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Youth Growth, Development and Behavior Management

Objectives

Following completion of this module, participants will be better able to:

• Identify the various stages of youth development and their correlation to programming approaches

• Utilize age-appropriate strategies for increasing programming impact among youth

• Identify appropriate disciplinary practices for positive and effective behavior management

• Identify resources available to youth service professionals, parents and legal guardians

Background

The field of study, pertaining to youth growth and development, continues to change as scientists and researchers make new discoveries in areas like brain development.

As youth service professionals, working with a variety of ages, it is necessary to understand the various developmental stages youth progress through (physically, cognitively, emotionally and socially) and how they directly impact programming and program design.

This module is designed to look at various (critical) aspects of the different stages of youth development, supportive practices and behavior management.

Stages of Youth Growth & Development

Researchers and medical professionals have identified the following stages of youth growth and development…

• Infancy (birth to age 1)

• Early Childhood (ages 1-4)

• Middle Childhood (ages 5-10)

• Adolescence (ages 11-18+)• Early Adolescence

• Middle Adolescence

• Late Adolescence

Source: “Human Growth and Development.” MHMR Center. American Counseling Association. Retrieved 2017.


STAGE AGES DEVELOPMENTAL FOCUS

Infancy Birth to Age 1 • Large muscle movement/discovery• Visually ‘tracking’ movement and sound• Dependence on caregiver for all things

Early Childhood Ages 1-4 • Increases in concepts of self and interactions with friends and family

• Mastery of mobility (crawling, sliding & walking)• Increases in exploration and independence• Imitation of sounds and gestures• Increased mastery of language – communicating thoughts

and ideas• Incorporation of mental symbols, fantasy development• Ability to begin developing relationships outside of family




Middle Childhood Ages 5-10 • Significant cognitive development and mastery of both cognitive and physical skills

• Increases in vocabulary, comprehension, creativity and self-care skills

• Concrete operational thinking – concern for present, future is abstract

• “Me” centered (egocentric) views on a social level• Progression made from dependence to more

independence




Adolescence Ages 11-18+ • Significant development both physically and emotionally• Increasing transition to independence and social

connections

Early Adolescence Ages 11-13 (Females)Ages 12-14 (Males)

• Desire for independence increases, yet still dependent • Increased ability to process and understand abstract

thought• Increased concerns regarding body image/appearance• Primarily establishing social connections with same gender

Middle Adolescence Ages 14-16 (Females) Ages 15-16 (Males)

• Transition from same gender connections to peer groups, teams

• Begins contemplating own mortality and the mortality of those around them

• Increased sexual drives and identity

Late Adolescence Ages 17-21 (Females and Males)

• Focus shifts to post high school plans – vocation• Increased desire for intimacy and relationships with others


Domains of Youth Growth & Development

Research in the field of youth (and adolescent) growth and development has increased significantly over the last decade. While many professionals have generated their own concepts and theories, most agree that youth growth and development is centered around four key domains…

• Physical: referring to the way a child’s body grows

• Cognitive: referring to a child’s thinking and reasoning

• Emotional: referring to the development and understanding of feelings

• Social: referring to interactions with others in various environments

Physical Development for School-Aged Youth

Source: “Preparing Volunteers to Meet the Developmental Needs of Youth Audiences.” Journal of Extension. February 2011.

FOCUS CHARACTERISTICS OF 5-8 YEAR OLDS

CHARACTERISTICS OF 9-11 YEAR OLDS


CHARACTERISTICS OF 15-18+ YEAR OLDS

PHYSICAL DEVELOPMENT Youth are mastering physical skills, exhibiting better command of large muscles (e.g. legs) than small muscles (e.g. hands and fingers).

Youth are physically stronger and exhibit better balance and coordination; small muscle coordination is advancing.

Both genders experience physical changes (e.g. height, voice, secondary sex characteristics) that are rapid and profound. Physical strength, balance and muscle coordination continue to advance.

Most teens have gone through puberty. Physical strength, balance and muscle coordination are well developed.

MATURATION RATES Physical growth for this age group is generally gradual and consistent across gender.

Youth are maturing physically at different rates. Most females will be maturing faster than their male counterparts with some females entering puberty.

Sexual maturation and growth rates vary within and between genders; however, changes in females generally occur sooner than in males.

Rates of sexual maturity and growth are similar between genders.

BEST PRACTICES FOR 5-8 YEAR OLDS



BEST PRACTICES FOR 15-18+ YEAR OLDS

PROGRAM APPLICATIONS Provide physical experiences that utilize both large and small muscles, but do not require precision or detail for the youth to be successful.

Provide active learning experiences that allow for more precision-oriented tasks.

Provide fun, active learning experiences such as sports and games.

Youth have achieved a high level of physical competence; activities that require detail, precision, and/or physical endurance are appropriate.

Cognitive Development for School-Aged Youth






THINKING STRATEGIES Youth this age are concrete thinkers. They base their thinking in the present (here and now) and in absolutes (e.g. right or wrong; yes or no).

Favor concrete thinking, but begin to use reasoning skills and abstract thought. Youth vary greatly in cognitive abilities.

Youth exhibit abilities to think abstractly and hypothetically. Beginning to develop skills using logic; can use reason to understand results and consequences.

Youth are competent abstract thinkers. Have the ability to process information and ideas to explain how and why things occur.

