Managing Behavioral Issues in Child Care and Schools
American Academy of Pediatrics (Verlag)
978-1-61002-370-2 (ISBN)
This new quick reference guide provides child care directors, teachers, and caregivers with essential information on managing emotional and behavioral issues in group care settings.
Topics cover social-emotional development, biting, napping difficulties, post-traumatic stress disorder, gender development, self-stimulation behaviors, and more. In addition to behavioral issues commonly seen in small children, epigenetics, medications, toxic stress, adverse childhood experiences, and how to help children who have undergone traumatic experiences are touched on by the editors.
The book contains 25 quick reference sheets on topics such as ADHD, ASD, depression, tantrums, and separation anxiety. In addition, sample daily report forms, medication forms, and other informative documents to support working with young children are also included in this comprehensive guide.
Case studies are also presented on various difficult situations with small children in a classroom setting and discuss how these situations might be handled.
A pediatrician and child and adolescent psychiatrist, Dr Mary Margaret Gleason's areas of specialty are infant and early childhood mental health and the integration of mental health services into non-mental health settings. She trained at Brown University in a triple board residency and completed an infant mental health fellowship at Tulane, where she has been on faculty since 2003. Currently, she is the clinical director of federally and locally funded consultation programs to pediatric, perinatal health care providers and early intervention professionals and is active in training medical students and residents in pediatrics, child psychiatry, and triple board. She is particularly interested in early identification and has validated an early childhood mental health screening tool, the Early Childhood Screening Assessment. She led the development of American Academy of Pediatrics guidelines for evidence-based mental health treatment for young children and has been active in the Academy since residency. She is also honored to sit on the boards of Zero to Three and the National Association of Child Psychiatry Access Programs. Allison Boothe Trigg, PhD, is a clinical psychologist and associate professor at Tulane University School of Medicine in the Institute of Infant and Early Childhood Mental Health, where she co-developed the Tulane early childhood mental health consultation model (ECMHC), which focuses on supporting young children's social-emotional development in early education settings. She has directed the statewide TIKES ECMHC program for over 12 years. Dr Trigg has published peer-reviewed articles on ECMHC and has spoken to many national groups about the Louisiana ECMHC model, including Zero to Three, the American Academy of Pediatrics, and the US Office of Family Assistance. Prior to joining the faculty at Tulane, Dr Trigg received a master's degree in Marriage and Family Clinical Psychology from Pepperdine University and a master's and doctoral degree in Clinical Child and Adolescent Psychology from The University of Alabama. She completed a postdoctoral fellowship in infant mental health at Tulane University, where she evaluated and treated children under 5 years of age in foster care, as well as their parents.
1. Managing Behavioral Issues in Child Care and Schools: Introduction and Overview
Introduction
Overview
Summary
2. The Social and Emotional Development of Young Children
Introduction
Emotional Development
The Effect of Temperament
Caregiver-Child Attachment Considerations
Social Development
Typical Concerns of Early Childhood
Responding to Challenging Behavior
Additional Resources
3. Contributors to Social-Emotional Development
What Influences Young Children’s Social-Emotional Development?
Genetics and Epigenetics
Medical Conditions
Environmental Factors
Community Factors
Adverse Childhood Experiences
Protecting Children
4. Promoting Well-Being in Early Care and Education Settings
Center-Level Well-Being
Family-Level Well-Being
Classroom-Level Well-Being
Child-Level Well-Being
5. Addressing Challenging or Disruptive Behaviors
The ABCs of Behavior
Step 1: Identify the Behavior(s) to Target
Step 2: Consider Contextual Influences
Step 3: Observe What Occurs Immediately Before the Behavior (the “Antecedent”)
Step 4: Consequences
Step 5: Understanding the Meaning of Behavior
Step 6: Responding to the Child’s Need, Preventing the Behavior, and Teaching New Behaviors
Step 7: New Responses
Crisis Responses
Concerns Specific to Infants
Consider Infant and Early Childhood Mental Health Consultants
Implicit Bias and Its Role in Behavioral Expectations
6. Children With Special Needs
Children With Developmental Delays
Children With Autism Spectrum Disorder
Children with ADHD
Children Exposed to Trauma and Adversity
Recognizing Children Who Are Not Safe
Children With Chronic Medical Conditions
Children Taking Medications That Influence Social-Emotional Functioning
Common Medications That Influence Social-Emotional Functioning
Over-the-Counter Medications and Nonpsychiatric Medications That Can Influence Social-Emotional Functioning
Summary
7. When the Usual Approaches Aren't Working
Partnering With Parents
Anticipating Challenges
Mental Health Consultation
Community Resources
Clinical Professional Partners
Professional Partners
Evidence-Based Treatments
Suspensions and Expulsions
8. Case Examples
The Case of the Peaceful Pusher: A Child Who Pushes Often
The Case of the Absent Antecedent: A Child Who Seems to Become Aggressive for No Reason
The Case of No Napping
9. Quick Reference Sheets
Adoption
Aggression
Attention-Deficit/Hyperactivity Disorder
Autism Spectrum Disorder
Biting
Child Abuse
Consistent Crying
Depression
Developmental Delays
Difficulties With Sharing Objects
Difficulty Participating in Group Activities
Disruptive Behavioral Disorders
Fear and Anxiety
Gender Development
Hyperactivity
Napping Difficulties
Obsessive-Compulsive Disorder
Physical Altercations
Posttraumatic Stress Disorder
Responding to Tantrums
Selective Mutism
Self-stimulation
Separation Anxiety
Sleep Disorders
Violence
10. Sample Forms
Infant Daily Report Form
Teacher Daily Report Form
Incident Report Form for a Child With a Minor Injury
Behavioral Report Form
Daily Report Home
Introducing…Me! Form
Early Childhood Screening Assessment 24 Form
Medication Administration Packet: Authorization to Give Medicine
Medication Administration Packet: Receiving Medication
Medication Administration Packet: Medication Log
Medication Administration Packet: Medication Incident Report
Medication Administration Packet: Preparing to Give Medication
Information Exchange on Children with Health Concerns Form
Parent/Health Professional Release Form
Emergency Information Form for Children With Special Needs
Care Plan for Children with Special Health Needs
11. Resources and Links
Adoption and Foster Care
Promoting Positive Behaviors
Anxiety
Attention-Deficit/Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder and Sensory Concerns
Caregiver-Child Relationships
Child Abuse and Neglect
Depression
Development
Gender Development
Sleep
Social-Emotional Development
Trauma
12. Glossary
Appendix A: Mandatory Reporters of Child Abuse and Neglect
Appendix B: Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act
Index
| Erscheinungsdatum | 17.07.2020 |
|---|---|
| Zusatzinfo | 37 illustrations |
| Verlagsort | Elk Grove Village |
| Sprache | englisch |
| Maße | 213 x 276 mm |
| Gewicht | 900 g |
| Themenwelt | Medizin / Pharmazie ► Gesundheitswesen |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Pädiatrie | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-61002-370-6 / 1610023706 |
| ISBN-13 | 978-1-61002-370-2 / 9781610023702 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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