Summary

There are five very common behavior problems that almost every parent will experience when dealing with their children. Of course, every child is different, and some children will struggle more with some problems than other children. If you are a parent, however, chances are you will have to deal with at least one or two of these problems as your child grows and matures.

One of the most common problems that parents have to deal with is their child’s whining. How does a child begin whining? More than likely, your child began whining when she discovered that you paid more attention to her when she was in distress. While that distress may have begun with a legitimate situation, it probably developed into your child’s way of getting your attention, even if that attention was negative. How can you deal with the whining? You need to take the attention away from your child. You simply should not respond to your child’s whining. When she begins to whine, you can very calmly tell her that you will not answer her or address her problem until she speaks to you in an ordinary voice, then walk away from her and continue to ignore her whining behavior. When she realizes that the whining isn’t getting the result she desires, she should stop.

It's common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. The majority of common behavioral problems are exhibited in children 18 months and older.

1. Hitting is often a direct communication of frustration when a child is not getting his way. Young children often hit because they cannot speak the words to communicate their irritation.

2. Biting Typically, this is a developmental teething issue and not behavioral. However, like hitting, it is an easy way for children who do not have verbal skills to express anger or frustration.

3. Taking Toys Children under the age of three are still learning the basic concept of sharing. Children do not share their toys at home in an only-child situation, thereby making sharing in preschool a foreign concept to them.

4. Temper Tantrums are attention-gaining tools for children to get their way. Children realize quickly that teachers are more likely to give in the louder the tantrum is and the longer it lasts.

5. Not Following Directions Following directions is very difficult for children under two years of age as their main focus is to explore and sense the world around them. However, children over two years, while still curious, should understand boundaries and rules when told to do something.

6. Personal Aggression Children who suck their thumb, grind their teeth, pull their teeth or rock or bang their heads include some of the negative habits that puts parents and other adults on edge. What may look like self-aggression is typically a bad habit a child formed and will most likely grow out of it. The article "Bad Habits, Annoying Behavior," published by the University of Michigan Health System, states that calling attention to the offending behavior, shouting or disciplining a child usually does not stop the habit. Instead, they suggest offering praise and encouragement when the child ceases the behavior.

Every person with an intellectual disability can learn and develop physically, mentally, socially and emotionally throughout life. However, learning may need more guidance, take more time and require more structure.

A child's rate of learning will depend upon the degree of intellectual disability present. Formal assessment can give parents and teachers some idea about a child's degree of intellectual disability from mild, moderate to severe.

Children with intellectual disability may find it hard to use their knowledge or skills in new situations. Skills and behaviors may have to be taught or re-taught in each place. For example, a child may learn to wash his hands at home. However, he may need help to learn to do the same task at preschool or school.

Children receive additional support at preschool or school depending upon their levels of need. Levels of need may vary depending upon abilities, environment, age and temperament. For instance, if your child relies heavily on routine and structure, she may be more settled in the classroom than in the school's playground.

The child's problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament, coping and adaptive abilities of family, the nature and the duration of stress. In general, chronic stressors are more difficult to deal with than isolated stressful events.

Children do not always display their reactions to events immediately although they may emerge later. Anticipatory guidance can be helpful to parents and children in that parent can attempt to prepare children, in advance, of any potentially traumatic events e.g. elective surgery or separation. Children should be allowed to express their true fears and anxieties about impending events.

Young children will tend to react to stressful situations with impaired physiological functions such as feeding and sleeping disturbances. Older children may exhibit relationship disturbances with friends and family, poor school performance, behavioral regression to an earlier developmental stage, development of specific psychological disorders such as phobia or psychosomatic illness.

It can be difficult to assess whether the behavior of such children is normal or sufficiently problematical to require intervention. Judgment will need to take into account the frequency, range and intensity of symptoms and the extent to which they cause impairment.

Happy Thoughts

 Happy Thoughts

Family

                One thing that gives smile in my life is my family. I’m happy with my family although there’s a lot of problem or conflict that we experienced but then here we are and complete. We take those experiences as a challenge in our lives. We have a celebration in every task that we accomplish in our family. And in that time I considered it as my happy moments. The bonding moment is in there and I hope that it would never be last. As long as we are living in one roof we will be happy forever. They are my inspiration and the reason why I need to wake up every day.

Birthday

                Every birthday celebration in my family, friends and relatives is one of my happy moments. Every time that my birthday comes I receive a card from my family; it is a tradition to us that we need to give a card to a member of our family who is celebrating his/her birthday. So, I appreciate that and I’m happy because of that. Then I will not forget the bonding moment every time that there’s a birthday celebration in one of my friends. It is the time that that “bar” becomes familiar to me. In that time we shared a laugh together and we are all very happy.

