This document outlines appropriate behavior management techniques for foster parents and agency staff. It provides guidance on establishing clear and consistent rules, using praise and rewards, giving age-appropriate responsibilities, avoiding power struggles, and preventing problems. It also lists punishments that are strictly prohibited, such as physical discipline, humiliation, deprivation of needs, and restraint. The goal is for staff and foster parents to utilize positive behavior techniques to promote children's well-being and development.
This document provides guidance on effective classroom management. It discusses key elements like considering space, gender ratios, and teacher-child ratios. It distinguishes discipline from punishment, noting discipline helps change behavior while punishment may interfere with learning. Daily schedules with large group, center, and outdoor times are recommended to build confidence and allow for play and projects. Consistency, positive reinforcement, and avoiding humiliation are emphasized for disciplining children. Time-out is described as a way to distance misbehaving children from the situation.
Karen Pennifold is a school support counselor with 15 years of experience working with behavioral youth. She works with Woods Homes, a children's mental health center, to provide counseling support in 6 Calgary Catholic elementary schools. Her presentation provides classroom strategies for managing behaviors related to conditions like ADHD, ODD, anxiety, and PTSD. She emphasizes the importance of structure, routines, addressing basic needs, and using positive reinforcement, visual supports, and calming activities.
This document provides an overview of positive behavior management strategies for children with special needs who exhibit challenging behaviors. It discusses using a systematic approach focused on teaching appropriate behaviors through reinforcement rather than punishment. Key elements include conducting a functional behavior assessment to understand why behaviors occur, establishing preventative practices like visual schedules and clear rules, using praise and rewards to increase positive behaviors, implementing strategies like time-out contingently when issues arise, and developing behavior support plans with prevention, replacement skills and response strategies. The document emphasizes the importance of optimism and an emphasis on ability when addressing behavioral needs.
The document provides 10 things parents can do at home and 10 things parents can do with their school to promote their child's social and emotional learning. Some key strategies include focusing on strengths, giving children choices, avoiding humiliation, reading together, encouraging problem solving skills, and fostering open communication between home and school. The document also lists tips for parents on social and emotional skills and recommends books to help parents support their child's development.
This document provides tips for parents on helping children cope with stress and anxiety during the COVID-19 pandemic. It recommends that parents stay calm, listen to children's concerns, and offer reassurance. It also suggests maintaining routines, focusing on family bonding activities, connecting with teachers about virtual schooling, practicing good hygiene, and being open about feelings with children. The goal is to help children feel informed and in control while reducing fear through open communication and support.
The document discusses strategies for promoting children's social emotional development and addressing challenging behaviors. It emphasizes building positive relationships, designing supportive environments, and directly teaching social emotional skills to children. Specific strategies include using visual schedules and supports, giving positive feedback, involving children in developing rules and routines, and focusing on prevention through teaching appropriate skills rather than punishment.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
The document provides guidance for parents on how to effectively parent their children. It discusses 10 key topics: 1) actively listening to children, 2) celebrating a child's uniqueness, 3) getting involved in a child's activities but not overdoing it, 4) controlling anger, 5) leading by example, 6) encouraging play, 7) having high expectations, 8) getting involved in a child's school and hobbies, 9) making and learning from mistakes, and 10) several other parenting tips. The overall message is that parents should support their child's development through active involvement, effective communication, and leading by positive example.
This document provides guidance on effective classroom management. It discusses key elements like considering space, gender ratios, and teacher-child ratios. It distinguishes discipline from punishment, noting discipline helps change behavior while punishment may interfere with learning. Daily schedules with large group, center, and outdoor times are recommended to build confidence and allow for play and projects. Consistency, positive reinforcement, and avoiding humiliation are emphasized for disciplining children. Time-out is described as a way to distance misbehaving children from the situation.
Karen Pennifold is a school support counselor with 15 years of experience working with behavioral youth. She works with Woods Homes, a children's mental health center, to provide counseling support in 6 Calgary Catholic elementary schools. Her presentation provides classroom strategies for managing behaviors related to conditions like ADHD, ODD, anxiety, and PTSD. She emphasizes the importance of structure, routines, addressing basic needs, and using positive reinforcement, visual supports, and calming activities.
This document provides an overview of positive behavior management strategies for children with special needs who exhibit challenging behaviors. It discusses using a systematic approach focused on teaching appropriate behaviors through reinforcement rather than punishment. Key elements include conducting a functional behavior assessment to understand why behaviors occur, establishing preventative practices like visual schedules and clear rules, using praise and rewards to increase positive behaviors, implementing strategies like time-out contingently when issues arise, and developing behavior support plans with prevention, replacement skills and response strategies. The document emphasizes the importance of optimism and an emphasis on ability when addressing behavioral needs.
The document provides 10 things parents can do at home and 10 things parents can do with their school to promote their child's social and emotional learning. Some key strategies include focusing on strengths, giving children choices, avoiding humiliation, reading together, encouraging problem solving skills, and fostering open communication between home and school. The document also lists tips for parents on social and emotional skills and recommends books to help parents support their child's development.
This document provides tips for parents on helping children cope with stress and anxiety during the COVID-19 pandemic. It recommends that parents stay calm, listen to children's concerns, and offer reassurance. It also suggests maintaining routines, focusing on family bonding activities, connecting with teachers about virtual schooling, practicing good hygiene, and being open about feelings with children. The goal is to help children feel informed and in control while reducing fear through open communication and support.
The document discusses strategies for promoting children's social emotional development and addressing challenging behaviors. It emphasizes building positive relationships, designing supportive environments, and directly teaching social emotional skills to children. Specific strategies include using visual schedules and supports, giving positive feedback, involving children in developing rules and routines, and focusing on prevention through teaching appropriate skills rather than punishment.
The document discusses several topics related to parenting and teaching children respect. It emphasizes that the most effective way to teach children respect is by treating them respectfully and being a good role model. Parents should communicate openly with their children without distractions, praise good behavior, and avoid verbal abuse which can damage children's development and self-esteem. A parent's role evolves as children grow into more independent individuals.
The document provides guidance for parents on how to effectively parent their children. It discusses 10 key topics: 1) actively listening to children, 2) celebrating a child's uniqueness, 3) getting involved in a child's activities but not overdoing it, 4) controlling anger, 5) leading by example, 6) encouraging play, 7) having high expectations, 8) getting involved in a child's school and hobbies, 9) making and learning from mistakes, and 10) several other parenting tips. The overall message is that parents should support their child's development through active involvement, effective communication, and leading by positive example.
