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**Ground rules: Please do not include specifics details of a child, like name, features, etc. While we are discussing behaviors or actual experiences, we do want to honor and maintain confidentiality of the children and families we work with. Posts with a child’s name WILL be deleted as I cannot verify or validate if it is a fake name, etc.

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What are your initial thoughts and what chapter, or idea resonated with you the most?

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2. Have you experienced a time where an intervention was fueled by extinguishing a behavior rather than assessing the function and child’s perspective? What did that look like and what would you change after reading this chapter?

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3. Have you had an intervention “backfire” for the child before? Obviously, there is the extinction burst experienced for some behaviors, but what about the interventions that caused more harm rather than achieving their targeted outcomes? What would you do differently if you could have a redo?

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4. Which case/child example and iceberg resonated with you most and why?

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5. Have you heard of ACES or Trauma Informed care before? What do you think is most profound about either ACES or Trauma Informed Care?

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6. Hope for the Future: What do you plan to implement moving forward after reading this book?

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7. How do you plan to make a difference?

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Guided Reading Checkpoints & Padlet Discussion Dates:
-Part 1 (Chapters 1-3): February 9th Discussion Questions Posted
-Part 2 (Chapters 4-6): March 2nd Discussion Questions Posted
-Wednesday, March 9th, 6-7pm LIVE Zoom Discussion**
-Part 3 (Chapters 7-9): April 11th Discussion Questions Posted
-Wednesday, April 13th, 6-7pm LIVE ZOOM Discussion**

**Zoom Links for BOTH Meetings:
Join Zoom Meeting

https://us02web.zoom.us/j/87283679702?pwd=bXNmcnlSSzV4NjFHc2lIaDh2bjlVQT09

Meeting ID: 872 8367 9702

Passcode: KAIMH

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Discussion Questions, Part 2 (Chapters 4-6)

**Ground rules: Please do not include specifics details of a child, like name, features, etc. While we are discussing behaviors or actual experiences, we do want to honor and maintain confidentiality of the children and families we work with. Posts with a child’s name WILL be deleted as I cannot verify or validate if it is a fake name, etc. **

I will post each question individually so you can respond to each/as many questions as you want but still keep the thread and conversation with that discussion question.

Please feel free to add your own questions to this chat box.

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1. What are your initial thoughts and what chapter, or idea resonated with you the most?

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2. What are some ways you have taken a space or interaction YOU thought was safe and made it safe in the eyes of the child?

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3. How have you seen negative stress impact a child and were you able to change it into good stress?

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4. Mona discuss’ our own emotions effecting how we engage with children and includes a worksheet for adults on page 109. Do/did you find this useful and how do you plan to address your emotions in the moment moving forward?

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5. What are some ways that you reconnect, center, and focus back on the green pathway when you feel yourself going down the red or blue pathway?

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6. For those of you who work in a team setting; have you notice a colleague experiencing red and blue pathway behaviors and how do you help get them back on the green pathway?

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7. Taking time to really invest and help a colleague that is on the red or blue pathway can be very intimidating and a challenging conversation. Shout out and highlight a colleague that has helped you get you back on the green path and how did they help you.

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8. Have you heard of the IDEA method before and how did it work when you used it?

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9. Pages 137-139 have the Pregnancy and Early Months and Early History Worksheets, have you utilized something like this before? What did you learn and how did it impact how you worked with the child/family?

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10. Mona lists different de-escalation strategies on page 156. Do you have additional strategies that have worked well for you or have you used one listed and how was it successful for you, how did the child respond?

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11. Share one example of when play with a child was successful in fostering a safe relationship or provided insight to the child that you previously did not know. How did that impact your play and experiences with the child moving forward?

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Discussion Questions, Part 1 (Chapters 1-3)

**Ground rules: Please do not include specifics details of a child, like name, features, etc. While we are discussing behaviors or actual experiences, we do want to honor and maintain confidentiality of the children and families we work with. Posts with a child’s name WILL be deleted as I cannot verify or validate if it is a fake name, etc. **

I will post each question individually so you can respond to each/as many questions as you want but still keep the thread and conversation with that discussion question.

