Behavior
Behavior is the result of getting something wanted... True or False?
TRUE
Tables, chairs, TV or a computer, exercise equipment, or a classroom, bathroom, hallway, etc. are forms of this type of environment.
Physical Environment
Another term for being a professional, caring adult in a children's setting.
Role Model
Reviewing behavioral skills with a child to help them better cope in difficult situations, such as handling their anxiety, is a form of this interaction.
Empowerment
This is located on the Chart rack for staff and must be completed daily by staff holding groups.
Group Attendance sheets
IP Scheduler Binder
Behavior is avoiding something unwanted... True or False?
TRUE
This type of environment is safe, predictable, and promotes positive behavioral changes.
Therapeutic Environment
Personal, Professional, and Family are types of these...
Relationships!
This is a peer led discussion supervised by staff to help children process how their day is going, and addressing challenges in their environment.
Community Meeting
On EPC1, this helps all staff review individual progress throughout the day.
EZ Notes
Behavior is driven by needs... True or False?
TRUE... Behavior can also be the result of positive and negative consequence.
These are unplanned opportunities when a person is not triggered and can further develop new behaviors.
Teachable Moments
Professional standards help guide this in our day to day interactions with children.
Sharing of Information
This is an opportunity for all staff and children to hold an open discussion, offering praise to each other, and providing receptive feedback on progress each child is making in their recovery.
YES! Celebration
What does "IMP" stand for?
Individualized Motivation Plan
Behavior is learned and cannot be changed... True or False?
False... though behavior is learned, it can be changed with time and education.
The ability to understand and relate to others' thoughts and feelings is this.
Empathy
Understanding where someone is coming from and how impactful it is to them shows you truly care and helps develop rapport with that person.
"Move", Interact", and "Scan" are all forms of this...
Staff supervision and assessment
"You'll lose your privileges", "You will be ward restricted", "The Mean Girls Club", "You can't use the phone." are all examples of this.
Power Struggles
These can be found in the Team room, via MHARS, and inside each child's chart to help aide staff in providing calming strategies in difficult situations.
ICWRP - Individual Calming, Wellness, and Resilience Plans
Natural and Applied forms of these can have positive and negative influence on behaviors.
Consequences
Natural - may or may not support positive change Example: "just because you studied does not mean you will pass the test"
Applied - individualized, not as a form of punishment Example: "finish your homework, and you can watch TV."
Daily Routine, ROSE rules, Unit expectations, addressing behaviors and providing reassurance all contribute to this...
Consistency
Whether Formal or Informal, this helps children to further strengthen their relationships by being given more opportunities to practice learned skills.
Follow-Up
Privileges exist on CF just like on ASU... True or False
False
On ASU, these are directly related to treatment goals On CF these are related to behavioral goals
Examples: Facetime on iPads, utilizing exercise equipment, watching a movie or listening to music on YouTube, etc.
A discussion which should occur within 24 hours of a crisis intervention, includes members of the Treatment Team and the Child to help prevent future incident is referred to as this.
Follow-Up Debriefing