This document discusses child development from infancy through adolescence and provides health and parenting recommendations. It covers the stages of development, what constitutes health, the Millennium Development Goals, aspects of child development including physical, psychological, social-emotional, and spiritual, developmental milestones from early childhood through adolescence including puberty changes, principles of godly and healthy parenting including providing healthcare, guidance, and a safe environment, and recommendations for positive parenting including showing care, trust, discipline, safety, and health education.
Methods & techniques of child developmentsaima tareen
The document outlines five steps for using developmentally appropriate techniques to redirect disruptive child behavior:
1. Involve children in creating classroom rules to encourage pro-social behavior and a sense of community.
2. Use positive reinforcement like praise and encouragement to reinforce good behavior rather than focusing on disruptive behavior.
3. Employ natural and logical consequences of actions rather than punishment to help children learn self-control and responsibility.
4. Model clear communication using non-blaming "I messages" to address both good and bad behaviors.
5. Be consistent in enforcing rules and addressing behaviors to effectively help children adjust their conduct over time.
This document provides guidance and tasks for a student placement, including:
1) Guidance on facilitating cognitive development in children through choosing age-appropriate resources and allowing time for independent exploration.
2) A list of placement tasks focused on creating environments, activities, and evaluations to support children's cognitive, physical, and healthy development.
3) Reminders about professional responsibilities during placement such as maintaining reflection diaries, communicating with supervisors, and representing the college appropriately.
Tina Bruce's theory of play posits that play is an active process driven by children rather than being goal-oriented. Bruce believes that children should direct their own play, making up rules and using simple found objects as props. Adults should facilitate but not control children's play. Bruce identified 12 features of play, including children using pretend and role-play, making their own rules, and being deeply engaged in coordinating their play agendas. Positives are that it allows child-led play without toys, and covers different learning areas, while negatives are that some points may not apply to all children and parts seem obvious.
The document discusses resilience and stress in childhood. It defines resilience as the ability to recover from misfortune without being overwhelmed. Protective factors that foster resilience in children include caring relationships, high expectations, and opportunities for participation. The document also describes different types of stressors, sources of stress, and how stress affects children physically and behaviorally. It outlines the stages children go through in responding to stress and provides general guidelines for helping children cope, such as modeling good stress management and teaching relaxation techniques. Specific suggestions are also given for helping children cope with the stress of moving.
The document discusses counselling interventions at different life stages, beginning with infancy. For infancy, challenges include learning to walk, take solid foods, and talk. Guidelines for parents include supporting the child's development, frequent positive interaction, and attention during feeding. For childhood, challenges transitioning to school and developing knowledge are discussed. Guidelines include reading to children, encouraging questions, and ensuring non-discriminatory teachers. For adolescence, achieving independence and social roles are challenges, with guidelines like encouraging healthy friendships and open parent-child communication. Adulthood challenges include commitments like marriage, with guidelines to take time and get to know partners fully before making commitments.
The document discusses physical care routines for children, including nappy changing, toilet training, washing and bath time, skin/teeth/hair care, and meal times. It provides information on the role of early years practitioners in supporting these routines and ensuring proper hygiene. It also addresses non-routine physical care needs, working with parents/carers, making formula feeds, sterilizing equipment, food hygiene, dealing with spillages, personal protective equipment, and children's sleep and rest needs.
Erik Erikson's theory of Psychosocial DevelopmentDrGMSunagar1
1. Erik Erikson's theory of psychosocial development outlines 8 stages of human development from infancy to late adulthood. Each stage is characterized by a psychosocial crisis between two opposing tendencies (e.g. trust vs mistrust in infancy).
2. Successful resolution of each crisis leads to a healthy personality trait. The 8 stages are: trust vs mistrust (infancy), autonomy vs shame (early childhood), initiative vs guilt (preschool), industry vs inferiority (school age), identity vs role confusion (adolescence), intimacy vs isolation (young adulthood), generativity vs stagnation (adulthood), and ego integrity vs despair (late adulthood).
3. Erik
Positive relationships are important for well-being as humans are social animals. Good relationships are built on trust, effective communication, mutual respect and valuing differences. Teachers and parents can develop positive relationships by listening to understand each other's perspectives, respecting different views, and working together for mutual benefit rather than competition. Children learn relationship skills from role models, so adults should build trust with kids and encourage friendships.
To be a good parent, you need to make your children feel loved and valued while teaching them right from wrong. This involves praising positive behavior, listening to children, being present for important events, enforcing consistent rules calmly as a united front with your spouse, and providing a nurturing home environment where children can thrive.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
Unit 2.1 employability pp An introduction to the role of the early years prac...HCEfareham
This document provides an overview of sessions from a course on the role of the early years practitioner. The sessions aim to outline important concepts like skills, knowledge, attributes and settings for early years education. They discuss qualifications, wages and responsibilities for different job roles. The document also covers legislation and frameworks governing childcare like the Children Act, Every Child Matters and Early Years Foundation Stage. Key topics include communication, child development, safeguarding, and the importance of clear instructions. Learners are guided to reflect on their own skills and potential areas for improvement.
1. The document discusses ways to teach children good personal hygiene habits in a fun manner, such as making up songs about hygiene tasks, using props like musical toothbrushes, and allowing the child to choose their own hygiene products.
2. It recommends demonstrating hygiene tasks for the child to imitate and installing a child-safe showerhead to encourage independent showering if bath times are difficult.
3. Fun approaches like these can help children learn important hygiene skills while keeping it positive and engaging.
This document discusses children's health, well-being, and transitions. It provides information on attachment theory, the importance of secure relationships for emotional well-being, and the role of the key person. It also discusses potential effects of transitions and significant life events on children and the role of early years practitioners in preparing children for transitions and supporting their needs during transitions.
2014 updated editable hipaa hitech policy and proceduresCharles McNeil
This document provides a collection of 56 editable policy and procedure templates to help organizations comply with HIPAA and HITECH requirements. It includes templates covering all required areas for privacy, security, and breaches. Customizing the templates allows organizations to address their unique needs while meeting regulatory standards. The templates are in Microsoft Word format and are meant to be adapted rather than used verbatim. Testimonials from healthcare organizations praise the templates for helping to ensure HIPAA compliance and supporting health IT needs.
