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Any tips or additions/trainings for using positive discipline with parents of children with special needs? May be some activities resonate better than others???

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I'm curious about supporting parents with older children. What suggestions do you have for supporting resistant parents?

What is the reason for resistance? Change? Change is difficult based on beliefs made. The book has many great chapters with information that can help us, as facilitators, understand various situations and topics. Let's discuss this in class to brainstorm ideas.

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Kelly will facilitate PHP and assist with the ABC groups.

After Kelly shares a demo, each individual will have 35 minutes in their breakout rooms to facilitate PHPPSS. There will be ample time to review the questions in the parking lot. Enjoy! Thank you, Kelly.

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Any tips for working with parents who might be less attuned to how they feel (and therefore how their child might feel or think), who may have very rigid ways of assuming what a child needs, and how as a parent they are thinking and parenting per the way they may have been brought up? I imagine it might be hard for parents to feel confident or persuaded by some of these alternative positive discipline methods and roleplays.
- Sarah

Reply: Let's discuss this in class. Beliefs made in childhood show up in our daily life.

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I love being an occupational therapist. It is part of my identity. I am married, no children. I enjoy spending time painting, listening to books, reading books, cooking and walking in the beautiful pacific northwest parks.

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I wonder the place of parent's personality in PD principles?

Reply: We are going to look at how we show up with the Top Card activity today

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What is the connector between firmness and kindness of discipline? to avoid harshness and permissiveness.

Reply: We are going to discuss Firm and Kind today.

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My reflections after watching the videos:
1. While problem solving with children, an invitation to reflect on their actions and participation in creating workable solutions is key.
this helps the parent to also calm down
2. Vulnerability of a parent when on the wrong is critical to pull the child closer and towards not away
3. Firmness in the solutions is important for me as a parent

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I am excited to be in this class. I am a Christian, married to Charles in the last 13 years. We got 2 biological daughters; 12 and 10 and 4 foster ones 3 boys and 1 girl. We live and work in Nairobi. I am a trained community worker, church minister and family therapist. Currently working with Scripture Union, Kenya in coordinating Family programs. Before, I worked in the civil service for 5years: Agriculture section, in the graduates section of the Evangelical movement of students in the institutions of higher learning for 7years and in Administration and programs office at my local church for 3years. I enjoy spending time to build and grow others especially on family matters. My hobbies are cooking unique delicious foods and travelling.

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Day 4 Agenda (2 hours 30 minutes) Creating Supportive Parent Communities.

Continue with the presentation of activities by the participants

PHPPSS Demonstration (TP Manual pp.361, 358 or Handouts -Padlet/Resources)

Closing - Facilitation

Assignment(optional) Video Part 4 (Review the following videos)

Warm-up - Squiggles

CURIOSITY QUESTIONS are also known as Asking vs. Telling (modified)

Fighting Kids and the 3 B’s

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Janine (She/they pronouns) - Davis, CA, USA

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Janine (She/they pronouns) - Davis, CA, USA

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I work with the Healthier Kids Foundation and I would like to create more culturally competent health promotion and educational materials.

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Being sensitive to each other's time allocation

Listen more without a lot of disruptions from the other participants

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Mother of a 6 year old boy
Social Worker and supervisor, working with children and youth-at-risk
Forest school coach
Satir Therapy trained

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I live in the US and work with children with special needs from diverse cultural backgrounds. I love that through my work, I can make a difference in lives of children and help them be successful now and in their future.

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Singapore
Social worker working with children and youth
Loves nature walks, books, music, and a spot of Netflix to unwind

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Mother of 3 below 7
Trained in Satir Family Therapy, Social Work and Montessori (3 to 12 years old)
Nature and book-lover. Globetrotter and advocate of mindful living.

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mother of two boys
teacher in a primary school
Work at home this year
Living together with parents-in-law

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Mother of 3 boys
Parent and Me Teacher
Curator of Holistic Remedies

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I'm a mother of 2 beautiful boys and work for Prevent Child Abuse NJ. I'm also excited to support Black families who are providing human milk for their children through the Chocolate Milk Cafe. I'm excited to bring the information I learn to my community and work moving forward.