Please feel free to add your own questions to this chat box.

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1. What are your initial thoughts and what chapter, or idea resonated with you the most?

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2. In chapter 1, Mona discusses “What’s wrong with the Status Quo?” Do you agree/disagree or have anything additional to include in this?

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3. Have you been on the receiving end of one-type-fits-all feedback or plans that totally missed the mark? How would you have tailored the feedback or plan in a realistic and practical way, for you and the child?

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4. Have you experienced the “expectation gap” or had to coach and work with parents experiencing the “expectation gap”? What did you do and how did you overcome it?

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5. Have you had an “iceberg moment” with a child/family and how did you notice the “underwater” ice? What did you do after acknowledging the “underwater” ice?

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6. What are some examples of neuroception you have seen in your day-to-day setting with children?

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7. Have you heard of the Polyvagal Theory before and what are your thoughts? Do you agree/disagree with this theory and why?

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8. On page 21, Mona writes: “Instead of focusing on what we do to children, we prioritize how we are with them. Instead of focusing on eliminating behaviors, we need to provide children with signals of safety (personalized to their nervous systems) that allow social-engagement behaviors to emerge spontaneously.”

How do you think this would look in your day-to-day setting?

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9. Can you think of a time where you thought a child’s behavior was top-down, intentional and planned, when it was really a bottom-up behavior, stress response? How would you react now, knowing that difference?

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10. Is the house analogy helpful? Did you learn anything new? Will these process’ help you identify bottom-up or top-down behaviors and how?

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11. Have you heard or used the color coded, green, red, and blue pathways before to identify a child’s behaviors? I’ve also seen these described using a car analogy, where the child is either in the driver’s seat (green), backseat (red), or in the trunk (blue). How did/does it change your approach to engaging with a child?

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12. When evaluating or observing a child’s behavior and considering the child’s “underwater” iceberg, do you regularly consider the child’s sensory processing systems? If yes, what is your process, do you use a checklist like Mona’s example or another system. If no, is this something you are going to start incorporating and how.

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13. Have you used the team approach when working with a child/family? Who all was included? What worked well, what could have been handled better?

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We're keeping this momentum going with Mona's newest book launching Spring 2022: Brain-Body Parenting. Join us for a second book study in May!

The first 100 registrants to our spring KAIMH Conference will receive Brain-Body Parenting included in their registration!

More details to come in late spring!

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We're so excited for you to join our book study. My name is Courtney Hultgren and I'm excited to be the facilitator during our time together. Leave a comment with something your looking forward about the book study or where you're from!

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Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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The information contained on this site, blog posts, videos and interviews are for general education purposes and do not constitute professional advice. If you are a provider, it's important to seek training, continuing education or clinical supervision. If you are a parent, I encourage you to seek direct help from a qualified provider for your child and family. All identifying information, including names and other details, has been changed to protect the privacy of individuals. *The photos used are stock photography models and do not represent specific individuals in any way.

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Blog Archives - Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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The information contained on this blog is not a substitute for training, continuing education, clinical supervision, or the importance of individual consultation for each child and family. All identifying information, including names and other details, has been changed to protect the privacy of indi

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Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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Mona Delahooke, Ph.D. - Pediatric Psychologist - California

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Mona Delahooke, PhD, is a clinical and consulting pediatric psychologist specializing in supporting children and families.

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Mona Delahooke, Author of Beyond Behaviors is our Keynote speaker for the 2022 KAIMH Conference!

We hope to see you at the KAIMH Annual Conference on April 29-30th in Newton, KS!

Registration link coming soon!

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SAVE THE DATE! The 2022 Annual KAIMH Conference... Beyond Behaviors Book Study Dr. Mona Delahooke Pediatric Psychologist and Author Join KAIMH on March 9th and April 13th for a [...]