Managing and Motivating Participant Behaviors

Definitions

Behavior management Maintaining or altering positive relationships

Managing internal and external stimuli

Utilize prevention techniques—they are most effective behavior management tool

Definitions

Discipline Control by enforcing compliance or order

Should be principle-centered

Ultimate goal is self-discipline

Definitions

Behavior modification Used to increase desired, decrease undesired behaviors

Utilizes positive and negative reinforcements

Involves operant conditioning

Misbehavior

Misbehaviors are goal-directed, rarely personally directed at a leader

Motivation for misbehavior originates with unmet personal needs

Misbehaviors can be confused with excitement

Leader Issues

Know own “hot buttons”

Know own biases Be aware of position of power

Goal = Help others with self-discipline

Preventative Approach

Effective leadership techniques

Catch problems before they occur

Use sequencing, pacing, frequent monitoring

Appropriate time, appropriate equipment, quantity of equipment

Moral Education Approach

Teach a lesson about right and wrong

Utilize role-playing techniques to facilitate participant understanding

Ask “How would you feel if…?”

Least effective technique for youngsters

Affective Approach

Target emotions related to behaviors

Stress active listening Try to discover feelings that cause conflict

Assist with social skills

Behavior Modification Approach

Utilizes direct instruction Positive and negative reinforcement

Time out as negative reinforcer Common techniques

Shaping Chaining Fading Extinction

Assertive Discipline Approach

Be firm, direct, honest Appropriately express emotions

Use “I” statements Clearly state desired behaviors

Reality Therapy Approach

Change requires awareness

Confrontational questioning

“What were you doing just now?

Social Skills Training

Myth: Participants have social skills

Utilize direct instruction

Model desired behaviors Provide opportunities to practice skills

Develop strong relationships

Serve as a coach

Behavioral Therapy Approach

Goal is to change emotional and/or cognitive identity

Utilizes therapeutic processes and medications

Leaders may refer participants to trained therapists

Behavior Management Purposes

Maintain safety Help participants with appropriate conduct

Manage flow, control in activity Facilitate education, coaching Effective, efficient activity leadership

Easier to teach and lead participants

Behavior Management Factors

Developmental ability

Age Everyone develops at own pace

Physical abilities Cognitive abilities Emotional abilities Moral growth, stage

Behavior Management Factors Health/Disability Status Know behaviors associated with status

Underlying issues Gender

Be aware of stereotypical attitudes (“boys will be boys”)

Be aware of standards based on gender

Behavior Management Factors Cultural background

Attitudes and behaviors

Communication patterns

Eye contact Voice volume Pace of speech Use of physical touch Proximity

Why Needed…

Stealing Fighting Talking back Disruptions Disrespect Racial intolerance

Profanity

Lying Verbal abuse Whining Demanding leader attention

Sexual harassment

Reasons People Act Out

Boredom Over-stimulation Leader not interactive

Poor explanation Not enough equipment Personality conflicts

Reasons People Act Out

Testing personal power

Immaturity Fear (e.g., of intimacy, abandonment)

Unmet needs Many others…

Behavior Mgt Principles

Make it an agency process Assess self-awareness Be proactive Be prepared Offer corrective feedback Avoid neglecting the group

Behavior Mgt Principles cont’d

Focus on the behavior Protect the individual’s dignity

Nurture the target Be consistent and fair Target underlying causes Avoid power struggles

Make It an Agency Process

Should be systematic

Staff training/Staff manual

Assists in consistency

Assess Self-Awareness

Know your own “hot buttons” Consider the impact on others

Did my biases affect my judgment?

Am I being consistent? What can I learn from this?

Be Proactive

Climate of mutual respect Consistently model Send positive messages Learn names and use them often

Behavior management by walking around (BMBWA)

Be Prepared

Be ready for disruptions Examine all angles Play “what if?” Prepare for the…

Activity Transitions Conclusions

Offer Corrective Feedback Be immediate (if possible)

Give feedback in private Be specific Focus on the behavior State in “I” language Use understandable language

Avoid Neglecting the Group Singling out may drive negative behavior in group members

May lead to safety concerns Strive to minimize disruptions to the group

Focus On the Behavior

Appropriate feedback “Pat, pushing is unacceptable.”

Inappropriate feedback “Pat, you are bad.”

