Handout 1 | Handout 2 | Handout 3 | Handout 4 | Handout 5 | Handout 6 | Handout 7

Module 1

Laying the Groundwork

Outcomes

After completing this module, participants will be able to:

• Identify how their own experiences and assumptions directly influence their relationships. (positively and/or negatively) with children with challenging behaviors and their families.
  
  
• Use a strategy to shift their assumptions in a way that will better serve children with challenging behaviors.

Key Concepts

• Children with significant problem behaviors can be challenging for everyone: for other children, for parents, and for staff.
  
  
• There are no fast and easy solutions. Head Start staff need to work collaboratively with each other, with children, with parents, and with other service providers to assess the child's strengths and needs, and to create and implement appropriate interventions.
  
  
• Serving children with challenging behaviors is a developmental process. As such, it takes time and ongoing supportive teamwork if it is to be successful.

Background Information

Head Start staff strive to meet the diverse needs of children with varying abilities and behaviors on a daily basis. Achieving this goal is a challenge, especially as programs report they are serving increasing numbers of children with problem behaviors. While staff do not always know the source of children's difficulties, they are keenly aware of the risks that contribute to problem behaviors: the effects of poverty; exposure to community and/or family violence; inadequate health care; and lack of social supports. It is, in fact, the combination of these risk factors that is the most powerful indicator of later developmental problems.

Recently, researchers have begun to shift the focus from risk to resilience. They ask: What traits do children who have positive outcomes, despite their exposure to multiple risks, have in common? What does research tell us about teachers who successfully promote such traits?

Longitudinal research has identified a constellation of protective factors in the individual child, in the family, and in the community that promote resilience in at-risk children. What can schools and communities do to promote such protective factors? While researchers offer a number of suggestions, many researchers agree that most crucial to children's success is the establishment of a close bond with an adult. For most children this will be a parent or close family member. Research indicates that for many children, however, it is often a teacher, neighbor, or another special adult who, perhaps unknowingly, provides a lifeline for children who later overcome adversity; it is these adults who become a child's lasting protective shield, even when they are only in the child's life for a short period time.

For most Head Start staff, building positive relationships with children comes naturally. But when a child has difficulty relating to peers and adults, establishing relationships can be a challenge, especially when many children with problem behaviors seem to push others away. Head Start staff then need to take extra steps to identify a staff person to whom the child relates well. Moreover, these relationships must be acknowledged, nurtured, and protected over time. It is these relationships that provide the framework for every other intervention, the backdrop for every strategy.

For more information on resilience and protective factors, see the Health guide in this series, Promoting Mental Health. For more information about specific techniques and approaches for working with children with problem behaviors, see the Resources section.

For an overview of the activities in this module, see At A Glance on pp.5-7

Trainer and Coach Preparation Notes: Before leading the activities in this module, review the Questions and Answers about Children with Challenging Behaviors section that appears on pp. 8-10 in the Introduction.

Activity 1-1: Why Does He Act This Way?

Purpose: In this workshop activity, participants will focus on one Head Start child, examining "why he acts this way." This activity will help participants reflect on their own assumptions about children with challenging behaviors, and how these assumptions affect their interactions with, and expectations of, children and their families.

Preparation

Arrange for: Easel, chart paper, markers, and tape

Duplicate:

Handout 1-Phil's Story (p. 29): one for each participant
Handout 2-Assumptions (pp. 30-31): make 10 copies for 30 participants); cut each Assumption along the lines
Handout 3-Discussion Questions (p. 32): one for each participant
Handout 4-Scotty Must Have Done It! (p. 33): one for each participant

Make:

Two sheets of chart paper; draw a rectangular frame around the edge of each one.

Leading the Activity

1. Introduce the activity and review the agenda with participants. Explain that the focus of this guide is on helping Head Start staff understand their own behavior, their assumptions, and their relationships with children with challenging behaviors and with each other. Such an understanding provides the foundation necessary for developing strategies that help children manage their own behaviors.
   
