Playground and Lunch Aide Professional DevelopmentNorth Hills School District Elementary Schools

Agenda 1. Welcome 2. Evaluating Children’s Behavior 3. How to deal with an angry

child/Bullying 4. Boundaries with children 5. What needs to be reported/abuse 6. What does the reporting process look

like 7. Staff input and questions

Why it IS important you are here To provide a safe haven for our youth Because of the leadership role you have

accepted Your responsibility to the youth we are

servicing To protect organizations we serve To protect ourselves, personally from

potential misconduct or accusations

Dealing with children’s behavior Recognizing the stages of anger

Knowing why a child can act a certain way and being able to identify the stages of Anger can provide us with guidance into how to best deal with those behaviors

Stages of Anger 1. Irritation Susceptible Easily Provoked Likely to become angry*someone already on your radar

Stage 2-Agitation Signs of excitement or emotion Visibly unhappy/angry/distraught*Getting ready to take some action

Stage 3-Loss of Control Child is unable to regulate behavior Has actions without regard for

expectations or consequences “I don’t care attitude”

Stage 4-Resolution Able to attend Able to consider the ABC’s (activating event, belief, consequence) Able to discuss alternative positive

behavior

Some Do’s and Don’ts

Postive ways Do use the students name Do listen through anger Do be calm, firm, and

consistent Do allow student time to

deescalate Do empower them to come

to own solution Do set limits and clearly

explain acceptable behaviors

Negative ways Don’t interrupt Don’t touch child unless of

a safety concern Don’t crowd student Don’t point at them Don’t’ shout or loose

temper Don’t take responsibility

for the child’s emotional state

Stay Positive with Careful Communication

Body Watch your non-

verbal behavior relating to-

*Space*Posture*Facial Expression*Gestures*Eye Contact

Voice When talking with a child be mindful of your*Tone*Volume*Rate

Who has good personal space?

Who is showing intimidating posture?

Who has a friendlier face

Gestures/Body Awareness

Voice-Tone, Rate, Volume Rate-the speed in

which you talk Make sure to talk slow

enough for student to understand

Volume-maintain a level volume. Shouting will not help you get your point across

Tone-the quality of a persons voice

You can deliver the same message in a more constructive way if you use a kinder tone of voice

Redirection with an angry student 1. State the rule or

consequence 2. Be consistent

with all students 3. Utilize Active

Listening 4. Ignore the last

hook

Bullying Behavior Research Science Daily reports that 9 out of 10 elementary

students have been bullied at some point by their peers

Without intervention, bully behavior persists over time

In the Bergen study - clear association found between relative teacher density during lunch and recess time and the amount of bully/victim problems

Adults must be willing and prepared to interfere with incipient bullying episodes…

How? Know what the kids know and speak the language

Key points of the North Hills School District Elementary Bully-proofing Program The program has been in effect for

eight years Grades K-2 receive 4 lessons per year Grades 4-6 receive 4 lessons per

year Multiple approaches utilized – class

discussion, work pages, video, role plays, peer tutoring, art, singing, visuals, interactive activities

Booster lessons provided for teachers Information available for parents to

assist children Schools presented with informational

posters/projects designed to reinforce the 3 R’s and have Bystander Power.

Bullying program continued…K-3 Bullyproofing Program

Identify-know what the bully behavior is

Refuse-Power tool stragies

Understand the difference between telling and tattling

4-6 Bully Proofing Program

The 3 R’s Recognize Refuse Report Bystander Power Trusted Adults

Suggestions for lunch/recess Never leave any doors open---

district policy No whistles in the lunchroom Stay attentive with the children Rotate around the lunch/recess

area Do not stand in groups and talk

with other adults Avoid yelling at children Consider confidentiality Redirect the child instead of getting

into an argument with them Don’t be afraid to speak up Please do not send students from

recess to the nurse for “ non-emergency” issues

Effective Strategies Stay in control of your

emotions Remove the child from

the group to talk to them Move closer to the child

so you can use a quieter voice

Listen to the student Be consistent Don’t get drawn into an

argument

Save discipline for safety related behaviors

Don’t threaten to do something you can’t do

Don’t discipline the whole group for actions of a few individuals

Don’t let a situation get out of hand

If you make a mistake, admit it, we are all human

Don’t threaten something and then not follow through

State things in a positive manner

What is child abuse??? Child abuse-is the injury of a child by an

adult OR another child. This might not be intentional, but it is not accidental.

