When guiding children,
phrase all requests in a
positive manner
•Talk to children at their
eye level when giving
directions
•Example: say, “Let’s walk to
the blocks,” rather than,
“Don’t run to the blocks”
3. Redirection
•Children up to two years
old can be easily distracted
•Get him to focus on
something else.
•Example: if he is
angry at the blocks
area, lead him to a
different area of the
room and introduce a
different activity
4. Reverse Attention
•When a child’s behavior is
inappropriate, focus on a
child who is displaying the
appropriate behavior and
make a positive comment
•Ignoring the negative,
reinforcing the positive
•If the first child
changes his behavior, he
should be immediately
reinforced with a
positive statement.
5. Limited Choices
•Do not give him an
unlimited choice unless
he can really have
what is chosen.
•Only give choices that
are available.
•Example: “Do you want
juice or water for a
drink?” rather than,
‘What would you like to
drink?”
6. Time Out
•Use a place where
there are no
distractions or
positives
•When a child has
disobeyed a rule, she
will be sent to a
predetermined place
to distance herself
from the problem
and gain composure.
•Should be a last
option, limited
use.