Introduction - Positive Discipline



Answer Sheet

Name __________________________________________ Date _________

Address _______________________________________________________

_______________________________________________________________

Phone ______________ Email _________________________________

Order Number: _________________________________ (Required)

To receive your certificate as a Certified Positive Discipline Parent Educator please complete this Answer Sheet. You may save this form in your computer as a Word doc and type in answers to each question as you complete the assignments. Be sure to include your name (as you want it to appear on your certificate) your address and email address and your order number. When finished you can email your answer sheet document to contact@ so we can read them and send your certificate. We look forward to hearing from you.

Jane Nelsen and Lynn Lott

CE Credit Information

Positive Discipline is solely responsible for all aspects of this program. Positive Discipline Association has been approved by NBCC as an Approved Continuing Education Provider (ACEP No. 6723). Positive Discipline Association is a NASAP affiliate and all programs are co-sponsored by the North American Society of Adlerian Psychology (NASAP).

Answer Sheet

DVD ONE

1. What do you hope to gain by “attending” this video training?

2. Competent Giant Activity

After practicing this activity in a class or with a few friends, what did you learn about facilitating experiential activities?

Ask your participants in the activity for feedback: What did they think went well, and what suggestions do they have for improvement?

What are you learning about the benefits of experiential activities for teaching parenting?

DVD TWO

3. The Jungle Activity or Optional Activity of your Choice

You can either do the Jungle Activity or look through the Teaching Parenting the Positive Discipline Way manual and pick a different activity.

If you do the Jungle activity, since you didn’t see it on the DVDs, we suggest you practice doing it with friends at least once before doing this activity in a class or workshop.

After practicing this activity (or an optional activity) in a class or with a few friends, what did you learn? What do you think you did well? What would you do for improvement next time?

Ask your participants in the activity for feedback: What did they think went well, and what suggestions do they have for improvement?

4. Mistaken Goal Chart

Think of a challenge you are having with a child (or spouse, friend, or co-worker). Write it down, including the child’s age:

What are you feeling? ___________________. (Choose a feeling that comes closest to the feelings in the second column of the Mistaken Goal Chart.)

What do you do in response to the challenging behavior? Does it come close to any of the descriptions in the third column of the Mistaken Goal Chart?

What does the child (or other person) do in response to what you do? Does it come close to any of the descriptions in the fourth column of the Mistaken Goal Chart?

Based on the information you have written so far, what is the mistaken goal of your child (or the other person) as indicated in the first column? __________________.

What is the mistaken belief? (fifth column) ________________________________.

Write down the coded message that lets you know what your child (or other person) needs to feel encouraged (sixth column).

Now find something you would like to try (from the seventh column) the next time you encounter the challenging behavior. Try it out. Then write about what you tried and what happened?

DVD THREE

Top Card Activity: Use the following (or the activity in your Teaching Parening Manual) to identify your top card. You’ll find even more information and an interactive activity at .

Top Card Presents Activity

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Superiority Control Pleasing Comfort

1. In the boxes, rank the packages from 1 to 4 with No. 1 being your least favorite

2. My top card is ___________________ (the box ranked No. 1)

3. My style is _______________________ (the box ranked No. 2)

4. A bumper sticker for my top card could be:

_________________________________________________________________

5. My best assets are:

6. My liabilities are:

7. My top card may invite from others:

8. Specific steps for improvement:

6. Two Lists: Where Are We and Where Do We Want to Go?

Since this is a fundamental activity that could be done at the beginning of every class or workshop you teach, be sure to practice doing this activity. Sometimes, after people have brainstormed their lists, you might want to show them a compilation of a list (such as the lists below) that have been brainstormed by other groups. They will be impressed that their lists are so similar. And, they might want to see if there are things on it that they would like to add to their lists.

Challenges

Back talk Lack of motivation

Won’t listen Foul language

Interrupting Homework problems

Morning hassles Bedtime hassles

Fighting Biting

Whining Temper tantrums

Texting (constantly) Media addiction

Defiance Strong willed

Characteristics and Life Skills

Self-discipline and responsibility (accountability)

Self-confidence and courage (risk takers)

Desire to cooperate and contribute

Problem-solving skills

Self-Motivation to learn

Honesty, sense of humor, happy

Healthy self-esteem, flexible, resilient,

Respect for self & others (empathy, compassion)

Belief in personal capability

The purpose of this activity is to help folks see how much they have in common and to create a list that they can refer to in every class. Don’t let group members start talking about solving the challenges, or how the challenge relates to the expectations. They do not have enough skills at this point. You might want to remind participants that you’ll refer to these lists often during the course of the class as group members get more and more tools.