INTERESTS AND ATTENTION This age group is naturally curious about their immediate environment and relies heavily upon sensory experiences. They generally have a short attention span.

Creative; curious; eager to try new things. Interested in collections and hobbies.

Interests broaden; youth are curious about the world beyond their immediate environment. Begin to show interest in regional, national and global issues.

Exhibit a sense of community awareness and concern for others. Develop personal philosophies and enjoy sharing their ideas and knowledge.





PROGRAM APPLICATIONS The experience is more important than the end product. Activities for this age group should be short, sensory-oriented, and involve physical movement.

Promote success for all participants by planning a variety of short activities for a range of abilities and interests. Directions should be to the point and not too complex.

Engage youth in problem-solving activities; provide supervision, but do not interfere with the process. Encourage youth to evaluate the results of their efforts; provide assistance only when necessary.

To maintain the youth’s interest, provide relevant, meaningful, problem-solving activities. Youth are capable of generating and implementing their own activity ideas. Youth should evaluate the outcomes of their efforts.

Social Development for School-Aged Youth






INTERACTIONS Youth are beginning to explore social settings (e.g. clubs, sports, youth groups) outside their homes, but still need adult approval.

Youth express themselves by guiding their own activities. They enjoy teamwork, but may begin exhibiting a sense of competition.

Youth begin to exhibit more independence, shifting from a reliance on parents to forming own values. However, adult approval is important.

Youth are more independent; exhibit an increased willingness to accept responsibility and fill adult leadership roles.

RELATIONSHIPS Friendships are evolving, with possibly more than one ‘best friend.’ Youth continue to be self-interested, but are starting to develop empathy. Cross-gender play takes place, with same gender favored at the end of this stage.

Youth enjoy group activities and exhibit group loyalty. They hold other youth in high regard and try to emulate them. Require adult direction to remain on task.

Youth are concerned about peer relationships and personal appearance. Excessive grooming behavior is common and normal.

Youth seek individual identity, yet they also seek status within their peer groups. Their interest in mixed gender activities and dating increases.





PROGRAM APPLICATIONS Youth still need individual attention. Small group and mixed gender activities allow exercising social skills. Cooperative rather than competitive environments are encouraged. Use interactive experiences.

Youth prefer same gender groups that plan their own activities. This age group benefits from interactions with older youth as role models/mentors. Adult leadership is important.

Provide experiences for youth to learn about themselves. Include opportunities for youth to plan mixed gender activities.

Promote activities that encourage individual development. Create a supportive peer environment. Provide mixed-gender, self-planned activities with leadership roles (spokespersons, coordinators, leaders or mentors.

Emotional Development for School-Aged Youth






SELF-PERCEPTION Self-centered and sensitive. Express wide ranges of feelings. Easily upset by criticism, failure or changes in plans or routines.

Self-confidence and self-esteem can be fragile. Need recognition and praise.

Youth can be highly self-conscious and self-critical. Changing body images may result in anxiety and embarrassment. Youth are at risk of having low self-esteem.

Feelings of being inferior and/or inadequate are prevalent among this age group. Some males may still be going through puberty and may be uncomfortable with their changing body image.

DEPENDENCE/AUTONOMY Strongly dependent on adults and seek adult attention. Willing to help and desire to please.

Begin questioning parental authority, but look to those ‘in charge’ to help guide appropriate behavior. Admire and imitate older youth.

Mood swings are common. Independence is desired, but youth still require parental guidance.

Achieving independence from adults; cultivating own identity.





PROGRAM APPLICATIONS Focus on cooperative activities so all youth have the opportunity to experience success. Avoid competition and comparisons. Low youth/adult rations for activities are desirable. Be available to discuss feelings.

Positive feedback is essential. Allow youth to identify their own progress; comparisons with others can be detrimental to self-confidence and self-esteem. Suggested improvements should be done individually and in a caring and consistent fashion.

Plan activities that help youth build skills without comparing them to others or singling them out among their peers. Do not use put-downs or sarcasm.

Plan activities where youth have increased responsibility within their roles. Provide opportunities for youth to be accountable to themselves and others. Communicate in a supportive and constructive fashion that treats youth as young adults.

Developmental Needs of YouthResearch indicates there are several determinants which collectively influence the probability of youth to learn, grow and succeed academically, while simultaneously developing the social skills and life skills necessary to positively transition into adulthood.

How can/does the Child and Youth Program support the development and/or existence of these determinants in youth?

Source: “Successful Children and Youth.” State of VA Youth Development. Retrieved 2017.

Psychosocial Development in Youth (Erickson)

When looking at youth development and the research behind it, one would be remiss not to mention Erikson’s theory of psychosocial development. Erikson’s theory was grounded in the belief that human (personality) development occurs in stages, eight stages to be exact.

Erikson maintained that personality develops in a predetermined order, each building on the one before. The result of this ‘maturation timetable’ is a wide and integrated set of life-skills and abilities which function together within the autonomous individual. Essentially, it requires individuals to successfully progress through each of these stages (on their own) to effectively function throughout life.