Christmas tree

                Every Christmas is my happy moment because it is the time that the family celebrates together and feels the spirit of Christmas. There’s a lot of food and gifts that we shared to each other. So, I’m very excited to experience again that happy moment because about how many days to go it’s Christmas again.

Chapel

                As a volunteer, I joined in sinag tala choir in that group it is the time that I feel the presence of the Lord. Here we are not only teaching how to sing the music of the Lord but to learn the message of the Lord as well. In every formation we have a sharing, bible study and serve the patient in tala hospital by giving them a novena or a prayer for them. Aside from that I gain more friends. But now I’m not attending in their formation because of my schedule but I try my best to come back again because that experience serve as my happy moments. It is a place where I can find happiness.

Hindrances

Hospital

                It is one of my hindrances toward happiness because every time that I went there it reminds me to the pain experience by my sister. I remember when she confine or admit there because of her disease. She suffered so much for almost 2 months. I hope that it would never be happen again.

Family Problem

                I think it is normal to have this kind of problem but I hate this every one hate this. I hate when I saw my father and mother fighting each other not physically but verbally. As their child it’s hard for me to hear that kind of words from them. Once they have a problem all of us were suffering. It really affect to our harmonious relationship.

Money

                Although my father and brother are both earning money but then it is not enough in our day to day living.

Solutions

Give love

                Give your love to everyone. Forgive those who sins against us. Be patient and understand the things that everything that happens to us has a purpose.

Cherish the time

                Time is important. Time is like a river. You can’t step in the same water twice because the flows that passed will never pass to you again. So, cherish every moment of your life. Live simply but make a difference.

Pray

                Pray is very important. I is the simplest way of communicating with the Lord. If I have a problem I just pray to God and I know that he will guide me and he will never let me down. God uses trials in our lives to build us up not to tear us down. The saying said reach as far as you can and God will reach down the rest of the way. I face all the challenges beyond all the problems, because I believe that the more pain I overcome, the more stronger I become.