Protect Individual’s Dignity

Avoid “making an example” of someone

May cause group to lose trust in the leader, to rebel

Nurture the Target

Attend to the injured party

Model preferred behaviors Do not condone negative behaviors

Remember to avoid neglecting the entire group (requires more than one leader)

Be Consistent and Fair Provides sense of security to group

Consider uniqueness of all situations

Leader uses conceptual skills

Target Underlying Causes

Determine and treat causes of misbehaviors Physical factors Emotional factors Social factors Psychological factors

Avoid a Power Struggle

Argumentative behaviors = Counterproductive

Keep emotions in check

Provide options to involved participants

Unobtrusive Techniques

Define limits Plan well Provide ongoing clarification

Establish routines Offer appropriate challenges

Be inclusive Be clear and explicit

Unobtrusive Techniques

Front-load for success

Give, expect respect Treat people with dignity

Avoid some activities Meet basic needs

Unobtrusive Techniques

Use a question format Use appropriate eye contact Utilize proximity control Make no more than two requests

Allow time for compliance Make more start than stop requests

Unobtrusive Techniques

Be specific and descriptive

Use genuine reinforcement Redirect activity Employ regulated permission

Tolerate some misbehavior Use praise appropriately

Giving Praise

Be specific and target behaviors Use “I” statements (e.g., “I appreciate…”)

Be genuine and truthful Understand cultural nuances Praise often, try to catch participants doing something right

Avoid using words like “perfect”

Discernible Techniques

Positive discipline Modeling Use appropriate rules Positive reinforcement Punishment Consequences Behavior contract

Positive Discipline Give honest answers Hold realistic expectations

Give second chances Use encouragement

Modeling Demonstrate appropriate and desired behaviors

Avoid “Do as I say, not as I do” behaviors

Rules for Rules Have reasons Design with participants

State positively Be clear, succinct

Be equitable Define behaviors

Clarify and practice

Be appropriate Be enforceable Follow through Give a warning Have few rules

Positive Reinforcement Increases desired behavior

Types of reinforcement Primary Secondary Rewards

Punishment Decreases targeted behavior

Does not teach desired behavior

Penalizes individual for misconduct

Can lead to 4 Rs

Consequences

Arbitrary Nothing to do with the behavior

Logical Connected to action through logic

Natural Natural outcome of action

Consequences: Principles

Catch people doing something right Must be appropriate to the infraction

Must be clear, understood Must be balanced, doable Exclude emotions Do not withhold necessities Include participants in selecting consequences

Behavior Contract Formal behavior agreement Negotiate terms with participant Outline expectations for behaviors

Identify consequences of misbehaviors

Include time frame, length of contract

All parties sign, keep copies

Obtrusive Techniques

Time-out Physical intervention

Time-Out Not a place, but a process Explain why, where, how long Identify appropriate time period

Select undesirable location Avoid overuse

Physical Intervention Requires special training (in some states, certification is required)

Alert individual, if possible Used for safety of participants

Other adult presence recommended

Documentation needed

Ineffective Techniques

Yelling Threats Blaming Name-calling Sarcasm Physical punishment

Calling parents

Selecting Techniques

Leader Skills Experience Preferences Personality

Participant Age, developmental stage

Culture

Selecting Techniques

Avoid miscalls, such as Overreacting to withdrawn individuals

Tired of being understanding Feeling need to maintain absolute control

Mistaking excitement for disruptions

Blaming those not at fault

Motivation

Internal drive based on need

Impetus for behavior choices

Choice of action Directed toward meeting the need

Maslow’s Hierarchy of Needs

McClelland’s Trichotomy

Achievement Sports, fine arts

Power Winning prize, award

Affiliation Book clubs, quilting bees

Sources of Motivation

Intrinsic process Engage for sheer fun of it

Instrumental Motivated by external tangible rewards

Self-concept—external Motivated by the social status individual will achieve

Sources of Motivation

Self-concept— internal Maintain personal standards

Goal internalization Adopt behaviors congruent with personal values

Flow Theory

Facilitating Motivation

Manipulating the environment Physical Psychological Socioemotional

Manipulating Environment

Physical Colors Posters Noise Temperature Lighting

Psychological Challenge level Feedback

Socioemotional Manage group size Meet need to belong

Meaningful objectives