SOCIAL AND EMOTIONAL

DEVELOPMENT OF THE CHILD

DAY THREE
INSTRUCTOR: KAREN ROSBERG
 LINKING OUR LEARNING
LAST SESSION, WE LEARNED ABOUT COGNITIVE
DEVELOPMENT
• ASSESSMENT
• SPEECH AND LANGUAGE
• ENGLISH SOUNDS
• PHONOLOGY, PHONEMES, MORPHEMES
• SYNTAX, SEMANTICS, PRAGMATICS
• LANGUAGE DEVELOPMENT
• LANGUAGE MILESTONES
• PIAGET’S THEORIES: ASSIMILATION AND
ACCOMMODATION, CONSERVATION
• HUMOUR
• NONVERBAL COMMUNICATION
 LEARNING GOALS FOR THIS SESSION

1. KNOW HOW SELF-ESTEEM, SELF-CONCEPT AND

SELF-REGULATION RELATE TO SOCIAL AND
EMOTIONAL DEVELOPMENT
2. KNOW THE DIMENSIONS AND IMPACT PLAY CAN
HAVE ON COGNITIVE AND SOCIAL
DEVELOPMENT
3. KNOW HOW AND WHEN CHILDREN TYPICALLY
DEVELOP INDEPENDENCE AND CAN BE
IMPACTED BY PEERS AND PEER VALUES AS WELL
AS FAMILY AND CULTURE
4. KNOW HOW THE IMPACT OF WORDS AND WHAT
THESE WORDS CAN CONVEY, CAN IMPACT
CHILD AND YOUTH DEVELOPMENT
 LEARNING GOALS FOR TODAY
5. BUILDING YOUR PROFESSIONAL
UNDERSTANDING OF
• SEXUAL ORIENTATION, GENDER
IDENTIFICATION AND THE EXPECTATIONS FOR
EMPLOYEES CONCERNING RESPECTFUL
C0NDUCT
• LEGAL RESPONSIBILITIES REGARDING
SUSPECTED CHILD ABUSE
• FORMS OF AGGRESSION AND
DIFFERENTIATION BETWEEN TYPICAL
DEVELOPMENTAL CHARACTERISTICS AND
ATYPICAL DEVELOPMENTAL CHARACTERISTICS
• BULLYING
USE OF CAPITAL LETTERS,
OR UPPERCASE LETTERS
• YOUR POWERPOINT TODAY IS IN UPPERCASE
LETTERS
• IF YOU ARE HAVING DIFFICULTY, TAKE A MOMENT
TO DETERMINE WHY THIS MAY BE
• THIS COULD BE AN IMPORTANT AHA MOMENT
• SOME OF YOUR STUDENTS WILL FIND EITHER
UPPERCASE OR LOWERCASE LETTERS AS WELL
AS DIFFERENT FONT STYLES DIFFICULT TO
PERCEIVE AND READ
• THIS HAS TO DO WITH OUR BRAIN’S ABILITY TO
PROCESS VISUAL INFORMATION
 WHAT IS SOCIAL-
EMOTIONAL
DEVELOPMENT?
SIMPLY PUT:
• IT IS THE EXPRESSION AND MANAGEMENT
OF ONE’S EMOTION AND THE
UNDERSTANDING OF OTHER’S EMOTIONS
• IT IS THE BASIS FOR GOOD MENTAL HEALTH
• SOCIAL-EMOTIONAL DEVELOPMENT IS
DEMONSTRATED THROUGH POSITIVELY
ENGAGING IN SOCIAL EXPERIENCES WITH
OTHERS
 WHAT IS SOCIAL-EMOTIONAL
DEVELOPMENT?
THE ABILITY TO UNDERSTAND AND INTERACT
APPROPRIATELY WITH OTHERS WHICH REQUIRES
SPECIFIC SKILLS WHICH CAN BE TAUGHT
1. SELF-CONTROL OF EMOTIONS AND BEHAVIOUR
2. DEMONSTRATION OF EMPATHY TO COOPERATE AND
PROBLEM-SOLVE EFFECTIVELY WITH OTHERS
3. FOLLOWING DIRECTIONS/RULES AND PARTICIPATING
EFFECTIVELY IN A SOCIAL ENVIRONMENT
4. BUILDING POSITIVE RELATIONSHIPS WITH OTHERS
5. BUILDING APPROPRIATE PROBLEM-SOLVING SKILLS
AND STANDING UP FOR WHAT IS MORALLY
CORRECT
 MORAL VALUES
• MUCH CAN BE ARGUED ABOUT WHAT ARE CORRECT MORAL
VALUES; THESE CAN VARY FROM CULTURE TO CULTURE AND
RELIGION TO RELIGION
• FOR THE PURPOSES OF AN EDUCATIONAL ENVIRONMENT, IT
REFERS TO RESPECTING THE COMMON VALUES OF CANADIAN
CITIZENS AND THE SCHOOL RULES
• IT IS IMPORTANT FOR CHILDREN TO LEARN HOW PERSONAL
VALUES CAN ADAPT IN VARIOUS SITUATIONS AND THE POSSIBLE
RAMIFICATIONS OF THIS; PEER PRESSURE CAN HAVE PROFOUND
IMPACT ON DEVELOPING CHILDREN AND YOUTH
SOCIAL-EMOTIONAL
SKILLS ARE
CONSIDERED
COMPETENCIES

• DEVELOPMENT IN
THIS AREA IS GREATLY
INFLUENCED BY
CULTURE, SOCIO-
ECONOMICS, FAMILY,
PERSONAL
DISPOSITION,
EDUCATION, HEALTH,
AND WORLD EVENTS
 C.A.S.E.L.

• C.A.S.E.L. IS THE COLLABORATIVE FOR

SOCIAL AND EMOTIONAL LEARNING. THEIR
PURPOSE IS TO PROVIDE EVIDENCE-BASED
SOCIAL AND EMOTIONAL LEARNING
ACTIVITIES IN SCHOOLS AS PART OF THE
EDUCATIONAL PROGRAM FROM K-12
• C.A.S.E.L. HAS IDENTIFIED FIVE
FUNDAMENTAL COMPETENCIES IN ORDER
TO NEGOTIATE LIFE IN A POSITIVE AND
EFFECTIVE MANNER
 C.A.S.E.L.
SOCIAL EMOTIONAL
COMPETENCIES
1. SELF-AWARENESS
• THE CHILD’S ABILITY TO UNDERSTAND
SELF AND IDENTIFY THE EMOTIONS THE
CHILD IS FEELING
SOCIAL-EMOTIONAL SKILLS ARE
COMPETENCIES

2. SELF-MANAGEMENT
• LEARN TO COPE (MANAGE AND
CONTROL OWN FEELINGS) WITH
THINGS THAT DON’T GO ACCORDING
TO PLAN IN ORDER TO SELF-
REGULATE
 WE THINK OF SOCIAL-
EMOTIONAL SKILLS AS
COMPETENCIES
3. SOCIAL AWARENESS
• THE ABILITY TO SHOW UNDERSTANDING
AND EMPATHY FOR OTHERS, TO BE ABLE
TO SEE ANOTHER’S PERSPECTIVE IN
ORDER TO UNDERSTAND THEIR
FEELINGS AND BEHAVIOUR
 SOCIAL-EMOTIONAL
COMPETENCIES
4. RELATIONSHIP SKILLS:
• THE ABILITY TO GET ALONG WITH OTHERS,
WORKING COLLABORATIVELY AND DEALING
EFFECTIVELY WITH CONFLICT.
• THIS INVOLVES SKILLS SUCH AS
COMMUNICATION, BUILDING
RELATIONSHIPS, NEGOTIATION, AND
REFUSAL.
 SOCIAL-EMOTIONAL COMPETENCIES

5. RESPONSIBLE DECISION-MAKING
• THE ABILITY TO TAKE THE TIME
NEEDED TO THINK ABOUT CHOICES
AND POSSIBLE CONSEQUENCES OF
ACTIONS TO MAKE THE BEST CHOICE.
• SKILLS INCLUDE THE ABILITY TO
ANALYZE SITUATIONS, TAKE PERSONAL
RESPONSIBILITY, RESPECT OTHERS,
AND PROBLEM-SOLVE EFFECTIVELY.
 DISCUSSION
• WHAT ARE THE FIVE COMPETENCIES
• IN YOUR JOURNAL, RECORD THE
COMPETENCIES AND EXPLAIN HOW
THESE COMPETENCIES ARE
IMPORTANT TO A CHILD’S HEALTHY
SOCIAL AND EMOTIONAL
DEVELOPMENT
THE IMPORTANCE OF POSITIVE
SOCIAL-EMOTIONAL
DEVELOPMENT
• IMPACT HOW CHILDREN FUNCTION AT HOME,
AT SCHOOL AND IN THE COMMUNITY
• IMPACT HOW OTHERS PERCEIVE AND
ULTIMATELY INTERACT WITH THE CHILD
• IMPACT SCHOOL SUCCESS AND HEALTHY
INTERPERSONAL RELATIONSHIPS
• ULTIMATELY, IMPACT WORK SUCCESS AND
HEALTHY RELATIONSHIPS IN ADULTHOOD
 SOCIAL-EMOTIONAL
DEVELOPMENT
• THERE IS A DIRECT CORRELATION
BETWEEN A CHILD’S POSITIVE
RELATIONSHIPS WITH TRUSTING AND
CARING ADULTS AND POSITIVE SOCIAL-
EMOTIONAL DEVELOPMENT
• WHAT COULD INTERRUPT THIS
DEVELOPMENT IN A CHILD’S LIFE?
• CAN SCHOOL HELP TO MEDIATE THIS?
 BRAIN RESEARCH TELL US

• EMOTION AND COGNITION ARE

INTERRELATED PROCESSES
• THEY JOINTLY WORK TO INFORM THE
CHILD’S PERCEPTION OF SITUATIONS
AND INFLUENCE THE CHILD’S BEHAVIOR
 EMOTIONS AND SOCIAL BEHAVIOR
AFFECT THE YOUNG CHILD’S ABILITY TO
PERSIST IN GOAL-ORIENTED ACTIVITIES

RESEARC THERE IS A DIRECT LINK BETWEEN

HEALTHY SOCIAL AND EMOTIONAL
H TELLS DEVELOPMENT AND BEHAVIOR
US ADJUSTMENT AND SUCCESSFUL
ACADEMIC PERFORMANCE IN SCHOOL
 • EMOTIONS AND SOCIAL BEHAVIOUR
INFORM IF/HOW A CHILD TAKES THE
NECESSARY RISKS TO LEARN NEW
RESEARCH THINGS
TELLS US • WHAT MIGHT THIS LOOK LIKE IN
EMOTIONAL SCHOOL?
• OVERLY CAUTIOUS AND FEARFUL
AND VERSUS WILLINGNESS TO TRY NEW
SOCIAL THINGS
BEHAVIOUR • NOT CAUTIOUS ENOUGH AND
HAPHAZARD VERSUS SHOWING
APPROPRIATE THOUGHT FOR SAFETY
AND FEELINGS OF OTHERS
 • SOCIAL AND EMOTIONAL SELF-
REGULATION DIRECTLY IMPACT BEHAVIOUR
WE SEE IN SCHOOL
SOCIAL • BEHAVIOUR IS THE STUDENT’S WAY OF
AND COMMUNICATING EMOTIONS WHICH THEN
IMPACT SOCIAL INTEGRATION WITH PEERS
EMOTIONA
AND STAFF (LIKE AN INTERCONNECTED
L CHAIN)
REGULATI
• WHEN A STUDENT IS FEELING UNSETTLED,
ON THIS INTERRUPTS THE STUDENT’S ABILITY
TO FOCUS AND LEARN
 Self-concept: what one
understands about one’s social
SELF- abilities, physical appearance
CONCEPTandVSbody image, cognitive
SELF-ESTEEM
ability and thinking ability. It
can be distorted and unrealistic.
A POSITIVE
SELF-
Self-esteem: one’s attitude
CONCEPT toward oneself, which is based
BUILDS Aon self-concept.
POSITIVE
SELF-ESTEEM
 EXAMPLES