   
2. Hang up the two sheets of chart paper prepared in advance. Ask participants what words come to mind when they think about children with significant problem behaviors. Record the positive comments/ images inside one frame; the negative comments in the other. Do not explain your rationale for listing participants' responses in the different frames.*
   



Tip for the Trainer: Make sure that at least one or two images are included in the "positive" frame. If participants don't suggest any images, offer some prompts. For example, you might ask, "What have you learned from a child with challenging behaviors?"



3. After five minutes have passed, tell participants to imagine that each frame is a mirror, and that they are children with challenging behaviors. Explain that the words or images in the mirror reflect how other people see them. Prompt a discussion by asking participants which mirror they would rather look in.
   
   
4. Tell participants that they will now analyze the effect of adult images  and assumptions on Phil, a Head Start child. Distribute Handout 1- Phil's Story, and ask participants to read it. (You may choose to read Handout 1-Phil's Story aloud as participants read along.)
   
   
5. Divide participants into small groups. Assign two Assumptions from Handout  2-Assumptions to each small group. Give all the participants in each small group copies of the same two Assumptions.
   
   

   Tip for the Trainer: Make sure that you have the opportunity to discuss all the Assumptions in your large-group discussion at the end of the session. If your workshop is a small one, consider having participants work in pairs to analyze their Assumptions. If necessary, pairs can analyze more than two Assumptions.

   
   
6. Ask for one volunteer from each group to lead the small-group discussions. Ask for another volunteer to record the major ideas.
   
   
7. Give each participant a copy of Handout 3-Discussion Questions. Review the discussion questions with participants, then establish the ground rules. Explain that the goal of the discussion is not to "fix" Phil's problem behaviors; or each coworker's Assumption. Rather, the group's task is to consider how each Assumption might influence the expectations of the coworker who holds it, as well as his or her interactions with Phil.
   
   
8. Give small groups 20 minutes to discuss their Assumptions. Be available to answer any questions, but do not participate in any one group.
   
   
9. Reconvene the large group. Ask leaders to read their Assumptions aloud to the whole group, then share one or two key ideas from their small group discussion. Record their ideas on chart paper. Use the Discussion Guide below to raise key issues for each Assumption.
   
   

   Tip for the Trainer: Have the group that discussed Assumption 5 and Assumption 6 present last. These Assumptions, which are the most empowering, illustrate the positive impact our own assumptions can have on our expectations, our decisions, and our interactions.

   
   
10. Lead a large-group discussion, using the following questions as a guide:
    
    • How do the Assumptions influence one's expectations, interactions, and behavior?
      
    • How can our own assumptions affect our abilities to help a child change and grow?

Discussion Guide

Use the following points to guide the large-group discussion.

• When discussing Assumption 1, point out that if we feel that the situation is already hopeless, we will expect little from the child and from ourselves. Emphasize that children who have been prenatally exposed to drugs bring with them a wide range of behaviors, dispositions, and teaming styles; they have no "typical" profile. The fact that children have been prenatally exposed to drugs says very little about their capacity and ability to learn, and labeling the children "drug exposed" does nothing to help improve their educational prospects.
  
  
• When discussing Assumption 2, remind participants that when we feel that someone is "out to get us," our response is usually an angry one. We bristle in-reaction to the aggressor's "malicious" intent in an effort to protect ourselves. Emphasize that while their behavior may sometimes "push our buttons," children do not usually act in certain ways to "get back at" adults. Moreover, adults may erroneously believe that because children are able to control their behavior at some times, they can control themselves all the time, but just choose not to do so. As a result, adults can become angry, frustrated, and punitive when the child's difficult behaviors resurface. Point out that many children with problem behaviors want to act in ways that make them more likable, and that don't get them in trouble, but sometimes they just don't know how, or just can't seem to manage their behavior at that moment.
  
  

  Tip for the Trainer: Point out that some of Phil's behaviors, while challenging, may not be out of the norm. However, Phil's urinating during circle time is a red flag that consultation with the mental health professional is needed.

