2. K A R E N P E N N I F O L D
W O O D S H O M E S
S C H O O L S U P P O R T C O U N S E L L O R
K A R E N H A S W O R K E D W I T H W O O D S H O M E S F O R 5 Y E A R S
N O W A S A S C H O O L S U P P O R T C O U N S E L L O R I N C O N J U N C T I O N
W I T H T H E C A L G A R Y C A T H O L I C S C H O O L D I S T R I C T . K A R E N
O F F E R S O V E R 1 5 Y E A R S E X P E R I E N C E W O R K I N G W I T H
B E H A V I O U R A L Y O U T H I N B O T H R E S I D E N T I A L A N D S C H O O L
S E T T I N G S .
About the presenter
3. Woods Homes
Woods Homes provides services to children and
their families with 2 campus locations, as well as
working in conjunction with other agencies in
Calgary. Woods Homes also services rural Alberta
and in the NWT.
Nationally and locally known as a children’s mental
health centre that is always there to help and never
gives up on children, youth, young adults and
families.
4. Woods Homes & CSSD
Wood’s Homes has partnered with the Calgary Catholic
School District in providing treatment to children and
their families in 6 mainstream Elementary Calgary
Catholic Schools. Within each school is one specific
classroom ; Starting points. Children placed in Starting
Points Classrooms experience similar complex social,
emotional, family, and/or academic and behavioral
challenges, yet are able to be maintained within the
behavior-focused classroom in a mainstream
school. Children and their families receive support from
a School Support Counselor to assist them in
experiencing success in a mainstream Elementary
classroom environment
5. What proactive strategies can we
use to help maintain behaviour?
When classroom
management doesn’t
seem to work....
Sending children out to
the hallway or to the
office may not always be
an option....
Strategies can already be
put in place to help
better manage
behavioural children.
6. Behavioural
issues such as:
ADHD ( Attention
Deficit Hyperactive
Disorder )
ODD (Oppositional
Defiance Disorder )
FAS / FAE ( Fetal
Alcohol Syndrome /
Effect
Anxiety Disorder
PTSD (Post Traumatic
Stress Disorder )
Children who are diagnosed with
Behavioural challenges can often
manage with in a classroom
setting when there is structure
and routines that are consistent
that they can rely on.
Specific strategies can be used for
children which is diagnosis
dependant.
General strategies that can be
used every day for the classroom..
7. Talk about what happened the night before or ask how a child’s weekend had
gone. A child’s mental wellness will be affected if they have unrest in the home,
have not eaten or slept and will not be able to focus on work until basic needs
are met.
Humanistic psychologist, Abraham Maslow
Believed that lower level needs such as
Food, water shelter and safety need to
Be met for a person before they can self fulfill
Higher needs like self esteem or self
Actualization.
www.hypergene.net – Maslow’s Hierarchy
8. Anxiety and Defiance in the class
Often we see children who respond to adults by being defiant in class. What
We as adults don’t always understand is; often times children look as though
They are acting out in defiance and refusing to complete a task / work in groups
Follow instructions BUT in many cases it isn’t because a child wants to be
Defiant.
Rather, its because they are anxious about the unknown and they do not know how
to verbalize their thoughts properly to adults.
Anxiety Disorder is one of the least diagnosed Behavioural Disorders in children
and is often viewed as an “Adult issue” instead. Anxiety Disorders include:
Separation Agoraphobia
Selective Mutism Generalized Anxiety Disorder
Specific Phobia Substance and Medical induced
Panic Disorder
Evidence Based Treatment for Anxiety and Related Disorders:
Martin M. Antony, PhD, ABPP Department of Psychology, Ryerson University
9. There are benefits to Anxiety and Fear
The response that keeps us safe
To start to help an individual with anxiety, we as adults will need to listen
A child’s concerns and then question their beliefs / worries.
Asking what is factual, valid and true. If we can challenge their beliefs and
Reroute their way of thinking; asking what are other outcomes and ways of
Doing things..
Then we can start to experiment with ‘what if’ , ‘Is it ok if people don’t like
Me?’ or ‘ Will it be the end if I fail or make a mistake?’
Therapeutic Crisis Intervention: Student work, Sixth Edition
10. A note to Adults
As an adult engaged in a child’s life for approximately 8 hours a day; we provide
Role modelling/ mentoring that can either help or hinder a child who suffers
With anxiety.
Ie: putting them on the spot vs. Calling them up to the desk to talk 1 on 1.
Mistaking anxiety for defiance....
We need to ask what is behind the behaviour?
Why are they acting out the way that they are?
Can we avoid Power struggles from happening in the first place?
What can we do to make things easier?
11. Class room Strategies
Body placement- Your body placement is important when working with children.
By putting yourself in between children who are having a disagreement, may help
De-escalate a tense situation.
How an adult approaches a child will make a difference as to how they react
( ie. Head on vs. Approaching from the side )
It is important to be careful how we touch and should not touch someone whom we
Do not have a relationship with. Being in close proximity/Touch can help sooth a child;
But......
Some youth who have experience abuse/ sexual abuse may misinterpret the ‘touch’.
Creating a quiet setting- Turning lights down, low volume / playing music.
Using Prompts, visual cues, count downs/ cues on time. Making posters / check lists
with the Children for visual reminders of expectations .
Making a list of daily routines to be posted and giving children notice if the schedule
Has changed in advance.
