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Introduction to Four supportive steps to help young children - PowerPoint PPT Presentation

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Introduction to Four supportive steps to help young children identify their feelings, learn healthy self-control and reduce challenging behavior. Trainer Introduction Nefertiti Bruce Poyner, M.Ed. Nefertiti Bruce Poyner, M.Ed. Nefertiti

  1. Introduction to… Four supportive steps to help young children identify their feelings, learn healthy self-control and reduce challenging behavior.

  2. Trainer Introduction

  3. Nefertiti Bruce Poyner, M.Ed.

  4. Nefertiti Bruce Poyner, M.Ed.

  5. Nefertiti Bruce Poyner, M.Ed.

  6. Nefertiti Bruce Poyner, M.Ed.

  7. Nefertiti Bruce Poyner, M.Ed.

  8. Connection See how many connections can be made throughout the room

  9. I ask that you… • Be critical • Be open- minded • Ask questions • Check out our website www.MoreFLIPIT.org

  10. FLIP IT began with Hayley Fat, Feeble, Female!

  11. The DECA Program!

  12. Four Steps Feelings Limits Inquiries Prompts

  13. FLIP IT with Hayley Oh my goodness Hayley…You are SO 1. Feelings MAD! Remember we agreed that we were going 2. Limits to keep each other safe. What can we do with your mad? 3. Inquiries Could we try blowing bubbles to take deep 4. Prompts breaths…

  14. Prompts aren’t easy! NO! *#$& Off Prompts: How about a walk? Want to squeeze play doh? Can I rub your back?

  15. Finally… “Can I scratch your feet?”

  16. FLIP IT with Hayley Oh my goodness Hayley…You are SO 1. Feelings MAD! Remember we agreed that we were going 2. Limits to keep each other safe. What can we do with your mad? 3. Inquiries How about we try scratching those feet? 4. Prompts

  17. Eventually…

  18. We all have a Hayley! Think about yours…

  19. FLIP IT Overview

  20. FLIP IT can be used for: • targeted interventions for a child displaying specific behavioral concerns. OR • every day minor challenges and conflicts with one child or with multiple children.

  21. FLIP IT is: • Best practice made simple • Strength-Based • Commonsense • Effective • Portable • Easy to remember • Easy to share • Applicable in a variety of situations • Four simple steps

  22. Signs and Symbols Feelings Limits Inquiries Prompts

  23. FLIP IT Timing: FLIP IT is best practiced by using all 4 steps in fairly quick succession (1-10 minutes start to finish). Experienced FLIP IT users may find that only 1 or 2 steps are needed to resolve the situation.

  24. FLIP IT Notes (1): • FLIP IT is not the ONLY strategy one should use • Use FLIP IT in combination with other strategies • Requires consistency, it is not magic

  25. FLIP IT Notes (2): • For children with more severe behavior issues seek support from a mental health professional. • FLIP IT considers the root causes for a child’s behavior but does not center on the functional behavioral assessment process.

  26. Relationships, Empathy & Ick

  27. Relationships are the foundation! Every strategy is only as good as the relationship it is built on!

  28. Empathy • Empathy is the ability to see and feel from another person’s perspective. • Showing empathy to a child is the first step in teaching a child to have empathy for others.

  29. Peaches Tantrum

  31. ICK refers to the negativity or risk factors in an individual’s life. ICK includes factors within ourselves, our families, and our environment that make us feel bad and less able to handle challenges.

  33. Step 1 – FEELINGS

  34. Underline the important words in the Feelings definition…

  35. Step 1 – FEELINGS Defined Begin the FLIP IT process with Step 1 – FEELINGS . Gently talk with children about their feelings and what you are seeing and hearing as a result of their emotions. Help children identify the root feelings causing the behavior.

  36. Feelings are at the root of all behavior. When children have good feelings at their roots, positive behavior will grow like a healthy tree.

  37. When behavior is negative, we must check the roots for ICK.

  38. FLIP IN or FLIP OUT

  39. If we address the behavior without addressing the root feelings, the ICK will keep growing, and the negative behavior will reoccur.

  40. Sometimes we FLOP… When we respond to the first thing we see - the child’s BEHAVIORS - instead of the FEELINGS.

  42. Reacting to behavior… 1. “Stop breaking those crayons or you’ll get a time out!” 2. “We keep our crayons whole so that we can play with them again and again.” 3. “You are hurting the crayon’s feelings.” 4. “We can’t break crayons because we are on a very tight budget!”

  44. How To… • Change a Habit • Use Some Tools • Talk About All Feelings • Keep is Simple • Just Start

  45. How To… • “I see you are doing _____. I wonder if you are feeling _____.” • “Wow, it really looks like you are feeling _____.” • “I notice you are doing _____. What is going on inside?” • “Your body is getting antsy. Are you feeling nervous?” • “I’m so sorry you are feeling so _____.” • “What are you feeling?” • “Point to the face that tells how you are feeling.”

  46. To learn more about the other steps…

  47. Step 2 – LIMITS Defined Once you have talked with a child about what she is feeling, proceed when necessary to Step 2 – LIMITS. Remind children of the positive limits and expectations you have for their behavior. Loving and simple limits help surround children with a sense of consistency, safety and trust. 23

  48. Limits should be… 1. Positively worded We keep ourselves safe 2. Kept simple We keep each other safe 3. Based on familiar rules We keep our things safe 4. Descriptive _____________ Stated without a “BUT” 5. We use gentle touches 6. Reviewed during non- We use kind words challenging moments We listen with our eyes and ears

  49. Step 3 – INQUIRIES Defined Once you have talked with a child about feelings and limits, move on to Step 3 – INQUIRIES . Encourage children to think about solutions to their challenges. Ask questions that promote problem- solving and healthy coping skills. Inquiries invite children to think, learn and gain self-control. 33

  50. Are we raising children who can THINK through a problem?

  51. What’s an…

  52. Step 4 – PROMPTS Defined If the child is having difficulty problem-solving after you have talked with her about feelings and limits and have made an inquiry, move on to Step 4 – PROMPTS . Provide creative cues, clues, and suggestions for children having difficulty problem- solving. Enthusiastic, bright ideas can lead the way to better problem-solving skills. 41

  53. Prompts

  54. www.MoreFLIPIT.org • The book • Video of FLIP IT in action • Answers to FAQs • Spanish translation • Testimonials • Online Course • Live Training • Train-the-Trainer • Free Resources

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