  
  
• When discussing Assumption 3, emphasize that Ritalin (as well as some other stimulants) is a medication often used for children with Attention Deficit/Hyperactivity Disorder (ADHD). While medication may alleviate symptoms related to ADHD, children on Ritalin will continue to need individualized attention or assistance in developing more adaptive social skills. Monitoring the effects of medication is critical. Teachers' feedback about individual children's responses to medication can help-parents and physicians make important medical decisions about whether or not to continue the medication, whether the dosage is appropriate, etc. While some children can benefit from medication, it is never a substitute for individualized support and attention.
  
  

  Tip for the Trainer: During the discussion, point out that the challenging behaviors of children may be related to environmental, neurological, genetic, or biological factors. Therefore, some children may need to be evaluated for this possibility, with parents' permission.

  
  
• When discussing Assumption 4, point out that self-reflection is valuable in identifying how we can improve our practice. Simply blaming ourselves, however, is not useful, either to ourselves or to the children and families we serve. Point out that we all naturally form connections with some people but not others. Sometimes it is better for a staff member to acknowledge that she can't relate to a particular child; this same staff member may be a terrific "match" for another child. When a child does connect with a particular adult in the program, it is important to respect and nourish that connection, whether if is with a specialist, teacher, cook, or family service worker. These connections should also be considered when making staffing decisions.
  
  
• When discussing Assumption 5, explain that it is important to consider that child's behavior in the context in which it occurs. For teachers, this means taking a close look at the classroom. Specifically, teachers need to ask, "Is my classroom developmentally appropriate?". "Does it meet the individual needs and development levels of children?" " Are children given choices about the activities they wish to pursue?" "Are alternatives provided when a child does not feel ready change, in terms of the curriculum or the classroom setup, to meet each child's needs and help him succeed?" As participants may point out, children are more likely to experience difficulties with distractions, daily transitions, and routines when classrooms are not developmentally appropriate. Explain that while a developmentally appropriate classroom should be the baseline, it is not always enough. Some children with challenging behaviors have complex needs; their full inclusion often requires additional services and supports for the child, for classmates, for the family, and for staff.
  
  

  Tip for the Trainer: Other guides in this series, including Nurturing Children and Promoting Mental Health, will assist staff in creating a developmentally appropriate classroom. In such a classroom environment, most children will be able to manage their behavior.

  
  
• When discussing Assumption 6, help participants consider the importance of seeing a child in terms of his strengths, and viewing his behavior as a legitimate way to communicate-his feelings and needs.

Summing Up

Summarize the key ideas generated during the discussion. Ask participants which assumptions are the most useful to have. Stress that our assumptions, or the mirrors we create, affect our interactions with children. For example, if we assume a child is "bad," we will expect little; our negative feelings will also color our interactions. Conversely, believing that the child is capable helps us to see possibilities and opportunities for that child, and when we see possibilities in children, they begin to see possibilities in themselves.

Distribute and read aloud Handout 4—Scotty Must Have Done It! Point out that our assumptions about why children have challenging behaviors affect the educational decisions we make as well as our interactions with these children. Stress that self-reflection is an important first step in understanding Our interactions with children and their families. Emphasize that at every moment, we have the ability to shift our assumptions away from defeating ones to empowering ones, helping us see new possibilities for the child, and freeing us to work in more positive ways.

Activity 1-2: The Power of Assumptions

Purpose: In this role-playing activity, participants observe and experience how our assumptions affect our interactions with children. The critical importance of self-observation and self-reflection is also highlighted.

Preparation:

Arrange for: Easel, chart paper, markers, and tape

Duplicate:

Handout 5-Role Play (p. 34): one for each small group of 3 participants; cut this handout along the dotted lines
Handout 6—Observer Worksheet (p. 35): one for each observer
Handout 7—The Power of Assumptions (p. 36): one for each participant

Leading the Activity

1. Introduce the activity and review the agenda with participants. Tell participants that during this activity they will have the opportunity to experience the effect their assumptions can have, both on themselves and on those around them.
   