"The Ovary Unraveled” from December 11 to 13, 2009 in Mumbai,India.
The meeting is been jointly organized by ISAR - Indian Society of Assisted Reproduction & MOGS - Mumbai Obstetric & Gynecological Society.
It will be an exciting & wide ranging programme designed to engage all delegates on topics of vital importance related to the ovary.The event will be the perfect occasion for the international experts to share their leading edge knowledge on innovation and technology balanced by critically important insight into their practical application.
The document lists the achievements of various sports teams at a school in 2009. The senior tunnel ball team placed third in the district, as did the senior tug of war team. An individual won the 100m championship.
This document lists important dates in Mexican history. September 13 commemorates Niños Héroes, though the story of heroic children is inaccurate. September 16 marks La Independencia and Miguel Hidalgo's call to arms. November 20 remembers the Mexican Revolution that freed the country from the dictatorship of Porfirio Díaz, similar to modern China's leader.
This document discusses child development from infancy through adolescence and provides health and parenting recommendations. It covers the stages of development, what constitutes health, the Millennium Development Goals, aspects of child development including physical, psychological, social-emotional, and spiritual, developmental milestones from early childhood through adolescence including puberty changes, principles of godly and healthy parenting including providing healthcare, guidance, and a safe environment, and recommendations for positive parenting including showing care, trust, discipline, safety, and health education.
Methods & techniques of child developmentsaima tareen
The document outlines five steps for using developmentally appropriate techniques to redirect disruptive child behavior:
1. Involve children in creating classroom rules to encourage pro-social behavior and a sense of community.
2. Use positive reinforcement like praise and encouragement to reinforce good behavior rather than focusing on disruptive behavior.
3. Employ natural and logical consequences of actions rather than punishment to help children learn self-control and responsibility.
4. Model clear communication using non-blaming "I messages" to address both good and bad behaviors.
5. Be consistent in enforcing rules and addressing behaviors to effectively help children adjust their conduct over time.
This document provides guidance and tasks for a student placement, including:
1) Guidance on facilitating cognitive development in children through choosing age-appropriate resources and allowing time for independent exploration.
2) A list of placement tasks focused on creating environments, activities, and evaluations to support children's cognitive, physical, and healthy development.
3) Reminders about professional responsibilities during placement such as maintaining reflection diaries, communicating with supervisors, and representing the college appropriately.
Tina Bruce's theory of play posits that play is an active process driven by children rather than being goal-oriented. Bruce believes that children should direct their own play, making up rules and using simple found objects as props. Adults should facilitate but not control children's play. Bruce identified 12 features of play, including children using pretend and role-play, making their own rules, and being deeply engaged in coordinating their play agendas. Positives are that it allows child-led play without toys, and covers different learning areas, while negatives are that some points may not apply to all children and parts seem obvious.
The document discusses resilience and stress in childhood. It defines resilience as the ability to recover from misfortune without being overwhelmed. Protective factors that foster resilience in children include caring relationships, high expectations, and opportunities for participation. The document also describes different types of stressors, sources of stress, and how stress affects children physically and behaviorally. It outlines the stages children go through in responding to stress and provides general guidelines for helping children cope, such as modeling good stress management and teaching relaxation techniques. Specific suggestions are also given for helping children cope with the stress of moving.
The document discusses counselling interventions at different life stages, beginning with infancy. For infancy, challenges include learning to walk, take solid foods, and talk. Guidelines for parents include supporting the child's development, frequent positive interaction, and attention during feeding. For childhood, challenges transitioning to school and developing knowledge are discussed. Guidelines include reading to children, encouraging questions, and ensuring non-discriminatory teachers. For adolescence, achieving independence and social roles are challenges, with guidelines like encouraging healthy friendships and open parent-child communication. Adulthood challenges include commitments like marriage, with guidelines to take time and get to know partners fully before making commitments.
The document discusses physical care routines for children, including nappy changing, toilet training, washing and bath time, skin/teeth/hair care, and meal times. It provides information on the role of early years practitioners in supporting these routines and ensuring proper hygiene. It also addresses non-routine physical care needs, working with parents/carers, making formula feeds, sterilizing equipment, food hygiene, dealing with spillages, personal protective equipment, and children's sleep and rest needs.
Erik Erikson's theory of Psychosocial DevelopmentDrGMSunagar1
1. Erik Erikson's theory of psychosocial development outlines 8 stages of human development from infancy to late adulthood. Each stage is characterized by a psychosocial crisis between two opposing tendencies (e.g. trust vs mistrust in infancy).
2. Successful resolution of each crisis leads to a healthy personality trait. The 8 stages are: trust vs mistrust (infancy), autonomy vs shame (early childhood), initiative vs guilt (preschool), industry vs inferiority (school age), identity vs role confusion (adolescence), intimacy vs isolation (young adulthood), generativity vs stagnation (adulthood), and ego integrity vs despair (late adulthood).
3. Erik
Positive relationships are important for well-being as humans are social animals. Good relationships are built on trust, effective communication, mutual respect and valuing differences. Teachers and parents can develop positive relationships by listening to understand each other's perspectives, respecting different views, and working together for mutual benefit rather than competition. Children learn relationship skills from role models, so adults should build trust with kids and encourage friendships.
To be a good parent, you need to make your children feel loved and valued while teaching them right from wrong. This involves praising positive behavior, listening to children, being present for important events, enforcing consistent rules calmly as a united front with your spouse, and providing a nurturing home environment where children can thrive.
A Critical Analysis of the Principles of Nurture and its Impact on LearningBetty Wakia (白丽)
The nurture groups are small structured teaching or learning groups of 6 to 12 students that supported by two adults staffed to provide social, emotional and behavioral difficulties (SEBD) in a mainstream early years settings, primary or secondary schools. The nurture groups are known as a safe place for the unique developmental need of each child’s are met and continuously provides assessment through the Boxall Profile to modified curriculum in an environment based on the six principles. The purpose of this essay is to critically analysis the principles of nurture and its impact on learning in the classroom.
Infants between 0-1 years old reach developmental milestones in skills like smiling, crawling, and walking. During the first year, babies learn vision, exploration, cognition, language, and form bonds with caregivers. Parents can help by talking, singing, reading, praising, cuddling, playing, and ensuring safety.