• SELF-CONCEPT: I AM POPULAR, GOOD LOOKING, REASONABLY

SMART AND MAKE FRIENDS EASILY; I AM NOT SMART, LOOK
FRUMPY AND I AM NOT GOOD AT MAKING FRIENDS
• SELF-ESTEEM: I AM NOT WORTHY OF FRIENDSHIP VS I AM
WORTHY OF FRIENDSHIP. I CAN’T DO THIS WORK BECAUSE I AM
NOT SMART ENOUGH
 SOCIAL EMOTIONAL DEVELOPMENT
STARTS FROM DAY ONE
• THERE ARE NUMEROUS WAYS THAT A CHILD’S
SOCIAL-EMOTIONAL DEVELOPMENT IS INFLUENCED
FROM THE MOMENT THEY ARE BORN – POSSIBLY
EVEN BEFORE THEY ARE BORN
• INFANTS INTERACT WITH PARENTS, CAREGIVERS,
OTHER ADULTS, SIBLINGS, OTHER CHILDREN AND
THE ENVIRONMENT THAT THEY LIVE IN
• THROUGH POSITIVE, PREDICTABLE INTERACTIONS,
THE INFANT LEARNS TO RESPOND TO THESE
PEOPLE AND ENGAGE WITH THEM
DEVELOPMEN
T OF SOCIAL
EMOTIONAL
SKILLS
STUDENT SUCCESS IN
SCHOOL IS CLOSELY
CORRELATED TO
POSITIVE SOCIAL
EMOTIONAL SKILL
DEVELOPMENT
 DEVELOPMENT OF SOCIAL EMOTIONAL SKILLS IN MIDDLE
CHILDHOOD
DENICE TURNER (24:11)

• FOR THOSE OF YOU WHO DO NOT HAVE CHILDREN IN MIDDLE

SCHOOL, THIS VIDEO IS GREAT INTRODUCTION
• I SUGGEST VIEWING THIS VIDEO PRIOR TO GOING OUT ON
PRACTICUM, ESPECIALLY IF YOU ARE PLACED IN ELEMENTARY
SCHOOL
 • CHILDREN DEVELOP THEIR OWN
“AUTOBIOGRAPHICAL NARRATIVE” FROM
A COMBINATION OF INFLUENCES ON
CHILDRE THEM/CONTEXTS FROM PRENATAL TIME
N ARE IN TO ADULTHOOD AND BEYOND

THE • IT IS ABOUT THE INDIVIDUAL CHILD’S

PERCEPTION OF WHAT HAS OCCURRED,
PROCESS NOT PARTICULARLY WHAT HAS ACTUALLY
OF OCCURRED
BECOMIN • CHILDREN OFTEN REFLECT THEIR SELF-
G ESTEEM IN HOW THEY BEHAVE
CHILDHOOD TRAUMA AND THE BRAIN
UK TRAUMA COUNCIL/SEPT 16, 2020 (5:10)
 TRAUMA-RELATED
CHALLENGES
• MANY STUDENTS WE WORK WITH IN SCHOOL
ARE IMPACTED BY TRAUMA
• “TRAUMA IS THE RESULT OF PERCEIVED
THREAT TO SURVIVAL OR EMOTIONAL WELL-
BEING” NATIONAL TRAUMA CENTRE
• YOU WILL RECEIVE A COURSE CALLED
SUPPORTING YOUTH AT-RISK. IN THIS
COURSE, YOU WILL LEARN MORE ABOUT
TRAUMA
 TRAUMA
• STUDENTS WHO HAVE BEEN AFFECTED BY
TRAUMA HAVE OFTEN LEARNED TO COPE
WITH AN UNPREDICTABLE WORLD
• HOW THEY COPE MAY NOT MAKE SENSE TO
OTHERS AROUND THEM
• YOU MAY OBSERVE INWARD OR OUTWARD
BEHAVIOUR: FEAR, HYPERACTIVITY,
AGGRESSION, PHYSICAL ACHES AND
PAINS, DEPRESSION, SELF-HARMING
BEHAVIOURS, EXCESSIVE SHYNESS,
WITHDRAWAL NATIONAL TRAUMA CENTRE
TRAUMA RELATED
CHALLENGES
• WHAT CAUSES A TRAUMATIC
CHALLENGE FOR ONE STUDENT
MAY NOT FOR ANOTHER
• EVERYONE REACTS UNIQUELY TO
TRAUMA AND TO SUBSEQUENT
SUPPORT
• THE ARE MANY FACTORS THAT MAY
IMPACT HOW THE STUDENT
PROCESSES IT
 TRAUMA RELATED SUPPORT
BE CALM:
• YOU ARE TRYING TO CREATE A CALM, SAFE
ENVIRONMENT FOR YOUR STUDENT
• EVEN IF A STUDENT’S BEHAVIOUR
ESCALATES, YOU REMAIN CALM AND
DEMONSTRATE SELF-REGULATION
• THEY WILL LEARN THAT THEY CAN DEPEND
ON YOUR CALM DEMEANOR
• CALM DOES NOT MEAN BEING
DISINTERESTED OR UNCARING, IT MEANS
BEING SUPPORTIVE, KIND AND THOUGHTFUL
 TRAUMA RELATED SUPPORT

BE OBSERVANT:
• WATCH THE STUDENT’S NON-VERBAL
LANGUAGE INCLUDING TONE OF VOICE,
BODY LANGUAGE AND OTHER CUES
THAT COULD SIGNAL ESCALATION OR
CALMING
• BE READY FOR UNPREDICTABLE
RESPONSES AND CONSIDER YOUR
ESCAPE PLAN IN CASE A STUDENT
’EXPLODES’
TRAUMA RELATED SUPPORT

BE PRESENT:
• PAY ATTENTION TO THE STUDENT
• STUDENTS WILL ‘READ’ WHEN YOU DO
NOT REALLY CARE, OR THEY MAY ‘TEST’
YOU
• SHOW THE STUDENT YOU ARE THERE
TO SUPPORT THEM
 TRAUMA RELATED SUPPORT
BE PREDICTABLE:
• CONSISTENT ROUTINES AND
PREDICTABLE LIFE WILL OFTEN HELP THE
STUDENT FEEL MORE COMFORTABLE AND
IN CONTROL
• THESE ARE THE STUDENTS WHO BENEFIT
FROM A DAILY SCHEDULE, WARNINGS
ABOUT IMPENDING CHANGES AND
CALMING STRATEGIES WHEN THE
SCHEDULE CHANGES UNEXPECTEDLY
 ALFIE KOHN
• AMERICAN AUTHOR AND LECTURER ON
EDUCATIONAL TOPICS, PARENTING, AND
HUMAN BEHAVIOUR
• KOHN CHALLENGES MANY ACCEPTED
THEORIES AND PRACTICES ESPECIALLY THOSE
THAT INVOLVE INCENTIVES, COMPETITION,
CONVENTIONAL DISCIPLINE, TRADITIONAL
SCHOOLING, STANDARDIZED TESTS, GRADES
AND HOMEWORK
• HE ADVOCATES FOR LEARNING TO OCCUR
AROUND “PROBLEMS, PROJECTS AND
QUESTIONS”
 DISCUSSION

FIVE REASONS TO STOP SAYING “GOOD JOB”

AT HTTPS://WWW.ALFIEKOHN.ORG>ARTICLE
PRINTED IN YOUNG CHILDREN, SEPTEMBER
2001
• DISCUSS ARTICLE WITH GROUP AND
CONSIDER YOUR THOUGHTS AND
OPINIONS ABOUT USING PRAISE WITH
STUDENTS IN THE CLASSROOM
• IN YOUR JOURNAL, CREATE A GRAPHIC
ORGANIZER SHOWING ALTERNATIVES TO
SAYING, ”GOOD JOB”
PARENTING
STYLES
 COMMON PARENTING STYLES

• THE FOLLOWING THEORY WAS DEVELOPED BY DIANA

BAUMRIND
• IT HAS ALSO BEEN APPLIED TO ANY ADULT ROLE WHEN
INTERACTING WITH CHILDREN
 COMMON PARENTING STYLES
INTRODUCED BY DIANA BAUMRIND

Authoritarian. 权力主义 Authoritative 权威的 Permissive 放任的，纵容的；

的；独裁主义的 < 法律 > 允许而非强制的，可选择的；
• Low on warmth and • Higher on warmth and • May have indifferent
sensitivity sensitivity attitude toward children
• High on control • Focus is more on guiding resulting in perception of
• Demanding in an behavior than controlling it leniency
unyielding way • Demanding, yet open to some • Not demanding
• Expect unwavering negotiation • Assume compliance,
obedience • Expect compliance autonomy and self-directed
• Reasons are not provided • Explanations are provided behaviour comes naturally
• Circumstances are not • Circumstances can be • Circumstances are often
negotiated negotiated with thought to negotiated
• Cool, aloof, and somewhat fairness • Expectations are unrealistic
punitive • Respectful and unreasonable for
• Expectations may be • Expectations are realistic and student’s age and ability
unrealistic or reasonable for student’s
unreasonable for student’s developmental age and ability
developmental ability and
 TWO MORE STYLES HAVE BEEN DEVELOPED
SINCE DIANA FIRST PRESENTED THIS THEORY:
1. NEGLECTIVE OR UNDER-INVOLVED
PARENTING: WHEN THE PARENTS
COMMON NEGLECT THE CHILD

PARENTI 2. OVER-INVOLVED PARENTING: WHEN

PARENTS TAKE OVER THEIR CHILD’S LIFE.
NG THEY ARE SOMETIMES CALLED
STYLES “SNOWPLOWS” OR “HELICOPTERS”
BECAUSE THEY HOVER OVER EVERYTHING
THEIR CHILD DOES TAKING AWAY
INDEPENDENCE AND THE ABILITY TO COPE
WITH LIFE ON THEIR OWN
 PARENTING/EDUCATOR/
COACH
BECAUSE OF THE RELATIONSHIPS THAT
PEOPLE SUCH AS SCHOOL, DAYCARE, OR
COMMUNITY RECREATION STAFF CAN BUILD
WITH CHILDREN IN THEIR CARE, THEIR
STYLES CAN ALSO FALL INTO ONE OF THESE
CATEGORIES WITH SIMILAR AFFECTS ON
THE STUDENTS
 5 PARENTING STYLES AND THEIR EFFECTS
ON LIFE,
SPROUTS SCHOOLS (7:33)

• THIS VIDEO REVIEWS THE THEORY OF THE COMMON PARENTING

STYLES AND HOW THIS HAS EVOLVED SINCE BAUMRIND’S
INITIAL THEORY
• IT IS A GREAT REVIEW IF YOU WISH TO LEARN MORE ABOUT
PARENTING STYLES
 BREAK OUT DISCUSSION

• DISCUSS EACH PARENTING STYLE AND THE

ASSOCIATED CHARACTERISTICS
• CONSIDER TIMES WHEN YOU HAVE
WITNESSED OR EXPERIENCED VARIOUS
STYLES, PERHAPS IN SCHOOL OR SPORTS
• HOW COULD EACH STYLE IMPACT A CHILD?
• JOURNAL THE MAIN PARENTING STYLES AND
HOW EACH CAN INFLUENCE A CHILD
 KEEP IN MIND
• INSTEAD OF REACTING OR BEING
FRUSTRATED BY A STUDENT’S
BEHAVIOUR, TRY TO BE CURIOUS
ABOUT WHAT THE CHILD IS
COMMUNICATING AND WHAT THE
PURPOSE IS FROM THE CHILD’S
PERSPECTIVE
• OFTEN CHILDREN ARE UNAWARE OF
THIS AT A CONSCIOUS LEVEL AND
WE NEED TO ‘READ’ THEM TO
FIGURE THIS OUT
 POSSIBILITIES

• THE CHILD MAY BE INFLUENCED BY A

BIOLOGICAL-BASED DISABILITY,
INJURY, ILLNESS, CHRONIC PAIN, OR
OTHER GENETIC OR MEDICAL
CHALLENGES
 POSSIBILITIES
THE CHILD MAY HAVE OR CONTINUE TO
EXPERIENCE ENVIRONMENTAL
CHALLENGES SUCH AS WAR (EVEN
EXTENDED FAMILY/FRIENDS IN OTHER
COUNTRIES EXPERIENCING WAR CAN
IMPACT THE CHILD), POVERTY, FAMILY
TURMOIL, ILLNESS OF ANOTHER FAMILY
MEMBER, SIBLING INTERACTIONS OR A
NEW FAMILY MEMBER ENTERING THE
FAMILY UNIT
 POSSIBILITIES
IN SCHOOL AND COMMUNITY ACTIVITIES,
STUDENTS CAN DEVELOP STRONG SELF-
ESTEEMS THROUGH BUILDING CONFIDENCE,
CURIOSITY, INITIATIVE AND INDEPENDENCE
OR
CONVERSELY, AN EROSION OF SELF-ESTEEM
THROUGH FEELING MISUNDERSTOOD,
MISTREATMENT/ABUSE, BULLYING, FEELING
OF FAILURE AND NOT FITTING IN.
TIME FOR A
BRAIN
BREAK
“TALKING WITH MY BODY!” SIGN LANGUAGE
SONG/LEARN ASL/DANNY GO/ KIDS
ACTIVITY DANCE (3:09)
 SELF-REGULATE
HOW DO YOU SELF-REGULATE INTO THE GREEN ZONE, READY TO FOCUS AND LEARN?
 WHAT IS PLAY?