   
2. Tell participants that you are going to lead them through a brief visualization exercise. Ask participants to close their eyes and think of someone who made a difference in their life, someone who believed in them, supported them in moving ahead, encouraged them to take a risk, or remind them to be good to themselves. Ask participants to think briefly about two or three specific feelings they had when they were with this person. Tell participants to open their eyes and jot these feelings down. Then ask for volunteers to share-some of the feelings their special person elicited. Write several of the words on chart paper, pointing out similarities. You will revisit this chart paper at the end of the session.
   
   
3. Tell the group they will now participate in a role play* that illustrates how we can make a difference in children's lives.
   
   
4. Divide participants into groups of 3. Explain that each group will role-play two different scenarios. Roles include a teacher, a child, and an observer. Ask each group to decide the role each member will play
   
   

   Tip for the Trainer: If the overall number of participants does not divide evenly into groups of 3, assign extra observers to small groups.

   
   
5. Give a copy of Handout 6—Observer Worksheet to each observer.
   
   
6. Give the "teachers" and "children" the section of Handout 5—Role Play that matches their role for the first role play. Stress that participants should not read or discuss each other's roles. Give participants several minutes to read and think about their role. Explain that during the role play, they will adopt the view that the role-playing card suggests, and make up the dialogue.
   
   
7. Tell participants they have one minute to play their roles. Remind observers to record all their observations on the worksheet; they should not share their observations aloud. Before participants begin, answer any questions they may have.
   
   
8. At the end of one minute, interrupt the exercise. Caution all participants not to chat with each other. Give the "teachers" the section of Handout 5—Role Play that matches their role for the second role play. Again, stress that participants should not read or discuss each other's roles. Tell the "children" they will have the same role. After the "teachers" have read their new card, give participants one minute to begin the new role play.
   
   

   Tip for the Trainer: The two role plays for the "teacher" are very similar. If the "teachers" feel they were given the same role play twice, assure them that there are differences; encourage them to re-read the role-play scenarios to find what makes them different.

   
   
9. Reconvene the larger group. Ask participants not to discuss their roles until they are asked to.
   
   

   Ask the observers how the interactions in the first role play were different from the interactions in the second role play. How was the behavior different? Tone of voice? Body language?(Remember, at this point only the "teachers" know the difference between the two role plays.) Ask the "children" if they felt a change in themselves or in the "teacher" between Role 1 and Role 2. How did their experience change? Their feelings toward the other person? Their behavior? Did their partner react differently? How so? Then ask the "teachers" the same questions. Finally, ask a "teacher" to read the two role plays. Stress to all participants that all of the changes observed and experienced by observer, child, and teacher were the result of one thought of one person. Point out that in the second role play, the teacher shifted to a more empowering set of assumptions about the child: that the child was capable.

   Tip for the Trainer: Participants may ask, "What if I really know a child isn't capable?" "What if I can't see any possibilities in a child? What then?" Suggest to participants that even if they do feel that way, they can "try on" a different assumption and see what happens. Perhaps they will be surprised by what they find out.

   
   
10. Return to the chart paper written up in the beginning of the activity. Ask participants to think again about that empowering person in their lives and the feelings this person generated in them. Ask for volunteers to share possible assumptions. this special person may have had about them. Write these on chart paper as well. With participants, discuss which assumptions are most powerful for children
    

Summing Up

Distribute Handout 7—The Power of Assumptions and review it with participants. Use this handout to summarize the key ideas generated during the activity. Acknowledge that it is easier to believe in children, and to see their potential, when things are going smoothly. It can be quite a challenge, on the other hand, to see possibilities when we ourselves are "at the end of our rope." Yet it is precisely when we feel most negative that believing in possibilities and assuming capability can be most empowering for ourselves and for children.

Encourage participants to try this strategy when they have a difficult moment with a child, a coworker, family member, or oneself. Suggest that they just take a deep breath, assume capability, and then note the results.

Activity 1-3: Seeing Possibilities

Purpose: In this coaching activity, participants experience and observe how their assumptions can affect their interactions with children with challenging behaviors. The activity highlights the critical importance of self-observation and self-reflection.

