Download Chapter Eight

Managing and Motivating
Participant Behaviors
Definitions
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Behavior management
Maintaining or altering positive
relationships
 Managing internal and external
stimuli
 Utilize prevention techniques—they
are most effective behavior
management tool
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Definitions
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Discipline
Control by enforcing compliance
or order
 Should be principle-centered
 Ultimate goal is self-discipline
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Definitions
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Behavior modification
Used to increase desired,
decrease undesired behaviors
 Utilizes positive and negative
reinforcements
 Involves operant conditioning
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Misbehavior
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Misbehaviors are goal-directed, rarely
personally directed at a leader
Motivation for misbehavior originates
with unmet personal needs
Misbehaviors can be confused with
excitement
Leader Issues
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Know own “hot buttons”
Know own biases
Be aware of position of
power
Goal = Help others with
self-discipline
Preventative Approach
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Effective leadership techniques
Catch problems before they occur
Use sequencing, pacing, frequent
monitoring
Appropriate time, appropriate
equipment, quantity of equipment
Moral Education Approach
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Teach a lesson about right and wrong
Utilize role-playing techniques to
facilitate participant understanding
Ask “How would you feel if…?”
Least effective technique for
youngsters
Affective Approach
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Target emotions related to
behaviors
Stress active listening
Try to discover feelings that cause
conflict
Assist with social skills
Behavior Modification Approach
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Utilizes direct instruction
Positive and negative reinforcement
Time out as negative reinforcer
Common techniques
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Shaping
Chaining
Fading
Extinction
Assertive Discipline Approach
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Be firm, direct, honest
Appropriately express emotions
Use “I” statements
Clearly state desired behaviors
Reality Therapy Approach
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Change requires awareness
Confrontational questioning
“What were you doing just now?
Social Skills Training
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Myth: Participants have
social skills
Utilize direct instruction
Model desired behaviors
Provide opportunities to
practice skills
Develop strong relationships
Serve as a coach
Behavioral Therapy Approach
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Goal is to change emotional
and/or cognitive identity
Utilizes therapeutic processes and
medications
Leaders may refer participants to
trained therapists
Behavior Management Purposes
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Maintain safety
Help participants with appropriate
conduct
Manage flow, control in activity
Facilitate education, coaching
Effective, efficient activity leadership
Easier to teach and lead participants
Behavior Management Factors
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Developmental ability
Age
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Everyone develops at
own pace
Physical abilities
Cognitive abilities
Emotional abilities
Moral growth, stage
Behavior Management Factors
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Health/Disability Status
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Know behaviors
associated with status
Underlying issues
Gender
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Be aware of stereotypical
attitudes (“boys will be
boys”)
Be aware of standards
based on gender
Behavior Management Factors
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Cultural background
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Attitudes and behaviors
Communication patterns
Eye contact
Voice volume
Pace of speech
Use of physical touch
Proximity
Why Needed…
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Stealing
Fighting
Talking back
Disruptions
Disrespect
Racial intolerance
Profanity
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Lying
Verbal abuse
Whining
Demanding leader
attention
Sexual
harassment
Reasons People Act Out
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Boredom
Over-stimulation
Leader not interactive
Poor explanation
Not enough equipment
Personality conflicts
Reasons People Act Out
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Testing personal power
Immaturity
Fear (e.g., of intimacy,
abandonment)
Unmet needs
Many others…
Behavior Mgt Principles
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Make it an agency process
Assess self-awareness
Be proactive
Be prepared
Offer corrective feedback
Avoid neglecting the group
Behavior Mgt Principles
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Focus on the behavior
Protect the individual’s dignity
Nurture the target
Be consistent and fair
Target underlying causes
Avoid power struggles
cont’d
Make It an Agency Process
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Should be systematic
Staff training/Staff manual
Assists in consistency
Assess Self-Awareness
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Know your own “hot buttons”
Consider the impact on others
Did my biases affect my judgment?
Am I being consistent?
What can I learn from this?
Be Proactive
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Climate of mutual respect
Consistently model
Send positive messages
Learn names and use them
often
Behavior management by
walking around (BMBWA)
Be Prepared
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Be ready for disruptions
Examine all angles
Play “what if?”
Prepare for the…
Activity
 Transitions
 Conclusions
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Offer Corrective Feedback
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Be immediate (if possible)
Give feedback in private
Be specific
Focus on the behavior
State in “I” language
Use understandable language
Avoid Neglecting the Group
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Singling out may drive negative
behavior in group members
May lead to safety concerns
Strive to minimize disruptions to the
group
Focus On the Behavior
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Appropriate feedback
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“Pat, pushing is unacceptable.”
Inappropriate feedback
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“Pat, you are bad.”