Unit 2.1 employability pp An introduction to the role of the early years prac...HCEfareham
This document provides an overview of sessions from a course on the role of the early years practitioner. The sessions aim to outline important concepts like skills, knowledge, attributes and settings for early years education. They discuss qualifications, wages and responsibilities for different job roles. The document also covers legislation and frameworks governing childcare like the Children Act, Every Child Matters and Early Years Foundation Stage. Key topics include communication, child development, safeguarding, and the importance of clear instructions. Learners are guided to reflect on their own skills and potential areas for improvement.
1. The document discusses ways to teach children good personal hygiene habits in a fun manner, such as making up songs about hygiene tasks, using props like musical toothbrushes, and allowing the child to choose their own hygiene products.
2. It recommends demonstrating hygiene tasks for the child to imitate and installing a child-safe showerhead to encourage independent showering if bath times are difficult.
3. Fun approaches like these can help children learn important hygiene skills while keeping it positive and engaging.
This document discusses children's health, well-being, and transitions. It provides information on attachment theory, the importance of secure relationships for emotional well-being, and the role of the key person. It also discusses potential effects of transitions and significant life events on children and the role of early years practitioners in preparing children for transitions and supporting their needs during transitions.
2014 updated editable hipaa hitech policy and proceduresCharles McNeil
This document provides a collection of 56 editable policy and procedure templates to help organizations comply with HIPAA and HITECH requirements. It includes templates covering all required areas for privacy, security, and breaches. Customizing the templates allows organizations to address their unique needs while meeting regulatory standards. The templates are in Microsoft Word format and are meant to be adapted rather than used verbatim. Testimonials from healthcare organizations praise the templates for helping to ensure HIPAA compliance and supporting health IT needs.
"The Ovary Unraveled” from December 11 to 13, 2009 in Mumbai,India.
The meeting is been jointly organized by ISAR - Indian Society of Assisted Reproduction & MOGS - Mumbai Obstetric & Gynecological Society.
It will be an exciting & wide ranging programme designed to engage all delegates on topics of vital importance related to the ovary.The event will be the perfect occasion for the international experts to share their leading edge knowledge on innovation and technology balanced by critically important insight into their practical application.
The document lists the achievements of various sports teams at a school in 2009. The senior tunnel ball team placed third in the district, as did the senior tug of war team. An individual won the 100m championship.
This document lists important dates in Mexican history. September 13 commemorates Niños Héroes, though the story of heroic children is inaccurate. September 16 marks La Independencia and Miguel Hidalgo's call to arms. November 20 remembers the Mexican Revolution that freed the country from the dictatorship of Porfirio Díaz, similar to modern China's leader.
The document discusses 14 habits, splitting them into 7 "good" habits and 7 "bad" habits. The 7 good habits are presented in order from bottom to top: habit VI is sharpening the saw, habit V is seeking first to understand, habit IV is thinking win-win, habit III is putting first things first, habit II is beginning with the end in mind, and habit I is being proactive. The 7 "bad" habits are listed in reverse order of the good habits.
This document provides an overview of PHPStorm 2.0 IDE and discusses its advantages such as fast file search and built-in refactoring tools. It also mentions some alternative IDE options and compares PHPStorm's features to standard practices like automatic project import and SVN integration. The document concludes by demonstrating how to set up and run unit tests within PHPStorm.
Bee and Knee have an adventure where Knee runs off in one direction while Bee likes cheese, though only lemons are supposed to like cheese according to an angry voice. The story ends with a moral about not eating sandwiches over a day old to avoid food poisoning.
The document provides tips for ensuring a website adds value to a business. It discusses the importance of understanding target audiences, having clear goals and strategies for reach, conversion, and retention. It also offers tactics for content, usability, branding, SEO, and social media optimization to help websites perform effectively. The presentation was given by Jeremy Anderson of digital marketing agency Obergine.
This document is a medical history form to be completed by household members. It asks about history of or treatment for medical conditions like tuberculosis, cancer, arthritis, heart/kidney issues, asthma, depression, alcoholism, seizures, headaches, and others. It also inquires about history of mental/emotional problems, medications, counseling, evaluations, disabilities, drug/alcohol treatment, and permission to release medical records. The purpose is to gather health information on household members.
The document describes the stages of backward design for planning instruction. It includes 3 stages: 1) Identify desired learning outcomes, 2) Determine acceptable evidence of student learning, and 3) Plan lessons and assessments. Each stage is then broken down into more specific steps like setting standards, choosing assessments, and designing units and lessons. Examples are provided for how to approach each step.
El informe describe las actividades de la línea de trabajo educativo de desafíos matemáticos para el tercer grado en la Escuela Telesecundaria "Teodoro Álvarez Bustamante". Los estudiantes aprendieron sobre productos notables y factorización a través de bloques algebraicos, y sobre congruencia de triángulos mediante trazos y recortes. También trabajaron con líneas y rectas en el círculo, rompecabezas geométricos y crucigramas.
This document discusses Universal Design for Learning (UDL), an educational framework that aims to meet the needs of all learners by reducing barriers in curriculum and instruction. UDL is based on research about how the brain learns and recognizes that every student learns differently. It calls for providing multiple means of representation, expression, and engagement to accommodate learner variability. The goal is to make learning accessible to everyone through flexibility and choice in how information is presented, how students demonstrate knowledge, and how they are motivated to learn.
El documento ofrece consejos para directores de arte sobre cómo comenzar con el trabajo de diseño, incluyendo entender los requerimientos del cliente, conceptualizar el mensaje a comunicar, elaborar bocetos sin copiar otros trabajos, enviar propuestas al cliente considerando posibles cambios, y mantener en cuenta principios como usar un diseño limpio y de fácil lectura, generar curiosidad en el espectador, y mantener la unidad en todas las piezas del diseño.
The director chose to film Paramore's "Brick By Boring Brick" video in studios using special effects and casting the band as characters. Scenes were styled to evoke a fairytale theme through costumes, lighting, and settings like an autumn forest and castle. The video contrasts warm, harmless tones outside with darker tones inside to mirror the song's lyrics about forgotten childhood fantasies and change. It incorporates the band and a narrative storyline to match the song's message while drawing viewers through techniques like duplicating the lead singer's face that implicate the male gaze.