12. Use caring statements to kids regardless of behaviour. ( I care about you, I
like Spending time with you.) Its important to share those thoughts with children
to let them know that they are valued no matter what.
Assist a child in overcoming the task at hand together. It’s important to
encourage a child about what their strengths and abilities are as you go through
the hard moments.
If you watch them struggle and become overwhelmed with out helping; then you
set them up for inappropriate behaviour.
Redirect and Distract children when you notice that they are heightened by
changing areas, games, conversations or giving out work projects.
Asking a child to take time away to calm down and collect their thoughts can
be used as a tool rather than a punishment. Ensure that a child knows that they
are still wanted and welcome to return when calm.
Therapeutic Crisis Intervention: Student work, Sixth Edition
13. Visual Schedule / Time table: will help a child prepare for the day and it will be
best to stay as close to the schedule as possible. If there has to be a change,
prepare the child ahead of time so that they can have time to regroup.
A schedule can be taped to a desk or in a binder for older children.
-Desk placement: depending upon the child, do they need support and comfort
by being close to the teacher or do they need to be close to the board so that they
can see. Some children need to be away from others if they are impulsive or have
boundary issues or some may just feel better on their own with less stimulus.
-Offering small amounts of work: having a large booklet / binder full of work
can be too overwhelming, working on one page at a time may be more beneficial.
-Use count downs when transition times are coming up. Adults can also set
times with the children by using a clock so that they can
prepare for the upcoming change. Timers are also beneficial when doing group
or computer work.
- What are the child’s strengths? Find things that they are good at.
14. -Offer “earned time” for good behavior and for getting work completed. For
some children this may need to be set up in small increments i.e: earning time
Both in the morning and afternoon. Make sure to set time limits.
-Fidgets will help those who are a bit bouncy or distracted: they come in all shapes
and sizes but one of the best and easiest fidgets is gum, sugarless candy or
sticky tack. ( Place emphasis that it isn’t a toy and the child will lose the
opportunity to use it if it is misused )
-Place expectations and boundaries with children at the beginning of an activity;
talk about what positive behaviour should look like and what the consequences
will be if children do not listen. (make the consequence appropriate to the action.)
-Offer a quiet space or a chance for a body break / walk or to complete
work if a child needs it.
-Is there another adult that can help if the child is acting out that the child feels
safe with and can share their feelings with.
- Set up checklists for expected goals to reach ( have the children help )
15. -Are there make work opportunities for children struggling to maintain in
class: have the children run errands, do recycling, organizing.
-Breakfast or a snack program is helpful
-Can a child mentor in another class; use a child’s strengths to help them “teach”
other children, this will also help them build their own self esteem.
-Heart math: Computer program to help children work on self regulation and
calming strategies ( breathing techniques )
-Drawing or Journaling: can be used to help a child relax, having zentangle or
other colouring pages can help someone who is stressed out.
-Building, moulding clay, lego are also ways to help a child relax
-Cooking class or making cards/ Art to give away to others: teaches life skills
as well promotes community spirit.
-When poor choices are made: consider community service, cleaning up in the
school.
16. -Offer boys and girls groups to talk about social relationships, promoting healthy
friendships.
-Offer restorative justice or Peace circles when conflict arises or for check ins.
-Using headphones for music or to cancel out noise is a big help for kids who
need to focus.
-Develop a safety plan, should a child feel unsafe and feels the need to run or be
violent ahead of time.
Even when we are proactive, this can still be the result.....
sites.uci.edu - Calvin and Hobbes- Living dead cartoon
17. -As an adult you play a critical role as to when you de escalate or escalate a
child’s behaviour. There are many opportunities stop a full on crisis from
happening.
Directive statements should only be used when a youth may need clear
guidance. The statements made should be specific in what is expected of them.
-A statement should be in the form of a request; not a direction.
-Be aware that you must be calm and respectful and even then there still may be
a chance that the situation might escalate further.
- When a child is heightened; they will either chose “fight or flight” to deal
with a situation. The child will not be thinking clearly and can’t reason
or problem solve at this time. It is best to give the child a safe place to be
and let them know what needs to happen in order for them to show that they
can be safe and calm and ready to interact.
Therapeutic Crisis Intervention: Student work, Sixth Edition
19. Processing the incident
Process the incident with the child- ask questions, listen to responses;
Ask why it happened ....DO NOT JUDGE
-Come up with solutions as to how best to fix the problem, apologize and clean
up messes that may have been made.
-Remind children that everyone makes mistakes and its always important to
start out fresh
-Is there a safety plan in place, discuss with the child as to how are we going to
avoid the same thing from happening again?
-What strategies might the child use next time?
20. Any Questions
Please feel free to contact me personally at
Karen.pennifold@cssd.ab.ca or
if in crisis
Call (24/7) 1-800-563-6106
Text- 587-315-5000
Live Chat – woodshomes.ca/crisis
21. Resources
www.adhd treatment.org
www.mtdtraining.com
www.hypergene.net – Maslow’s Hierarchy
sites.uci.edu - Calvin and Hobbes- Living dead cartoon
Mandt System- www.mandtsystem.com
Therapeutic Crisis Intervention: Student work, Sixth Edition
Evidence Based Treatment for Anxiety and Related Disorders:
Martin M. Antony, PhD, ABPP Department of Psychology,
Ryerson University
