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THE NORMAL FAMILY, BEHAVIOR, AND KIDS

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general use of symbols in an abstract way ... Picky Eaters. Development stage. Less caloric need. Parent's role. Child's role. Influences ... – PowerPoint PPT presentation

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Title: THE NORMAL FAMILY, BEHAVIOR, AND KIDS


1
THE NORMAL FAMILY, BEHAVIOR, AND KIDS
  • Dawn Uithol
  • USAFP, 2006

2
CULTURE
  • Common idea of culture referring to arts,
    dance, and music
  • Also includes
  • general use of symbols in an abstract way
  • ability to make artifacts that interface with the
    environment
  • explosion of life beyond finding food and staying
    alive
  • groups that have common goals and agendas

3
What is a normal family?
  • Biologic parents
  • Step parents
  • Adoptive parents
  • Single mothers
  • Single fathers
  • Gay families

4
Basic Trends Older to marry Increased
divorce Increased single parents
5
Households with their own children made up lt 1/3
of all households in 2003
6
  • The family is the vital institution in American
    society
  • Families are often the 1st and often the last
    source of support
  • Families are supposed to be the physical and
    social resource for children

7
BEHAVIOR DEVELOPMENT
  • mental retardation occurs in 3 of children
  • learning disabilities in 10-20
  • significant speech problems in 5
  • diagnosable psychiatric problems in 12-15

8
BEHAVIOR DEVELOPMENT
  • 90 of mothers of preschoolers had some concern
    about child
  • 28 thought their concerns were serious

GOOD HEAVENS, I THINK I BLEW MY FACE INSIDE OUT!
9
CHILDHOOD
  • Distinctive to our species only humans have
    this extended period
  • Time of extensive brain growth
  • Crucial time period marked by physical and
    cognitive growth

10
CHILDHOOD
  • Every motor movement, every intellectual event,
    every emotional experience that a child
    encounters will influence brain development
  • Learning is the primary function

11
CHILDHOOD
  • Kids learn through play and teaching
  • how to manipulate objects
  • how to socialize with others
  • how to begin to master the rules of culture
  • A time when young humans learn what it means to
    be human
  • World time to learn and participate
  • Western time to play

12
DEVELOPMENTAL STAGES
  • Expectations for children are influenced, even
    mandated, by culture, and by parental abilities,
    goals, and experience
  • For parents, personal abilities and goals will
    color how they view the development of their
    children

13
DEVELOPMENTAL STAGES
  • Really just culturally initiated learned
    behaviors that we teach kids
  • Simply thinking about why some developmental
    stage is important can be liberating

14
DEVELOPMENT IS TRANSLATED THROUGH LANGUAGE
15
LANGUAGE
  • Unique ability to humans
  • Acquired because we interact
  • While there is variation in the timing of when
    its acquired, everyone eventually talks
  • Major preoccupation of kids
  • Learning to speak
  • Learning to communicate through language
  • Learning to use language to get by

16
LANGUAGE
  • The verbal environment in which language is
    acquired can deeply affect how a child
    communicates relative to the societal norm
  • Words are used every minute to teach and guide
    children
  • Who they are
  • How to behave
  • What is acceptable and what is not

17
LANGUAGE
IT'S ALL ABOUT ME!!!!
  • Language and how kids acquire the social rules of
    conversation tell the story of a culture
  • Western accommodate to the child

18
SOCIALIZATION
IT'S ALL ABOUT ME!!!!
  • Little Savage ? upright citizen
  • Process is neither smooth nor predictable
  • Not well understood by scientists but we know
    that children are hard-wired to take in and
    accept social roles
  • Intimate influence of parents and family
  • Broader influence of peers and society, and the
    overall framework of culture

19
MORALITY
  • Based on the mental ability to put oneself into
    the mind of another (empathy)
  • Moral rules based on the notion that there is
    societal sort of structure to get along
  • Children have the basics and then learn the rest
    by experience and instruction
  • What parents say and how they act is key

20
BEHAVIOR IS TRANSLATED THROUGH LANGUAGE
IT'S ALL ABOUT ME!!!!
  • Children are designed to watch, absorb, and
    conform
  • Kids try hard to be like everyone else
  • We socialize to our own culture, ethnicity,
    class, religion, and gender
  • Parents provide means to the socialization
    process
  • This process is flexible,changeable, and not
    set in stone

21
HEALTH VISITS
  • normally we screen for development and growth
  • can also check psychologic and behavioral growth
  • parent-child interaction
  • discipline techniques
  • mealtime behavior

22
P.E.R.I.L.S.
  • Perception
  • Expectations
  • Reactivity
  • Interaction
  • Level of development
  • Surroundings

23
PERCEPTION
  • parents perception of child
  • What is the hardest part of taking care of your
    __ mo old?
  • Whats your child like?