Erikson’s Psychosocial Stages

Erikson’s Stages of Psychosocial Development

AGE CONFLICT RESOLUTION OR ‘VIRTUE’ CULMINATION IN OLD AGE

Infancy (0-1 year) Basic Trust vs. Mistrust Hope Appreciation of interdependence and relatedness

Early Childhood (1-3 years) Autonomy vs. Shame Will Acceptance of the cycle of life, from integration to disintegration

Play Age (3-6 years) Initiative vs. Guilt Purpose Humor; empathy; resilience

School Age (6-12 years) Industry vs. Inferiority Competence Humility; acceptance of the course of one’s life and unfulfilled hopes

Adolescence (12-19 years) Identity vs. Confusion Fidelity Sense of complexity of life; merging of sensory, logical and aesthetic perception

Early Adulthood (20-25 years) Intimacy vs. Isolation Love Sense of the complexity of relationships; value of tenderness and loving freely

Adulthood (26-64 years) Generativity vs. Stagnation Care Caring for others, empathy and concern

Old Age (65-Death) Integrity vs. Despair Wisdom Existential identity; a sense of integrity strong enough to withstand physical disintegration

Source: “Erik Erikson.” EdPsych Temple. Retrieved 2017.

Impact on Programming - Erikson

You might be asking yourself, “So, how does Erikson’s theory impact local CYS initiatives?” Maintaining an awareness of how youth develop on a psychosocial plane can have the following impacts, as it relates to the population(s) being served (i.e. school-aged youth)…

• Youth need to be provided with ample opportunities to experience new social and academic demands – outside of the regular learning environment

• Youth need to have opportunities to experience success, as it increases feelings of competence and purpose

• Youth need opportunities to develop a sense of self and resisting peer and social pressures of conformity

• Youth need opportunities to practice relationship-building skills and how to infer the thoughts and feelings of others

Cognitive Development in Youth (Piaget)

Going hand-in-hand with a youth’s psychosocial development, an understanding of youth cognitive development is critical when planning lessons and activities for youth.

Jean Piaget, considered one of the most significant researchers of cognitive development, proposed that youth development consisted of a set of schemas, or building blocks of intelligent behavior. Piaget believed that as youth grow, they construct an understanding of the world around them. As they experience new situations, and discrepancies between what they already know and what they discover occur, youth are required to process, reflect and make adaptations in order to continue and function in the world around them. These discrepancies are what prompt the transition between Piaget’s identified schemas of cognitive development.

Piaget’s Cognitive Development Schemas

Piaget’s Cognitive Development Schemas

STAGE AGE RANGE DESCRIPTION

Sensorimotor 0-2 years Coordination of senses with motor response, sensory curiosity about the world. Language used for demands and cataloguing. Object permanence is developed.

Preoperational 2-6 years Symbolic thinking, use of proper syntax and grammar to express full concepts developing. Imagination and intuition are strong, but complex and abstract through is still difficult. A sense of conservation is developed.

Concrete Operational 7-12 years Concepts attached to concrete situations. Time, space and quantity are understood and can be applied, but not as independent concepts. Basic understanding of cause-and-effect relationships is solidified.

Formal Operations 12 years to Adulthood Theoretical, hypothetical and counterfactual thinking is solidified. Abstract logic and reasoning are strengthened. Strategy and planning now become possible. Concepts learned in one context can be applied to another. Deductive reasoning, comparison and classification also possible.

Source: “Piaget’s Theory.” The Psychological Notes Headquarters. Retrieved 2017.

Impact on Programming - Piaget

You might be asking yourself, “Now, how does Piaget’s theory impact local CYS initiatives?” Maintaining an awareness of youth cognitive development can have the following impacts, as it relates to the population(s) being served (i.e. school-aged youth)…

• Lessons and activities should focus on the process of learning, rather than the end product of it

• Youth should be presented with opportunities to challenge current understandings and broaden perspectives

• Programming should be inclusive of both collaborative, as well as individual, activities so youth can learn from each other

• Youth should be presented with problem-solving situations where they are ‘pushed’ just outside their ‘comfort zone’

• L/CYPCs and volunteers should assume facilitative roles as much as possible, rather than direct instructional roles

Factors Influencing Development in Youth

As we have learned from research and observation, youth grow and develop at different rates. While many theories present age ranges for various stages, youth are unique, with distinct personality and life experiences. Knowing what factors influence development in the four domains can better help us to establish environments conducive to positive overall development.

Let’s look at the most common factors influencing the four domains of youth development…

Factors Influencing Development in Youth

DEVELOPMENT DOMAIN INFLUENCING FACTORS

PHYSICAL DEVELOPMENT • Genetic make-up: ethnicity, race and gender• Nutrition and diet• Lifestyle: exercise, sleep patterns, drug and/or alcohol use• Environmental toxins• Socioeconomic status

COGNITIVE DEVELOPMENT • Academic setting and curriculum• Family environment: parent/caregiver involvement• Access to early education opportunities• Teacher support• Personal motivation

EMOTIONAL DEVELOPMENT • Individual temperament• Parental and familial relationships/networks of support• Media exposure and influence• Traumatic events/exposure to traumatic events

SOCIAL DEVELOPMENT • Peer influence/pressure• Peer popularity• Community connections• Community engagement

Source: “Developmental Characteristics of Youth.” Boys and Girls Clubs of America. August 2004.

Gender Difference in Development

Gender does influence how youth develop. In early childhood, girls and boys share many of the same characteristics and engage in many of the same types of activities. Throughout the first few years of elementary school, boys and girls both typically enjoy participating in team sports, playing organized games and working cooperatively in small groups.

As youth grow, boys and girls begin to develop behaviors and characteristics typically aligned with their gender or gender identity. Understanding the differences between boys and girls at each stage is key to developing effective programs.


