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Thursday, June 17, 2021
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Parents Toolshop
Parents Toolshop

Archive for the ‘ PARENT PROBLEM TOOLBOX ’ Category

9.1 Keep Your Cool Toolset

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  THIS CHAPTER IS IN THE PROCESS OF BEING REFORMATTED FOR WEB TRANSLATION. THE TEXT IN THE GRAPHICS MAY BE MISSING OR EMBEDDED ENGLISH UNTIL THIS PROCESS IS FINISHED.  PLEASE REFER TO THE PDF FOR GRAPHIC TEXT UNTIL THIS MESSAGE IS DELETED. Please remember that you signed a Non-Disclosure Agreement before being granted access to this content. You have my permission to reprint this content for your personal use only. If you want to reprint or distribute this to others, please complete & submit a reprint request form. Thank you!– Jody Johnston Pawel, LSW, CFLE, The Parent’s Toolshop,... (Read More ...)

9.2 Develop a Personalized Anger/Stress Management Plan

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   b. Relieve  the  Pressure  of  the  Anger/Stress Each of us has a volcano inside us that can angrily erupt. While it may seem our volcano could erupt for many reasons, there are two basic types of eruptions.           There are two types of anger eruptions: Smoldering embers are slow buildups of stressful situations that eventually spill over or erupt. Flash fires are caused by events that push an emotional trigger button that sets off a sudden eruption.   Chapter 9: Keep Your Cool Toolset                                                    ... (Read More ...)

9.3 Others’ Anger, Keep Your Cool Summary, Practice

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    RESISTANCE  TO  CHANGE If we keep doing what we’ve always done, we’ll keep getting what we’ve always got. To change the effects of our anger, the first step is to make a conscious commitment to change or improve our current anger management skills. Change involves practicing new behaviors that can seem awkward or silly, at first. It also might challenge beliefs we’ve held since childhood. Awareness is the first step in changing any habit. Once we are aware of our unhelpful beliefs, we can choose healthier beliefs, feelings, and responses. Below is a list of unhelpful beliefs... (Read More ...)

10.1 Clear Communication Toolset

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  THIS CHAPTER IS IN THE PROCESS OF BEING REFORMATTED FOR WEB TRANSLATION. THE TEXT IN THE GRAPHICS MAY BE MISSING OR EMBEDDED ENGLISH UNTIL THIS PROCESS IS FINISHED.  PLEASE REFER TO THE PDF FOR GRAPHIC TEXT UNTIL THIS MESSAGE IS DELETED. Please remember that you signed a Non-Disclosure Agreement before being granted access to this content. You have my permission to reprint this content for your personal use only. If you want to reprint or distribute this to others, please complete & submit a reprint request form. Thank you!– Jody Johnston Pawel, LSW, CFLE, The Parent’s Toolshop,... (Read More ...)

10.2 Clear Communication Tools

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  CLEAR  COMMUNICATION  TOOLS Notice that when we use the following communication tools, we don’t usually tell people what to do. This is not passive communication, because we assertively describe the problem and, sometimes, the solution we prefer. We then wait to see if people will voluntarily cooperate with our request or figure out an equally acceptable solution on their own. When we add an order or command to the end of an assertive statement, it sends a hidden message of “do what I say—now—or else” and can start a power struggle. Instead, simply focus on the problem, and give... (Read More ...)

10.3 Communication Tips, Summary & Practice

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   TIPS  FOR  TOTS  AND  TEENS Be patient during difficult developmental stages, such as the toddler and teen years. We never want to give up or stop showing unconditional love for our children, even when we cannot condone their behavior. Our future relationship is often riding on how we handle these difficult periods.   Chapter 10: Clear Communication Toolset                                               279    Tots  Young children can understand what we are saying long before they can actually speak themselves. They especially pick up on our tone... (Read More ...)

11.1 PUToolset (Unintentional misbehavior)

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  THIS CHAPTER IS IN THE PROCESS OF BEING REFORMATTED FOR WEB TRANSLATION. THE TEXT IN THE GRAPHICS MAY BE MISSING OR EMBEDDED ENGLISH UNTIL THIS PROCESS IS FINISHED.  PLEASE REFER TO THE PDF FOR GRAPHIC TEXT UNTIL THIS MESSAGE IS DELETED. Please remember that you signed a Non-Disclosure Agreement before being granted access to this content. You have my permission to reprint this content for your personal use only. If you want to reprint or distribute this to others, please complete & submit a reprint request form. Thank you!– Jody Johnston Pawel, LSW, CFLE, The Parent’s Toolshop,... (Read More ...)

11.2 PU Problems & Using the UB to Redirect

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   3. This is an accident or a medical condition is influencing the child’s self-control. If misbehavior is an accident, involve children in cleaning or fixing the results of the accident. Teach positive attitudes about mistakes and accidents. Don’t shame or blame children; focus on solutions. If children suddenly behave in uncommon ways, they might be getting sick, but haven’t shown any symptoms yet. This is most common when children are tired or hungry.   Chapter 11:  PU  Toolset  (Unintentional  misbehavior)                             297   A Personal... (Read More ...)

11.3 Common PU Behaviors

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   COMMON  PU  BEHAVIORS Now let’s look at some common PU behaviors that can occur at each developmental stage that we haven’t already mentioned. While every possible PU problem isn’t listed, Parent’s Toolshop® parenting classes and the next series of books (T.I.P.S.: Tools for Improving Parenting Skills) take each age group, tots, tweens, and teens, and apply the universal skills to the topics of interest for that age.   Infants Crying is the only way infants can communicate, so learn the difference in their cries and meet the need. Reliable responses build trust and security. Fussiness. If... (Read More ...)

11.4 PU Summary & Practice

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  312                                                                                       The Parent’s Toolshop   SUMMARY  SHEET  PU  TOOLSET   CORRECTLY IDENTIFY PU BEHAVIOR ☆☆☆☆ Question  #2:  Is  the  Misbehavior   Unintentional  or  “On  Purpose”?  “Yes” to any one of the following questions means it is PU behavior.   1.     Is this behavior the result of the child’s immaturity or developmental stage?  •  Style of Development: Children learn skills all-at-once or one-at-a-time. Trial-and-error... (Read More ...)