Virtual Teacher

Like adults, children are not immune to the stressors of life. In managing personal and academic challenges, kids quite often experience frustration, expressing high concern and self-doubt with remarks such as: I can’t do anything right. I messed up again. I’m so stupid. I’m a failure if I can’t do this. Nothing works out for me. I’m going to do awful. I know I’m going to fail this test. The other kids think I’m weird. Everybody makes fun of me. I know something bad is going to happen. Most children seem unaware of this pattern of negative thinking, missing the important connection between repetitive and pessimistic self-talking (negative thoughts) and a low self-confidence with high anxiety. Like with the rest of us, these kinds of negative judgments or beliefs put us down; we criticize ourselves harshly for common errors and mistakes, doubt of our skills and abilities, and anticipate only the worst. With children specifically, negative and pessimistic thinking stron...

In the psycho-educational field we firmly believe that adult behavior strongly influences child behavior, often creating an emotional atmosphere that is more conducive to noncompliance than to compliance. More specifically, what we say to children and how we say it can either accentuate or de-escalate a behavior problem. Caregivers need to be vigilant of those communicative (i.e. messages) and interactional (e.g. strained adult-child interactions) factors that may inadvertently fuel inappropriate behaviors in children. Next, I share some insights of things we say to children that may be contributing to disruptive behavior at school and at home. Among them, we can find: ·         Creating on-the-spot penalties for misbehavior rather than developing and discussing consequences for negative behavior with children before problem behaviors happen. Children need to know the consequences for misbehavior in advance. ·      ...

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Forman (1993) defines coping skills, or coping efforts, as sets of information and learned behaviors that children can use purposely to bring about positive outcomes in potentially stressful situations. Coping techniques teach psychological, social, cognitive, affective, and behavioral skills that children and adolescents can use to deal with potential stressors. According to the author, knowing and using coping skills can prevent or reduce a variety of academic, emotional, behavioral, and health problems in children and adolescents. On the other hand, the inability to handle potentially stressful situations or stressors may result in emotional, behavioral, and/or physical health problems. Coping skills are a way of promoting general, emotional, and social competence in children, and we can divide them into two major categories: a)      Problem-Focused. Acting on the stressful stimuli to change or to solve the problem. Using problem-solving techniques, we focus th...

To read this article, click on the link: Chapter 20: Conflict Resolution and Power struggles A+ Resource in Student Discipline Ways of Talking and Interacting with Students that Crack the Behavior Code Now on Amazon