Gender Difference in Development


DEVELOPMENTAL DIFFERENCE DEVELOPMENTAL RESULT

Boys and girls mature physically at different ages On average, girls will begin puberty around age 10 or 11; however, new research has shown some girls beginning puberty as early as age 6 or 7.

Boys typically enter puberty around two years later than girls – around age 12 or 13

Girls’ and boys’ rates of learning differ Research indicates there are difference in brain development for boys and girls as young as age 5 to 7, with girls often developing faster and showing earlier academic success

Differences in how males and females process information Research shows that males are more likely to use one side of the brain for a given task, while females use both sides of the brain. Girls access both thinking and feeling functions simultaneously, while boys tend to operate objectively and fact-oriented.

Girls and boys have different standards and evaluate themselves differently

Although girls typically perform better academically than boys, they also are more likely to experience less confidence and be more self-critical; whereas boys tend to establish unrealistic views of academic abilities and accomplishments at times.

Boys and girls experience adolescence in different ways While self-esteem is show to fall in both boys and girls after elementary, the drop tens to be more dramatic for girls, making them more susceptible to anxiety, stress, and depression.

Girls and boys have different internal motivations Research has shown that girls tend to place more emphasis on compassion and care, while boys are often more concerned with honor and justice.

Applying Developmental Characteristics in Program Design

While some of these strategies have been identified on previous slides, having a broad understanding of multiple strategies surrounding appropriate and relevant program design is essential to ensure youth are able to learn and apply information provided during trainings and experiential activities.

When designing lessons, activities and training, youth development, as well as other factors, must be considered.




AGE DEMOGRAPHIC PROGRAM DESIGN CONSIDERATION

6-9 Years of Age

• Keep instructions, games and activities simple and short – no longer that 15 minutes in duration

• Build in ways to develop internal motivation by providing regular, positive feedback to youth about achievements, accomplishments and strengths

• Offer activities that challenge children to do as much as possible on their own, but allow for adult support and problem-solving help when needed

• Organize play and exploration activities in small groups

• Provide opportunities to practice communication skills: expressing thoughts and feelings

• Encourage self-directed, youth-led activities

• Foster growth of youth’s social networks by offering activities that encourage parent/guardian and community involvement and support

• Offer opportunities for children to interact and communication with others from diverse racial, ethnic, language, religious and cultural groups




10-12 Years of Age

• Offer opportunities to develop citizenship, service and leadership skills

• Engage thinking, memory and problem-solving through activities

• Keep messages simple and straightforward

• Relate new concepts to the direct experience of youth

• Allow youth to make choices and decision on their own

• Offer opportunities for youth to talk, listen and let their opinions be heard

• Create a setting in which youth can express their individuality, master new skills and seek emotional support from adults

• Combine security and comfort with expanding leadership opportunities that recognize and respect young people’s increasing maturity

• Create safe and comfortable places for girls and boys to socialize with friends

• Encourage self-directed, youth-led activities




13-15 Years of Age

• Include an age-appropriate variety of physical activities – regular exercise games to develop coordination, reduce stress and provide outlets for energy

• Promote a healthy and active lifestyle – healthy choices

• Model positive examples of healthy interaction, both cooperative and competitive interaction

• Demonstrate goal setting and achievement

• Encourage youth to think about possibilities for their future

• Provide opportunities for youth to apply newly learned knowledge to their own lives

• Demonstrate sharing, listening and hearing other’s points of view

• Develop the ability to understand cause and effect, actions and consequences

• Allow freedom with defined boundaries and structure

• Intentionally expand the horizons of adolescents, challenging them to stretch beyond their current awareness and understanding

• Provide opportunities for adolescents to mentor and tutor younger youth




16-18 Years of Age

• Regularly consult with teens and involve them in program design to ensure programs are relevant and interesting to them

• Integrate new and creative experiences to keep older teens excited and motivated – provide challenging and varied types of activities to keep them engaged

• Empower teens to make their own choices and decisions

• Keep structure to a minimum and allow teens freedom to participate in they ways that work best for them

• Challenge thinking and reasoning skills

• Use role-playing and ‘what if’ scenarios to foster abstract thinking skills

• Offer opportunities to explore an identity based on beliefs and values

• Encourage teens to set goals for the future

• Link teens’ long-term participation to appealing, age-appropriate rewards and incentives

• Foster the growth of teens’ social networks by offering activities that encourage parent/guardian and community involvement and support

• Create safe and comfortable places for teens to socialize and be with friends

Recognizing Learning Strengths

To this point, the training information in this module has looked at the “how” and “why” of youth cognitive, psychosocial and physical development. Now, let’s look at the “what” of youth learning. What helps youth acquire information in the best way to better ensure understanding and mastery?

Howard Gardner covers this with his theory of learning strengths. Gardner discovered that not only do youth develop at different rates, the ways in which they best acquire and process information also differs. To this end, Gardner developed his theory of multiple intelligences.

Howard Gardner’s Multiple Intelligences

Through research, Gardner revealed all people have preferred tendencies in which they acquire, process and apply information. In all, Gardner identified (originally seven, now nine) types of intelligences.

By understanding that youth approach learning through one or more of these strengths, activities can be designed to enhance the development and comprehension of youth, better ensuring their success.