Preparation

This session has two parts: 1) an icebreaker that helps participants reflect on their assumptions about children with challenging behaviors; and 2) a role play which helps them experience how assumptions affect interactions and behaviors. At the end of the session, participants will receive an assignment. The assignment involves practicing what they learned during the session back in their own classroom, with a child whose behavior challenges them. To prepare for this session:

• Review all the directions and handouts for this session.
• Arrange for an easel, chart paper, markers, and tape.
• Duplicate one copy of Handout 5-Role Play (p. 34): cut this handout along the lines. Also duplicate Handout 6-Observer Worksheet (p.35): one for each observer: and Handout 7-The Power of Assumptions (p.36): one for each participant.
• Prepare two sheets of chart paper, each with a rectangular frame drawn around its edge.
• Make sure that there are at least 3 participants attending this session: with fewer people, you will not be able to conduct the role play, which is the centerpiece of this activity.

Conducting the Session

1. Introduce the session and review the agenda with participants. Ex plain that the focus of this guide is on helping Head Start staff under stand their own behavior, their assumptions, and their relationships with children with challenging behaviors and with each other. Such an understanding provides the foundation necessary for developing strategies that help children manage their own behaviors.
   
   
2. Hang the two sheets of chart paper prepared in advance. Ask participants pants what words come to mind when they think about children with challenging behaviors. Record the positive comments/images inside one frame, and the negative comments the other. Do not explain your rationale for listing participants' responses in the different frames. *
   
   

   Tip for the Coach: Be sure that at least one or two images are included in the "positive" frame. If participants don't suggest any images, offer some prompts. For example, you might ask, "What have you learned from a child with challenging behaviors?"

   
   
3. After five minutes have passed, tell participants to imagine that each frame is a mirror, and that they are children with challenging behaviors Explain that the words or images in the mirror reflect how other people see them. Prompt a discussion by asking participants which mirror they would rather look in.
   
   
4. Tell the group they will now role-play* two different scenarios that illustrate how adult images and assumptions can affect children's behavior. Roles include a teacher, a child, and an observer. Ask participants to decide the role each member will play.
   
   

   Tip for the Coach: If you have more than three participants, assign extra observers to small groups.

   
   
5. Give a copy of Handout 6-Observer Worksheet to each observer.
   
   
6. Give the "teacher" and "child" the section of Handout 5—Role Play that matches their role for the first role play. Be sure that participants do not read or discuss each other's roles. Give participants several minutes to read and think about their role. Explain that during their role play, they will take on the view that the role-playing card suggests, and then create a dialogue.
   
   
7. Tell participator that they have one minute to play their roles. Re mind observers to record all their observations on their worksheet; they should not share their observations aloud. Before participants begin, answer any questions they may have.
   
   
8. At the end of one minute, interrupt the exercise. Caution all participants not to chat with each other. Give the "teacher" the section of Handout 5—Role Play that matches her role for the second role play. Again, stress that participants should not read or discuss each other's roles. Tell the "child" she will have the same role. After the "teacher" has read her new card, give participants one minute to begin the new role play.
   
   
9. Debrief the role-play experience with participants. Ask participants not to discuss their roles until they are asked.
   
   

   Ask the observers how the interactions in the first role play were different from the interactions in the second role play. How was the behavior different? Tone of voice? Body language? (Remember, at this point only the "teachers" know the difference between the two role plays.) Ask the "child" if she felt a change in herself or in the "teacher" between Role 1 and Role 2. How did her experience change? Her feelings toward the other person? Her behavior? Did her partner react differently? How so? Then ask the "teacher" the same questions. Finally, ask a "'teacher" to read the two role plays. Stress to all participants that all of the changes observed and experienced by observer, "child," and "teacher" were the result of one thought of one person. Point out that in the second role play, the teacher shifted to more empowering assumptions about the child, the assumption that the child is capable.

   
   

   Tip for the Coach: Participants may ask, "What if I really know a child isn't capable? "What if I can't see any possibilities in a child?" "What then?" Suggest to participants that even if they do feel that way, they can "try on" a different assumption and see what happens. Perhaps they will be surprised by what they find out.