• A CHILD LEARNS MUCH

THROUGH PLAY
• PLAY CAN BE ALONE,
WITH OTHER CHILDREN
AND WITH ADULTS
• PLAY CAN BE
STRUCTURED AND
ORGANIZED, OR FLUID
AND IMPULSIVE
 IMPORTANCE OF PLAY
• CHILDREN DEVELOP SELF-ESTEEM THROUGH THEIR
RELATIONSHIPS AND EXPERIENCES FROM THE MOMENT OF
BIRTH AND MUCH OF THIS OCCURS IN PLAY
• CHILDREN LEARN LANGUAGE, COPING SKILLS, PROBLEM-
SOLVING, AND FRIENDSHIP SKILLS THROUGH PLAY
• PLAY IS A CHILD’S WORK
 THE
IMPORTANCE OF
PLAY
• IN 1929, MILDRED
PARTEN DEVELOPED A
THEORY OF THE
DEVELOPING STAGES OF
PLAY
• SHE BASED HER THEORY
FROM HER RESEARCH OF
AMERICAN PRESCHOOL
CHILDREN OBSERVED
DURING PLAY
 MILDRED PARTEN
RECOGNIZED 6 FORMS OF PLAY

1.UNOCCUPIED PLAY:
• THIS IS WHEN CHILDREN ARE EITHER
STILL OR EXPLORING OBJECTS AROUND
THEM
• THIS CAN BE TYPICALLY SEEN IN BABIES
WHEN THEY ARE GRASPING AND
MOUTHING OBJECTS, DEVELOPING
MOTOR CONTROL AND FIGURING OUT
THE WORLD AROUND THEM
• WE CAN SEE THIS IN THOSE STUDENTS
WITH SEVERE COGNITIVE DIFFERENCES
 PARTEN RECOGNIZED 6
FORMS OF PLAY
2. SOLITARY PLAY:
• THIS IS WHEN THE CHILD IS
PLAYING ALONE AND DOES NOT
SEEM INTERESTED IN INTERACTING
WITH OTHERS
• WE CAN OFTEN SEE THIS THOSE
STUDENTS WITH ASD, ANXIETY
AND DEPRESSION
 PARTEN RECOGNIZED 6
FORMS OF PLAY

3. ONLOOKER PLAY:
• THIS IS WHEN THE CHILD WATCHES
OTHER AT PLAY, BUT DOES NOT JOIN IN
• THE CHILD IS LEARNING BY WATCHING
OTHERS
• WE CAN OFTEN SEE THIS WHEN A
STUDENT RECENTLY ENROLLS AND IS
GETTING TO KNOW THEIR ENVIRONMENT
BEFORE LEAPING IN TO SOCIALIZE WITH
OTHERS
 PARTEN RECOGNIZED 6 FORMS OF
PLAY
4. PARALLEL PLAY:
• THIS IS WHEN THE CHILD PLAYS
SEPARATELY, BUT NEAR ANOTHER CHILD
• THE CHILD MAY MIMIC THE PLAY OF
OTHERS OR SHARE MATERIALS, BUT THEY
ARE NOT ACTUALLY PLAYING TOGETHER IN
THE SAME GAME
• THIS IS COMMON IN KINDERGARTEN AND
WITH STUDENTS WHO HAVE ASD, ANXIETY,
OR WHO LACK EXPERIENCE SOCIALIZING
WITH OTHERS
 PARTEN RECOGNIZED 6 FORMS OF
PLAY
5. ASSOCIATIVE PLAY:
• THIS IS WHEN THE CHILD IS INTERACTING WITH
OTHERS, BUT THE PLAY IS NOT ALIGNED OR
ORGANIZED
• THE PLAY REMAINS INDEPENDENT
• THE CHILDREN ARE STARTING TO LEARN TO
SOCIALIZE AND SHARE
• THIS STAGE IS COMMON IN KINDERGARTEN AND
LATER WITH THOSE WITH COGNITIVE DIFFERENCES;
WE ALSO SEE IT WITH AUTISM AND WITH THOSE
WHO HAVE LIMITED EXPERIENCE SOCIALIZING WITH
OTHERS
 PARTEN RECOGNIZED
6 FORMS OF PLAY

6. COOPERATIVE PLAY
• THIS IS WHEN THE CHILD IS INTERESTED IN
BOTH OTHERS AND THE ACTIVITY THEY ARE
DOING
• THIS ACTIVITY IS ORGANIZED, AND EACH
PARTICIPANT HAS A ROLE
• THIS BEGINS IN KINDERGARTEN WHEN
CHILDREN PLAY “HOUSE” AND “SCHOOL” AND
ON THE PLAYGROUND WHEN THEY PLAY GAMES
 PARTEN’S SOCIAL STAGES OF PLAY
IMAGINEVIDEOGALLERY(1:01)

• THIS VIDEO REVIEWS THE STAGES OF PLAY WITH EXAMPLES IF

YOU WISH TO REVIEW FOR MORE CLARITY
 THE
IMPORTANCE
OF PLAY
• CHILDREN LEARN HOW TO
SOCIALIZE WITH OTHERS
THROUGH PLAY
• IT IS, THEREFORE, VITALLY
IMPORTANT THAT ALL
CHILDREN HAVE THE
OPPORTUNITY TO PLAY,
ESPECIALLY THOSE WHO
NEED TO DEVELOP
APPROPRIATE SOCIAL
SKILLS
 THE IMPORTANCE OF PLAY
• CHILDREN LEARN SKILLS SUCH AS HOW TO GET ALONG WITH
OTHERS, SHARE, NEGOTIATE, HAVE FUN, EXPAND THEIR
KNOWLEDGE, COLLABORATE AND EMPATHIZE
• CHILDREN WHO HAVE LIMITED OPPORTUNITIES TO PLAY OFTEN
SHOW DELAYS IN DEVELOPING APPROPRIATE SOCIAL SKILLS,
INCLUDING PROBLEM-SOLVING
• THIS CAN HAVE A NEGATIVE IMPACT ON COGNITIVE
DEVELOPMENT AND ULTIMATELY, THE ABILITY TO FUNCTION
POSITIVELY IN THE ADULT WORLD
 HOW DO SKILLS DEVELOP?

• SOME CHILDREN LEARN SIMPLY THROUGH EXPOSURE AND

EXPERIENCES WITH OTHERS
• SOME CHILDREN NEED TO BE EXPLICITLY TAUGHT, PROVIDED
WITH LOTS OPPORTUNITY TO PRACTICE, AND DEBRIEFING WHEN
IT IS APPARENT NEW SKILLS OR REFINING OF SKILLS IS NEEDED
KINDERGARTEN IS A
PLAY-BASED PROGRAM

THE MINISTRY OF
EDUCATION AND
EDUCATORS BOTH
RECOGNIZE THE
IMPORTANCE OF PLAY IN
THE FOUNDATION OF
COGNITIVE AND SOCIAL-
EMOTIONAL
DEVELOPMENT
IT IS WRITTEN INTO THE
CURRICULUM
 • WHAT DO YOU THINK ABOUT PARTEN’S
STAGES OF PLAY?
• HOW COULD THIS INFORMATION BE
HELPFUL WHEN WORKING WITH STUDENTS
WHO DEMONSTRATE DELAYS IN SOCIAL
DEVELOPMENT?

DISCUSSIO
N
 SOME
SOCIAL • LIFE IS FULL OF CHALLENGES FOR ALL
EMOTIONA CHILDREN AS THEY GROW AND MATURE, BUT
L SOME OF THE STUDENTS WE WORK WITH
CHALLENG FACE BIGGER CHALLENGES THAN OTHERS
ES
THAT MAY
COME UP
 SOCIAL EMOTIONAL
DEVELOPMENT

• ALL STUDENTS DESERVE SUPPORT,

RESPECT, AND KINDNESS, ESPECIALLY
WHEN THE WORLD DOES NOT SEEM KIND,
SUPPORTIVE, AND RESPECTFUL
• REMEMBER THAT STUDENTS ARE
EXPERIENCING LIFE THROUGH THEIR
YOUTHFUL EYES AND MAY SEE THINGS VERY
DIFFERENTLY THAN YOU DO
SOCIAL EMOTIONAL
DEVELOPMENT

• WE TRY TO UNDERSTAND THE

STUDENT’S PERSPECTIVE AND
HOW LIFE MIGHT IMPACT THEM
• WE TRY TO SEE THE WORLD
THROUGH THEIR EXPERIENCES
AND THEIR LEVEL OF COGNITIVE
DEVELOPMENT
 We have found that break-out
groups for discussion on the
following topics can be challenging
for some of our students, while
others find it easy to talk
HUMAN respectfully
SEXUALIT It is important to understand that
we are learning about basic
Y AND Canadian Human Rights; we are not
BODY here to debate the subject
SCIENCE
If you would like to speak with your
instructor, please text for a private
discussion
 YOUR OWN SEXUAL HEALTH EDUCATION
• STUDENTS IN THIS EDUCATION ASSISTANT PROGRAM ARE COMING
FROM MANY DIFFERENT PERSPECTIVES, KNOWLEDGE AND
EXPERIENCE REGARDING THE TOPICS WE WILL DISCUSS TODAY
• THIS MAY BE RELATED TO EDUCATION, COUNTRY OF ORIGIN,
RELIGION OR ANY OTHER FACTORS THAT INFLUENCE HOW SEXUAL
HEALTH EDUCATION IS VIEWED
• YOU ARE GOING TO LEARN ABOUT THE PROFESSIONAL
PERSPECTIVE THAT IS EXPECTED WHEN WORKING IN PUBLIC
SCHOOLS IN CANADA
 HUMAN RIGHTS AND
CANADIAN LAW