Protect Individual’s Dignity
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Avoid “making an example” of
someone
May cause group to lose trust in
the leader, to rebel
Nurture the Target
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Attend to the injured party
Model preferred behaviors
Do not condone negative
behaviors
Remember to avoid neglecting the
entire group (requires more than
one leader)
Be Consistent and Fair
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Provides sense of
security to group
Consider uniqueness
of all situations
Leader uses
conceptual skills
Target Underlying Causes
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Determine and treat causes of
misbehaviors
Physical factors
 Emotional factors
 Social factors
 Psychological factors
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Avoid a Power Struggle
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Argumentative behaviors =
Counterproductive
Keep emotions in check
Provide options to involved
participants
Unobtrusive Techniques
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Define limits
Plan well
Provide ongoing clarification
Establish routines
Offer appropriate challenges
Be inclusive
Be clear and explicit
Unobtrusive Techniques
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Front-load for success
Give, expect respect
Treat people with dignity
Avoid some activities
Meet basic needs
Unobtrusive Techniques
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Use a question format
Use appropriate eye contact
Utilize proximity control
Make no more than two requests
Allow time for compliance
Make more start than stop requests
Unobtrusive Techniques
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Be specific and descriptive
Use genuine reinforcement
Redirect activity
Employ regulated permission
Tolerate some misbehavior
Use praise appropriately
Giving Praise
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Be specific and target behaviors
Use “I” statements (e.g., “I appreciate…”)
Be genuine and truthful
Understand cultural nuances
Praise often, try to catch participants
doing something right
Avoid using words like “perfect”
Discernible Techniques
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Positive discipline
Modeling
Use appropriate rules
Positive reinforcement
Punishment
Consequences
Behavior contract
Positive Discipline
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Give honest answers
Hold realistic expectations
Give second chances
Use encouragement
Modeling
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Demonstrate appropriate and
desired behaviors
Avoid “Do as I say, not as I do”
behaviors
Rules for Rules
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Have reasons
Design with
participants
State positively
Be clear, succinct
Be equitable
Define behaviors
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Clarify and practice
Be appropriate
Be enforceable
Follow through
Give a warning
Have few rules
Positive Reinforcement
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Increases desired behavior
Types of reinforcement
Primary
 Secondary
 Rewards
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Punishment
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Decreases targeted behavior
Does not teach desired behavior
Penalizes individual for
misconduct
Can lead to 4 Rs
Consequences
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Arbitrary
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Logical
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Nothing to do with the behavior
Connected to action through logic
Natural
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Natural outcome of action
Consequences: Principles
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Catch people doing something right
Must be appropriate to the infraction
Must be clear, understood
Must be balanced, doable
Exclude emotions
Do not withhold necessities
Include participants in selecting
consequences
Behavior Contract
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Formal behavior agreement
Negotiate terms with participant
Outline expectations for behaviors
Identify consequences of misbehaviors
Include time frame, length of contract
All parties sign, keep copies
Obtrusive Techniques
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Time-out
Physical intervention
Time-Out
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Not a place, but a process
Explain why, where, how long
Identify appropriate time period
Select undesirable location
Avoid overuse
Physical Intervention
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Requires special training (in some
states, certification is required)
Alert individual, if possible
Used for safety of participants
Other adult presence recommended
Documentation needed
Ineffective Techniques
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Yelling
Threats
Blaming
Name-calling
Sarcasm
Physical punishment
Calling parents
Selecting Techniques
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Leader
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Skills
Experience
Preferences
Personality
Participant
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Age, developmental stage
Culture
Selecting Techniques
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Avoid miscalls, such as
Overreacting to withdrawn individuals
 Tired of being understanding
 Feeling need to maintain absolute
control
 Mistaking excitement for disruptions
 Blaming those not at fault
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Motivation
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Internal drive based
on need
Impetus for behavior
choices
Choice of action
Directed toward
meeting the need
Maslow’s Hierarchy of Needs
McClelland’s Trichotomy
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Achievement
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Power
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Sports, fine arts
Winning prize, award
Affiliation
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Book clubs, quilting bees
Sources of Motivation
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Intrinsic process
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Instrumental
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Engage for sheer fun of it
Motivated by external tangible rewards
Self-concept—external
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Motivated by the social status individual
will achieve
Sources of Motivation
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Self-concept— internal
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Maintain personal standards
Goal internalization
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Adopt behaviors congruent with personal
values
Flow Theory
Facilitating Motivation
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Manipulating the
environment
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Physical
Psychological
Socioemotional
Manipulating Environment
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Physical
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Colors
Posters
Noise
Temperature
Lighting
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Psychological
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Challenge level
Feedback
Socioemotional
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Manage group size
Meet need to belong
Meaningful
objectives