Howard Gardner’s Multiple Intelligences

The (now) nine intelligences are defined as follows…

• Linguistic: the ability to understand meaning and order of words• Logical-mathematical: the ability in mathematics and other systems• Spatial: the ability to think in pictures and scale• Bodily-kinesthetic: the ability to use one’s body in a skilled way, coordination• Musical: the ability to understand and create music• Interpersonal: the ability to perceive and understand others• Intrapersonal: the ability to understand one’s own emotions and self• Naturalist: the ability to understand and appreciate the natural world• Existential: the ability to pose and understand bigger picture and abstract

ideas surrounding existence and meaning of life


Behavior Management

Knowing how youth develop (cognitively, physically, emotionally and spiritually) is one component of effective programming. An equally important component is then managing youth behavior before, during and after events. Without proper behavior management taking place, lessons and activities run the risk of losing meaning, impact and purpose.

The following slides present information on what makes youth exhibit negative behavior and various strategies to effectively manage those situations.

Causes of Negative Behavior

The causes of negative behavior are as vast and varied as the youth we work with in the field. While the exact causes of negative behavior may be specific to youth, there are some general causes that have been observed through the years…

• Family Issues (financial, prolonged separations, divorce, domestic violence, lack secure support of etc.)

• Media (exposure to hate, violence and crime)• Sense of Entitlement (immune to rules/policies, expecting better than best)• Diminished Social Civility (riots, racial, gender and sexual orientation discrimination)• Socioeconomic Standing (have vs have not)• Competitive Environments (thinking there must be one ‘winner’ and one ‘loser’)• Boredom (not connecting with information or reviewing what was already known)• Unclear Limits (vague rules and expectations, inconsistent enforcement)• Attacks on Dignity (disrespecting the other person and his/her role or position)

Again, this is not an all-encompassing list, but some generalized observations from researchers and leaders within the youth behavior management field.

Youth Statistics on Observable Violence

While it is impossible to determine the full extent of influence television and other media have on youth, experts believe the impact is significant, based on the following findings from a study that tracked youth over a period of ten years.

Researchers found that…• The average youth will view 200,000 acts of violence, including 16,000

murders on television/in media by the age of 18 (Media Education Foundation, 2005)

• 75% of fourth graders claimed to have watched R-rated movies• 65% of fourth graders reported playing significantly violent video games• 84% of fourth graders claimed they had witnessed at least one killing on

television in the last year (Curwin, 2006)

Discipline with Dignity

Discipline with Dignity is a concept developed by Curwin, Mendler & Mendler, which focuses on three critical aspects of an effective behavior management approach:

• Prevention: What can be done to prevent problems from occurring?

• Action: What can be done when misbehavior occurs to solve the problem without making it worse?

• Resolution: What can be done for youth who demonstrate chronic behavioral challenges?

Discipline with

Dignity

Prevention

ActionResolution

Source: Discipline with Dignity. Curwin, Richard L., Mender, Allen N., & Mendler, Brian D.. 2008.

Strategies for Effective Behavior Management

The following strategies represent specific things those working with youth can (or must) do to better ensure overall youth success and decreased youth behavior problems…

STRATEGY GUIDELINES FOR STRATEGY

Let youth know what you need and ask them what they need from you

• Vague expectations lead to confusion and negative behavior• Youth should know what is expected from you, regarding behavior and consequences• Youth should regularly be asked what they need from adults and leaders

Differentiate instruction based on youth strengths • Seek out specific skills youth possess ahead of time and incorporate those types of activities into lessons

• Regularly check with youth regarding understanding of the information to ensure it does not exceed their capabilities – not doing so will only lead behavioral outbursts

Listen to what youth are thinking and feeling • Model calm and rational responses for youth at all times so they can begin observing and processing those responses

• Regularly summarize/paraphrase back to youth what you heard to ensure your understanding

• Acknowledge youth feelings and emotions, while maintaining assertiveness and consistency

Source: Discipline with Dignity. Curwin, Richard L., Mendler, Allen N., & Mendler, Brian D.. 2008.


Use humor when appropriate • Humor should NEVER be at the expense of the youth• Appropriate humor can help lighten a situation and prevent defensiveness• While humor can defuse a tense situation, it is only a momentary ‘fix’ and real

conversations/follow-up should take place as soon as possible

Vary your presentation style • Older youth have a maximum attention span of 15 minutes, younger youth only 10 minutes

• Utilize large group, small group and individual instructional practices to prevent boredom or complacency

Offer choices • Rather than always ‘handing out’ consequences, engage youth in developing appropriate consequences for negative behavior

• Allowing youth to make decisions and live with the consequences reinforces responsible behavior

Refuse to accept excuses • When youth are allowed to explain away their behavior, it put you into a position of being ‘judge and jury’

• Accepting excuses reinforces that negative behavior is acceptable• Always provide youth with an explanation as to why certain excuses may be legitimate

while others are not• Hold yourself accountable, as the youth you work with, to avoid using excuses




Use a variety of ways to communication with youth

• The use of caring gestures and nonverbal messages can be very effective• Feedback on sticky notes can be effective and provide individualization• Utilize appropriate physical contact to provide praise (e.g. handshakes, fist-bumps, high-

five or a pat on the back)

Be responsible for yourself, and allow youth to take responsibility for themselves

• Take time to explain to youth what responsibilities exist for their attendance and participation (e.g. not hitting or bullying others, taking turns, actively participating, etc.) and your responsibilities for the event/activity (e.g. keeping everyone on-time, ensuring the safety of everyone, ensuring all materials are available for activities, etc.)

