Is there really such a thing as a bad child? Here we take a look into how every behavior indicates a need.

2. Overview
Children’s Needs
Children’s Mental Health
Attachment
Attention
Initiative
Self Control
What is a behavior?
Behavior Modification
Trauma

3. Children’s Hierarchy of Needs

4. Children’s Health
Nutrition
Education
What should we eat?
When should we eat?
How much should we eat?
How does this effect
mental health?
sustained poor nutrition
can lead to obesity,
mental and emotional
health problems, and a
failure to thrive
academically.

5. HOW TO APPROACH FEEDING

6. IS YOUR CHILD MISBEHAVING,
OR MISSING SLEEP?
-Mary Sheedy Kurcinka “Sleepless in America”

7. Children’s Health
Sleep
Recommended Amount of Sleep Per Day
Newborns 16–18 hours
Preschool-aged children 11–12 hours School-aged
children 10 hours
Teens 9–10 hours
Adults (including elders) 7–8 hours

8. Children’s Health
Sleep
What contributes to
lack of sleep?
Lack of routine
Distractions (T.V.,Video
Games, Tablets, Screen Time)
Poor Sleep environment
Illness
How can this effect
Children?
Irritable and cranky
Easily frustrated
Easily overwhelmed
Anxious and resistant
Hyperactive

9. Children’s Mental Health
What is a healthy mental state?
3 to 5 years
Increased interest in role playing and fantasy.
Peers become more important
Wants for specific toys/clothes/media that others
have.
Ability to understand another person perspective and
feelings, use of empathy!

10. Children’s Mental Health
What is a healthy mental state?
Attachment
Strong relationship
between a child and
important people in
their life. Examples are
family, friends,
caregivers, and teachers.
Attention
Effective use of focus
skills, finishing
activities, and ability to
control body
movements.

11. Children’s Mental Health
What is a healthy mental state?
Initiative
The child's drive to
complete tasks and
obtain needs on their
own. Examples are
asking questions,
exploring environment,
and using creativity.
Self Control
A child's ability to make
decisions based on
learned social and
environmental norms.
Examples are waiting in
line and taking turns

12. What is a behavior?
Every behavior indicates a need!

13. What is a behavior?
Aggression
Hitting, kicking, biting,
and scratching.
Throwing things,
pinching, poking,
spitting, pushing, mean
verbal prompts, and
bullying
Self Injury
Inflicting self harm ex:
hitting, pinching,
biting, stabbing,
burning, head-
banging, cutting,
choking etc.

14. What is a behavior?
Depression
Sad
Moody
Irritable
Difficulty calming down
Withdrawn
Slow-moving
Emotional Control
Problems (including
anxiety)
Becoming mad or
frustrated easily
Temper tantrums
Crying when challenged
Becoming upset when
routine changes

15. Behavior Modification
Exploring reasons for the behavior
Identifying ways to adapt either internal or external
factors associated with the behavior.
Assisting children in replacing negative behaviors
with alternative actions.
Find solutions that fit individuals

16. Behavior Modification
Identify
Assist
Move on

17. Behavior Modification
Identify
What happened before the behavior occurred?
What behavior occurred?

18. Behavior Modification
Assist
Assist the child in finding alternative action.
Coach child to practice positive responses (coping
skills), with verbal prompts and modeling.
If behavior is aggressive in nature ensure safety of
others if needed help child move to safe area,
coach child to practice empathy.

19. Behavior Modification
Move On
Let it go!
Repetition of verbal prompts, modeling,
alternative options, coaching
This is not a bad child

20. Behavior Modification
Aggression Stay Calm
↓
Identify Feeling/Goal
↓
Communicate Message (Ex. “No hitting, hitting hurts”)
↓
Offer Alternatives (Ex. Throwing toys = basketball)
↓
Try Distractions (Ex. Engage in game or job)
↓
Manage Strong Emotions (Ex. Work with hands, jumping up and down,
dance!, wash hands in cool water, deep breathing)
↓
Move on

21. Behavior Modification
Physical Aggression
Stay Calm
↓
Communicate Message (Ex. “WHEN YOU ______ I AM concerned,
BECAUSE _______; I EXPECT”)
↓
Identify Feeling/Goal of aggressor and assist
↓
Redirect the child to an activity of interest or a specific task OR safe area
to assist and/or practice self calming techniques
↓
Move on

22. Behavior Modifications
Disruptive Behaviors
Set Clear Boundaries
↓
Offer Suggestions Not Commands
↓
Give at least 2 options
↓
Give Praise For Cooperative effort

23. TRAUMA

24. TRAUMA INFORMED LEADERS
Always consider that trauma could be a factor in the
child’s behavior and demeanor
Trauma triggers are very challenging to identify and
articulate for children and the adults watching them
Children may act as if the traumatic event were
presently happening (fight, flight, freeze) if trauma
memories are triggered

25. References
http://www.cdc.gov/LifeStages/infants_toddlers.html
http://www.zerotothree.org/child-development/social-emotional
development/social-emotional-development.html
http://www.census.gov/quickfacts/table/PST045214/00
Early Intervention in Infant/Toddler Mental Health (Summit Education)

26. Resources
- http://www.empoweringparents.com/free-downloadable-charts/
- http://www.zerotothree.org/
- http://www.kimscounselingcorner.com/2012/09/16/50-activities-and-
games-dealing-with-anger/
- http://www.theplumtree.net/activities/