Sentences with phrase «use positive parenting skills»

Maddoxx will do best with a family that is calm, patient, and nurturing, and knows how to use positive parenting skills and good humor.

Watch this and other videos that show how to use the positive parenting skills.

Not exact matches

Therefore it should be even more important to us as parents and coaches to first acknowledge and use sports as an opportunity to teach leadership skills and the positive aspects of becoming a leader.

Rather than promoting positive qualities (like verbal skills), poor parents tend to let children go their own way and then use harsh punishment when they get into trouble.

I used my best positive discipline parenting skills.

Here's something that is critical, for anyone learning a new skill: Find a mentor — someone who has been using positive discipline for years, preferably someone who has older kids whose behavior is that you admire — and lean on that mentor day in and day out for questions, for modeling your parenting approach and for reassurance that your kids don't need to be spanked to turn out to be great kids.

Positive Discipline parenting and classroom tools teach valuable social and life skills without using any form of punishment, rewards, praise, permissiveness and even logical consequences.

In addition to learning specific relationship skills and practical information & ideas about effective parenting and co-parenting, the incarcerated fathers in this program are provided with positive role - models, motivational concepts, and discussion points through our innovative use of digital video storytelling called Virtual Visitors.

«One simple way to show support,» said Nagel,» is to use teacher in - service days to teach or reinforce skills that will have a positive impact on school climate: stress management, conflict management, communication skills» and effective techniques for parent - teacher communication.

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

It offers support to help parents build on pre-existing parenting skills, use positive behaviour management, communication and relationship strategies and look after their own emotional needs, so they can parent more effectively.

Michael Hurlburt and colleagues derived a list of eight key components of three leading parent education programs — the Incredible Years, Parent - Child Interaction Therapy, and Parent Management Training — with a history of some success with child maltreatment populations.71 What the three programs had in common was that each strengthened positive aspects of parent - child interaction, decreased the use of parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five parent education programs — the Incredible Years, Parent - Child Interaction Therapy, and Parent Management Training — with a history of some success with child maltreatment populations.71 What the three programs had in common was that each strengthened positive aspects of parent - child interaction, decreased the use of parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five Parent - Child Interaction Therapy, and Parent Management Training — with a history of some success with child maltreatment populations.71 What the three programs had in common was that each strengthened positive aspects of parent - child interaction, decreased the use of parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five Parent Management Training — with a history of some success with child maltreatment populations.71 What the three programs had in common was that each strengthened positive aspects of parent - child interaction, decreased the use of parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five parent - child interaction, decreased the use of parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five parent directives and commands, used specific behavioral approaches, included detailed materials to support parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five parent skill building, included homework, monitored changes in parenting practices, required role - playing, and lasted at least twenty - five hours.

Positive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older cPositive parenting practices (e.g., parental support, monitoring, avoiding harsh punishment) are associated with positive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older cpositive child outcomes, such as better adjustment, higher self - esteem, higher grades, fewer behavior problems, and lower reports of deviance among school - age children.6 Even if programs target parents of young children, parents may be able to use the skills they develop for years into the future or to help parent older children.

In - session behavioural rehearsal and dedicated practice sessions provide opportunities for parents to practice and review their use of positive parenting skills.

IY is designed to prevent and treat child emotional and behavioral difficulties including ADHD, ODD, CD, and SED by strengthening parenting skills, including increased use of positive and proactive discipline strategies and reductions in harsh, punitive, and inconsistent parenting.

It encourages positive relationships between the parents and children through group - based, weekly sessions.19 The programme teaches parents how to play with their children in a child directed way but with a specific focus on strategies that encourage these children to engage with other people; to develop their children's social and emotional regulation skills; and how to use positive discipline to set limits and handle misbehaviour.

It is designed as a preventive intervention program to strengthen the bond between parent and child and to stimulate early language, cognitive, and social development via positive language input, use of language and activities to encourage children's problem solving skills, and positive discipline strategies.

The child decides which activities or toys will be used for play and, under the guidance of the therapist, the parent plays along while using the positive reinforcement skills previously learned from the therapist.

Positive Discipline parenting tools teach valuable social and life skills without using any form of punishment, rewards, praise, permissiveness and even logical consequences — at least hardly ever.

A unique feature of Positive Discipline parenting classes and workshops is to use experiential activities to help parents practice skills and «get into the child's world» to process the effects of their skills.

While this intervention is well established for producing positive change in parenting skills and confidence, parent — child interactions, broader family processes, and child behaviour problems, this study showed that such positive changes can be detected in drawings using the structured Family Drawing Paradigm.

Future vs Past, Guilt / Shame vs Empowerment: Parenting without Conflict focuses on positive future behavior — how to effectively co-parent, how to teach their child skills for resilience for future success, how to use appropriate problem solving skills for future situations — rather than focusing on past «bad» behavior that only tends to increase the parent's defensiveness.