Realize you will not reach every youth, but act as if you can

• After all efforts have been exhausted, accepting no impact has been made can be an end result

• Remember the difference between reality (we won’t reach everyone) and belief (we work each day as if today will be the breakthrough) – While change may not happen, still work with the positivity and support you would show other youth

Start fresh each day/activity/event • Approach each day as a new day – learn to let go of the past and past experiences, especially those with challenging youth

• Stop listening to the negative comments of others; rather, commit to a positive attitude and approach with each new interaction (even if it is during the same event)



Effective discipline requires a common vision predicated on what is best for youth… It’s not always the easiest, fastest or mostpopular option!

Social Discipline Window

The International Institute for Restorative Practices developed the concept of a social discipline window as a visual representation of the extremes and effective components of a behavior disciplinary approach.

The four quadrants represent combination of high or low control and high or low support, characterized by doing things with people, rather than tothem or for them…

TO

Punitive

Authoritarian

WITH

Restorative

Authoritative

NOT

Neglectful

Irresponsible

FOR

Permissive

Paternalistic

Support (encouragement, nurture)

Co

ntr

ol (

limit

-set

tin

g, d

isci

plin

e)

HIGH

LOW HIGH

Source: “Defining Restorative.” Wachtel, Ted. IIRP President and Founder. 2013.

Dignity and Responsibility

In order to maintain dignity, it is critical to operate from a premise of valuing responsibility over obedience. This involves valuing what youth think, seeking their input, and teaching them how to make good decisions.

By infusing effective communication, problem-solving and decision-making life skills into programming, youth will be better equipped to take responsibility for their behavior and actions.


Dignity and Responsibility: A Disciplinary Model

The standard model/process for the Discipline with Dignity concept is as follows:

1. PRINCIPLES: The general attitude and behavioral guidelines to be modeled and infused into instruction with youth

2. RULES: Non-negotiable parameters established as a means of maintaining a positive and safe environment

3. ENFORCEMENT or INTERVENTION: Actions taken when a rule is broken4. YOUTH (INCIDENT) LEARNING: Desired learning outcomes for the youth as a result

of the enforcement/intervention5. EVALUATION: Regular reflection on the effectiveness of intervention efforts

NOTE: Rules need to always define what to do and how to do it, while Values define why things are done a certain way…


Dimensions of Prevention

Prevention is a critical aspect to consider when working with tough/difficult youth. The dimensions of prevention concept provides structure and direction, while also allowing some flexibility to accommodate unique situations. The dimensions are as follows:

1. Know and Express Yourself Clearly (thoughts, feelings, routines and procedures)2. Know Your Youth (what makes them ‘tick,’ interests, hobbies and skills)3. Establish a Motivating Environment (problem-solving, be unpredictable)4. Teach Responsibility and Caring (provide manageable choices & consequences)5. Establish Effective Rules and Consequences (social contracts for positive behavior)6. Keep Current (actively engage in continual learning and professional development)7. Deal with Stressful Conflict (learn to remain calm when ‘buttons’ are pushed or

tempers escalate)


Know Yourself Activity

The following reflective activity may help you truly start to know yourself, your thoughts, feelings and emotions…

Take 2-3 minutes each day, before work, during the day and after work to complete the following…

STEP 1: Morning: Right now I feel (fill in any four words)1. _______ 2. _______ 3. _______ 4. _______

STEP 2: Circle the strongest feeling

STEP 3: Write one sentence about the strongest feelingSTEP 4: Noon: (Repeat format)

STEP 5: End of Day: (Repeat format)


Know Yourself Activity (cont)

Once you have completed a week of the process, take time to answer the following questions…

1. How many words would you classify as positive? How many as negative?2. How many of your circled words would you classify as positive? How many as negative?3. Were your feelings more positive in the morning, afternoon or end of the day?4. What patterns can you identify regarding the words you wrote and time of day?5. What methods do you use to express, acknowledge, or deal with your positive feelings,

especially those related to your job and the work you do?6. What methods do you use to express, acknowledge, or deal with your negative feelings,

especially those related to your job and the work you do?7. Think of a challenging youth you work with – What words would you use to describe

him/her? Are these words more positive or negative? If primarily negative, what positive words can you think of as substitutes?

The next time you are confronted with a challenging youth, what positive words can you think of, drawing from a strengths-based approach and maintaining shared dignity?


Know Yourself Activity (Example)

TIME OF DAY

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Morning EnergizedDeterminedBehindSad

ExcitedDeterminedOrganizedPrepared

StressedUnsureTenseFocused

NervousAntsyMadCautious

HappyTiredWorriedAnxious

Noon HappyPumped UpExcitedStrong

FrustratedAngryOverwhelmedDefeated

UnsettledAnxiousNervousStressed

OverwhelmedFrustratedAnxiousHopeful

SolidDeterminedConfidentFocused

Evening TiredRelievedOptimisticDriven

StressedMotivatedDrainedConfused

FatiguedPressuredDisappointedHopeful

ImpressedOptimisticThankfulAppreciative

FocusedRelievedTiredPrepared

I got to my desk on Monday determined to complete as many tasks on my ‘to do’ list as possible before the week got away from me.