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Singapore
https://www.linkedin.com/in/vincentwangzx/

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Vincent Wang - Assistant Senior Social Worker - SHINE Children and Youth Services | LinkedIn

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Worked for years with a focus on helping children and youths with schoolgoing needs. Experienced in looking out for signs of abuse and neglect in children, and able to work with families and community partners to ensure their safety and protection. Worked on capacity building of educators to be equi…

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San Diego

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A social worker who has been working with children and youth, together with their caregivers, for many (many) years. Love working with this group as they keep me young and teach me lots as I grow in my own journey as a mother.

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Day 6

Q&A

PHPPSS continues

Making an agenda

About PDA and next steps

Continuum of Change

Closing (tool learned, insight, and next steps) share in a small group

Evaluation Become a PDA member

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Book Reading (optional during the session or afterward the training)

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Book Reading (optional during the session or afterward the training)

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Is there a certain schedule for reading through the books and/or completing the workbook?  Thank you! Hi Kimberly. Reading along with the training is a wonderful way to learn. Here is a schedule for reading along:
Session 1 - Chapters 1-3
Session 2 - Chapters 4-6
Session 3 - Chapters 7-9
Session 4 - Chapters 10-11
Session 5 - Chapter 12 - Review the manual fully

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Day 5 (2 hours 30 minutes) Our Styles and Facilitation

Warm UP

Decide what you will do and follow through (TP Manual p. 125)

PHPPSS - Yogi

PHPPSS ABC Groups (3 per room) TP Manual pp. 331-346 and Handout

Assignment(optional) Video Part 5 (Review the following videos)

PHPPSS ABC GROUPS

FAMILY MEETINGS – demo

Routine Chart

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Day 3 (2.30 hours) Understanding Behavior

Chat storm – What pushes my buttons? (warm-up)
Participants facilitate activities (Five breakout rooms, 15 minutes to practice, 8-12 minutes to facilitate with the whole group participants, 3-5 minutes for feedback).
Facilitation by the participants (see details on the Padlet)

Assignment(optional) Video Part 3 (Watch the following videos)
TOP CARD - Lynnlott.com
Plusses and Wishes
Mistaken Goal Video

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Day 2 Agenda On-Line Session 2 (2 hours and 30 minutes) Parenting for the Long Term

Courage Warm-up and Zoom Tools (Annotate, Screen share, screenshot, mute, video/computer, video on and off, screen views, pinning/ split-screen
Discuss two roles in the workshop: one as Parent Educator and one as Parent
What is discipline? The 5 Criteria of Positive Discipline (TP Manual p. 132)
CURIOSITY QUESTIONS
Activity: COMPETENT GIANT and FOUR R’S OF RECOVERY FROM MISTAKES (TP Manual p. 99 and 191) Session 1
CONCEPTS OF ALFRED ADLER
KINDNESS & FIRMNESS (Focus Only On – TP Manual p. 231)
MISTAKEN GOAL Iceberg Deep (TP Manual p. 197)
Assignments
Top Card if there is time

Assignment(optional) Video Part 2 ((Watch the following videos)
Two Lists and Draw a Child
Mistaken Goal Chart and PHPPSS
ABC Groups
Read Tips for Facilitation (Padlet and Google Docs)

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On-Line Session 1 (2 hours 30 minutes) Introducing… You, Me, and PD!