Follow the Two Lists activity with the Expanded version of Curiosity Questions Activity (Asking vs. Telling) in the Teaching Parenting Manual. You’ll see how this helps them understand that challenges give them clues for what to do to help their children learn Valuable Characteristics and Life Skills.

You might want to start the Challenges List with the example of “not listening” to make sure it is on the list, and “sense of capability” on the Characteristics and Life Skills list.

Start the Asking Vs. Telling Activity by asking for a volunteer to play a child with the challenge of “not listening” and proceed with the activity. After processing by asking the child what she is thinking, feeling, and deciding, take the child to the Characteristics and Life Skills list and ask, “Are you learning anything on this list?”

Participants learn from experience that the “volunteer child” always says he or she learns more of the characteristics and life skills from the “Asking parent” than from the “Telling parent,” including a sense of capability. Right away they “get” that they can use “challenges” to teach “Characteristics and Life Skills.”

Keep the Characteristics and Life Skills list handy for every class and often use it after most activities to have the volunteer “child” refer to it and ask, “What are you learning on this list from what you just experienced?” This way you can keep reinforcing that challenges provide us with opportunities to think about what skills we can use to encourage the development of the characteristics we hope our children will develop.

It is also encouraging for group members when you let them know that during the class, they can look forward to learning how do deal with most of these challenges in ways that help children develop the characteristics and skills.

After practicing the Two Lists activity (followed by “Asking Vs. Telling) in a class or with a few friends, what did you learn? What do you think you did well? What would you do for improvement next time?

Ask your participants in the activity for feedback: What did they think went well, and what suggestions do they have for doing it differently?

7. Draw a Teen (or a Child)

You can have lots of fun practicing this activity. After practicing the Draw a Child activity in a class or with a few friends, what did you learn? What do you think you did well? What would you do differently next time?

Ask your participants in the activity for feedback: What did they think went well, and what suggestions do they have for doing it differently?

8. Feedback

How are you doing with the feedback you are receiving so far? Are you using it to beat up on yourself, or as useful information you can use or dismiss? Following are two quotes on feedback that you might find helpful.

Feedback is just information. If you find it useful, use it. If you don’t, ignore it.

Lynn Lott

Fools are upset by Criticism. If a person doesn’t know what he is talking about, you are a fool to be upset about criticism. Ignore it. If he does know what he is talking about, you are a fool to be upset about criticism. Use it.

Anonymous

MISTAKES ARE WONDERFUL OPPORTUNITIES TO LEARN!

Many Positive Discipline books.

Make a few comments about how you deal with feedback. Does feedback trigger some old childhood memories?

9. Pluses and Wishes

What are your plusses and wishes so far? Take the time to write down what you have liked so far and what you hope you will still learn from this training.

DVD FOUR

10. Role-play Reluctance and Fear of Doing the PHPPSS

After reading Role-play Reluctance, write about your thoughts. What are your fears about role-playing and facilitating the PHPPSS? Did reading the experience of others inspire you to jump in and trust the process?

11. Squiggles Activity

Rank order the shapes in order of your preference, then listen to the explanation on the DVD.

Squiggle _____ Circle _____ Square _____ Rectangle _____ Triangle _____

When doing this activity with others, be sure to ask them what they think is the main point of this activity—to understand and respect differences.

DVD FIVE

12. Parents Helping Parents Problem Solving Steps (PHPPSS)

The best way for you to learn how to do the Parents Helping Parents Problem Solving Steps is to find 2 other people who will practice with you just as the participants practiced with each other. Practice at least three times before doing the PHPPSS with a large group (unless you want to jump right in and practice with a group) while avoiding all the mistakes the participants made on the DVD. They fell into most of the typical problems listed in your Teaching Parenting Manual. When you practice stick to the steps.

After practicing the PHPPSS with a few friends (or in a group), what did you learn? What do you think you did well? What would you do differently next time?

Ask your participants for feedback: What did they think went well, and what suggestions do they have for improvement?

13. Ball of Yarn

If you had been sitting in the circle for the Ball of Yarn activity, what would you have to say about what this training has meant to you, and what are the next steps you will take to use what you have learned?

14. Positive Discipline Books

Make a list of the Positive Discipline books you have read.

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