Common Behavior Problems of Children

Common Behavior Problems in Children These can be usefully classified into psychosocial disorders, habit disorders, anxiety disorders, disruptive behaviour and sleeping problems. Psychosocial disorders These may manifest as disturbance in: Emotions e.g. anxiety or depression Behaviour e.g. aggression Physical function e.g. psychogenic disorders Mental performance e.g. problems at school This range of disorders may be caused by a number of factors such as parenting style which is inconsistent or contradictory, family or marital problems, child abuse or neglect, overindulgence, injury or chronic illness, separation or bereavement.1 The child's problems are often multi-factorial and the way in which they are expressed may be influenced by a range of factors including developmental stage, temperament , coping and adaptive abilities of family, the nature and the duration of stress. In general, chronic stressors are more difficult to deal with than isolated stressful events. Children do not always display their reactions to events immediately although they may emerge later. Anticipatory guidance can be helpful to parents and children in that parents can attempt to prepare children, in advance, of any potentially traumatic events e.g. elective surgery or separation. Children should be allowed to express their true fears and anxieties about impending events. Young children will tend to react to stressful situations with impaired physiological functions such as feeding and sleeping disturbances. Older children may exhibit relationship disturbances with friends and family, poor school performance, behavioural regression to an earlier developmental stage, development of specific psychological disorders such as phobia or psychosomatic illness. It can be difficult to assess whether the behaviour of such children is normal or sufficiently problematical to require intervention. Judgement will need to take into account the frequency, range and intensity of symptoms and the extent to which they cause impairment. Habit disorders These include a range of phenomena that may be described as tension reducing. Tension reducing habit disorders Thumb sucking Repetitive vocalisations Tics Nail biting Hair pulling Breath holding Air swallowing Head banging Manipulating parts of the body Body rocking Hitting or biting themselves All children will at some developmental stage display repetitive behaviours but whether they may be considered as disorders depends on their frequency and persistence and the effect they have on physical, emotional and social functioning. These habit behaviours may arise originally from intentional movements which become repeated and then become incorporated into the child's customary behaviour. Some habits arise in imitation of adult behaviour. Other habits such as hair pulling or head banging develop as a means of providing a form of sensory input and comfort when the child is alone. Thumb sucking - this is quite normal in early infancy. If it continues it may interfere with the alignment of developing teeth. It is a comfort behaviour and parents should try to ignore it while providing encouragement and reassurance about other aspects of the child's activities. Tics - these are repetitive movements of muscle groups that reduce tension arising from physical and emotional states, involving the head, the neck and hands most frequently. It is difficult for the child with a tic to inhibit it for more than a short period. Parental pressure may exacerbate it while ignoring the tic can reduce it. Tics can be differentiated from dystonias and dyskinetic movements by their absence during sleep. Stuttering - this is not a tension reducing habit. It arises in 5% of children as they learn to speak. About 20% of these retain the stuttering into adulthood. It is more prevalent in boys than girls. Initially it is better to ignore the problem since most cases will resolve spontaneously. If the dysfluent speech persists and is causing concern refer to a speech therapist. Anxiety disordersAnxiety and fearfulness are part of normal development, however, when they persist and become generalised they can develop into socially disabling conditions and require intervention. Approximately 6-7% of children may develop anxiety disorders and of these 1/3 may be over-anxious while 1/3 may have some phobia. Generalised anxiety disorder, childhood onset social phobia, separation anxiety disorder, obsessive compulsive disorder and phobia are demonstrated by a diffuse or specific anxiety predictably caused by certain situations. School phobia occurs in 1-2% of children of which an estimated 75% may be suffering some degree of depression and anxiety. Management is by treating underlying psychiatric condition, family therapy, parental training and liaison with school to investigate possible reasons for refusal and negotiate re-entry. Disruptive behaviour Many behaviours, which are probably undesirable but a normal occurrence at an early stage of development, can be considered pathological when they present at a later age. In the young child many behaviours such as breath-holding or temper tantrums are probably the result of anger and frustration at their inability to control their own environment. For some of these situations it is wise for parents to avoid a punitive response and if possible to remove themselves from the room. It is quite likely that the child will be frightened by the intensity of their own behaviour and will need comfort and reassurance. While some isolated incidents of stealing or lying are normal occurrences of early development they may warrant intervention if they persist. Truancy, arson, antisocial behaviour and aggression should not be considered as normal developmental features. Attention deficit hyperactivity disorder This is characterised by poor ability to attend to tasks, (e.g. makes careless mistakes, avoids sustained mental effort) motor overactivity (e.g. fidgets, has difficulty playing quietly) and impulsiveness (e.g. blurts out answer, interrupts others). For the diagnosis to be made, the condition must be evident before age 7 years, present for >6 months, seen both at home and school and impeding the child's functioning. The condition is diagnosed in 3-7% of school-age children. Methylphenidate (initiated by specialists only) is a stimulant medication that provides reduction of symptoms, at least in the short term.2 Management usually includes family therapy (a programme of behavioural modification for the child and the parents), although further research confirming its benefits is needed. 3,4,5 Essential fatty acids may alleviate some symptoms.6 Sleeping problemsSleep disorders can be defined as too much or too little sleep than is appropriate for the age of the child. By the age of 1-3 months the longest daily sleep should be between midnight and morning. Sleeping through the night is a developmental milestone but at the age of 1 year 30% of children may still be waking in the night. Stable sleep patterns may not be present until age 5 years but parental or environmental factors can encourage the development of circadian rhythm. Sleep disturbance can have a deleterious affect on the cognitive development of children, as well as the functioning of the parents. One study of 2-3 year olds found a significant link between sleep disturbance and emotional and behavioural disorders.78 Regular bedtimes, quieter activities and the creation of marked differences between the sounds, activities and light levels associated with night time sleeping and daytime activities may help to encourage better sleep patterns. A solid evidence base now supports the use of behavioural treatments in infants and pre-school children (under 5).9 All of these are based on the objective of the parents gaining control of the bedtime routine. They include unmodified extinction (ignoring the child's cries but monitoring for illness or injury), modified extinction (ignoring the child for a specified period of time) and positive routines (doing some quiet pre-sleep activity and ensuring that falling asleep is associated with a positive parental-child interaction).10 One study found that parental interventions that encourage independence and self-soothing were associated with extended and more consolidated sleep compared to more active interactions that were associated with shorter and more fragmented sleep.11 Hypnotherapy has been found to be of benefit in school-age children.12 The BNF for Children states that the use of hypnotics, except for occasional short-term treatment of night terrors and sleep-walking, is never justified.13 However, it is recognised that the treatment of paediatric insomnia is an area that needs further research. Melatonin is sometimes of benefit in sleep disorder associated with visual impairment, cerebral palsy, attention deficit hyperactivity disorder and autism. It is unlicensed for this indication and specialist supervision is recommended for initiation and monitoring. Other links include memory loss and obesity.