Welcome, Facilitator and participants introductions
Warm-up (Intro) Breakout rooms
Introductions: Share your first name, where you are from, and what you hope to learn (chart in the chat box)
Develop our agreements (chart)
Jobs- Timer, Chat box Monitor, Hand Monitor, Photographer (chart)
Preview the materials together.
Manual walkthrough
Teaching Parenting is and 4 Components of Parenting Class
Activity: What is Positive Discipline? What is Diversity
TWO LISTS, Do as I Say (TP Manual p. 351 and 25)
Activities presentation on session 3

Assignment(optional): Video Part 1 (watch the following videos)
Warm-up T-Shirt Activity (watch a video)
Competent Giant
Parking Lot and Questions

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Contributions
Scribes/  Mansi and Melissa
Time Keeper | Jillian
Chatbox and Hand Monitor (keep track of information in the chat and watch for hands raised. Add page numbers and information in the chat as necessary)| Sarah and Yan
Photographer/Screenshot | Pepei and Cindy
Assignment reminder | Monica
Reading for the group (books, information from the manual) | Keya, and Jacinta
Tech Support (Padlet) Share the link to chat weekly | Vincent

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- Raise hands to speak
- Respectful listening and open mind and embracing learning
- Speak from the "I."
- Arrive on time
- Turn off the camera when the internet connection is unstable
- Audio is difficult to hear - Use the "Chat" option
- Being sensitive to others' time allocation to speak
- Listening more and moving fast (fewer disruptions)
- Use reactions to show emotions
- Listen to your body - move as needed
- Engaged and contribution
Being sensitive to each other's time allocation

Listen more without a lot of disruptions from the other participants

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You can learn more about the activities by joining the mentor groups

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Positive Discipline Association - Authorization required

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Positive Discipline Association promotes and encourages the development of life skills and respectful relationships in families, schools, businesses and communities.

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https://www.youtube.com/watch?v=ZQUxL4Jm1Lo

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What is imposter syndrome and how can you combat it? - Elizabeth Cox

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https://implicit.harvard.edu/implicit/takeatest.html

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Top Card Activity Words of Encouragement Would you like to know more about your personality? Try this! Which do you tend to AVOID most? Stress and Pain Your Personality style is Comfort or Avoidance (You're like the Turtle) And perhaps when you are stressed, You do the following... Expand Make jokes.

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Have you ever found yourself saying, "I'll never do that again," only to find yourself doing the exact same thing just a short time later? If so, you're not alone. It's likely all of us have repeated some of our mistakes at one time or another.

But making the same mistakes over and over can be costly in more ways than one. Perhaps your team has lost faith in you because your behavior doesn't match your words. Or maybe your errors have cost you or someone else a lot of money.

The good news is, you can take steps to learn from your mistakes. Then, instead of repeating them again, you'll gain valuable wisdom that will help you in the future.

Here are five ways to learn from your mistakes:
1. Acknowledge Your Errors
So often, leaders say things like, "I'm sorry you felt that way," or "It's unfortunate it didn't work out." But blaming other people or minimizing your responsibility isn't helpful to anyone.

Before you can learn from your mistakes, you have to accept full responsibility for your role in the outcome. That can be uncomfortable sometimes, but until you can say, "I messed up," you aren't ready to change.
2. Ask Yourself Tough Questions
While you don't want to dwell on your mistakes, reflecting on them can be productive. Ask yourself a few tough questions:
* What went wrong? * What could I do better next time? * What did I learn from this?
Write down your responses and you'll see the situation a little more clearly. Seeing your answers on paper can help you think more logically about an irrational or emotional experience.
3. Make A Plan
Beating yourself up for your mistakes won't help you down the road. It's important to spend the bulk of your time thinking about how to do better in the future.

Make a plan that will help you avoid making a similar mistake. Be as detailed as possible but remain flexible since your plan may need to change.

Whether you find an accountability partner or you track your progress on a calendar, find a way to hold yourself accountable. Keep in mind that what works for one person might not work with someone else.
4. Make It Harder To Mess Up
Don't depend on willpower alone to prevent you from taking an unhealthy shortcut or from giving into immediate gratification. Increase your chances of success by making it harder to mess up again.

As a psychotherapist, I've worked with people who have found some creative ways to become more disciplined. I once worked with a woman who blew her budget every month because she shopped online late whenever she was bored.