• SEXUAL ORIENTATION IS PROTECTED

UNDER THE CANADIAN CHARTER OF
HUMAN RIGHTS AND CANADIAN LAW (JULY
2016)
• ALL BC SCHOOL DISTRICTS, AND
INDEPENDENT SCHOOLS HAVE BEEN
REQUIRED BY THE MINISTRY OF
EDUCATION TO INCLUDE SPECIFIC
REFERENCES TO SEXUAL ORIENTATION
AND GENDER IDENTITY (SOGI) IN THEIR
ANTI-BULLYING POLICIES SINCE DECEMBER
31. 2016
 YOUR PERSONAL
VIEWS AND BELIEFS
As a participant in this program and as a
future employee in the public school
system, you will be expected to
respectfully observe the rights and
freedoms of all staff, students, and
visitors
Conflicting beliefs about sexual
orientation and gender identification that
vary from those that are protected by
Canadian law, must remain outside the
school and employment
 HealthLink B.C. has
resources on sexual
RESOURCES orientation and gender
FOR identity
INFORMATI SOGI 123 has a
ON website with resources
for parents, students
and educators
 SOGI
• SOGI IS AN ACRONYM FOR SEXUAL
ORIENTATION GENDER IDENTITY
• THE SOGI 123 SITE STATES THAT:
• HOMOPHOBIA AND TRANSPHOBIA
AFFECT ALL STUDENTS
• 64% OF LGBTQ STUDENTS FEEL
UNSAFE AT SCHOOL
• SOGI EDUCATION HAS BEEN SHOWN
TO REDUCE DISCRIMINATION,
SUICIDAL IDEATION AND SUICIDE
FOR ALL STUDENTS
 SOGI EDUCATION
(DOWNLOADED FROM BC
MINISTRY OF EDUCATION
WEBSITE)
•B.C.’S NEW CURRICULUM
INCLUDES A FOCUS ON VALUING
DIVERSITY AND RESPECTING
DIFFERENCES, AND THE TOPICS
OF HUMAN RIGHTS AND
RESPONSES TO
DISCRIMINATION
 SOGI EDUCATION
• TEACHERS, SCHOOLS AND SCHOOL DISTRICTS MAY EXPLORE THE B.C.
HUMAN RIGHTS CODE WITHIN THOSE THEMES INCLUDING, BUT NOT
NECESSARILY LIMITED TO, SEXUAL ORIENTATION AND GENDER
IDENTITY
• TOPICS RELATED TO GENDER AND SELF-IDENTITY ARE INCLUDED IN
THE CURRICULUM FOR KNOWLEDGE, AS WELL AS TO HELP STUDENTS
UNDERSTAND AND RESPECT DIVERSITY
• TOPICS OF DISCUSSION ARE RELATED TO TYPICAL DEVELOPMENTAL
STAGES
 EDUCATION ASSISTANT ROLE
• THE STUDENTS YOU WORK WITH MAY NEED THIS INFORMATION REPEATED
WHEN THEY ARE READY TO LEARN ABOUT IT, IN A MANNER THEY ARE
CAPABLE OF UNDERSTANDING
• EXAMPLE: CHILD WITH AUDITORY PROCESSING DISORDER SITS THROUGH
PRESENTATION BUT DOES NOT ‘HEAR’ ANYTHING. THIS STUDENT MAY NEED
THE INFORMATION PRESENTED AGAIN USING VIDEOS AND BOOKS
• EXAMPLE: STUDENT WITH COGNITIVE DISABILITY DOES NOT UNDERSTAND
THE PRESENTATION. THIS STUDENT MAY NEED THE INFORMATION SIMPLIFIED
AND A NOTATION MADE TO FOLLOW UP AS THE STUDENT IS READY
• KEEP IN MIND THAT COGNITIVE DEVELOPMENT AND PHYSICAL DEVELOPMENT
DO NOT NECESSARILY COORDINATE
 EDUCATION ASSISTANT ROLE
• STUDENTS WITH DEVELOPMENTAL DISABILITIES CAN ALSO EXPERIENCE
ALTERNATE SEXUAL ORIENTATION, AND/OR GENDER IDENTIFICATION
• THESE ARE MORE VULNERABLE MEMBERS OF OUR SOCIETY WHO CAN
BE TAKEN ADVANTAGE OF, AND LEFT OUT OF EDUCATIONAL
OPPORTUNITIES INCREASING THEIR VULNERABILITIES, ESPECIALLY IF
THEY DO NOT RECEIVE EDUCATION AT A LEVEL THEY CAN
UNDERSTAND AND PROCESS
• WE KNOW FROM RESEARCH THAT KEEPING CHILDREN IN ‘PROTECTIVE
BUBBLES’ DOES NOT ACTUALLY PROTECT THEM FROM WHAT LIFE CAN
DELIVER
•SEXUAL AND
REPRODUCTIVE HEALTH IS
SPECIFICALLY COVERED
WITHIN THE BC MINISTRY
OF EDUCATION PHYSICAL
AND HEALTH EDUCATION
CURRICULUM (PHE)
•THERE ARE 49 SCHOOL DISTRICTS IN B.C.
THAT ARE PART OF A NETWORK FOR
EDUCATORS IN SOGI-INCLUSIVE EDUCATION
– THE B.C. SOGI EDUCATOR NETWORK
•THESE DISTRICTS USE SOGI 1 2 3 – A
RESOURCE THAT PROVIDES SCHOOLS AND
TEACHERS WITH READY TO USE, GRADE-
LEVEL APPROPRIATE LESSON PLANS, ONLINE
LEARNING MODULES, AND CUSTOMIZABLE
TEMPLATES AND TOOLS THAT ALIGN WITH
B.C.’S NEW CURRICULUM
•THE B.C. SOGI EDUCATOR
NETWORK IS LED BY THE ARC
FOUNDATION, A PRIVATE
FOUNDATION BASED IN VANCOUVER
THAT SUPPORTS PROJECTS THAT
IMPROVE THE STATUS OF THOSE
WHO ARE MARGINALIZED IN
SOCIETY BY SEXUAL ORIENTATION,
GENDER IDENTITY, ETHNICITY OR
FINANCIAL STATUS
•THE ARC FOUNDATION DEVELOPED SOGI 1 2 3 IN
COLLABORATION WITH THE B.C. MINISTRY OF EDUCATION,
B.C. TEACHERS' FEDERATION, THE UNIVERSITY OF BRITISH
COLUMBIA'S FACULTY OF EDUCATION, OUT IN SCHOOLS,
NINE SCHOOL DISTRICTS THROUGHOUT B.C., AND LOCAL,
NATIONAL AND INTERNATIONAL LGBTQ COMMUNITY
ORGANIZATIONS
 WASHROOMS
YOU MAY NOT THINK MUCH ABOUT
WASHROOMS, BUT FOR SOME STUDENTS THEY
ARE SCARY, CONFUSING, FORMIDABLE PLACES
• GERMS
• LACK OF PRIVACY
• PLACES TO BE BULLIED AND DISRESPECTED
• COLD AND INSTITUTIONAL
• GENDER SPECIFIC TO BOYS AND GIRLS
• WASHROOMS HAVE BEEN IDENTIFIED AS A
POTENTIAL DANGER ZONE FOR BULLYING
AND VIOLENCE DUE TO THE PRIVACY
CONCERNS CREATING CHALLENGES TO
MONITOR THESE ZONES
 STUDENT WASHROOMS IN SCHOOLS

• EVERY SCHOOL IN THE VSB HAS A

STUDENT NONGENDER SPECIFIC
SINGLE-USE WASHROOM THAT ANY
STUDENT MAY USE
• NONGENDER SPECIFIC WASHROOMS
SUPPORT STUDENTS/STAFF WHO DO
NOT FEEL COMFORTABLE USING
TRADITIONAL MALE OR FEMALE
GENDER WASHROOMS
 WASHROOMS
• STUDENT WASHROOMS ARE FOR
STUDENTS ONLY AND ADULT
WASHROOMS ARE FOR ADULTS ONLY
• MANY SCHOOLS, ESPECIALLY
SMALLER ONES, WILL HAVE
NONGENDER SPECIFIC SINGLE-USE
STAFF WASHROOMS RATHER THAN
MEN’S AND WOMEN’S
 GENDER IDENTIFICATION AND
SEXUAL ORIENTATION IN SCHOOL
EVERYONE HAS A SEXUAL ORIENTATION AND
GENDER IDENTITY
• GENDER IDENTITY IS HOW ONE SEES ONESELF
AS A BOY/MALE, GIRL/FEMALE, TRANSGENDER,
INTERSEX OR ANY OTHER IDENTITY AND THIS
MAY DIFFER FROM THE ONE ASSIGNED AT BIRTH
• SEXUAL ORIENTATION IS THE SEXUAL
ATTRACTION AND/OR ROMANTIC FEELINGS, OR
ABSENCE OF, THAT A PERSON HAS FOR ANOTHER
PERSON
 YOUR ROLE
• PARENTS WHO SPEAK TO YOU ABOUT SOGI TOPICS ARE TO BE
POLITELY DIRECTED TO SPEAK WITH THE TEACHER, COUNSELLOR
OR ADMINISTRATOR
• THIS IS A POLITICAL-CHARGED TOPIC IN SOME LOCATIONS
• AS EDUCATORS, WE ARE BOUND BY THE DIRECTIVES OF THE
MINISTRY OF EDUCATION AND THE BOARD OF EDUCATION, NOT
BY INDIVIDUAL INTEREST GROUPS WHO MAY TRY TO INTERFERE
WITH TEACHING AND LEARNING OF STUDENTS IN THE SCHOOL
ENVIRONMENT
• STAFF ARE NOT TO ENGAGE IN DISPUTES WITH PARENTS; THAT IS
THE ROLE OF THE ADMINISTRATION
 YOUR ROLE

• WHEN YOU ARE ANSWERING QUESTIONS A CHILD ASKS, KEEP IN

MIND THE CHILD’S DEVELOPMENTAL AGE, AND TAKE GUIDANCE
FROM THE TEACHER/COUNSELLOR/ADMINISTRATION IF YOU ARE
UNCERTAIN ABOUT WHAT MIGHT BE APPROPRIATE OR HOW TO
DELIVER INSTRUCTION
 GENERAL ETIQUETTE
• RESPECT PREFERRED PRONOUNS
• IF YOU MAKE AN ERROR, APOLOGIZE, SELF-CORRECT AND MOVE ON. DON’T
MAKE A BIG DEAL ABOUT IT
• AVOID REFERRING TO STUDENTS IN TERMS OF GENDER SUCH AS ‘BOYS AND
GIRLS’, “LADIES AND GENTLEMEN”, “GUYS AND GALS”, “PINKS AND BLUES”…
• YOU WILL NOTE THAT MANY YOUTUBES REFER TO STUDENTS AS BOYS AND GIRLS
• PEOPLE FROM MY GENERATION OFTEN MESS UP AS WELL-WE HAVE BEEN HEAVILY
INFLUENCED BY GRAMMAR AND WERE OFTEN CORPORALLY PUNISHED FOR
GRAMMAR ERRORS WHEN GROWING UP, SO PLEASE BE PATIENT WITH US
• BE CONSCIOUS THAT STUDENTS WHO DO NOT IDENTIFY WITH EITHER GENDER
IDENTIFICATION, MAY FEEL UNCOMFORTABLE, PUZZLED, MISUNDERSTOOD OR
LEFT OUT
 KEEP IN MIND
• PUBERTY CAN AMPLIFY THIS TIME OF EXPLORING AND DETERMINING
SELF IDENTIFICATION AND ORIENTATION FOR ANY STUDENT
• EACH STUDENT WILL HAVE THEIR OWN UNIQUE JOURNEY THAT THEY
WILL NEED TO FIGURE OUT FOR THEMSELVES
• WE SUPPORT STUDENTS BY REFERRING THEM TO THOSE WHOSE
ROLE IT IS TO HELP
• OUR STUDENTS ARE SO MUCH MORE THAN THEIR GENDER OR
SEXUAL ORIENTATION, BUT IT IS VERY IMPORTANT TO UNDERSTAND
THAT THIS AREA OF DEVELOPMENT CAN BE VERY CHALLENGING FOR
STUDENTS
 KEEP IN MIND
• YOU ARE HIRED AS AN EDUCATIONAL SUPPORT PERSON WHO
WILL WORK ON SCHOOL-RELATED WORK WITH STUDENTS
• CROSSING BOUNDARIES BY PROVIDING LONG-TERM
COUNSELLING SUPPORT, EVEN WITH WELL-MEANING INTENT,
WITH THE STUDENTS YOU WORK WITH, CAN MAKE THINGS
UNCOMFORTABLE AND CHALLENGING FOR THE STUDENTS TO
FOCUS ON SCHOOL-RELATED WORK
• HELPING STUDENTS FIND GOOD SUPPORT IN THIS AREA ALLOWS
THEM THE OPPORTUNITY TO FOCUS ON SCHOOL-RELATED
CONCERNS WITH YOU AND STILL GET THE HELP THEY MAY NEED
SOGI, PARENT VIDEO, ELEMENTARY (5:00)
SOGI 1 2 3 LEARNING (5:00)
 BE PROACTIVE
• THE USE OF WORDS MEANT
TO BULLY OR DEMEAN
OTHERS BASED ON
SEX/GENDER IDENTIFICATION
ARE NEVER TO BE IGNORED
BY SCHOOL STAFF AND ARE
TO BE DEALT WITH THROUGH
THE DISCIPLINE CHANNELS IN
THE SCHOOL AND THE
SCHOOL BOARD
• IF UNSURE WHAT TO DO,
CHECK WITH YOUR SCHOOL
ADMINISTRATION
• IGNORING THIS CAN BE
VIEWED AS SANCTIONING IT
BE PROFESSIONAL WHEN SUPPORTING
STUDENTS WHO CONFIDE IN YOU