Wrap- Up and Assignment

Distribute Handout 7—The Power of Assumptions and review it with participants. Use this handout to summarize the key ideas generated during the activity. Acknowledge that it is easier to believe in children, and to see their potential, when things are going smoothly. It can be quite a challenge, on the other hand, to see possibilities when we ourselves are "at the end of our rope." Yet it is precisely when we feel most negative that believing in possibilities and assuming capability can be most empowering for ourselves and for children.

Give participants an assignment. Ask them to try this strategy at least twice during the course of the next several weeks when they have a difficult moment with a child. They should take a deep breath, assume capability in themselves and in the child, then note the results. How does assuming capability affect their behavior? The child's behavior? Their relationship with the child? Encourage participants to record the changes they experience in themselves and in the child, then later share their observations with a colleague or supervisor.

Close by stressing the importance of seeing possibilities and assuming capability in all children and families. After all, the assumptions we make about people become the mirror we hold, the mirror in which others see themselves.

Next Steps: Ideas to Extend Practice

As a supervisor, you can encourage and support staff members to practice what they have learned in this module. Some suggestions: Draw a border on a piece of 8 1/2 x 11" paper so that it looks like a picture frame. Photocopy the page and give five copies of it to each participant. Explain that just as participants created positive portraits of children with challenging behaviors in Activity 1-1: Why does He Act This Way? and in Activity 1-3: Seeing Possibilities, Head Start staff also need to develop positive portraits of themselves as professionals Ask staff to use words and/or pictures to record their successes in working with children with problem behaviors, no matter how small. Encourage participants to add to their portraits on a daily or weekly basis, then share their portraits with a coworker or supervisor. Help participants develop and work on a "Back Home Plan."* Each plan should include a specific goal or goals, strategies to reach the goals, and a target date for completion. Have staff share their plans with at least one other person on a regular basis. Ask a team (teacher, teaching assistant, volunteer, parent) that has successfully included a child with challenging behaviors to make a presentation to other staff, parents and consultants. Presenters may wish to speak about their initial fears, challenges they faced, obstacles they have overcome, and the benefits of including children with problem behaviors. Invite participants to form support teams. Regular meetings can help staff assess difficult situations and design interventions through joint problem solving. You may serve as a member of the group or as a facilitator; the program' mental health professional may serve as valuable resource as well. Videotape a teacher who is working with a child with significant problem behaviors. Give the tape to the teacher for her viewing only. Ask the teacher to view the tape, and to reflect on all of the ways she is meeting the child's needs. Ask her to think about her assumptions about the child during both challenging and smooth periods. Observe a teacher who is working with a child with problem behaviors for 30 minutes. Afterward, write a personal letter acknowledging the teacher's strengths, and pointing out her skills and competencies in working with this child. Arrange for participants to see the Academy Award-winning video Educating Peter (see the Resources section). While this documentary of Peter, a third-grade child with Down syndrome, was filmed in a white, suburban classroom, it vividly captures the challenges of working with children with problem behaviors. The video also illustrates the remarkable advances made not only by Peter, but by his classmates as well. Use the video as a springboard for discussing the challenges Head Start staff face in working with children with problem behaviors, as well as the benefits. Your regional Training/Technical Assistance (T/TA) provider may have a copy of the video. Also check with your local video store. There are a variety of helpful approaches and techniques for working with children with significant challenging behaviors once the foundation of a developmentally appropriate classroom and a nurturing relationship has been laid. Approaches that use behavior modification techniques, cognitive interventions social skill-building methods, conflict resolutions strategies, and others have helped teachers develop a range of useful interventions. Such a range enables teachers to individualize, to match the particular child and situation with the intervention the teacher thinks will be most effective. The Resources section of this guide lists several materials that deal with a variety of such approaches. Often, parents of children with challenging behaviors are unfairly blamed and stigmatized. Ask participants to try the strategy of "assuming capability" (see Activity 1-2 and Activity 1-3) when interacting with parents. Encourage participants to record the changes they experience in themselves and in parents, and then later share their observations with a colleague or supervisor.

Handout 1 | Handout 2 | Handout 3 | Handout 4 | Handout 5 | Handout 6 | Handout 7

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