Chapter 15 Guidance Challenges

Guidance Challenges In this chapter, you will learn about causes of behavioral problems stress specific problem behaviors www.ces.ncsu.edu/depts/fcs/human/disas1.html www.mcg.edu/resources/mh/sourcebk/sect3.html#schoolage

Objectives Identify situations and feelings that cause tension in children. Describe behavior problems that result from tension. Guide children as they learn appropriate social-emotional skills. Describe the effect of family stressors on children and families.

Terms to Know overstimulated frustration stress

Causes of Behavioral Problems Overstimulation Breaks in routines Noise Waiting time Frustration Physical problems

Overstimulation Overstimulated: overexcited Usually, the larger the group, the more likely overstimulation will occur. Overstimulation can result from having too many activities planned.

Breaks in Routines Routines let children know what is expected and when. All children need to follow consistent daily schedules. When changes are expected, prepare the children ahead of time.

Noise Noise affects children differently. Children with very sensitive ears are particularly upset by noise. To avoid noise problems, control the sound of tapes, records, and CDs. As the volume of your voice increases, the children’s voices also become louder.

Waiting Time Children often behave poorly when they have to wait for long periods of time. Manage time wisely. Cut down on waiting time by being prepared.

Frustration Frustration: feelings of defeat or discouragement Plan developmentally appropriate activities. Forcing children into activities they are not ready for can cause frustration. Conflict over toys can also cause frustration. Select materials and equipment that are developmentally appropriate.

Physical Problems Poor health or other physical problems can cause tension and behavioral problems in children. Children may be overly active or tense due to other health problems. Medication can affect some children's behavior. Poor or inadequate nutrition can also affect behavior.

Stress Stress: the body’s reaction to physical or emotional danger signals Mild or occasional stress is not a problem. Constant stress, prolonged stress, or the piling up of many stressors can threaten a child’s ability to cope. Stress can be caused by both negative and positive events. Starting a child care program or changing to a new child care program can be stressful.

Family Stressors The family can be a buffer or a source of stress. Family crises cause major stress within a family. Stressors may be temporary. Being constantly active from morning to night causes another, less intense type of stress. Family time and relaxation help people ward off the harmful effects of stress.

Effects of Stress Prolonged stress in early childhood can undermine healthy brain development. Constant, predictable, and responsive care is needed. Healthy relationships promote brain growth and healthy social attachment. Abuse, neglect, or constant stress can cause the body to release chemicals that impact the brain’s complex wiring.

Signs of Stress Regression is showing behaviors that were typical at an earlier age Other common signs include: accident-proneness anger anxiety baby talk headaches hitting stuttering tattling temper tantrums thumbsucking

Helping Children Cope Stress affects children as much or more than it affects adults. When you note that a child’s behavior has changed, observe the child more carefully. Avoid criticism, but offer comfort and encouragement. Provide a supportive, affectionate environment.

Specific Problem Behaviors Negativism Stealing Anger Biting Tattling Exploring the Body Thumbsucking Fear

Negativism A “no” is a child’s attempt at independence. Accept a young child’s negative behavior.

Stealing Preschool children don’t understand the difference between mine and yours. Small objects like toy cars and puzzle pieces may vanish from the classroom. Warn the other teachers and keep a close eye on the situation.

Anger Anger draws attention to what annoys the child and can be a learning experience. Tantrums peak at age 18 months. Ignoring outbursts is a successful technique for dealing with anger. When possible, try to catch children before they react angrily.

Biting Young children often bite when they are upset. Children may bite because they cannot express themselves in words. Biting back does not prevent biting; it creates more aggressive behavior.

Tattling Frequently a child who tattles is insecure and tattles to get attention. To prevent tattling, try to build children’s self-esteem. Have a daily one-on-one time with the child. Try ignoring the tattling behavior.

Exploring the Body Children begin exploring their bodies early in life. By age three, children are aware of the sex differences. By age four, children may hold the genital area when they need to use the bathroom. Exploration of the body is normal, but is not considered proper in public.

Thumbsucking To relieve tension, some children may suck their thumbs. Most children outgrow thumbsucking by age six or seven. Dentists state that there is no cause for worry if thumbsucking stops before adult teeth erupt. Children may be encouraged to use a pacifier instead.

Fear Every child experiences fear. Common childhood fears include falling from high places, putting faces in water, thunder, the dark, people in uniforms, fire engines, ambulances, and animals. Fear of the unknown is also common. Accept children’s fears. Even the silliest one may be very real to them.

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