• STUDENTS MAY TRUST YOU TO DISCUSS

QUESTIONS, CONCERNS OR JUST TO LET
YOU KNOW THEIR THOUGHTS ON SOGI
• BE COGNIZANT OF YOUR TONE OF VOICE
AND BODY LANGUAGE TO ENSURE THAT THE
STUDENT DOES NOT FEEL JUDGED,
DISMISSED OR FEARFUL
• KEEP IN MIND THAT THE STUDENT CHOSE
YOU TO DISCUSS THIS WITH
• PERHAPS ALL YOU NEED TO DO IS LISTEN
 • IF YOU FEEL YOU ARE NOT ABLE TO PROVIDE
THE SUPPORT/INFORMATION THE STUDENT
OFFER ASKS FOR, OFFER TO FIND SOMEONE WHO

TO CAN SUPPORT THE STUDENT

• BY ASKING THE STUDENT RATHER THAN
LOCATE TELLING THE STUDENT, YOU ARE BEING
SUPPORT RESPECTFUL THAT THIS IS THE STUDENT’S
INFORMATION TO SHARE AND WITH WHOM
 WHEN RECOMMENDING A SUPPORT PERSON
• IF THE STUDENT CONSENTS, SPEAK TO THE SCHOOL COUNSELLOR OR
THE LGBTQ2+ STAFF REPRESENTATIVE AND REQUEST THEIR SUPPORT
FOR THE STUDENT AS SOON AS POSSIBLE. EVERY SCHOOL HAS ONE
• VSB HIGH SCHOOLS HAVE A SOGI MEETING AREA AND PEER CONTACTS
• GET BACK TO THE STUDENT WITH THE PERSON’S NAME AND HOW
CONTACT CAN BE ESTABLISHED
• INTRODUCE THEM TO EACH OTHER AS A SIGN OF SUPPORT
• IF THE STUDENT DECLINES, EXPLAIN THAT IF THEY CHANGE THEIR MIND
ON THIS THAT YOU ARE THERE TO SUPPORT THEM WHEN THEY FEEL
READY
KINDS Physical abuse
OF
ABUSE Emotional abuse
TO BE
AWARE
Sexual abuse
OF
Neglect
 SOURCES OF ABUSE VARY
• FAMILY MEMBERS
• FAMILY FRIEND, NEIGHBOUR, CHILDCARE PROVIDER, COACH,
TEACHER, SSA, TUTOR, COUNSELLOR, DOCTOR, ACQUAINTANCE…
• STRANGER
• ONLINE PREDATOR
• OLDER TEEN
• AS RECORDS WILL SHOW, ANYONE, EVEN THOSE IN RESPECTED
POSITIONS OF TRUST, COULD BE AN ABUSER
 • THE WARNING SIGNS DON'T NECESSARILY
MEAN ABUSE IS HAPPENING; THERE COULD BE
OTHER REASONS FOR THE SIGNS YOU ARE
SEEING
• WHERE ONE OR MORE SIGNS ARE NOTICED IN
WARNIN THE SAME CHILD, OR ON MULTIPLE
G SIGNS OCCASIONS, THERE MAY BE CAUSE FOR
CONCERN
• YOU HAVE A DUTY TO REPORT AND LEAVE IT
TO THE OFFICIALS TO DETERMINE IF IT IS
ABUSE OR ANOTHER ISSUE
 CHILD AND YOUTH ABUSE AND NEGLECT
KIDS HELP LINE

BRITISH COLUMBIA SPECIFIC INFORMATION

• PHYSICAL, VERBAL, OR SEXUAL ABUSE AT ANY TIME, AT ANY AGE, OR IN
ANY RELATIONSHIP IS NOT OK.
• CALL 9-1-1 OR YOUR LOCAL EMERGENCY NUMBER IF YOU OR SOMEONE
YOU KNOW IS IN IMMEDIATE DANGER FROM ASSAULT OR ABUSE.
• TO SPEAK TO SOMEONE CONFIDENTIALLY AND TO GET MORE
INFORMATION, CALL HEALTHLINK BC AT 8-1-1 (OR 7-1-1 FOR THE DEAF
AND HARD OF HEARING) OR CONTACT ONE OF THE SERVICES IN THE
NEXT TWO SLIDES.
 HELPLINE FOR CHILDREN
• IF A CHILD ANYWHERE IN B.C. NEEDS HELP, CALL THE HELPLINE AT
310-1234 ANY TIME OF THE DAY OR NIGHT TO SPEAK TO A SOCIAL
WORKER, NO AREA CODE IS NEEDED
• IF THE STUDENT IS DEAF OR HARD OF HEARING, THEY CAN CALL 1-
866-660-0505 FOR TTY SERVICES
• THIS IS A TOLL-FREE SERVICE, AND THERE IS NO CHARGE TO CALL THE
OPERATOR IF YOU NEED TO CALL FROM A PAY PHONE
• THIS HELPLINE IS AVAILABLE FOR CHILDREN, PARENTS, AND OTHER
COMMUNITY MEMBERS TO REPORT ABUSE
• FOR MORE INFORMATION, VISIT REPORTING CHILD ABUSE IN BC.
 KIDS HELP PHONE

• CHILDREN AND TEENS CAN CALL THE KIDS HELP PHONE TO SPEAK TO
A COUNSELLOR DAY OR NIGHT AT 1-800-668-6868
• COUNSELLORS ARE AVAILABLE TO SPEAK TO ANONYMOUSLY ABOUT
CONCERNS WITH ABUSE AND CAN HELP CHILDREN AND TEENS CALL
THE POLICE OR CHILD PROTECTIVE SERVICES
• FOR MORE INFORMATION ABOUT THE RESOURCES AND SUPPORT
AVAILABLE VISIT KIDS HELP PHONE
 EVERYONE WHO WORKS IN SCHOOLS
SHARES THIS RESPONSIBILITY
• IT IS A BIG RESPONSIBILITY WE CARRY, AND SOMETIMES WE JUST
DON’T KNOW WHAT TO DO OR ARE FEARFUL THAT IF WE ARE WRONG,
WE COULD BE CAUSING HARM TO A FAMILY
• BUT IF YOU ARE NOT WRONG, YOU ARE LEAVING A VULNERABLE
CHILD OR YOUTH TO ENDURE ABUSE
• CALL THE MINISTRY NUMBER AND CONSULT WITH SOMEONE; YOU MAY
DECIDE TO REPORT OR NOT REPORT AFTER TALKING WITH THE
PERSON
 WHAT YOU CAN DO
MAKE SURE THAT STUDENTS, ESPECIALLY THOSE WITH SPECIAL
NEEDS, KNOW:
• HOW TO IDENTIFY WHEN THEY MAY NEED HELP
• HOW TO OBTAIN HELP IF THEY WANT IT AND WHEN THEY WANT IT
• ANYONE WHO ABUSES A CHILD OR YOUTH IS THE PROBLEM, NEVER THE
CHILD OR YOUTH WHO IS BEING ABUSED
• HOW TO BE SAFE ONLINE AND WHAT TO DO WHEN THEY BECOME AWARE
THAT THEY ARE NOT SAFE ONLINE
• SAFE PHYSICAL AND SOCIAL BOUNDARIES, ESPECIALLY FOR STUDENTS YOU
MAY KNOW ARE MORE VULNERABLE TO ABUSE
 DUTY TO REPORT ABUSE OR
SUSPECTED ABUSE
WWW2.GOV.BC.CA

• THE CHILD, FAMILY AND COMMUNITY SERVICE ACT (CFCSA)

REQUIRES THAT ANYONE WHO HAS REASON TO BELIEVE THAT A
CHILD OR YOUTH HAS BEEN OR IS LIKELY TO BE ABUSED OR
NEGLECTED, AND THAT THE PARENT IS UNWILLING OR UNABLE
TO PROTECT THE CHILD OR YOUTH, MUST REPORT THE
SUSPECTED ABUSE OR NEGLECT TO A CHILD WELFARE WORKER
 REPORTING CHILD ABUSE IN BC
FROM WWW2.GOV.BC.CA

• IF A CHILD IS IN IMMEDIATE DANGER, CALL POLICE (CALL 9-1-1 OR

YOUR LOCAL POLICE) TO INTERVENE AND A CHILD PROTECTION SOCIAL
WORKER SHOULD BE CONTACTED TO DETERMINE WHETHER THE CHILD
IS IN NEED OF PROTECTION.
• IF YOU THINK A CHILD OR YOUTH UNDER 19 YEARS OF AGE IS BEING
ABUSED OR NEGLECTED, YOU HAVE THE LEGAL DUTY TO REPORT YOUR
CONCERN TO A CHILD WELFARE WORKER. PHONE 1 800 663-9122 AT
ANY TIME OF THE DAY OR NIGHT.
 • YOUR CALL WILL BE ANSWERED BY THE
PROVINCIAL CENTRALIZED SCREENING
TEAM (PCS)
• THEIR PRIMARY ROLE IS TO RECEIVE AND
ASSESS CHILD PROTECTION REPORTS AND
INITIAL REQUESTS FOR MINISTRY SERVICE
ACROSS THE PROVINCE, 24 HOURS A DAY,
REPORTING 365 DAYS A YEAR.
CHILD ABUSE IN
BC • PROVINCIAL CENTRALIZED SCREENING
FROM CAN BE REACHED AT THE FOLLOWING
WWW2.GOV.BC.C NUMBERS: 1-800-663-9122 OR 604-660-
A 4927 (LOWER MAINLAND & OUTSIDE BC).
 LOCATING MORE INFORMATION

