Blog Reflection #4

Chapter 11: Fostering Self-Discipline in Children: Implementing Solutions and Consequences
Consequences:
It has been very helpful for me to learn the difference between consequences that increase desirable behaviors and consequences that reduce mistaken behaviors. When I first read these two titles I was very confused and thought they were the same thing. Reading more carefully through them it has really helped me know the difference and better ways to help children learn to behave. Positive consequences were something I took for granted. I have always been positive to children but learning to use it in a positive personal message. It is very important for children to hear an adult being positive with them. When they hear a positive personal message it reminds them of the rules and they have more of a desire to keep up the good behavior.
Inhibiting consequences are better consequences than punishments. Punishments are pretty much just getting mad at a child but not really teaching them what is wrong with their behavior. Inhibiting consequences are actions that help children recognize how their behavior is affecting themselves or others. Natural consequences, logical consequences and unrelated consequences are the different types of inhibiting consequences to use. Natural consequences are best because children learn without adult intervention. Logical consequences are next to use using either rehearsal, restitution or temporary loss of privilege. Unrelated consequences are not the best to use and if you do they should be linked in time to what has happened.

Chapter 12: Handling Children's Aggressive Behavior
Types of Aggression:
Accidental aggression, Expressive aggression, Instrumental aggression, and Hostile aggression are the different types of aggressive behavior. Most aggressive behavior is accidental, where children hurt someone on accident. Expressive aggression is aggression that is also accidental but happens because they are enjoying swinging something or some type of motion that ends up hurting someone else. Instrumental aggression happens when a child really wants or is defending something and their actions end up hurting someone else. Hostile aggression is when a child hurts to inflict pain on someone else. Knowing these different types of aggressive behavior lets you know how to better help reduce the aggressive behavior.

Assertiveness Versus Aggression:
Assertiveness is something we want our children to become. As they are getting there sometimes it is hard to tell if they are being aggressive or assertive. When watching children interact with each other you have to be aware of their behaviors before you say if they are being aggressive or assertive. Assertive children do not give in to unreasonable demands, stand up for themselves, accept disagreements, and try to solve conflicts. As children are learning to be assertive they may make mistakes and during these times, as adults, we need to support and help them learn acceptable social behaviors.

Chapter 13: Promoting Prosocial Behavior
Steps to Acting Prosocially:
There are three different steps to acting prosocially. First being aware that there is a need, second deciding, and third action. Children have to first know that something needs to happen. If they do not know or can't tell that someone needs help adults should help them learn to recognize those cues. Second they have to make the decision to help. Three factors influence that decision. Relationship, mood , and self-perception. They usually only help those they are friends with, and when they are in a good mood. Self-perception was most interesting to me. Most children will only help if they view themselves as being someone that helps. If they hear adults describe them as someone that helps, or is cooperative, their self-perception is that. They are then more willing to help someone else.