Spices and other goods were central to global trade networks dating back to the 7th century, when an Asian-centered economy emerged along with the spread of Islam. Trade routes between Islamic caliphates and Hindu merchants were integrated, allowing pre-existing political and business structures to continue. Various drugs like coffee, tea, cocoa, tobacco and sugar originated as trade goods and became widely popular internationally, though some were initially banned in consuming nations due to underground demand. Mesoamerican civilizations also engaged in long-distance trade of goods like silver, turquoise, bowls and blankets prior to European conquest disrupting these networks. Potatoes and sugar cane revolutionized European diets and economies through large-scale cultivation and distribution
The document summarizes a presentation about flipped classrooms and activities to engage students during class time. It discusses potential issues with students watching many hours of lectures before class and proposes having them complete activities like jigsaws during class. Examples of jigsaw activities are provided where students break into small groups to focus on assigned readings and themes. Observations from jigsaw activities note students were engaged and the approach depends on buy-in from students.
This document discusses 10 effective ways to discipline children without beating. It recommends creating diversions for young children, rewarding good behavior, not expecting perfection, using natural and logical consequences, avoiding physical punishment, presenting alternatives, introducing time outs, using grounding, reinforcing positive behavior, taking away privileges, and focusing discipline on getting children to do the right thing willingly. It also provides tips for managing classroom behavior through positive reinforcement techniques like a pupil of the day award and using secret symbols or hand signals with disruptive students.
Different skills in managing he behaviour at homeSushma Rathee
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
This document provides guidelines for positive discipline methods. It discusses establishing clear expectations and age-appropriate consequences. A firm warning may be enough at first, but parents must follow through with consistency. Incorrect discipline can damage a child's self-esteem, teach violence, and damage family relationships long-term. The goal of discipline should be to teach right from wrong respectfully without harming the child.
Effective parenting requires daily effort to connect meaningfully with children so they can grow into remarkable adults. When saying "no" to children, parents should be careful and find acceptable alternatives. Neglectful parenting lacks responsiveness to children's needs and is very harmful. Permissive parenting has few rules and lacks structure. Authoritarian parenting demands obedience through punishment with little open dialogue. Authoritative parenting, the most effective style, has high expectations but also understanding and support through open communication.
The document provides guidance on building a child's self-esteem and emotional well-being. It discusses showing children love, accepting them, praising efforts and accomplishments, spending quality time together, and communicating openly. It emphasizes that children need stable care, a loving home, and to feel safe, secure and important in order to develop properly.
This document discusses keys to effective discipline for children. It emphasizes the importance of consistency in discipline, clear expectations, explaining the reasoning for rules, and following through with predetermined consequences. Discipline should be tailored to a child's age and development, teach self-control, and make the child feel safe and valued. Parents must present a united front and enforce rules fairly and proportionately, without harshness, to earn a child's respect and trust.
The document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on good limit setting and communication from adults. It then provides details on four key strategies: 1) developing reasonable limits, 2) stating limits effectively, 3) helping children accept limits, and 4) communicating limits to others and reviewing them periodically. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
This document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on adult behaviors like setting clear limits and teaching appropriate behaviors. It then provides several strategies for implementing positive discipline, including developing reasonable limits, stating limits effectively, helping children accept limits, communicating limits to others, and periodically reviewing limits. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
Woods Homes provides mental health services to children and families in Calgary and surrounding areas. They have partnered with the Calgary Catholic School District to provide treatment to children experiencing behavioral and emotional challenges through "Starting Points" classrooms in mainstream elementary schools. Understanding a child's behavior requires knowing their family history, any diagnoses or medications, home and school environments, triggers, warning signs, strengths, and motivations. As adults working with children, it is important to be proactive, set clear expectations, offer choices, and avoid power struggles by de-escalating situations before a full crisis occurs.
Human Development I, Chapter 3 - Parentingbartlettfcs
This document discusses parenting and meeting children's needs. It explains that families aim to meet children's physical, intellectual, emotional and social needs. Specific needs for each area are defined for different ages. The document also outlines authoritarian, democratic and permissive parenting styles and ways to guide children's behavior, including positive reinforcement, setting limits, and using natural/logical consequences for misbehavior consistently and appropriately for their age.
This document provides an overview of guidance skills for children, including direct and indirect guidance techniques. It discusses the goals of guidance as maintaining self-esteem, promoting appropriate behavior, and teaching self-control and prosocial skills. Effective guidance involves suggestions rather than commands, encouragement, open-ended questions, modeling behaviors, and being nurturing. Specific guidance techniques covered include positive reinforcement, consequences, warnings, time-outs, I-messages, praise, suggestions, prompting, redirecting, modeling, listening, ignoring, and encouraging. The goal is to effectively guide children's behavior while promoting a positive self-concept.
Human Development II - Guidance Problemsbartlettfcs
This document discusses common causes of behavioral problems in young children and effective ways to deal with them. Environmental causes include overstimulation, disruptions to routine, noise, and long waiting times. Personal experiences that can cause problems are frustration, physical issues, stress, and family stressors. Prolonged stress can negatively impact brain development. The document outlines specific behavioral issues like negativism, stealing, anger, biting, tattling, body exploration, thumbsucking, and fears. It provides guidance on how to address each problem, emphasizing understanding the child's perspective, preventing misbehavior, and helping the child develop coping skills.
This course provides training and CEUs for addicitons counselors and LPCs working in Addictions, Mental Health and Co-Occurring Disorders will help counselors, social workers, marriage and family therapists, alcohol and drug counselors and addictions professionals get continuing education and certification training to aid them in providing services guided by best practices. AllCEUs is approved by the california Association of Alcohol and Drug Abuse Counselors (CAADAC), NAADAC, the Association for Addictions Professionals, the Alcohol and Drug Abuse Counseling Board of Georgia (ADACB-GA), the National Board for Certified Counselors (NBCC) and most states.
The document discusses four major parenting styles: permissive-indulgent, authoritative, authoritative/democratic, and neglectful. It describes the characteristics of each style and the typical effects on children. The authoritative/democratic style encourages open communication and listening to children, and results in children who are friendly, self-reliant, and achievement-oriented. The document also provides tips for constructive discipline and strengthening parent-teen relationships.
This document contains tips and advice for parents on various parenting topics. It discusses setting up a chore chart to teach responsibility, encouraging hobbies to develop interests and skills, ways to handle interruptions and temper tantrums, potty training strategies, and safety measures to take in the home. The overall message is that with open communication, praise, consistency and age-appropriate expectations, parents can help their children learn important life lessons and stay safe.