• SEARCH ‘REPORTING CHILD ABUSE IN B.C.’ IT WILL TAKE YOU TO

WWW2.GOV.BC.CA/CONTENT/SAFETY/PUBLIC-SAFETY/PROTECTING-
CHILDREN/REPORTING-CHILD-ABUSE
• DOWNLOAD THE BC HANDBOOK FOR ACTION ON CHILD ABUSE AND
NEGLECT FOR REFERENCE. IT IS A 68-PAGE HANDBOOK THAT YOU
SHOULD BE FAMILIAR WITH
• DOWNLOAD THE HANDBOOK: RESPONDING TO CHILD WELFARE
CONCERNS: YOUR ROLE IN KNOWING WHEN AND WHAT TO REPORT. YOU
SHOULD BE FAMILIAR WITH THIS HANDBOOK
 BRAIN BREAK: CHAIR TRIATHLON
CHILDREN’S HEALTHCARE OF ATLANTA
STRONG4LIFE (2:56)
 YOU WILL
RECEIVE A 2-
DAY COURSE
FOCUSED ON
SUPPORTING
YOUTH AT- RISK
 MENTAL HEALTH
• SUICIDAL THOUGHTS AND ACTIONS DO HAPPEN WITH SCHOOL-
AGED STUDENTS, AND EVEN WITH ELEMENTARY SCHOOL-AGED
STUDENTS
• EVERY STAFF MEMBER NEEDS TO BE AS PREPARED AS POSSIBLE
TO DEAL WITH ANY SITUATIONS THAT A STUDENT CAN PRESENT
WITH, INCLUDING EXTREME MENTAL HEALTH CRISES
• THIS MEANS KNOWING WHO TO CONTACT, WHEN TO CONTACT
THEM AND HOW TO SHARE INFORMATION
 MENTAL HEALTH ISSUES

MENTAL HEALTH ISSUES MAY DEVELOP

GRADUALLY OR SUDDENLY FROM THE
PERSPECTIVE OF SCHOOL STAFF
• KNOW WHO TO CONTACT FOR ASSISTANCE
AND HOW TO CONTACT THEM IMMEDIATELY:
SCHOOL COUNSELLOR AND PRINCIPAL/VICE
PRINCIPAL
EMOTIONS CAN RUN
HIGH WITH STUDENTS.
THINGS CAN HAPPEN
THAT CAUSE A CHILD TO
SUDDENLY DESPAIR OR
THESE FEELINGS CAN
DEVELOP OVER TIME.
 A STUDENT DISCLOSES
SUICIDAL FEELINGS OR
ACTIONS

• STUDENTS MAY LET YOU KNOW VERBALLY

OR NONVERBALLY THAT THEY OR ANOTHER
STUDENT IS FEELING SUICIDAL
• NEVER IGNORE THIS
• THIS INFORMATION BE COME TO YOU
THROUGH WORDS, PICTURES OR ACTIONS
 VSB PROCEDURES-SUICIDE THREAT

TAKE ALL SUICIDE THREATS SERIOUSLY

• ALWAYS AND IMMEDIATELY AND DISCRETELY CONTACT THE
SCHOOL COUNSELLOR/PRINCIPAL/VICE
PRINCIPAL/DESIGNATE
• REMAIN CALM AND PROFESSIONAL
• ENSURE STUDENT SAFETY AND PRIVACY, DO NOT LEAVE
THE STUDENT ALONE, EVEN IF THEY REQUEST THIS
 DISCLOSURES OF SUICIDAL THOUGHTS OR
ACTIONS
• IF IT IS A LIFE-THREATENING SITUATION THAT REQUIRES A
TIMELY RESPONSE, CALL 9-1-1 AND GET HELP FROM ANOTHER
STAFF MEMBER AS YOU WOULD FOR ANY MEDICAL EMERGENCY
• IF IT IS NOT LIFE-THREATENING AT THAT MOMENT, KEEP THE
STUDENT WITH YOU AND DISCREETLY ALERT THE COUNSELLOR
AND/OR ADMINISTRATION
• BOUNDARIES: LET THE PROFESSIONALS TAKE OVER AND
FOLLOW THEIR DIRECTIONS
 VSB MENTAL HEALTH PROCEDURES

• VSB SCHOOLS HAVE A DISTRICT-WIDE PROTOCOL FOR WHEN A

STUDENT PRESENTS WITH EXTREME MENTAL HEALTH CRISES,
INCLUDING SUICIDE
• REFER TO THE ORANGE/YELLOW FLIP-CHART IN EVERY ROOM OF
SCHOOLS
PROTOCOLS IN GENERAL

1. ENSURING STUDENT SAFETY IS

ALWAYS YOUR FIRST PRIORITY. THIS
INCLUDES REPORTING TO
COUNSELLOR/ADMIN AND/OR
CALLING 9-1-1
2. MAKING STUDENTS FEEL AS SAFE
AS POSSIBLE AND PROVIDING
PRIVACY IS YOUR NEXT PRIORITY
 PROTOCOLS IN GENERAL
1. ABUSE AND MENTAL HEALTH CONCERNS MUST ALWAYS BE
REPORTED. IT IS THE LAW.
2. IF UNCERTAIN HOW TO PROCEED, SEEK ASSISTANCE
DISCREETLY ACCORDING TO THE PROTOCOLS OF THE SCHOOL
DISTRICT
3. ALWAYS REPORT VIOLENCE OR POTENTIAL VIOLENCE, ILLEGAL
ACTIVITIES, MEDICAL EMERGENCIES, AND ABUSE IN AT TIMELY
MANNER
 EXPRESSION OF
EMOTION
• DEVELOPMENTALLY, BABIES EXPRESS
THEMSELVES WITH VOCALIZATIONS,
BEHAVIOUR, CRYING, FACIAL EXPRESSIONS
AND BODY LANGUAGE
• DEPENDENT UPON HOW THESE
EXPRESSIONS ARE READ BY THE PRIMARY
CAREGIVER AND THE EFFECTIVENESS OF
MEETING THE CHILD’S NEEDS, THE CHILD
WILL CONTINUE TO DEVELOP HEALTHY
EXPRESSIONS OF EMOTION
 DEVELOPMENT OF
EXPRESSION OF
EMOTION
• TEMPERAMENT PLAYS A ROLE IN
EXPRESSION OF EMOTION
• EVENTUALLY THE CHILD LEARNS TO
USE WORDS TO EXPRESS EMOTION
• EXPRESSION OF POSITIVE AND
NEGATIVE EMOTIONS PLAY A ROLE IN
THE DEVELOPMENT OF SOCIAL
RELATIONSHIPS
 DEVELOPMENT OF
EXPRESSION OF
EMOTIONS
• EXPRESSION OF EMOTION IS
INFLUENCED BY HEALTH,
DEVELOPMENTAL LEVEL, EXPERIENCES,
CULTURE AND FAMILY
• KNOWLEDGE ABOUT WHAT IS
APPROPRIATE AND WHICH EMOTIONS
ARE ACCEPTABLE TO DISPLAY IN
SPECIFIC SITUATIONS ARE LEARNED
 EMPATHY

• DEVELOPS WITHIN THE FIRST

THREE YEARS
• IT STRENGTHENS SOCIAL BONDS
• RESEARCH TELLS US THAT THERE
IS A DIRECT CORRELATION
BETWEEN EMPATHY AND PRO-
SOCIAL BEHAVIOUR
 EMPATHY

• EMPATHY IS LEARNED BY THE CARING

BEHAVIOUR AND EMPATHY OF
CAREGIVERS TO HELP CHILDREN
UNDERSTAND THE FEELINGS OF
OTHERS
• PROGRAMS SUCH AS THE ROOTS OF
EMPATHY ARE DESIGNED TO SUPPORT
TEACHING THE SKILLS OF EMPATHY
 WHAT IS EMOTIONAL
REGULATION?

• THE INTERRELATION OF EMOTIONS,

COGNITION AND BEHAVIOUR ALL
BLEND TO DEVELOP EMOTIONAL
REGULATION
• THERE IS A DIRECT CORRELATION
BETWEEN LANGUAGE DEVELOPMENT
AND EMOTIONAL REGULATION
DEVELOPMENT
 INFLUENCES ON
EMOTIONAL
REGULATION
• EMOTIONAL REGULATION IS
INFLUENCED BY CULTURE, RELIGION,
FAMILY, SOCIAL INFLUENCES, AND THE
HISTORICAL ERA THE CHILD LIVES IN
• “CULTURES VARY IN TERMS OF WHAT
ONE IS EXPECTED TO FEEL AND WHEN,
WHERE, AND WITH WHOM WE MAY
EXPRESS DIFFERENT FEELINGS.” CHEAH
AND RUBIN, 2003
INFLUENCES ON
EMOTIONAL
REGULATION
• EMOTIONAL REGULATION
IS INFLUENCED BY THE
CAREGIVER’S
RESPONSIVENESS TO
THE INFANT’S SIGNALS,
MINIMIZING EXPOSURE
TO STRESS, CHAOS,
OVER STIMULATION AND
UNDER STIMULATION
INFLUENCES ON
EMOTIONAL
REGULATION
• THERE IS A LINK
BETWEEN EMOTIONAL
REGULATION AND HOW
SOCIALLY COMPETENT
THE CHILD IS PERCEIVED
TO BE, TO HOW WELL A
CHILD IS LIKED AND
ACCEPTED BY PEERS
AND ADULTS
 SOCIAL EMOTIONAL
LEARNING (SEL)
• THE VSB IS VERY PROACTIVE
IN SUPPORTING SEL IN OUR
SCHOOLS
• THERE ARE MANY
STRATEGIES IMPLEMENTED,
DEPENDING ON NEEDS AND
UNIQUE SITUATIONS
 IMPULSE CONTROL HELPS A CHILD ADAPT TO
DIFFERENT SOCIAL SITUATIONS AND TO FOLLOW
RULES FOR PARTICULAR SETTINGS

EMOTIONA
L
THE CHILD BEGINS TO DEVELOP A SOCIAL
REGULATI OF WHAT IS
EXPECTED BY OTHERS
UNDERSTANDING:
HOW TO ENGAGE IN WHICH SOCIAL SCRIPT

ON AND WHAT TO EXPECT

FROM OTHERS;
INTERACTIVE SOCIAL
EXCHANGES;
TO USE IN WHICH
SOCIAL SITUATIONS.

SOCIAL UNDERSTANDING CONTRIBUTES TO:

SOCIAL COMPETENCE, INTERPERSONAL SENSITIVITY, AWARENESS OF
HOW SELF RELATES TO OTHERS IN A COMPLEX WORLD (THOMPSON,
2006)
 ULTIMATE LOCOMOTOR SKILLS BOP IT
CHALLENGE/
BRAIN BREAK WORKOUT/FITNESS HUSTLE TV
(3:34)
 AGGRESSIVE BEHAVIOUR
CHILDREN COMMONLY DEMONSTRATE SOME
AGGRESSIVE TRAITS THROUGHOUT LIFE, BUT
IT IS ONLY A CONCERN IF THE BEHAVIOUR IS
EXTREME AND/OR PERSISTENT
YOU WILL LEARN ABOUT POSITIVE BEHAVIOUR
INTERVENTIONS AND NONVIOLENT CRISIS
INTERVENTION TO SUPPORT SAFETY IN THE
SCHOOL ENVIRONMENT
 AGGRESSION

• AGGRESSIVE BEHAVIOUR IN
CHILDREN IS OFTEN
REACTIONARY AND
IMPULSIVE
• IT MAY INCLUDE
BEHAVIOUR THAT
PHYSICALLY OR
EMOTIONALLY HURTS
ANOTHER PERSON OR
ANIMAL
 AGGRESSION CAN TAKE MANY FORMS