To prevent herself from having instant access to her cards, she froze her credit cards in a big block of ice. She'd have to wait for the ice to melt to get the number. Whenever she found herself trying to thaw the block of ice, she would pause and realize how ridiculous the situation was and she'd stop short of spending money she didn't have.
5. Create A List Of Reasons Why You Don't Want To Make The Mistake Again
Sometimes, it only takes one weak moment to indulge in something you shouldn't. Creating a list of all the reasons why you should stay on track could help you stay self-disciplined, even during the toughest times.

I once worked with a woman who wanted to stop talking to her ex-boyfriend. She knew he wasn't good for her but she couldn't' resist answering the phone whenever he called.

She created a list of all the reasons why she shouldn't talk to him-it was bad for her mental health, they were toxic together, etc. She laminated the list and taped it to the back cover of her phone. Whenever he called, she'd turn her phone over and begin to read over the list. It helped her resist the temptation to answer the phone.

Self-discipline is like a muscle. Each time you delay gratification and make a healthy choice, you grow mentally stronger.
Move Forward With Your New-Found Wisdom
Sometimes, mistakes aren't just one big blunder. Instead, they're a series of little choices that lead to failure. So pay attention to your errors, no matter how big or how small they might seem. And recognize that each mistake can be an opportunity to build mental muscle and become better.

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5 Ways To Turn Your Mistake Into A Valuable Life Lesson

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Have you ever found yourself saying, "I'll never do that again," only to find yourself doing the exact same thing just a short time later? If so, you're not alone. It's likely all of us have repeated some of our mistakes at one time or another.

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Emotion in Education: An Interview with Maurice Elias

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The first step is to complete one of our certification workshops.

If you are already certified we encourage you to join at the Educator level. If you are interested in pursuing our Advanced Candidate Training program, you can join at the Trainer Candidate level. When you apply to upgrade your membership to Trainer Candidate, we will send you an application. Those who have completed the Advanced Candidate Training are members at the Trainer level.

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Positive Discipline Association - Benefits and Pricing

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By joining the Positive Discipline Association as a Supporter, Educator, Trainer Candidate, Trainer or Lead Trainer, you're helping to create more peaceful homes, schools and communities.

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Join us each session using the link below for five sessions. Use the same link for the five sessions.                     

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Join us each session using the link below for five sessions. Use the same link for the five sessions.                     

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Join Zoom Meeting
https://us02web.zoom.us/j/9393754642

Meeting ID: 939 375 4642

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My name is Yogi. I was born in India and moved to the USA when I was about to turn 13. I hold a degree in school administration and certificates in Montessori and Yoga. I went to school in Queens, NY, and moved to MD, USA, to work for a restaurant chain at 23. Before my children were born, I  worked as a restaurant manager and trainer, owned a restaurant, and managed operations for the first online grocery delivery company in Atlanta before moving to San Diego with my husband and two children.
Children are such a gift! I became a teacher once my children were 3 and 4.5 years of age. I started the school in my home after taking Montessori training in 1999.
We opened a larger facility in 2004 and later a second location in 2008, and I could spend quality time with my children. I met terrific parents, teachers, and children while I worked at the school. When I offer parent education and PD seminars, many parents share how they used some of the tools they learned from this training. I discovered Positive Discipline in 2004, which helped our family immensely, though there were still challenges. I am not sure what I would have done without PD. I  left my position as a Head of Schools a few years ago. I love gardening, baking, walking, spending time with my family and friends, connecting with participants at the workshop, and much more. After leaving the school, I volunteered in various ways that filled my heart. One thing you might not be shocked to hear is that I offer yoga to young at heart over 40 years of age. My dad is 88, and my student. I  want to make a difference in the life of children via education and encouragement. I am blessed to be loved and accepted by my community and family. I am currently working on being gentle with myself. Can anyone relate? LinkedIn: https://www.linkedin.com/in/yogi-patel-6639649/

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Parents Helping Parents Problem-Solving Steps

1. Invite the volunteer to sit next to you and explain that he or she is now a co-facilitator because everyone can learn from the demonstration. Ask for a scribe to write on a flip chart: the volunteer’s name, spouse’s name, the names and ages of all the children, and other household members.