Classified as physical, emotional, or sexual abuse

Child Neglect- is harm caused by withholding life’s necessities: food, clothing, shelter, medical care or education

Physical Abuse Burns-Dry Burns, wet or submersion burns,

friction burns, other types Bruises-Different stages of healing. Different

bruising colors(red, blue, yellow)/ Distinctive Shapes. Not on knees, elbows, etc.

Lacerations and abrasions-soft tissue area. Human bites.

Fractures-unexplained or multiple fractures. *Children who are physically abused are more

likely to show signs of childhood stress

Emotional Abuse and Neglect Emotional Abuse-signs are hard to

detect, lagging physical development, or habit (physical, social)disorders

Neglect-signs are hard to detect, inappropriately dressed, poor personal hygiene and consistently hungry

Sexual Abuse Recognized by witnessing the act or the child

says he has been abused, or from other sources Physical evidence Behavior signs are likely to be more

conspicuous and present for a longer time Age inappropriate actions *The behavior indicates a possibility that sexual

abuse has occurred. This is not conclusive evidence that the child has been abused

What do I do If I suspect abuse?1. Do not immediately jump to conclusions2. Do immediately tell suspicion or findings

to the School Counselor or Principal 3. Do listen to the child if they bring an area

of concern to you and make them feel important

4. Do always encourage the student to come talk with the school counselor

What does the reporting process look like and how do I know if I should?

You are required to report abuse or a reasonable suspicion of abuse to the school counselor or principal so a report can be made

You are not required to know for certain if the child has been abused

Your report only requires that you acted on reasonable suspicion, and in “good faith”

When requirements (above) have been met you have immunity from liability for child abuse reporting as a mandated reporter.

Who is a mandated reporter? As a North Hills employer and as someone working with

children in a school you are now a mandated reporter You are legally responsible to make any reports or

suspicions of abuse It is normal not to know the entire story or to feel like you

do not want to become involved but it is essential that you report information to school counselor or principal to ensure appropriate documentation and action is taken

You are not the investigator, just listen and get the information to appropriate staff. Do not continue to question them.

Legal action can be taken against an employee who knowingly knew of abuse and did not report it

Boundaries Physical-keep

appropriate distance between you and student

Never be alone with a child (rule of 3)

Children may want to hang on you and hug you but it is important you remember that you are there a safety provider and to keep appropriate boundaries

Treat your interactions with all the children the same

Emotional Boundaries Emotional-remember that

you are there to keep them safe and have positive interactions but NOT to be their friend

It is great to form a connection with students but we do not want to be interested in all personal things

i.e. who they have a “crush on”, personal secrets with friends, or other things of that nature that could blur your role at the school

Benefits of Boundaries

Be Consistent. In order for boundary setting to work for you, you must develop a commitment to uphold what is right and true for you. You must act consistently in upholding your boundaries

Establishing boundaries makes you a safe person. People know where they stand with you. Boundaries are the way we take care of ourselves. We have both a right and a duty to protect and defend ourselves

Generous People Set Boundaries. If you don't set boundaries you are giving yourself away. With boundaries you only give what you want which means you can

afford to be generous to more people over a longer period of time. Boundaries Allow Others to

Grow. Because it makes others conscious of their behavior thus allowing them to change.

Boundaries Allow You To Get More of What You Want, and Less of What You Don't. Boundaries not only protect you from unwanted behavior, they also foster the behavior that you want.

Final Recap Tone of voice-How do you speak when you are irritated? Show respect-Do the students know they are respected? Physical actions-Do your actions sense your anger? Listening-Can you be a non-judgmental listener?

General Attitude and Approach Be friendly Be firm, not tough Be consistent Treat all children equally Be fair Show respect Be courteous, don’t use

sarcasm Establish clear

expectations Don’t take things

personally

Remember to use your sense of humor

Always use appropriate language Greet students with a smile Call students by name Show interest in things that interest

them Compliment students on positive

behavior Make students feel they have a

responsibility in ensuring group safety; have them help set up the rules.

Listen to the students Have a reason for what you asked

the student(s) to do Ask for help when needed

Thank you for all you do and have a great year!