1. PHYSICAL AGGRESSION INVOLVES

ACTIONS SUCH AS BITING, KICKING, HITTING,
OR ANY OTHER ACTION THAT BRINGS PHYSICAL
HARM TO ANOTHER
• IT IS COMMON IN YOUNGER CHILDREN (OR
DEVELOPMENTALLY YOUNGER) WHO HAVE
NOT DEVELOPED SPEECH AND INHIBITION
STRATEGIES
• AS A CHILD DEVELOPS AND GROWS IN SIZE,
INAPPROPRIATE EXPRESSION OF AGGRESSION
BECOMES A BIGGER CONCERN
 AGGRESSION CAN TAKE MANY FORMS
2. VERBAL AGGRESSION INVOLVES USING LANGUAGE TO
BULLY, INTIMIDATE, OR SCARE IN ORDER TO GET ONE’S WAY
• IT CAN INVOLVE THE MISUSE OF SOCIAL MEDIA/CELL PHONES
IN ORDER TO THREATEN OR TO MAKE ANOTHER FEEL FEAR
OR SHAME
• IT CAN INVOLVE SHOUTING, SWEARING, AND THE USE OF
INSULTS OR SHARING HUMILIATING INFORMATION ABOUT
ANOTHER PERSON
 AGGRESSION CAN TAKE MANY FORMS
3. GESTURAL AGGRESSION INVOLVES BODY LANGUAGE THAT IS
MEANT TO INTIMIDATE OR CAUSE FEAR IN ANOTHER PERSON
• IT CAN BE HOW ONE HOLDS THEIR BODY, FACIAL FEATURES, EYE
COMMUNICATION, OR THE USE OF GESTURES THAT INFER
AGGRESSIVE INTENT
• IT CAN BE BY BODY PROXIMITY WHEN USED TO INTIMIDATE
 DIFFERENT TYPES OF AGGRESSION
INSTRUMENTAL AGGRESSION:
• WHEN AGGRESSION IS INTENDED AND PLANNED OUT, WITH THE
GOAL TO ACHIEVE SOMETHING OR TO GAIN SOMETHING BY
HURTING SOMEONE ELSE
• FOR INSTANCE, A STUDENT WHO PLANS OUT AND PHYSICALLY
HURTS ANOTHER PERSON IN ANY MANNER, SCHOOL SHOOTING,
OR AN ACT OF TERRORISM
 DIFFERENT TYPES OF AGGRESSION

HOSTILE AGGRESSION:
• WHEN AGGRESSION INVOLVES VIOLENT ATTITUDES OR ACTIONS
ASSOCIATED WITH ANGER AND A DESIRE TO DOMINATE OTHERS
• IT CAN BE VERBAL OR NONVERBAL OR PHYSICAL WITH THE INTENT
TO CAUSE HARM TO ANOTHER
• EXAMPLES: WHEN GANGS TARGET EACH OTHER OVER TURF, CHILD
ABUSE BY ADULTS OR OLDER YOUTH
 DIFFERENT TYPES OF AGGRESSION

RELATIONAL AGGRESSION:
• WHEN AGGRESSION IS MEANT TO CAUSE HARM BY DAMAGING
ANOTHER’S REPUTATION OR SOCIAL STATUS
• THERE IS A TYPE OF RELATIONAL AGGRESSION FREQUENTLY
SEEN IN SCHOOL AND MODELLED ON TV, CALLED ‘MEAN GIRL
PHENOMENA’
• THIS IS WHEN A GROUP OF GIRLS CONTROL AND BULLY OTHER
GIRLS BASED ON PERCEPTIONS OF SOCIAL STATUS
 HOW MIGHT CHILDREN
”BECOME AGGRESSIVE”

1. MODELLING
THE ENVIRONMENT THAT THE CHILD IS
SPENDING TIME IN, WHICH EXTENDS FROM THE
FAMILY HOME TO COMMUNITY,
(BRONFENBRENNER) DIRECTLY IMPACTS HOW
THE CHILD LEARNS TO DEAL WITH FRUSTRATION
AND ANGER
 HOW MIGHT CHILDREN
”BECOME AGGRESSIVE”
2. PERMISSIVE
PARENTING/INSTRUCTORS/SCHOOLS
MISTAKENLY REWARD AGGRESSIVE BEHAVIOUR BY
MAKING EXCUSES FOR IT, WHICH PERPETUATES THIS
BEHAVIOUR THROUGH THIS INADVERTENT FORM OF
OPERANT CONDITIONING
• FOCUSSING ATTENTION, EVEN PUNISHMENT, ON
THE AGGRESSOR RATHER THAN ON THE VICTIM
CAN INADVERTANTLY REWARD THE AGGRESSOR
• ANY ATTENTION RATHER THAN NO ATTENTION CAN
BE A MOTIVATING FACTOR FOR SOME CHILDREN
 HOW MIGHT CHILDREN
”BECOME
AGGRESSIVE”
3. MEDICAL CONDITIONS, INABILITY
TO COMMUNICATE EFFECTIVELY
AND PAIN CAN LEAD TO AGGRESSIVE
BEHAVIOUR
• SOMETIMES STUDENTS WITH MEDICAL
CONDITIONS, SUCH AS DIABETES OR
SEIZURE DISORDERS, WILL ACT OUT
AGGRESSIVELY WHEN THEIR
CONDITION SPIKES
 HOW MIGHT CHILDREN “BECOME
AGGRESSIVE”

4. SOMETIMES CHILDREN ARE

AGGRESSIVE WITHOUT KNOWN
MODELLING, PARENTING, MEDICAL
CONDITIONS OR EXPERIENCE
 DEVELOPMENTAL FACTORS IN
AGGRESSIVE BEHAVIOUR

• IN EARLY CHILDHOOD YEARS, CHILDREN

MAY USE AGGRESSION TO GET THEIR
OWN WAY OR TO DEAL WITH ANGER OR
FRUSTRATION
• AGGRESSION MAY BE MODELLED BY
THOSE AROUND THE CHILD OR
EXPERIENCED BY THE CHILD
• THE CHILD’S INAPPROPRIATE RESPONSES
MAY NOT BE DEALT WITH EFFECTIVELY
 DEVELOPMENTAL FACTORS

• EARLY AGGRESSION OFTEN STEMS FROM THE LACK OF

LANGUAGE DEVELOPMENT AND POOR ABILITY TO SELF-
REGULATE EMOTIONS AND IMPULSE CONTROL
• WE COMMONLY CAN SEE THIS IN YOUNG CHILDREN, THOSE
WITH DEVELOPMENTAL DELAYS, AND THOSE WITH CHALLENGES
THAT IMPACT THEIR ABILITY TO COMMUNICATE
DEVELOPMENTAL FACTORS
• A TODDLER MAY HIT HER PARENT WHEN
ANGRY
• WHEN THIS IS NOT CORRECTED/INTERRUPTED
AND MORE SUITABLE SKILLS TAUGHT, THE
BEHAVIOUR MAY CONTINUE
• CHILDREN WITH DEVELOPMENTAL DISABILITIES
AND HEALTH CONDITIONS MAY ACT OUT
AGGRESSIVELY FOR A VARIETY OF REASONS
AND REQUIRE CORRECTION/ INTERRUPTION
 PSYCHOLOGICAL FACTORS
IN AGGRESSIVE BEHAVIOUR

• CHILDREN WITH MENTAL HEALTH

CONDITIONS SUCH AS DEPRESSION OR
MOOD DISORDERS MAY ACT OUT
AGGRESSIVELY
• CHILDREN WITH NEUROLOGICAL-BASED
DISORDERS SUCH AS AUTISM MAY ACT
OUT AGGRESSIVELY
• CHILDREN WITH DEVELOPMENT-BASED
DISORDERS MAY ACT OUT
AGGRESSIVELY
 BIOLOGICAL FACTORS IN
AGGRESSIVE BEHAVIOUR
• CHILDREN WITH HORMONAL IMBALANCES OR
DISEASES SUCH AS DIABETES MAY ACT OUT
AGGRESSIVELY WHEN THEIR BLOOD SUGAR
LEVEL BECOMES DYSREGULATED
• CHILDREN EXPERIENCING PAIN CAN DISPLAY
AGGRESSIVE OUTBURSTS
• SOMETIMES CHILDREN HAVE TUMORS OR
OTHER HEALTH CONDITIONS THAT MAY RESULT
IN AGGRESSIVE BEHAVIOUR
• SOMETIMES AGGRESSIVE BEHAVIOUR CAN
ACCOMPANY OR PRECEDE A SEIZURE
TYPICAL AGGRESSIVE BEHAVIOUR
IN TODDLERS

• TEMPER TANTRUMS OR EPISODES OF BITING

OR HITTING
• THESE MAY BE EXPERIMENTAL OR A RESULT
OF FATIGUE, ILLNESS OR PAIN AND
DEVELOPMENTALLY LIMITED SKILLS TO
PROBLEM-SOLVE, VERBALIZE FEELINGS, OR
CONTROL IMPULSES
 PRESCHOOL DEVELOPMENTAL
LEVEL
• SOME CHILDREN CONTINUE TO HAVE
TEMPER TANTRUMS, BUT THESE SHOULD BE
DECREASING IN FREQUENCY AND INTENSITY
• THIS DEVELOPMENTAL AGE GROUP MAY DEAL
WITH DIFFICULTIES IN SOCIAL SITUATIONS BY
HITTING, BITING, SHOVING OR KICKING
• THESE ARE GENERALLY THE RESULT OF
LIMITED PROBLEM-SOLVING SKILLS, LIMITED
LANGUAGE SKILLS, LIMITED IMPULSE
CONTROL, FATIGUE, OVER-STIMULATION AND
THE ABILITY TO SELF-REGULATE ANGER AND
FRUSTRATION
 PRESCHOOL DEVELOPMENTAL LEVEL
• STUDENTS OPERATING AT THIS LEVEL MAY BE OLDER, LARGER
AND MORE CAPABLE OF HURTING THOSE AROUND THEM
• THERE WILL LIKELY BE A BEHAVIOUR PLAN AND/OR A WORK
SAFETY PLAN
• OLDER STUDENTS OPERATING AT A PRE-SCHOOL COGNITIVE
LEVEL WILL BE TAUGHT SELF-REGULATING STRATEGIES, BUT
AVOIDING TRIGGERS AND DISTRACTING ARE CRITICAL TO
MANAGEMENT
• YOU WILL LEARN ABOUT THIS IN CPI AND SUPPORTING POSITIVE
BEHAVIOUR INTERVENTIONS
MODIFYING AGGRESSIVE BEHAVIOUR

• USE SELF-TALK WHEN A STUDENT IS

CALM (METACOGNITION) TO MODEL
HOW TO DEAL WITH FRUSTRATION OR
ANGER IN AN APPROPRIATE MANNER
• EXAMPLES: PHYSICAL ACTIVITY, TALK
WITH A FRIEND, GO SOMEWHERE TO
CALM DOWN, DEEP BREATHE, LISTEN TO
MUSIC, MEDITATE…
 MODIFYING AGGRESSIVE BEHAVIOUR

• NEVER DEAL WITH AGGRESSIVE BEHAVIOUR USING AGGRESSIVE

BEHAVIOUR: SHOUTING, BULLYING, HITTING, SLAPPING, SWEARING,
THREATENING, CAUSING FEAR OR INTIMIDATION…
• IF THIS DOES HAPPEN, THE ADULT SHOULD DEBRIEF WITH THE
CHILD ABOUT THIS BEHAVIOUR AND LET THEM KNOW THE ADULT’S
RESPONSE WAS INAPPROPRIATE, WHAT THEY SHOULD HAVE DONE
AND WHAT THEY PLAN TO DO IN THE FUTURE
• YOU WILL LEARN MORE ABOUT POSITIVE BEHAVIOUR
INTERVENTIONS IN THIS PROGRAM
MODIFYING AGGRESSIVE BEHAVIOUR

• KEEP IN MIND THAT WE CAN

INADVERTENTLY EMPLOY OPERANT
CONDITIONING TO REINFORCE AGGRESSIVE
BEHAVIOUR BY NOT LETTING THE CHILD
CLEARLY KNOW THAT THIS KIND OF
RESPONSE IS UNACCEPTABLE OR BY GIVING
THE CHILD TOO MUCH ATTENTION RELATED
TO THE ISSUE
• TOO MUCH TALKING BY THE ADULT CAN
ALSO HAVE AN ADVERSE EFFECT
 MODIFYING AGGRESSIVE BEHAVIOUR
• IGNORING THE ISSUE CAN SIGNAL YOUR SUPPORT OR COMPLACENCY
• FINDING THE SWEET SPOT BETWEEN ENSURING THE STUDENT FULLY
UNDERSTANDS THAT THEIR BEHAVIOUR IS UNACCEPTABLE WITHOUT
GIVING THEM ATTENTION OR INADVERTENTLY REINFORCING THE
BEHAVIOUR IS THE GOAL
• ACKNOWLEDGING THE STUDENT’S COGNITIVE LEVEL, NOT THEIR
CHRONOLOGICAL AGE, WHEN DETERMINING APPROPRIATE
INTERVENTIONS IS CRITICAL
EXTREME OR PERSISTENT AGGRESSION
DESPITE INTERVENTIONS
• WHEN AGGRESSION IS EXTREME OR LONG-
LASTING, AND REGULAR INTERVENTIONS ARE
NOT WORKING, A PROFESSIONAL MAY NEED TO
BE SOUGHT TO SUPPORT BEHAVIOUR
INTERVENTIONS OR A CRISIS PLAN AND TO RULE
OUT BIOLOGICAL OR PSYCHOLOGICAL REASONS
FOR THE BEHAVIOUR
• THE TEACHER WILL CONSULT WITH THE
RESOURCE TEACHER, COUNSELLOR OR
PRINCIPAL TO SEEK FURTHER SUPPORT
 EXTREME/PERSISTENT AGGRESSION

