A) Strategy for managing Ryans behavior Essay Example

  • Category:
    Other
  • Document type:
    Case Study
  • Level:
    High School
  • Page:
    2
  • Words:
    1048

1a) Strategy for managing Ryan’s behavior

First I would endeavor t know and understand Ryan s well as the causing factors for the behavior. Then I would establish limits for the child and make them clear to the child I would define what behaviors re wrong and why they are wrong. Then i would help Ryan come u with alternative actions. I would make expectations clear and hence show him that his actions have limits. I would also teach Ryan the value of respecting property and hence reduce the chance of him continuing with such destructive behavior and hence minimizing it.

b) Who to involve in formulating strategy

In formulating the strategy, I would seek to involve Ryan’s parents and guardians. This is because they are in a better position to understand Ryan and they might also be having some of the contributing factors to Ryan’s behavior. Thus, involving them will help in eliminating some of the contributing factors while securing their support for Ryan and me as the strategy is implemented hence increasing its chances for success.

c) The information to gather

I would seek information on Ryan’s background and his personality. I would also seek to establish how Ryan is normally treated by the people around his home. In addition, I would seek to establish whether Ryan has everything he needs and whether he has difficulties in anything. I would also seek to establish the contributing factors to Ryan’s destructive behavior. By seeking all this information, I would be able to establish the factors that might be leading to the destructive behavior and hence come up with an appropriate strategy for dealing with it.

d) Responding to concerns

I would seek to involve them in the formulation of the above strategy to secure their support. In addition, I would thoroughly explain Ryan’s condition to them and the steps they need to take to limit it as well as the need to understand him as the condition is dealt with. This way, I would seek to array their fears and hence deal with their concern.

2a. Triggers and variables

They include poverty, exposure to violence in media, lack of interest towards school, high impact life transitions such as death of a close family member and lack of roper parenting. Such factors are likely to trigger and impact destructive behavior in children such as Ryan.

i) Mersy Leven Child care services

32- 36 Valley Rd, Devonport TAS 7310

Providing early intervention and other services for children before they go to school especially regarding to vulnerable children. The service also promotes the interest of children through provision of advice to community, organizations, and government.

Subject code:

Mersey Leven Child Care Services

Child Care Centres — Devonport, TAS

Quality Child Care, For When You Can’t Be There.

32- 36 Valley Rd, Devonport TAS 7310

ii) The little kingdom childcare

The Rocks, Sydney
Level 4, 111 Harrington Street
Address:

Their roles include prevention and responding to child abuse and neglect. They also provide a home for the children away from their homes ensuring their day to day welfare especially as far as working parents are concerned.

Subject code: 1

Ryan Behaviour management plan

Date: 1st February 2016 Intervention duration: 6 months

Student: Ryan Class /Grade: 1st Grade

Address:
The Green Valley, Sydney
Level 5, 2311 Harrington Street

Long-term Goal:

Ryan will not have destructive behavior towards property in the long run.

Short-term goals:

Ryan will not have destructive behavior during change of environment

Ryan will regulate his reactions in the new environment.

Our Service Policy and Philosophy:

In line with our service policy and philosophy, we will endeavor to overcome Ryan’s destructive behavior through provision of a warm, nurturing environment that overcomes the destructive behavior. This will ensure that we are responsive to Ryan’s emotional needs for comfort, understanding, support and affection, physical needs for health and safety as well as social needs.

Link to early years of learning framework:

Target replacement behaviors will be inculcated to ensure effectiveness of the program for easier transition to early learning years.

Resources used and where to obtain them from:

The resources required for the program include the information obtained from guardians and parents and from observation as well. Other resources are obtained from the children care service.

Who was involved in the program:

Ryan’s parents and guardians were involved in the program and their input involved provision of information regarding Ryan as well as support for the program.

Cultural consideration:

The program conforms to cultural and religious believes found in Ryan’s society.

Referral bodies:

Australian Children’s Education and Quality Authority manuals.

4. Involving Ryan in the development of the plan

In developing the plan, I would ensure close cooperation with Ryan. This would involve strategies such interviewing him in a bid to establish why he behaves in such a way. In addition, I would hold discussions with him explaining to him the demerits of his behavior and the importance of property and hence the need to preserve them. Then I would involve him in the development of alternative behaviors that would ensure the property is preserved. I would explain to him that th destructive behavior is unwanted and explain the consequences of his behavior and hence my expectations for a change in behavior.

5. Informing staff bout the plan to ensure its success

In informing the staff about the plan, I would ensure that I educate them on the importance of the plan as well as all its contents in a bid to ensure its success. I would consider their willingness to support the plan and their ability to support the plan. Their confidentiality would also be considered in a bid to ensure that the child does not feel intimidated.

6. Factors that can lead to the destructive behavior continuing

The destructive behavior is likely to continue if the child is not fully involved in the plan. Where the child does not know the importance of the plan and there no clear behavioral limits or expectations in the plan, the destructive behavior will continue. Failing to fully involve other relevant parties such as the staff and guardians can also lead to the behavior continuing especially where their actions contribute to the behavior.

References:

Ross, W2014, The explosive child: A new approach for understanding and parenting easily frustrated children, London, Rutledge.