1. When looking at all words, I would classify 29 words to be positive and 31 words to be negative.

2. When looking only at the selected words, I would classify 7 words to be positive and 8 words to be negative.

3. As a general trend, I tended to have more negative emotions during the middle of the day.

4. When looking at all the words, I noticed that by the middle of the week I was feeling more negative emotions, with a pattern of carrying-over negative emotions from the previous day to the next day.

5. I like to focus my positive emotions regarding my work into completing as many items on my ‘to do’ list, as it provides me with a feeling of accomplishment and pride.

6. Unfortunately, I tend to ‘bottle-up’ negative feelings. I also tend to become even more defeated when only hearing negatives from others – it makes everything more challenging.

7. When thinking about a challenging or difficult youth, it is easy to label him/her as unfocused, impulsive and angry. In reality, he/she is likely excited vs unfocused, motivated vs impulsive and misunderstood vs angry.

93 2

58

5 710

74

MONDAY TUESDAY WEDNESDAYTHURSDAY FRIDAY

Feelings

Positive Negative

Discipline with Dignity and Life-Skills Education

In the CYS Program, we work with youth from a variety of backgrounds. While this is a great thing, it can present challenges, especially in the area of behavior management. This may be due to a lack of training and opportunities for youth to apply training in the development of appropriate life-skills.

The focus on life-skill development has significantly increased in the last few months within the CYS Program. Leadership wants to see the impact of the Program, as it relates to helping youth develop skills for success in life. This can be achieved through intentional infusion of life-skills education in programming and behavior management.


Discipline with Dignity and Life-Skills Education

In some cases, youth may not be aware of appropriate behavior, incorporating the following life-skills education into programming can help with this and reduce the likelihood of outbursts or behavioral issues…

• Greeting Others: Why it’s important and the appropriate way to do so• Making a Request: Utilizing words like ‘please’ and ‘thank you’• Getting Someone’s Attention: Using phrases like ‘excuse me’ or ‘I’d like to tell

you my thinking…’ or raising their hand• Following Instructions: First listen, next repeat back and then do the task• Accepting Criticism: Learning to not get upset or angry, but appreciate the

feedback• Resisting Peer Pressure: Appropriate ways to say ‘no’ and remove themselves

from a negative situation


Types of Consequences

Consequences, rather than punishments, are a integral part of conducting discipline with dignity. This is because consequences allow for appropriate corrective action, while still respecting the other person. Consequences also help reinforce responsibility on the part of the youth.

There are four types of consequences:• Generic – these can be connected to any rule• Conventional – likely part of established policy or protocol (e.g. detentions)• Educational – specifically designed to teach new and appropriate behaviors• Natural/Logical – resulting from a youth’s choice (e.g. making a mess in the kitchen

and then having to clean it up on their own)

The goal is to respond to negative/inappropriate behavior with educational consequences so youth not only acknowledge what they did that was wrong, but also learn behaviors/skills necessary to prevent future incidences.


Stabilization and Reframing

Managing youth behavior is a full-time, round-the-clock aspect of youth programming, as you never can predict when youth will act out or escalate their inappropriate behavior. Should you find yourself in the middle of an activity and a youth acts out, experts recommend the following approaches to minimize disruption to others…

STABILIZATION REFRAMING

Defined: This involves reducing anger, avoiding power struggles, and lowering the noise that can increase hostility to the point where interventions will not work

Defined: This is the skill of understanding a situation in a way that gives the best chance for a positive outcome (i.e. seeing the situation from the other person’s perspective)

Example: Youth: “This activity really sucks!”L/CYPC: “Are you telling me how you really feel?”Youth: “Yes.”L/CYPC: “I always appreciate your honesty. Thank you forthe courage to tell the truth. Let’s sit down together and find a way to improve things for both of us…”

Example: Youth: “This activity really sucks!”L/CYPC: “…being angry and not knowing or usingappropriate words to express things doesn’t allow me to help.”L/CYPC: (one-on-one) “I can see how angry you were where you said that to me in front of everyone. I can appreciate that, but I can’t hear you when you talk that way. Let’s talk about more appropriate ways or words to use to express how we feel…”

Strategies for Taking Action Effectively

Once a rule has been broken or an inappropriate behavior has been observed, the following strategies can help convert the situation into a growth experience for you and your youth…

• How we implement consequences is often more important in determining effectiveness than the consequence itself (pay careful attention to both verbal and nonverbal communication)

• Simply state the rule and consequence (be concise, as too many words can lead to confusion)• Use the power of proximity (maintain a closeness to the youth while respecting their personal

space)• Make direct eye contact when delivering the consequence (this helps focus their attention)• Use a soft yet firm tone of voice (youth often mirror what they see/hear in adults)• Do not embarrass the youth in front of their peers (praise in public, punish in private)• Be firm and anger-free when correcting behavior (speak slowly, calmly and confidently)• Do not accept excuses, but keep the door open to another solution (accepting excuses validates

the inappropriate behavior – removing excuses reinforces responsibility)• Avoid power struggles (refrain from engaging in an aggressive manner, avoid confrontations in

public)


Strategies for Reducing Stress Caused by Youth

In the midst of dealing with inappropriate behavior, stress levels of the adult can become elevated. Even after a situation has been addressed, residual stress can be present. The following strategies may help adults positively reduce stress levels caused through engagement and management of inappropriate/negative behaviors of youth…

• Anticipate the Predictable: A major key to effectively handle stress is to stop being surprised; begin to anticipate things that may result in behavioral issues (changes to schedules, increased expectations, group work, etc.)

