Discipline Techniques
"Kids require you most of all to love them for who they are, not to spend your whole time trying to correct them" - Bill Ayers
We work with each family to provide that unconditional love each kid(s) desires.
Positive Discipline
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Gives praises & encouragement
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Teaches problem solving skills
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Develops solutions
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Uses single word reminders
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Redirects
Example:
If a child throws a toy, it is put away and the child can no longer play with it. If someone is hurt by the toy, then we talk about how the person is hurt and suggest how saying sorry might make them feel better. The child is given a choice to apologize.
Behavior Modification
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Sets limits
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Makes clear rules
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Gives choices
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Gives reminders
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Gives logical consequences
Example:
If a child throws a toy, we talk about how to use the toy, what types of toys can be thrown and set rules on what happens when the toy is thrown. If the toy is thrown again, it is put away for a set time and a reminder is given about the rules.
Gentle Discipline
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Focuses on preventing problems
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Redirects from bad behavior
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Gives logical consequences
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Doesn’t instill shame
Example:
If a child throws a toy, we talk about why the toy was thrown, how to use the toy and set rules on what happens when the toy is thrown. If the toy is thrown again, it is put away and the child can no longer play with it.
Emotion Coaching
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Acknowledges feelings
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Teaches about feelings
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Develops solutions
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Fosters emotional growth
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Encourages active listening
Example:
If a child throws a toy, we talk about the child’s current emotional state, why the toy was thrown and their feelings are validated. We talk about ways to prevent the toy from being thrown again and the toy is returned.
Boundary-Based Discipline
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Sets limits
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Makes clear rules
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Gives choices
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Gives logical consequences
Example:
If a child throws a toy, we talk about how to use the toy, what types of toys can be thrown and set rules on what happens when the toy is thrown. If the toy is thrown again, it is put away and the child can no longer play with it.
