Transcript full notes
Managing and Motivating Participant Behaviors Definitions Behavior management Maintaining or altering positive relationships Managing internal and external stimuli Utilize prevention techniques—they are most effective behavior management tool Definitions Discipline Control by enforcing compliance or order Should be principle-centered Ultimate goal is self-discipline Definitions Behavior modification Used to increase desired, decrease undesired behaviors Utilizes positive and negative reinforcements Involves operant conditioning Misbehavior Misbehaviors are goal-directed, rarely personally directed at a leader Motivation for misbehavior originates with unmet personal needs Misbehaviors can be confused with excitement Leader Issues Know own “hot buttons” Know own biases Be aware of position of power Goal = Help others with self-discipline Preventative Approach Effective leadership techniques Catch problems before they occur Use sequencing, pacing, frequent monitoring Appropriate time, appropriate equipment, quantity of equipment Moral Education Approach Teach a lesson about right and wrong Utilize role-playing techniques to facilitate participant understanding Ask “How would you feel if…?” Least effective technique for youngsters Affective Approach Target emotions related to behaviors Stress active listening Try to discover feelings that cause conflict Assist with social skills Behavior Modification Approach Utilizes direct instruction Positive and negative reinforcement Time out as negative reinforcer Common techniques Shaping Chaining Fading Extinction Assertive Discipline Approach Be firm, direct, honest Appropriately express emotions Use “I” statements Clearly state desired behaviors Reality Therapy Approach Change requires awareness Confrontational questioning “What were you doing just now? Social Skills Training Myth: Participants have social skills Utilize direct instruction Model desired behaviors Provide opportunities to practice skills Develop strong relationships Serve as a coach Behavioral Therapy Approach Goal is to change emotional and/or cognitive identity Utilizes therapeutic processes and medications Leaders may refer participants to trained therapists Behavior Management Purposes Maintain safety Help participants with appropriate conduct Manage flow, control in activity Facilitate education, coaching Effective, efficient activity leadership Easier to teach and lead participants Behavior Management Factors Developmental ability Age Everyone develops at own pace Physical abilities Cognitive abilities Emotional abilities Moral growth, stage Behavior Management Factors Health/Disability Status Know behaviors associated with status Underlying issues Gender Be aware of stereotypical attitudes (“boys will be boys”) Be aware of standards based on gender Behavior Management Factors Cultural background Attitudes and behaviors Communication patterns Eye contact Voice volume Pace of speech Use of physical touch Proximity Why Needed… Stealing Fighting Talking back Disruptions Disrespect Racial intolerance Profanity Lying Verbal abuse Whining Demanding leader attention Sexual harassment Reasons People Act Out Boredom Over-stimulation Leader not interactive Poor explanation Not enough equipment Personality conflicts Reasons People Act Out Testing personal power Immaturity Fear (e.g., of intimacy, abandonment) Unmet needs Many others… Behavior Mgt Principles Make it an agency process Assess self-awareness Be proactive Be prepared Offer corrective feedback Avoid neglecting the group Behavior Mgt Principles Focus on the behavior Protect the individual’s dignity Nurture the target Be consistent and fair Target underlying causes Avoid power struggles cont’d Make It an Agency Process Should be systematic Staff training/Staff manual Assists in consistency Assess Self-Awareness Know your own “hot buttons” Consider the impact on others Did my biases affect my judgment? Am I being consistent? What can I learn from this? Be Proactive Climate of mutual respect Consistently model Send positive messages Learn names and use them often Behavior management by walking around (BMBWA) Be Prepared Be ready for disruptions Examine all angles Play “what if?” Prepare for the… Activity Transitions Conclusions Offer Corrective Feedback Be immediate (if possible) Give feedback in private Be specific Focus on the behavior State in “I” language Use understandable language Avoid Neglecting the Group Singling out may drive negative behavior in group members May lead to safety concerns Strive to minimize disruptions to the group Focus On the Behavior Appropriate feedback “Pat, pushing is unacceptable.” Inappropriate feedback “Pat, you