24
EXPECTIONS
  • anticipatory guidance
  • individualized
  • 1 or 2 issues/visit

25
REACTIVITY
  • Childs reactivity or temperament

26
REACTIVITY
  • Parents need to remain rational and objective for
    child

27
INTERACTION
  • interactions and experiences of child with people
    and environment -- goodness of fit
  • regulation competence/trust

28
LEVEL OF DEVELOPMENT
  • parents impression
  • report of childs current level of functioning
  • review of past milestones less useful
  • federal law exist to support early id and
    intervention from birth to 5yrs

29
SURROUNDINGS
  • social support
  • parental health and well-being
  • family functioning
  • interactive styles
  • childs behavior/development

30
SURROUNDINGS PARENT-CHILD REGULATION
  • parents pattern of inhibition and stimulation

31
SURROUNDINGS
  • Regulation affects
  • childs physiologic functioning
  • teaches rhythms of daily life
  • influences childs attn
  • sets childs affective/emotional tone

32
INTERVENTION
33
INTERVENING
  • 1st task identify
  • observation
  • history from parents or child
  • screening tools
  • Determining the severity
  • Developmental variation
  • Behavioral problems
  • Behavioral disorders

34
INTERVENING
  • Children 3 or older ? INTERVIEW
  • school experiences
  • who friends are
  • describe all family members and family activities
  • discipline, chores
  • use of pictures, dreams, dolls

35
INTERVENING
  • NEXT - help parents relate their feelings/actions
    to their past experiences
  • How was that handled when you grew up?
  • What was that like for you?
  • How does that experience affect the way you act
    as a parent?
  • METHOD OF PARENTING DIRECTLY RELATES TO HOW THEY
    WERE RAISED

36
INTERVENING ABC Model
A.B.C.
  • Antecedent (stimulus)
  • Behavior (response)
  • Consequence (parents response)
  • Parents assigned homework ABC log

37
BEHAVIOR MANAGEMENT
  • What are advantages of it working this way?
  • What are the disadvantages?
  • How would you like to handle that?
  • find barriers parents have experienced
  • identify supports parents can use
  • discover triggers

A.B.C.
38
DISCIPLINE
  • most childhood behavioral problems can be thought
    of as failures of a system of discipline
  • discipline structure that an adult sets up for
    a child

39
DISCIPLINE
  • Every culture and every set of parents within the
    culture has a particular idea of the nature of
    children
  • Either free spirits that should roam free or
    unruly beings that need order
  • Role of genetics and what the experts say

40
DISCIPLINE and the TRUTH
  • ALL KIDS ACT UP
  • Many ways to deal with bad behavior
  • The belief systems of each culture about the
    nature of childhood directs how discipline is
    done
  • Parents and children work within that cultural
    model to come up with expectations, rules, and
    standard interactions

A.B.C.
41
A.B.C.
42
DISCIPLINE
  • Western in general, is rather confusing because
    it is not consistent
  • Children are not told to be obedient in all
    things
  • Parents want them to be independent and
    free-minded at times but also obedient

43
DISCIPLINE
A.B.C.
  • Most parents try lots of parenting techniques
  • Success depends on
  • the personality and temperament of the child
  • the developmental stage
  • the particular parental script
  • the nature of the family system
  • the perception of the child

44
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45
Toilet Training
  • Child-Oriented Approach (Brazelton)
  • Socially acceptable
  • Little supportive evidence
  • Intensive approach (Azrin and Foxx)
  • Unknown acceptability
  • Good empiric support

46
Picky Eaters
  • Development stage
  • Less caloric need
  • Parents role
  • Childs role
  • Influences

47
Temper Tantrums
  • 18mos to 4 yrs
  • Window to emotions
  • Anger and Distress
  • Crying to breath-holding, head banging, to
    spectacular displays of dysregulation in normal
    children

48
  • Rather than trying to find the one right way,
    parents need to be flexible and creative (but
    CONSISTENT) in finding strategies that work for
    their particular family.

49
The normal family, behavior and kids
  • Grandparents and grandkids get along well
    because they have a common enemy
  • Mark Towers

50
QUESTIONS OR COMMENTS?
51
TO BE LOVED
  • major task for children is to learn to verbalize
    emotions vs acting on them
  • active listening
  • empathize, match body language -- verbally
    express some needs, desires, emotions
  • often key intervention for depressed, angry,
    oppositional
  • avoid comments on character (I statements)
  • children are quite literal -- believing
    everything they hear

52
Other Helpful Tools
  • Look child in the eye when assigning tasks
  • One task assignment at a time
  • Get a back-brief to ensure understanding
  • Use Do statements vs. Dont
  • Catch them while they are good
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