2. Ask the volunteer to share a newspaper headline of the concern (just a few words). Ask the group for a show of hands of those who have had a similar concern or feelings. Point out how many people he/she will be helping.

3. Ask the volunteer to describe the last time the problem happened, in enough detail, so the group can role-play the problem later in Step #7. “What did you do and say? What did the child (or others) do and say? And then what happened?” Include others who may have been in the room or another room.

4. Ask, “How did you feel?” If he/she has trouble (or says, “frustrated”), show the “Feelings Column 2” on the “Mistaken Goal Chart” and ask him/her to choose the feeling that comes closest.

5. Ask the volunteer to read columns 3 and 4 after the chosen feeling, to verify if this is how he/she reacts, and how the child responds. If it doesn’t fit, ask the volunteer to find the rows in columns 3 and 4 that do fit. Then read column 5 to identify the belief, and column 6 for one or more ways adults may contribute.

6. Ask the group, “How many of you have had similar feelings, reactions, or beliefs?” Let the group know that this is just a working hypothesis.

7. Set up a role-play. Invite the volunteer to role-play the child. (Use your intuition about offering other choices.). Include volunteers to play people who might have been in the same or another room. Ask for volunteers to play each part, starting with the lines they heard during the description of the problem. Advise that they “act” the part while being in the here and now to respond to what is happening now, not how they think the child usually responds—and to exaggerate and have fun.

8. Stop the role-play as soon as you think they have had time to experience feelings and decisions (usually two minutes or less). Ask the role-players (starting with the child) what they were thinking, feeling, and deciding (to do) as the people they were role-playing.

9. Put the volunteer in a “cone of silence" (to listen, but not respond). Ask the group to brainstorm solutions. Be sure they are addressed to the scribe at the flip chart for recording, not to the volunteer. Invite the group to refer to the last two columns of the Mistaken Goal Chart, the Positive Discipline Tool Cards, or ideas from their wisdom.

10. Ask the volunteer to listen closely while the scribe reads all the suggestions, and then choose one to try. Bring back the volunteers to role-play with the volunteer playing him/herself (so he or she can practice) or to play the child if a punitive suggestion is chosen (so he/she can experience the child’s reaction). At the end of the role-play, process the thoughts, feelings, and decisions of each role player, starting with the child.

11. Ask for a verbal commitment from the volunteer to try the suggestion for one week and report back to the group.

12. Invite 3 or 4 people from the group to express their appreciation for the volunteer by asking, “What help did you get for yourself by watching this? What did you see that you appreciate about the volunteer? What ideas did you see that you could use?”

Teaching Parenting the Positive Discipline Way Lynn Lott and Jane Nelsen       www.positivediscipline.com (Revised 3/28/19)

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Online Teaching Parenting Workshop Evaluation Form - English

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Online Teaching Parenting Workshop Evaluation Form - English.

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Teaching Parenting October 2022 - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Click on this image and find the mottos that most resonate with you.

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Activities facilitated by the participants:

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Activities facilitated by the participants:

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1. POSITIVE TIME OUT p. 287 (11 minutes) Jacinta and Janine

2. MR. PUNISHMENT p. 271 (12 Minutes) PaiPai and Jillian

3. EMPOWERING VS. DISCOURAGING p. 155 (8 minutes) Keya and Monica

4. FAMILY MEETING p.169 (12 minutes) Manasi and Cindy

5. WHEEL OF CHOICE p. 56 (8 minutes) Xinyan and Vincent

6. FAMILY FUN p. 167 (10 minutes) Sarah and Melissa

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Jared's Cool-out Space
https://www.positivediscipline.com/products/jareds-cool-out-space-childrens-picture-book