are bad.” Protect Individual’s Dignity Avoid “making an example” of someone May cause group to lose trust in the leader, to rebel Nurture the Target Attend to the injured party Model preferred behaviors Do not condone negative behaviors Remember to avoid neglecting the entire group (requires more than one leader) Be Consistent and Fair Provides sense of security to group Consider uniqueness of all situations Leader uses conceptual skills Target Underlying Causes Determine and treat causes of misbehaviors Physical factors Emotional factors Social factors Psychological factors Avoid a Power Struggle Argumentative behaviors = Counterproductive Keep emotions in check Provide options to involved participants Unobtrusive Techniques Define limits Plan well Provide ongoing clarification Establish routines Offer appropriate challenges Be inclusive Be clear and explicit Unobtrusive Techniques Front-load for success Give, expect respect Treat people with dignity Avoid some activities Meet basic needs Unobtrusive Techniques Use a question format Use appropriate eye contact Utilize proximity control Make no more than two requests Allow time for compliance Make more start than stop requests Unobtrusive Techniques Be specific and descriptive Use genuine reinforcement Redirect activity Employ regulated permission Tolerate some misbehavior Use praise appropriately Giving Praise Be specific and target behaviors Use “I” statements (e.g., “I appreciate…”) Be genuine and truthful Understand cultural nuances Praise often, try to catch participants doing something right Avoid using words like “perfect” Discernible Techniques Positive discipline Modeling Use appropriate rules Positive reinforcement Punishment Consequences Behavior contract Positive Discipline Give honest answers Hold realistic expectations Give second chances Use encouragement Modeling Demonstrate appropriate and desired behaviors Avoid “Do as I say, not as I do” behaviors Rules for Rules Have reasons Design with participants State positively Be clear, succinct Be equitable Define behaviors Clarify and practice Be appropriate Be enforceable Follow through Give a warning Have few rules Positive Reinforcement Increases desired behavior Types of reinforcement Primary Secondary Rewards Punishment Decreases targeted behavior Does not teach desired behavior Penalizes individual for misconduct Can lead to 4 Rs Consequences Arbitrary Logical Nothing to do with the behavior Connected to action through logic Natural Natural outcome of action Consequences: Principles Catch people doing something right Must be appropriate to the infraction Must be clear, understood Must be balanced, doable Exclude emotions Do not withhold necessities Include participants in selecting consequences Behavior Contract Formal behavior agreement Negotiate terms with participant Outline expectations for behaviors Identify consequences of misbehaviors Include time frame, length of contract All parties sign, keep copies Obtrusive Techniques Time-out Physical intervention Time-Out Not a place, but a process Explain why, where, how long Identify appropriate time period Select undesirable location Avoid overuse Physical Intervention Requires special training (in some states, certification is required) Alert individual, if possible Used for safety of participants Other adult presence recommended Documentation needed Ineffective Techniques Yelling Threats Blaming Name-calling Sarcasm Physical punishment Calling parents Selecting Techniques Leader Skills Experience Preferences Personality Participant Age, developmental stage Culture Selecting Techniques Avoid miscalls, such as Overreacting to withdrawn individuals Tired of being understanding Feeling need to maintain absolute control Mistaking excitement for disruptions Blaming those not at fault Motivation Internal drive based on need Impetus for behavior choices Choice of action Directed toward meeting the need Maslow’s Hierarchy of Needs McClelland’s Trichotomy Achievement Power Sports, fine arts Winning prize, award Affiliation Book clubs, quilting bees Sources of Motivation Intrinsic process Instrumental Engage for sheer fun of it Motivated by external tangible rewards Self-concept—external Motivated by the social status individual will achieve Sources of Motivation Self-concept— internal Maintain personal standards Goal internalization Adopt behaviors congruent with personal values Flow Theory Facilitating Motivation Manipulating the environment Physical Psychological Socioemotional Manipulating Environment Physical Colors Posters Noise Temperature Lighting Psychological Challenge level Feedback Socioemotional Manage group size Meet need to belong Meaningful objectives