Decreasing Negative BehaviorThru

Consistency & Positivity

Ben Johnson & Jennifer BrownCarmel Clay Parks & Recreation

Positive Behavior Recognition

Establish Core Values for Positive Expectations

Role of Staff, Youth and Parents/Guardians

System for Recognizing Specific Positive Behaviors of ALL Youth

Implement a Tracking System to Account for ALL Youth

RESPECT

Core Values for Positive Expectations

INTEGRITY

CARING

HARMONY

EXCELLENCE

RESPONSIBILITY

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RICHER “Right Ups”

Positive behavior recognition directly correlates to a decrease in undesired youth behaviors.

RICHER “Right Ups” recognize specific positive behaviors of all youth.

When a staff member recognizes an individual’s positive behavior with a RICHER “Right Up,” the individual should receive a copy of that RICHER “Right Up” the same day. This will provide the individual with immediate positive

behavior recognition, will share the individual’s success with the parent/guardian and will confirm a job well done with the individual.

RICHER “Right Up” Certificate

RICHER “Right Up” TrackingStudent Name Grade Respect Integrity Caring Harmony Excellence Responsibility Totals Date Last

Rcv’d

Student, Jonny

1st 1 2 1 5 8-26-11

Student, Sally

5th 1 1 4 6 8-22-11

With a partner, discuss the following:

How will your team ensure that students are receiving their RICHER “Right Ups” on a daily basis?

How will your team handle RICHER “Right Up” tracking to keep the tracking template up-to-date and accurate?

Team Time Activity

Assign a RICHER principle to each grade level. Brainstorm a specific action a child in that grade level could display to earn a RICHER “Right Up.”

Extension: How could these positive behaviors be missed? What will be done within your team to ensure that positive

behaviors are recognized (and not missed)? How will your team ensure that positive behaviors are

recognized regularly for all youth in the program?

Behavior Management

Role of Staff Member as an Individual and as a Team to Consistently Manager Behavior

Steps in Behavior Management Process

Investigative Techniques

Consistent Consequences and Communication

Relying on co-workers to handle/assist with youth behavior issues will result in youth viewing the staff member as a lesser authority figure (or possibly no

authority)…JOB BECOMES MUCH MORE DIFFICULT!

Communicate, Communicate, and Communicate More…w/ youth, co-workers, parents/guardians, and school personnel (if applicable)

Be Consistent…as a TEAM and individually Support Each Other

View the Supervisor(s) as a Final Option…message and consequence needs to be consistent, so why the need to send to a supervisor?

Time and Place for a different voice…simply should be the exception – not the norm

Directly Managing Behavior Increases

a Staff Member’s Authority

Steps in Behavior Management Process

Reflection Time (Think About It)…occurs in correlation w/ staff member discussion…completed document will be

submitted to the parent/guardian

Behavior Report

Behavior Consequence Rubric

reference supplements

Initial Investigation Begin Behavior Report ASAP. Ask “What did you do?” rather than “What

happened?” This begins accountability. Do not minimize the youth’s behavior.

Correct Technique: “I heard you hit ________ in line while lining up for clubs.”Incorrect Technique: “I heard you had a hard time keeping your hands to

yourself.”

Encourage truth-telling and that his/her parents will be told that he/she told the truth.

Do NOT get into a battle if the youth denies.

Correct Technique: “I need to find out what happened. I will be talking to every youth and adult who was there. I will give you some more time to think about

what happened – I will ask you again in a few minutes what you did” walk away, no discussion, do not engage

Investigate Interview witnesses (not needed if staff member directly witnessed the behavior)

Find people (staff and youth) who were around Encourage truth-telling of suspected individual

Do not judge honesty or intent – this could give better liars an advantage

(If) you have determined that the individual was aggressive or guilty of the suspected behavior…OR if the individual has admitted the behavior

Together, look up the behavior consequence rubric CONSEQUENCE must be known prior to Think About It…required for Behavior Report Follow-up with individual should occur by staff member (youth lacking required writing

and/or reading skills for Think About It will require a staff member to read and/or write for the individual)

Informing Parents/Guardians by Phone or at Pick-Up Correct Technique: “I knew you would want to know…” “I am sorry that you feel that way.

Our program does our best to teach lessons in responsibility – taking responsibility is a core part of our program.”

Ensure that parent/guardian is told that his/her child told the truth and it was appreciated

BE OPTIMISTIC!

Team Time Activity

Review your respective incident, then categorize the following:

Behavior Classification

Identify the Incident # within Behavior Classification for the Individual

Individual’s Consequence (directly corresponds w/ behavior consequence rubric)