Understanding & Guiding Behavior
Monique offers Oregon Registry Training for Set I Standards, as listed below. Please contact Monique to schedule an inservice training at your school or at Creative Roots.
Knowledge of developmentally appropriate and culturally appropriate guidance theories, principles and practices. Providing positive guidance to foster self-esteem, self-regulation, constructive behavior, and positive relationships for children and youth.
Key Concepts:
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Supporting Explanations:An understanding of how children and youth develop and knowledge of guidance and discipline theories will lead to strategies that foster self-esteem, self-regulation, constructive behavior, and positive relationships.
A positive regard for children and youth by nurturing adults, in an environment of mutual respect, promotes healthy learning and development. Pro-social behavior can be learned through modeling of appropriate behaviors by others. When designing programs that support pro-social behavior, it is important to be knowledgeable of both developmental and environmental-social factors, such as diverse values, cultural influences, individual needs, abilities, and learning styles. The end result will be developmentally and culturally appropriate guidance and discipline. |
Understanding & Guiding Behavior Standards
| SET ONE STANDARDS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO STANDARDS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE STANDARDS FOR OREGON REGISTRY STEPS 9.5-10 |
| Overview of major principles in understanding and guiding behavior | Examination or application of major principles and theories in understanding and guiding behavior | Focused critical examination and comparison between major theories and research on understanding and guiding behavior |
| Discussion of how developmentally appropriate guidance and discipline strategies come from knowledge of development and relationships | Examination or application of various guidance and discipline strategies to promotion of healthy development and relationships | Analysis and practical research in developmentally appropriate guidance and discipline strategies |
| Introduction of theory on guidance and behavior | Exploration or application of theory and research on guidance and behavior | Focused critical examination of theory and research on guidance and behavior |
| Description of behavior in context of personal factors, such as developmental stages, temperaments, and/or learning styles | Examination of behavior in context of personal factors, such as developmental stages, temperaments, and/or learning styles | Theoretical and practical research on behavior in context of personal factors, such as developmental stages, temperament |
| Description of behavior in context of environmental factors, such as families, cultures, and/or other external influences | Examination of behavior in the context of environmental factors, such as families, cultures, and/or other external influences | Theoretical and practical research on behavior in context of environmental factors, such as families, cultures, and/or other external influences |
Understanding & Guiding Behavior Sample Topics
| SET ONE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 1-7 |
SET TWO SAMPLE TOPICS FOR OREGON REGISTRY STEPS 7.5-9 |
SET THREE SAMPLE TOPICS FOR OREGON REGISTRY STEPS 9.5-10 |
| Principles of guiding behaviorAppropriate guidance techniques based on human developmentDeveloping guidance strategies with families
Facilitating the development of self-control and empathy in children Facilitating trust, security, and independence in children Cooperative strategies of guidance Modeling and promoting positive, warm, nurturing relationships Reflecting respect for self and others Supporting children/youth in the process of maturation Appropriate adult supervision Natural consequences Behavior in the context of temperaments Self regulation Brain development and self regulation Behavior and environment |
Theories in guiding behaviorCooperative strategies that demonstrate realistic expectationsRelationship between trust, security and independence
Interactions among guidance, human development, and positive relationships Theories of child development applied to individual and group management techniques Instruction and guidance that address individual differences Development of individual guidance plan Supportive climates that encourage open communication Individual behavior problems related to stress Responding to different temperaments |
Research in guiding behaviorIn-depth study of interactions between guidance, human development, and positive relationshipsIn-depth study of interactions among guidance, learning environment, and curriculum
Guidance programs that respect diversity Development of individual and group guidance policies Analysis of cooperative strategies of guidance Intervention and conflict resolution in children’s playing and learning Strategies for positive adult-child and child-child communication Research in individual guidance and group management techniques
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