Working with Temperment to Influence Behavioral Change by Debra N. Brosius, Psy.D
- 1. Working with Temperament to Influence Behavioral Change Debra N. Brosius, Psy.D. Licensed Clinical Psychologist (FL, VA) Board Certification Eligible in Neuropsychology
- 2. Purpose This talk is geared toward parents and is purposefully non-technical. To discuss both behavior and temperament but most importantly the interaction between the two. Facilitate dialog between professionals and parents regarding steps to behavioral change in children. To gain ideas, knowledge, strategies and techniques to use with your own children at home or in the classroom.
- 3. What is behavior It is an action Good Bad Neutral Why do children behave poorly? To obtain something good (positive reinforcement) Avoid punishment or consequence (negative reinforcement)
- 4. Behavior is a form of communication All behavior is a form of communication. An infant may cry when she is hungry or wet. A child's problematic or inappropriate behavior is a sign that he is upset and that something is not right An adult avoiding work may indicate feeling overwhelmed, incompetent, anxious, or negative. Adults and children are communicating something through their behavior during every moment in every day, even if they are not aware of it.
- 5. Behavior often has an origin/etiology There is often a source/reason for problematic behavior. Assess the verbal ability Who are they role-modeling? Evaluate the purpose
- 6. Investigation There can be many reasons behind one specific behavior. Finding predictable patterns becomes an important source of information. Behavioral responses may be geared by temperament Common Themes in school age children: Hungry Tired Bored Scared Sad Lonely
- 7. Pattern Analysis It is often helpful to begin a log of specific behaviors: (i.e., the witching hours) Antecedent/Behavior/Consequence Is my child avoiding something, some place, or someone? Does my child like the way this behavior (for example hand flapping or spinning) feels? Is my child uncomfortable, hungry, tired, or not feeling well? Is my child having a reaction to medication or food? Is my child angry, sad, anxious, or scared? Is my child confused, bored, or frustrated? Does my child want to get away from something or someone? Does my child want something? Does my child need more time or help to finish what she started?
- 8. Temperament: What is it? Innate Style of reacting to people, objects, situations Stable over the life span Differs from person to person (family member to family member) Temperamental tendencies are inborn and not the result of bad parenting.
- 10. Evaluation of both parental and child temperament The nine temperament traits and an explanation of the dimensions are given below: Activity Rhythmicity Approach/withdrawal Adaptability Intensity Mood Persistence and attention span Distractibility Sensory threshold
- 11. Three basic temperament styles Easy or flexible children Difficult, active, or feisty Slow to warm up
- 12. Working with temperament to influence behavior Low Energy <-------------------------------------> High Energy Characteristics of high energy children Characteristics of low energy children
- 13. Working with temperament to influence behavior (cont) Low sensitivity <---------------------------> High Sensitivity High sensitivity Irritability Reactivity Psychomotor agitation Low sensitivity
- 14. Working with temperament to influence behavior (cont) Low Predictability <--------------------> High Predictability Regulated kids Predictability Structured Irregular kids Poor with routines Restless Moody
- 15. Working with temperament to influence behavior (cont) Withdraws <----------------------------------> Approaches Forthcoming and open kids Slow to warm or withdrawn kids
- 16. Working with temperament to influence behavior (cont) Slow to Adapt <-------------------------------> Adapts Easily Adaptable children Good coping mechanisms Mental flexibility Rigid children Cautious Less susceptible to influence
- 17. Working with temperament to influence behavior (cont) Negative <------------------------------------------> Positive Each child is predisposed toward a generally positive or negative mood. Characteristics of negative children Characteristics of positive children
- 18. Working with temperament to influence behavior (cont) Less Responsive <-------------------------> More Responsive Intense children “Wear emotions on their sleeves” Harder to read children Exhibit greater perceived control
- 19. Working with temperament to influence behavior (cont) High persistence kids Correlated with academic success Risk of perfectionism or OCD behaviors Low persistence kids Gives in too easily May not realize potential
- 20. Working with temperament to influence behavior (cont) High Distractibility <------------------> Low Distractibility Distractibility is not the opposite of persistence A child can be easily distracted and yet show high persistence by returning quickly to the task at hand. A distractible child notices everything going on around her and may even be diverted by her own thoughts and daydreams. The opposite behavior in a child means she can concentrate despite any interruption. However, she may also tune out signals when it's time to move on to something different.
- 21. “Other factors” Parent temperament Individual and family stressors Parent psychopathology (depression, anxiety, substance abuse, anger management. Multiple siblings Co-parenting issues/single parenting Extended family members
- 22. Parenting with a temperament focus Here are principles to keep in mind as you strive to achieve this fit. Be aware of your child's temperament and respect his or her uniqueness without comparing him or her to others or trying to change your child's basic temperament. Be aware of your own temperament and adjust your natural responses when they clash with your child's responses. Communicate. Explain decisions and motives. Listen to the child's points of view and encourage teamwork on generating solutions. Set limits to help your child develop self-control. Respect opinions but remain firm on important limits. Be a good role model because children learn by imitation. Enjoy the dance.
- 23. Structured Routines Kids and even adolescents thrive in structured environments Expectations are clear Days are predictable Consequences are clear and enforced Communication is reciprocal Decisions are made through a process of discussions with family members; Choices are given.
- 24. Support vs. Punishment Children's challenging behavior can be reduced with support, not punishment. Stop Reacting and Start Responding! When children feel respected and have their needs met, there is often a reduction in challenging behavior and communication changes from behavioral to verbal.
- 25. Making the Adjustment Adults can learn to understand and interpret children's challenging behavior. Make no mistake: parents need to adjust to meet their child…not the other way around! All children, but especially those who display challenging behavior, need the consistency of a reliable and loving adult who will provide support and guidance, especially during difficult times. Just as it is important to find meaning in children's behavior, it is equally important for adults to be aware of the meaning in their own behavior. Are you willing to make the change??
- 26. Persistent Behavior Certain situations/families/kids need professional guidance Individualized Positive Behavior Support plans focus on creating supportive environments for children that reflect their individual preferences, interests, needs, and strengths. This approach uses specific strategies to: 1) understand the purpose of the challenging behavior, 2) find ways to replace the challenging behavior with more acceptable behaviors, 3) prevent the behavior from occurring in the future.
- 27. Final Comments and Questions