They can learn and we have seen many parents succeed at making more decisions and abiding by them, by using these small skills with lots of positive encouragement and reminders.

Leader's use the tools to help inform participants about the child welfare system and the role of foster parents, develop the necessary skills to become a successful foster / adoptive parent and assess families to determine if they are a positive fit for the role of a foster parent and for their agency.

She is trained in child - parent relationship therapy (CPRT), a filial parenting model used to enhance the parent - child relationship while empowering the parent with knowledge and skills to affect positive change in his or her child.

; Week 1: Attending; Week 2: Rewarding; Week 3: Ignoring; Week 4: Giving Directions; Week 5: Using Time - Outs; Integrating Your Parenting Skills; Creating a Positive Climate for Behavior Change; Creating a More Positive Home; Improving Your Communication Skills; Developing More Patience; Building Positive Self - Esteem; Helping Your Child Solve Problems with Peers; Solving Some Common Behavior Problems: Additional Recommendations; Specific Problem Behaviors

It teaches parents traditional play - therapy skills to use as social reinforcers of positive child behavior and traditional behavior management skills to decrease negative child behavior.

API believes that the skills parents use with their children — responding with sensitivity, building a foundation of trust, the use of nurturing touch, responding with empathy, setting realistic expectations, remaining flexible, communicating in a non-violent way and crafting solutions together, and more trickle into other areas of a family's life and can have a positive impact on the marital relationship.

Practitioners use behavioral teaching strategies (including modeling, positive reinforcement, prompts, corrective feedback), which have support from research as being effective at teaching parents with learning difficulties new skills.

FAIR is an intensive community - based treatment model that integrates components of two evidence - based behavioral interventions: 1) Parent Management Training (PMT; Patterson & Forgatch, 2010) developed at the Oregon Social Learning Center (OSLC) to increase parenting skills, teach and support positive family interactions, and address mental health problems; and 2) Reinforcement Based Therapy a community reinforcement approach of contingency management (RBT; Jones et al., 2005) to address adult substance use.

This supports the promise of CPC - CBT to reduce parental use of corporal punishment, improve positive parenting skills, reduce children's PTSD symptoms, and strengthen parent - child relationships.

With our proven, easy - to - use techniques, parents and caregivers learn how to build respectful relationships and model positive problem - solving approaches that improve family communication, build social skills, and prepare children to be responsible, contributing adults.

Finally, what we might refer to as an inconsistent use of parenting practices, given that both positive and negative practices are used, is associated with what we consider to be a dysfunctional profile, characterized by a higher level of emotional attention but lower mood repair skills.

Therefore, the results indicate that an adequate combination of parenting practices, with more use of positive practices and less use of negative practices, is associated with a profile of adequate emotional skills in one's offspring.

Macro ratings of parenting skills were collected after coding the videotapes to assess parent use of positive behavior support and limit setting skills (or lack thereof).

An inadequate combination of parenting practices, with more use of negative practices and less use of positive practices, is associated with a profile characterized by deficient emotional skills.

Programmes that strengthen family relationships and improve parenting skills are considered to be among the most effective strategies for addressing youth problems, such as delinquency and substance abuse.23, 24 Studies have shown that parent interventions can decrease negative disciplinary behaviour in parents and increase the use of a variety of positive attending and other relationship - enhancing skills to improve child behaviour.27 — 29

PCIT was chosen as the PT program because PCIT: a) has well established efficacy in reducing young children's EBP (Eisenstadt et al. 1993; Eyberg et al. 2001; Hood and Eyberg 2003; Schuhmann et al. 1998); b) contains all of the treatment components recognized by Kaminski and colleagues» meta - analysis (Kaminski et al. 2008) as yielding the largest effect sizes (i.e., increasing positive parent — child interactions, promoting consistency and use of time out, and requiring parents to practice new skills with their child during PT sessions); c) aims to strengthen the parent — child relationship, which can be accomplished in a brief intervention (Bakermans - Kranenburg et al. 2003); d) is a competency - based model that emphasizes skill acquisition rather than a fixed set of sessions; and e) includes a unique delivery technique (i.e., wireless headset for the therapist to coach the parent in vivo during interactions with the child) similar to an exposure - based approach in which parents observe «in vivo» changes in their child behavior during sessions.

Longitudinal studies using the PCERA with preterm infants have shown that more positive and less negative parenting interactions are associated with better sleep patterns, weight gain, and greater cognitive skills, as well as fewer behavior and attentional problems (Poehlmann et al., 2010, 2012; Pridham, Lin, & Brown, 2001; Schwichtenberg & Poehlmann, 2009).

PCIT uses behavioral principles to: (a) increase positive parenting skills; (b) enhance the parent - child relationship; (c) establish effective and consistent behavior management strategies; and (d) decrease child behavior problems.