• Do Not Take Inappropriate Behavior Personally: Work to stay personally connected to youth without taking negative things they may say or do personally – remember that youth objectionable behavior is often not about you

• Develop Mental Toughness: Learn to stay calm in the face of pressure; focus on what needs to be done and not on circumstances out of your control

• Network with a Colleague: Without divulging PII, talk with your peers/colleagues; share experiences, seek their input/guidance – avoid becoming consumed in the behavior management process

• Become Predictably Unpredictable: Just as adults become bored with the same thing all the time, you do as well – find moments where you can do something unpredictable to help lighten the mood, increase motivation or defuse a situation

• TALK: Bottling things up, holding things in is not healthy – regular engagement with others (especially colleagues/co-workers) can help decrease your stress levels


Strategies for Reducing Stress Caused by Supervisors/Management/Leadership

One more deliverable to complete… A delayed contract packet… Issues with crazy workloads… There are many times our stress levels can increase due to those in a supervisory/management/leadership role, whether intentional or not. The following strategies are designed to help you positively cope with those situations…

• Invite Them In: Many times, the actions of others are a result of not fully understanding what we are trying to achieve or complete, or what executing an event really looks like – utilizing a training calendar, work to set a date to invite individuals in to increase their knowledge of what is being done

• Explain How Things Work: Take time to ‘walk them through’ your process for managing registration paperwork, volunteer paperwork, as well as developing agendas and working logistical details of events

• Complaining is Ineffective: Complaining = Whining; Rather, calmly state the issue and a proposed solution to resolving the issue – Don’t simply complain about everything or be negative about things

• Let Your Actions Positively Speak for Themselves: No one wants to be micro-managed – Always demonstrate to others your level of competence by regularly working at a higher level of performance – Always work to EXCEED expectations, as this will instill confidence in others of your abilities and prevent ‘working under a microscope’


Strategies for Making Group Work Successful

Group work can be either phenomenal or horrendous, depending on the individual person’s personality; however, the following strategies may help increase the effectiveness of programming while decreasing behavioral issues…

• Put youth into groups yourself rather than letting them pick their own groups• Make a ‘No Complaints Allowed’ announcement at the beginning• Limit groups to no more than 5 youth at a time• After groups have formed, provide youth with the two T’s (time and task)• Remember that it is always easier to give than it is to take away• After identifying the two T’s, number each youth 1-5 in each group• Make sure number 1s are group leaders• Assign the rest of the group roles (readers, note takers, organizers, presenters)• Tell (and regularly remind) group members to follow their group leader• Give each group leader a red cup (or similar object) and green cup to signal group’s

progress (red means stop/issue and green means go/complete)


Fostering Creativity in the Face of Managing Behavior

One of the challenges presented in behavior management is how one maintains positive behaviors without negatively impacting creativity. The following reflective questions many help guide you in the right direction when planning events/activities…

1. How many times were youth asked to respond to something that had more than one right answer?

2. In what circumstances were youth required to deal with more than one possibility?3. What activities required youth to defer judgement?4. How many activities actually required youth to get out of their seat to talk to someone

else in order to complete the task?5. How often were guessing and hypothesizing encouraged?6. In what situations were youth encouraged to try the unknown and take reasonable risks

without fear of failure or punishment?7. In what ways were youth encouraged to think of new ideas?8. In what ways were all of the senses used during the activity?9. How is student creativity visibly apparent throughout the activity?10. How often do you ask youth to find similarities in seemingly unrelated issues, events or

items?Source: Discipline with Dignity. Curwin, Richard L., Mendler, Allen N., & Mendler, Brian D.. 2008.

Resources

The following resources may be helpful for you as you continue to develop your behavior management philosophy and approach…

• Education Research: https://www.ernweb.com/educational-research-articles/special-ed-teachers-cite-effective-behavior-management-strategies/

• Edutopia: https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

• Teacher Vision: https://www.teachervision.com/teaching-strategies/behavior-management• School Improvement Network: http://www.schoolimprovement.com/classroom-management-

keys/• Daily Teaching Tools: http://www.dailyteachingtools.com/classroom-behavior-management.html

There are many great resources and websites out there with information on effective behavior management. The key to success involves developing clear rules and expectations, fairly and equally providing consequences, and turning each interaction into a learning and skill-development opportunity.

https://www.ernweb.com/educational-research-articles/special-ed-teachers-cite-effective-behavior-management-strategies/

https://www.edutopia.org/blog/big-and-small-classroom-management-strategies-todd-finley

https://www.teachervision.com/teaching-strategies/behavior-management

http://www.schoolimprovement.com/classroom-management-keys/

http://www.dailyteachingtools.com/classroom-behavior-management.html

Quiz

As evidence of completion of this course, you will need to complete the short assessment tool provided. To access the assessment, please click on the link below:

CLICK HERE TO BEGIN YOUR ASSESSMENT:

https://www.classmarker.com/online-test/start/?quiz=bde59fc5e6d9a022

Please Note: Following completion of the assessment, please email the certificate of completion to your RAPM and save a copy for

yourself. This will serve as your documentation of completion.

https://www.classmarker.com/online-test/start/?quiz=bde59fc5e6d9a022

You have now completed the Youth Growth, Development and Behavior Management Module.

Congratulations!

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