• Welcome, Facilitator and Hosts introductions
• Warm up (Intro)  Breakout rooms
• Introductions: First name, where you are from, 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; 4 Components of Parenting Class
• Activity: What is Positive Discipline? What is Diversity
• COMPETENT GIANT
• Overview of Iceberg
• What is discipline? The 5 Criteria of Positive Discipline (TP Manual p. 132)

• Warm-up T-Shirt Activity (watch a video)
• Competent Giant
• Parking Lot and Questions
  
  

• Courage Warm up and Zoom Tools (Annotate, Screen share, screen shot, mute, video/computer, video on and off, screen views, pinning/ split screen

• Discuss two roles in workshop: one as Parent Educator and one as Parent

• TWO LISTS, Do As I Say (TP Manual p. 351 and 25)

• CURIOSITY QUESTIONS

• Activity: (If not covered on day 1) COMPETENT GIANT and FOUR R’S OF RECOVERY FROM MISTAKES (TP Manual p. 99 and 191) 

• CONCEPTS OF ALFRED ADLER (Chapter 2 and Handout)

• KINDNESS & FIRMNESS (Focus Only On – TP Manual p. 231)

• Facilitation skills – What have you noticed so far? Read document on Padlet

• Assignments (Set up our 5 presentation groups for Session 3 and assign the activities. Please read yours in advance. The activities are in your Facilitator Manual (download tab - 2nd document)

  1. BRAIN IN THE PALM OF YOUR HAND p. 93 - Melody

  2. POSITIVE TIME OUT p. 287 - Lucija

  3. ENCOURAGEMENT VS. PRAISE p. 149 - Patrycja

  4. MR. PUNISHMENT p. 271  - Sara and Melissa

  5. EMPOWERING VS. DISCOURAGING p. 155 - Sarah

  6. WHEEL OF CHOICE p. 347 - Karlie

  7. FAMILY MEETING p. 169 - Mariana

  8. Routine Charts Kyle

Video Part 2 ((Watch the following videos)

• Two Lists and Draw a Child

• Mistaken Goal Chart and PHPPSS

• Top Card

• ABC Groups (Yellow)

• Write all about me

• Read  facilitation tips article (Available on the G-Docs under day 2)

• Group photo during session 3 and prepare your activity for session 3

• Chat storm – what really pushes my buttons? Color of anger (warm-up) and manual exploration

• Participants facilitate activities (Five breakout rooms, 12 minutes to practice, 10 minutes to facilitate with whole group being participants, 5 minutes for feedback).  Activities: BRAIN IN THE PALM OF YOUR HAND p. 93, POSITIVE TIME OUT p. 287, ENCOURAGEMENT VS. PRAISE p. 149, MR. PUNISHMENT p. 271, (15 min) EMPOWERING VS. DISCOURAGING p. 155.

• Pluses and Wishes – TP Manual Closing Activity - Facilitation 

Video Part 3 (Watch the following videos)

• TOP CARD - Lynnlott.com

• Plusses and Wishes 

• Mistaken Goal Video

• Warm Up
• Complete facilitation of two activities from the last session
• Top Card
• MISTAKEN GOAL Iceberg Deep (TP Manual p. 197) PHPPSS Demonstration (TP Manual pp.361, 358 or Handouts.)
• PHPPSS ABC groups (TP Manual p. 371 or Handout)
• PHPPSS discussion
• Read - Facilitating the Positive Discipline Way – When an activity doesn’t work, group dynamics, dealing with difficult participants, using PD activities that are a good fit for your audience – digging deeper in to manual (TP Manual)

• Warm UP 
• Decide what you will do and follow through (TP Manual p. 125)
• PHPPSS 
• ABC Groups for PHPSS
• Closing 

• PHPPSS ABC GROUPS
• FAMILY MEETINGS – demo
• Routine Chart
• Crate an agenda for your class and bring it to session 6
• Review the manual and ask questions. Use the Parking Lot tab
  
  

• Warm Up – PD Communication and individual learning
• 9 Steps for Effective FAMILY MEETINGS (TP Manual p. 171)
• Breakout rooms - Fun (TP Manual p. 167) 4 groups
• The Positive Discipline Association, next steps, certification, parenting classes, etc. (Handout)
• CONTINUUM OF CHANGE (TP Manual p.105) 
• Closing CELEBRATION (Candle) – Share one aha, learning, next step
• Evaluations

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?”
    
    

 POSITIVE TIME OUT 287, (12 minutes)

ENCOURAGEMENT VS. PRAISE p. 149, (8 minutes)Yogi

MR. PUNISHMENT . 271, (15 Minutes)

EMPOWERING VS. DISCOURAGING . 155. | (8 minutes)

FAMILY MEETING p.169 -  A. 12 minutes)

Time Keeper

Chat box and Parking Lot Monitor

Hand Monitor

Photographer/Screenshot

Attendance

Scribe

I came out of a happy retirement because the perfect job as a part time lower school (pre-k through 5th grade) counselor landed in my lap! I have a MSW and a school counseling credential and during the pandemic added a Life Coach certification. With a recently emptied nest this job is a huge blessing. Kids are so wonderful! Aren't we lucky to have such meaningful work? I literally get paid to spread love and kindness and help others grow their social and emotional intelligence. I support children, staff and parents. I love PD. For me, after decades of experience and study, PD makes the most sense for everyone lucky enough to practice it <3

Neh, I'll just share a story from a psychic who told me I was meant to be a teacher. Since then, I have worked on projects related to education in various places: as an IT instructor in the States, an English teacher for kids, an adult learning account manager, and a grammar school principal in Taiwan, an adult learning and crowdfunding director in Bangkok, and the COO of an educational group in China.

Then COVID happened, and my career and life changed completely in a bad way. However, it turned out to be a good start for me. Now, I am a mother to a 9-month-old baby girl (something I never thought would happen).

I'm taking this course because I've seen a lot of horrible parenting throughout my career journey. I was the one helping and guiding the parents in my schools. Once, my CEO said to me, “Karlie, you don’t have a child, so the parents might not buy what you teach them, but it’s ok. Mother Teresa didn’t have her own child, but she was remarkably influential.”

Now that I have my own child, I want to see if I can raise an amazing one. I also want to update and refresh my knowledge so I can start parenting programs at some point and somewhere to continue my journey of assisting parents and providing a better parenting style for our future kids.

I'm Kyle (he/him)! I'm a 29-year-old graduate student at the University of Pittsburgh (Pittsburgh, Pennsylvania, United States) in my second and final year in the Graduate School of Social Work, where I want to continue my professional career as a therapist dealing with mood disorders in adolescents. I play semi-professional volleyball (indoor, grass, beach--I love it all!), have an obsession for candy, and am currently re-learning Spanish while in Barcelona, Spain for the summer with my partner, McLean!

Mood disorders have a special place in my heart, having personally dealt with depression since 8th grade. My depression hit its peak in my undergraduate career at the University of Pittsburgh, and I realized I needed help, despite the shame I felt for doing so. Reaching out to a therapist saved my life and changed my outlook on mental health, taking me down a path on discovering how my environments, my childhood experiences, and my family had significant impacts on who I am today.

I'm super happy to be taking this Positive Discipline course with such amazing professionals and people and continue to learn how positive discipline can not only help me with how I was raised but impact my future clients and my future children.

It was great experience and sheer pleasure learning with you