The document discusses various philosophies and techniques for effectively disciplining and guiding children's social behaviors. It defines discipline as a positive approach to teach self-control and confidence, unlike punishment which focuses on misbehavior. It also outlines factors that can influence children's behaviors, such as temperament, environment, and parenting styles. The document advocates using natural and logical consequences, praise, ignoring misbehaviors, and modeling appropriate behaviors to discipline children in a way that helps them learn and develop social skills.
The document presents a project aimed at understanding how to best educate and discipline children aged 7-12. It outlines steps developed to address rebellious behavior in children, including understanding why a child is rebelling, reacting calmly rather than overreacting, forgiving but enforcing consequences, offering positive reinforcement, and not overdoing punishment. The group plans to test these steps working with children at a childcare center to see if it helps accomplish the project's objective.
Motherszone gives some effective child discipline methods and techniques to teach the child appropriate behaviour and manner. Visit http://www.motherszone.com/raising-a-baby/child-discipline-methods/
Similar to Behavior Management Discipline Agreement Policy (20)
This document is a questionnaire for foster youth and alumni about rights, responsibilities, and services provided by the Texas foster care system. It asks questions about topics like Post-Adoption and Lifelong Family Support (PAL), respite care, educational training vouchers (ETV), school attendance requirements, privacy laws, transportation support, housing options during college breaks, and the roles of caseworkers and licensing agencies. The purpose is to assess understanding of the Texas Foster Care Handbook for Youth and provide annual training credits to those who score 90% or higher.
This document contains questions about the 2001 film I Am Sam, which tells the story of Sam Dawson, a man with an intellectual disability who is fighting to maintain custody of his young daughter Lucy. The questions probe the initial reactions and feelings of various characters throughout the film, including Sam raising Lucy, the judge's decision to remove Lucy, Lucy's feelings of guilt, the psychologist's evaluation of Sam, Annie's testimony in defense of Sam, the impact on Rita and her son knowing Sam, the significance of Lucy's drawing, the effects of foster care on Lucy, and the reaction of Lucy's foster mother when Sam returns Lucy after she runs away.
Dennis stayed in a box at the beginning of the movie to pretend he was a Martian and avoid social interactions, David encouraged this behavior which could negatively impact Dennis' development, Dennis' first school threw him out for his Martian pretending which was an important lesson learned, teachable moments are important life lessons, and David's decision to adopt so soon after his wife's death may have been too soon according to the policies of Jonathan's Place which evaluates recent trauma in potential foster parents to determine if they are ready.
The document contains questions about the movie "While Oleander". It asks about:
1) What Astrid meant about feeling safe with someone dangerous.
2) Her mother's three rules that were never to be broken.
3) How long Child Services gave Astrid to pack her belongings before taking her away.
4) The meaning behind her mother's reaction to Astrid's necklace during a prison visit.
This document contains an 18-page questionnaire for single males interested in foster care or adoption. It asks for extensive personal and family history information, including employment, education, relationships, parenting experience, home environment, and views on child-rearing. The questionnaire addresses topics like motivation for fostering/adopting, childhood experiences, discipline approaches, and expectations for a placed child. It is intended to help assess the applicant's suitability and prepare for the needs of a future foster or adopted child.
The medical letter confirms that the potential foster parents meet several criteria: they are free of communicable diseases and have no physical or mental conditions that could negatively impact a foster child. The physician also verifies that the potential parents are physically and mentally capable of caring for a foster child without risk to their own health. A urine drug screen was performed and the results are included or attached to the letter.
This document contains questions for prospective foster or adoptive parents and children regarding a potential new child joining their home through foster care or adoption. The questions seek to understand how the current family members would describe themselves and their relationships, as well as how they envision integrating a new child into their daily lives and family activities. Parents are asked to describe their current children and any concerns about how a new child may affect them, while children are prompted to share details about their personality, friend preferences, and hopes for what an adopted sibling would be like. The social worker compiling this information aims to learn as much as possible to find the best match between families and children in need of a home.
This document contains a questionnaire for prospective foster or adoptive parents. It asks for information about the applicants' backgrounds, relationships, parenting experience and views. It requests details about family history, childhood experiences, past and current marriages, views on discipline, and expectations about becoming a foster or adoptive parent. The applicants are asked to complete the form separately to provide their individual perspectives.
This document is a questionnaire for a single female applicant seeking to become a foster parent through Jonathan's Place Child Placing Agency. The 18-page questionnaire covers topics such as the applicant's background, family history, parenting experience, home environment, and expectations for fostering. It asks for details about the applicant's childhood, relationships, parenting style, home safety, and more. The goal is to evaluate the applicant's suitability and readiness to provide foster care.
This document is an environmental health checklist from the Texas Department of Protective and Regulatory Services used to inspect childcare facilities. It contains 24 questions to evaluate the cleanliness, safety, and sanitation of the home environment including the kitchen, bathrooms, yard, and premises. Inspectors check that food and water supplies are safe, plumbing works properly, hazardous materials are secured, and the home is free of pests, standing water, and other hazards to protect the health of children in care.
The document outlines the various fees, expenses, and reimbursement rates for Jonathan's Place foster care agency. It specifies which expenses are the responsibility of the foster families versus the agency. Foster families are responsible for expenses like CPR/First Aid certification, flu shots, home inspections, living expenses beyond reimbursement rates, and medical costs not covered by Medicaid. The agency covers expenses for background checks, credit checks, home studies, and trainings held by the agency. Reimbursement rates paid to foster families range from $20.56 for basic care to $35.97 for moderate care to $46.25 for specialized care.
This document outlines emergency and disaster procedures for an agency providing foster care. It details responsibilities for agency personnel and foster parents to care for children during mandatory evacuations or quarantines due to disasters such as fires, floods, hurricanes, or chemical spills. Procedures are provided for specific situations including evacuation, sheltering, and communication. Foster parents are responsible for having emergency supplies and safe locations identified, and notifying authorities of children's whereabouts.
This document is a fire prevention checklist from the Texas Department of Protective and Regulatory Services. It contains 22 yes or no questions about fire safety in a home. The questions cover topics like ensuring there are two exits from the home, the condition of electrical wiring and appliances, safe storage of flammables and combustibles, working fire extinguishers, fire drills, and having an evacuation plan. The checklist is to be signed and dated upon completion.