• GARIBALDI LEARNING SERVICES HAS A RESPONSE TEAM THAT

CAN BE REQUESTED BY THE SCHOOL’S SBT OR ADMINISTRATION
• BOUNDARIES: THE EA CONSULTS WITH THE TEACHER, BUT
LEAVES ALL REFERRALS AND PARENTAL DISCUSSIONS TO THE
TEACHER
 RESTRAINING A STUDENT-
NONVIOLENT CRISIS
INTERVENTION
• YOU WILL USE YOUR CPI TRAINING TO AVOID RESTRAINING A
STUDENT
• STUDENTS ARE NEVER TO BE HELD OR RESTRAINED UNLESS THEY
ARE IN IMMINENT DANGER OF HURTING THEMSELVES OR OTHERS.
EVER!
• E.G. YOU COULD GRAB A STUDENT WHO IS GOING TO RUN OUT INTO
TRAFFIC, BUT YOU WOULD CALL A ROOM CLEAR FOR A STUDENT
WHO HAS LOST CONTROL
• SELF-REGULATION BY STAFF IS EXPECTED AT ALL TIMES, NO MATTER
WHAT THE SITUATION YIELDS
 NONVIOLENT CRISIS INTERVENTION
• ANYONE NOT CERTIFIED IN CPI TRAINING IS HANDS-OFF UNLESS IT
IS A LIFE-THREATENING SITUATION
• ADMINISTRATION MUST ALWAYS BE APPRISED OF SITUATIONS
WHERE ANY FORM RESTRAINT IS ADMINISTERED, EVEN IF IT IS
SIMPLY GRABBING A STUDENT TO PLACE THEM INTO A LINE UP
(WHICH SHOULD NEVER BE DONE)
• PARENTS MUST BE INFORMED BY THE ADMINISTRATION EVERY
TIME THAT ANY FORM OF PHYSICAL RESTRAINT IS EMPLOYED
THE BOUNDARIES SONG “THAT’S A
BOUNDARY”
HOPSCOTCH (3:00)
 BULLYING

• BULLYING IS WHEN A PERSON/PEOPLE SEEK

TO CONTROL/BRING HARM TO ANOTHER
THROUGH THE USE OF AGGRESSIVE
BEHAVIOUR SUCH AS INTIMIDATION,
VIOLENCE, AND FEAR
• BULLYING IS NOT THE TYPICAL ’TEETER-
TOTTER’ DISPUTES AMONG CHILDREN THAT
HAVE A BACK-AND-FORTH NATURE TO THEM
 BULLYING BEHAVIOUR

• THERE IS A POWER IMBALANCE

BETWEEN THE VICTIM AND THE BULLY,
HOSTILE INTENT AND OFTEN REPETITION
OVER A PERIOD OF TIME
 BULLYING
• BYSTANDERS: ARE THOSE WHO
WITNESS THE BULLYING, BUT DO NOT
STEP IN TO STOP IT
• BYSTANDERS OFTEN BECOME A
SUPPORT OR ENCOURAGEMENT FOR
THE BULLY
• BYSTANDERS MAY PLACIDLY SIMPLY
IGNORE WHAT IS GOING ON OR CAN BE
INVOLVED IN ACTIONS SUCH AS MAKING
ENCOURAGING REMARKS TO THE BULLY,
LAUGHING OR PARTICIPATING IN THE
ACTIONS
 BULLYING BEHAVIOUR
• CULTURE OF BULLYING IS WHEN BULLYING
BEHAVIOUR BECOMES THE NORM OF A GROUP
AND IS ACCEPTED OR SUPPORTED BY OTHERS,
EVEN IF THIS IS BY IGNORING THE BULLYING
• THIS CAN BE AMONG OR BETWEEN STUDENTS,
STAFF, OR PARENTS IN A SCHOOL COMMUNITY
• THIS CAN BE FOUND IN TEAM SPORTS,
COMMUNITY ACTIVITIES, ANYWHERE WHERE
SOMEONE TRIES TO CONTROL ANOTHER
USING FEAR, VIOLENCE, THREATS,
INTIMIDATION…
• GROUPS OF PEOPLE CAN ACT IN A BULLYING
MANNER AS WELL
 BULLYING
• ACCOMPLICES ARE
BYSTANDERS WHO ROOT THE
BULLY ON OR PARTICIPATE IN
SOME MANNER EVEN IF SUBTLE
• VICTIM IS THE RECEIVER OF THE
BULLYING TREATMENT
• THE VICTIM MAY BE ONE PERSON
OR A GROUP OF PEOPLE
 BULLYING BEHAVIOUR

FOUR COMMON STYLES OF BULLYING

• EMOTIONAL/RATIONAL: FEEDS ON
DAMAGING THE SELF-ESTEEM OF VICTIM
• VERBAL: PUT DOWNS AND OTHER
VERBAL INSULTS
• PHYSICAL: PHYSICALLY OR
THREATENING TO HURT ANOTHER
• CYBER: USING SOCIAL MEDIA,
COMPUTERS, PHONES OR ANY OTHER
TECHNICAL MEANS TO DEMEAN
ANOTHER PERSON
 SOURCES OF BULLYING

• SOMETIMES THE BULLY HAS A HIGH

SOCIAL STANDING AMONG PEERS AND
YIELDS POWER
• SCHOOL STAFF MAY BE UNAWARE OF
THE BULLYING ACTIONS OF THE
INDIVIDUAL OR GROUP BECAUSE THEY
ARE DONE SECRETLY AND SEEM ‘OUT OF
CHARACTER’
 THE VICTIM
• VICTIMS ARE GENERALLY
CONSIDERED BY THE BULLY TO BE
WEAKER AND EASY TARGETS
• THIS MAY BE PERCEIVED AS A
PHYSICAL WEAKNESS, EMOTIONAL
WEAKNESS OR A SOCIAL WEAKNESS
• SOMETIMES VICTIMS CAN BE BULLIES
IN OTHER SITUATIONS AND BULLIES
CAN BE VICTIMS IN OTHER
SITUATIONS
 THE VICTIM

• RESEARCH TELLS US THAT VICTIMS

OF BULLYING CAN BE PRONE TO
SUICIDE OR REACTING WITH
EXTREME VIOLENCE
• THE HARM TO THE VICTIM CAN
LAST A LIFETIME AND IMPACT THE
ONGOING MENTAL HEALTH OF THE
VICTIM
 RISK FACTORS
• POOR SOCIAL SKILLS OR SELF-ESTEEM FOR VICTIMS OF
• HAVE DIFFICULTY RESOLVING SOCIAL BULLYING
PROBLEMS
• OFTEN REJECTED OR ISOLATED BY PEER
GROUP
• MAY HAVE PHYSICAL CHARACTERISTICS THAT
ARE USED BY BULLY AS A TARGET SUCH AS
BEING OVERWEIGHT, A PHYSICAL
DIFFERENCE, ACADEMIC DIFFERENCE,
UNUSUAL APPEARANCE OR SPEECH, SEXUAL
ORIENTATION, GENDER IDENTITY
• BELONGING TO A PERCEIVED MINORITY
PROACTIVE DIRECT INSTRUCTION IN SCHOOLS PREVENTING
AIMED AT EACH STAGE OF CHILD DEVELOPMENT:
BULLYING
• ABOUT WHAT BULLYING IS
• HOW IT IMPACTS OTHERS
• BUILDING EMPATHY SKILLS AND SENSE OF
EVERYONE BELONGING
• HOW TO GET HELP WHEN BEING BULLIED
• KNOWLEDGE OF AGENCIES THAT SUPORT
VICTIMS OF BULLYING
• A CONSISTENT PROACTIVE/REACTIVE ADULT
RESPONSE WHEN BULLYING IS DISCOVERED
 PREVENTION OF BULLYING
• PROGRAMS CAN DRAW ATTENTION TO BULLYING AND THE HARM IT
BRINGS TO INDIVIDUALS AND SOCIETY AS A WHOLE, E.G.
INTERNATIONAL DAY OF PINK
• TEACHING EMPATHY AND UTILIZING PROGRAMS SUCH AS ROOTS OF
EMPATHY CAN HELP DECREASE BULLYING BEHAVIOUR
• ZERO TOLERANCE TO BULLYING BY ALL STAFF AND STUDENTS
INVOLVING PROACTIVE AND REACTIVE RESPONSES CONSISTENTLY
DELIVERED
• IF WE DON’T ASK, WE OFTEN DO NOT KNOW ABOUT WHAT IS
GOING ON, WHERE IT IS GOING ON, AND HOW IT IS GOING ON
 BULLYING IN OUR WORLD
• BULLYING IN SCHOOLS IS NOT TO BE IGNORED
• ANTI-HARRASSMENT POLICIES FOR STAFF CURRENTLY ARE DEALT
WITH THROUGH WORKSITE HEALTH AND SAFETY COMMITTEES, THE
VSB AND ULTIMATELY BY WORKSAFE BC
• AS LONG AS SOCIETY PERMITS BULLYING, AND STUDENTS ARE
EXPOSED TO IT, IT WILL CONTINUE TO EXIST
• HOPEFULLY BY EDUCATING STUDENTS AND STAFF, AND ENSURING
WE DO NOT IGNORE BULLYING WHEN WE SEE IT IN SCHOOLS, WE
CAN MAKE A DIFFERENCE FOR THE NEXT GENERATION
 NEVER IGNORE BULLYING
• PROVIDE INTERVENTION TO
SUPPORT THE DEVELOPMENT OF
EMOTIONAL SELF-REGULATION AND
SELF-CONTROL, PROSOCIAL SKILL
DEVELOPMENT, AND CREATING AND
MAINTAINING A SAFE, INCLUSIVE
ENVIRONMENT FOR ALL STUDENTS
• PROVIDE INTERVENTION TO
SUPPORT DEVELOPING STUDENT
SKILLS TO STAND UP TO BULLYING
 • HOW DO SELF-ESTEEM, SELF-CONCEPT AND SELF-
REGULATION RELATE TO SOCIAL AND EMOTIONAL
DEVELOPMENT?
• WHAT IMPACT DOES PLAY HAVE ON COGNITIVE AND
SOCIAL DEVELOPMENT?
• HOW AND WHEN DO CHILDREN DEVELOP MORE
INDEPENDENCE AND CAN BE IMPACTED BY PEER AND
PEER VALUES MORE THAN FAMILY AND CULTURE?
• WHAT ARE THE MAIN FORMS OF AGGRESSION AND
DIFFERENTIATE BETWEEN TYPICAL DEVELOPMENTAL
CHARACTERISTICS AND DEVELOPMENTAL
TO TIE IT CHARACTERISTICS OF CONCERN?

ALL UP • HOW SHOULD YOU SUPPORT A STUDENT REPORTING

OR SHOWING SIGNS OF POSSIBLE ABUSE?
TODAY • HOW COULD YOU RESPOND TO A STUDENT SHARING
THEIR SEXUAL ORIENTATION?