The document is a request form from Jonathan's Place CPA, a contractor, to the Texas Department of Family and Protective Services (DFPS) to conduct criminal history and background checks on contractor employees. It provides identifying information for multiple individuals, including name, address, date of birth, and relationship to the contractor. The contractor must verify the identity of each person and certify the accuracy of the information provided before criminal and abuse/neglect records can be checked by DFPS to ensure client safety.
This document is an affidavit for applicants seeking employment at licensed childcare facilities or registered childcare homes in Texas. It requires applicants to swear under penalty of perjury that they have not been convicted of or admitted to any crimes involving harm to children. Applicants must disclose any relevant criminal history, except for what is listed in the exceptions field. Failure to sign or provide the affidavit is grounds for refusing to hire the applicant.
The document outlines transportation policies and procedures for a foster home. It states that vehicles used to transport foster children must be properly maintained and insured. It also specifies that drivers and passengers must follow all laws regarding child safety seats, seat belts, and liability insurance. The policy prohibits transporting children in unsafe areas of vehicles like truck beds and requires approval for foster children to learn to drive.
The document outlines strict confidentiality policies for clients working with an agency. It prohibits clients from releasing sensitive company information, details about child residents, or photos of residents without authorization. It also prohibits the release of health information about HIV/AIDS status without consent. Violation of these confidentiality policies is cause for termination of the client relationship.
The document outlines the roles and responsibilities of both the agency and foster parents (clients) in a foster care program. It states that both parties must understand their respective duties prior to entering an agreement. The agency is responsible for activities like case management, background checks, training, and monitoring. Foster parents are responsible for the daily care of children, including supervision, meeting needs, participating in meetings and trainings, and documenting progress or incidents. The document provides a detailed but not exhaustive list of specific responsibilities for both the agency and foster parents.
The document outlines the rights of clients who enter into an agreement with an agency to become foster parents. As clients, individuals have the right to review information about children in their care and provide input on decisions regarding the children. The agency is responsible for informing clients about standards and policies and providing a grievance process. Clients' rights include denying placement, reviewing child records, providing input on decisions, and participating in treatment meetings.
The document outlines a client code of ethics for foster parents, which includes not leaving children unattended, prohibiting any form of abuse, and using positive guidance techniques rather than humiliation. It also prohibits illegal drug use, smoking or alcohol around children, and requires clients to be a positive role model and treat all children equally with respect. A violation of these ethics could result in termination as a foster parent.
1. BEHAVIOR MANAGEMENT AND DISCIPLINE AGREEMENT
The Agency is responsible for protecting children/youth from abusive, inappropriate or ineffective behavioral control
measures. Agency staff will share appropriate behavior techniques and resources with our staff, foster parents,
children in our care, and other interested parties. These techniques will be shared with foster parents by providing
copies of policies, behavior specific trainings, behavior methodology, etc.
Utilizing the “Love and Logic” curriculum and Common Sense Parenting some of the ways you can eliminate
and/or reduce inappropriate behavior with children/youth are listed below. Whenever possible, foster parents and
agency staff are encouraged to practice these principles on a consistent basis.
BE FIRM, CONSISTENT AND KIND: Remember the power of praise and reward. Use a positive attitude and not
a punitive one in dealing with a child/youth. Establish clear ground rules when the child is young and keep those
rules with appropriate amendments. As the child matures and improves in judgment, give him/her more leeway.
NEVER put down the child/youth. Do not degrade the child/youth – It is important to MAINTAIN the self-esteem of
the child/youth.
LISTEN: Listen actively to your child/youth. This sets a good example and helps the child/youth feel important and
valued. Remember, if you do not want a child/youth to tune you out, do not tune out the child/youth.
DO NOT HAGGLE OR NEGOTIATE OVER SMALL THINGS: Make a clear decision. Right or wrong, it is better
than haggling. Decision-making is a chore for youngsters. Encourage him/her to make a decision, but be patient
with him/her as they try to think it through. If the child/youth makes a decision, accept it. If the child/youth hesitates
and shows indecision, only then make the decision for the child/youth. Build mutual respect as each child/youth
learns to make choices and learns to understand behavior consequences.
GIVE THE CHILD/YOUTH CHORES: Keep the chore appropriate, and keep clear guidelines as to who will do
what and when. Select one or two chores to give a child. Be prepared; assigning and teaching a child/youth how to
successfully complete chores will take time and patience. Goodwill and many calm reminders may be necessary to
get those chores done. Parents who share duties and chores with their child/youth help to build self-discipline and
a sense of responsibility.
HELP THE CHILD REMEMBER: Many children/youth are distractible and forgetful. Keep a short list of tasks. A
list is impersonal, and the child/youth will gain satisfaction as he/she checks off those tasks that he/she completes.
Use picture cues and prominently place calendar, or environmental reminders (i.e. after supper, feed the dog; when
sister brings the dishes, you load the dishwasher). These techniques are memory boosters.
BE PREPARED TO ACCEPT THE ABSENT MINDEDNESS OF MOST CHILDREN: Often children/youth do not
process multiple requests quickly or accurately. Before making a request, it helps if parents first make sure they
have their child/youth’s attention. Watch to see where the child/youth lays the item they were using. Check later to
see if the item has been put away; if not, give a calm reminder to put it in its proper place. Most importantly, allow
the child/youth only what he/she can manage. Too many toys, clothes, shoes, etc. are distracting and cannot be
managed comfortably. Provide things only as they are needed, and teach the child/youth that everything has a time
and place for its return.
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2. STRETCH THE ATTENTION SPAN: Rewarding non-hyperactive behavior is the key to preparing children for
school. Matching pictures is an excellent way to build a child’s memory concentration skills. The child can be
shown pictures in a book and be rewarded for memorizing them. Games of increasing difficulty can be taught. As
an example, start with building blocks and progress eventually to dominoes, card games and dice games etc.
AVOID A POWER STRUGGLE OVER REPEATED DIRECTIONS: Give a command one to three times as
needed, but say it each time as though it was the first. Speak clearly and slowly, use a gentle touch, make good
eye contact and keep an encouraging expression. After the parent has stated his/her wish in a simple, clear
command, the child/youth can be asked to repeat what was said. As soon as the child/youth does what was asked,
the parent should simply say, “Thank you, I appreciate your doing what I asked.” One of the most potent
motivations is a verbal response indicating your pride and acceptance of the child’s efforts.
HELP YOUR CHILD ORGANIZE: Many youngsters are erratic in their approach to problem solving and present
themselves as being disorganized. They may have great difficulty relating an event in its proper sequence. Keep a
calm, structured, and predictable home existence. Be firm and consistent about routine chores and schedules for
meals, homework, bedtime, etc. Routines and schedules help your child/youth accept order and become more
predictable. Minimize distractions and provide a place, a time, and the tools for a task’s completion. Help him/her
know where to begin, when to end, and how to express who, what, when and where. Again, a calm, uncritical
manner should be the rule.
DIFFICULTY WAITING: Because of the child/youth’s impulsivity, fear of forgetting and/or being forgotten, he/she
will speak and act out of turn. Give the child/youth a turn!! Some interruptions may be allowed. If you have
permitted some lack of good manners, and provided warnings and cues to help the child/youth realize he/she did
interrupt, and the child/youth continues to interrupt inappropriately, then the child/youth may be disciplined by being
excluded from the activity.
PREVENT PROBLEMS WHENEVER POSSIBLE: Keep in mind that children/youth usually do not intend to be
defiant. They probably mean to do the right thing. It is best to try to prevent problems rather than dealing with them
after they occur. Recognize that it may be more beneficial for your child/youth to stay home with a baby-sitter than
to stay in a crowded daycare facility or attend an over-stimulating wedding reception. The idea is to avoid situations
that could be embarrassing until he/she learns a measure of self-control. More stimulating situations may be
introduced gradually.
AVOID FATIGUE: When children/youth are tired, their self-control breaks down. Rest, relaxation, and regular
routines are particularly needed for children/youth.
PROVIDE OUTLETS FOR THE RELEASE OF EXCESS ENERGY: Because their energy should not be bottled up,
children/youth need daily constructive and creative activities that may include running, biking, swimming, sports,
etc.; a fenced yard helps. In bad weather, provide a recreation room where they can do as they please without
criticism for their noise or activity level.
ACCEPT YOUR CHILD’S LIMITATIONS, RECOGNIZE STRENGTHS AND HELP OTHERS TO DO THE SAME:
Undue criticism or attempts to change the energetic youngster into a “model” child/youth may cause more harm
than good. Since many behaviors are not intentional, do not expect to completely eliminate them – just try to teach
reasonable control. Nothing is more helpful for the child than having a tolerant, low-key family who respects the
child/youth and allows the child/youth to respect him/herself.
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3. PRAISE OR PUNISHMENT MUST BE IMMEDIATE: The longer the interval between the child/youth’s behavior
and the time he/she gets feedback, the more opportunity there is for him/her to skip to another event and fail to
make the feedback relevant. The cardinal rule is to focus on the behavior and not the child/youth or the child/youth’s
self-esteem. Since children/youth cannot handle many rules, the family needs a few clear and consistent ones.
Punishment should be short in duration. Children/youth need to see adult role models exhibiting control and
calmness in order to learn how to decrease their own aggressive behavior. Avoid situations that may encourage
inappropriate behaviors.
APPROPRIATE BEHAVIORS SHOULD BE REWARDED BUT NOT BOUGHT: Reward appropriate behavior with
such things as special time or privileges with parents or another favorite person. If he/she gets up 15 minutes late,
then he/she should be required to go to bed 15 minutes early that night. The more tangible rewards such as
money, toys and candy can be used as a starting place to get the child/youth’s attention, but soon they should be
replaced by social and personal rewards.
BE OBSERVANT- KEEP IN MIND WHAT WORKS – USE IT OVER AND OVER: Avoid negative comments. Do
not assume that the child/youth understands what you want. Make an effort to explain clearly what is expected so
the child/youth can comply, i.e. “Put the clothes in the dryer and then you can watch TV, or else the TV will be
turned off.” Define what a “clean room” is or what “Be good in the store” means. The child/youth can direct himself
toward appropriate behavior if someone helps him understand what is expected.
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4. PUNISHMENT & DISCIPLINE “SHALL NOTS”
Below is a list of punishments and discipline measures that cannot occur with children/youth in foster care.
Slap or Spank - Physical punishment must not be used with any child/youth in foster care or adoptive placements
Force a child to perform any form of physical exercise, such as running laps or doing sit ups or push ups,
etc. as a means of controlling or managing a child’s behavior.
Force a child to hold a physical position such a kneeling, squatting, or standing with arms outstretched.
Perform any “unproductive work” such as moving rocks or logs from one pile to another or digging a hole
and filling it in.
Physical Injury Due to Discipline – Discipline measures must not include physical injury to a child/youth
Allow Other Children/Youth to Discipline – Only adult caregivers may discipline a child/youth
Harsh, Cruel, Unusual, Unnecessary, Demeaning or Humiliating Punishment – Stop and consider the punishment
and ensure it is not harsh, cruel, unusual, unnecessary or demeaning to the child/youth
Deny Food, Mail or Visits as Punishment - Children/youth must not be denied food that meets their nutritional
needs, mail or visits with their families as punishment
Loss of Placement – Children/youth must not be threatened with the loss of placement
Using sarcastic humor or verbal abuse.
Pinching, pulling hair, biting or shaking a child.
Putting anything in or on a child’s mouth, such as soap or tape.
Humiliating, shaming, ridiculing, rejecting, or yelling at a child.
Subjecting a child to abusive or profane language.
Punishment or Restriction Without Understanding the Problem – Children/youth must not be punished or restricted
without a clear explanation of why the discipline occurred at the time
Restriction for 24+ Hours – Children/youth must not be restricted for more than a 24-hour period without
documentation of the restriction in the child/youth’s notes
Seclusion of a child – Children/youth must not be placed in a locked room, such as a dark room, bathroom, or
closet.
Confining a child to a highchair, box, or similar furniture or equipment as discipline or punishment.
Threatening a child with the use of emergency behavior intervention.
Mechanical Restraint of a Child – Using a device such as a car seat or high chair to restrain a child is not allowed.
Emergency Medications – Meds that are typically used in hospitals to immediately control behavior.
Occurrences of the above referenced punishments or techniques may warrant an investigation of the foster family home and
removal of children/youth. Consequences could potentially lead to disciplinary actions, closure of the foster home and/or
criminal investigations.
I/We have read and agree to use none of the punishments listed above on any child placed in our home by
Jonathan’s Place.
THE CLIENT DATE
THE CLIENT DATE
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