Children experience behavior problems both in and out of the classroom. Read on to learn about these behavioral problems and what you can do as a parent.

Parents whose children exhibit signs of poor behavior can become frustrated and do not know what they can do to help correct their child's behavior. They find that grounding their children for getting into problems at school does not always help the situation, and sometimes causes their behavior to deteriorate further. Fortunately there is help for students who have behavioral problems.

Cheating

Cheating can start as a minor problem but left unchecked will develop into a major issue. According to the American Academy of Pediatrics, www.aap.org, cheating often is due to the competitiveness of the American culture and often starts during early childhood when a child is confronted with the competitive nature of games and sports. If a child is presented with homework and sports that are too complex for them to understand and to handle, they may develop a habit of cheating as a self-defense mechanism to help them prevent failure and embarrassment.

The American Academy of Pediatrics recommends that parents deal with each cheating episode by teaching the child that cheating is wrong and discussing how they might have handled the situation differently. Also, discuss the stress and pressures the child is facing and make sure you, the parent, doesn't have too high expectations for your child in school and in sports. Most importantly, too severe of a punishment rarely works to correct the cheating habits.

ADD and ADHD

Attention Deficit Disorder, also known as ADD, and Attention Deficit and Hyperactivity Disorder, more commonly known as ADHD, can occur in up to 20% of children, reported a 1999 study conducted by the U.S. Department of Health and Human Services.

Children who have these disorders often have problems focusing their attention and are easily distracted. Other symptoms include difficulty taking turns, remaining still, and keeping quiet. All of these symptoms must be present in both the school and home environment in order for a child to be properly diagnosed with ADD or ADHD.

One of the most widely-used treatments for these disorders is drug therapy. The most common drug prescribed to youth who have ADD/ADHD is Ritalin. Ritalin helps calm children and is effective in 70 percent of those treated. As with any medication, however, there can be some negative effects. Ritalin is classified among 'Schedule II' controlled substances, all of which have a high drug abuse potential. Therefore, if a child is taking Ritalin, it is important to discuss the dangers of drug abuse. Additionally, discuss with them why they are taking the drug to ensure they know that taking drugs will not solve all of their life problems.

Help is Available

Many children with cheating and ADD/ADHD problems enroll in tutoring programs. Students with cheating problems can benefit from tutoring because it increases their confidence in their academic skills. Since low self-esteem and the excessive feeling of pressure is what causes students to cheat, an increased self-confidence and mastery of skills will help combat against this negative behavior.

Tutoring helps ADD/ADHD students because they will learn and master the skills they have been missing in class. Since these students have problems focusing, they do not learn the complete reading and math lessons that are being offered at school. Many tutoring programs use interactive activities and games that keep the child focused. Additionally, the one-on-one attention will keep the ADD/ADHD student tuned in to their tutoring lessons.

If your student is exhibiting these or other behavioral problems, it is recommended that you schedule an appointment with their school counselor. Your family and the counselor can discuss the different variables at play and which treatments can best help them.

After consulting the school counselor, you may want to see a your child's physician who can refer you to a child psychologist. These psychologists specialize in behavioral problems that may be similar to those your child is exhibiting.

Remember that the goal is not to punish or embarrass your child, but to correct the behaviors. Once you implement counseling, tutoring, and/or other treatment, your child can excel in school and have a more promising future.

An angry child makes for unpleasant situations whether in public or in the privacy of your own home. When a child participates in bad behavior, it can result in injury for both themselves and others and can evoke feelings of embarrassment. Most of the time these disruptive behaviors do not last long and will stop as your child continues to grow and develop. Some problem behaviors continue to linger, however, and cause a family distress. Find out common problem areas children have and encourage good behavior with positive reinforcement.

Physical Aggression

Biting, hitting and throwing items at other individuals include some of the physical forms of aggression children can demonstrate when they are young. While toddlers may bite things in an explorative manner, older children should understand that biting people or things is harmful and not safe. Research found in the article "Dealing with Biting Behaviors in Children" from the Clearinghouse on Early Education, suggests removing the offending child away from the situation and explain why the behavior is not valued.

Temper Tantrums

As children develop, they begin to experience changes in their emotions. Preschool-aged children may throw temper tantrums in which they demonstrate emotional outbursts. The University of Pittsburgh published a special report labeled "Understanding Common Problem Behaviors in Young Children." It states that temper tantrums, excessive clinginess or socially withdrawn behavior is common among young children. While most of these behaviors should stop over time, some negative behaviors that worsen indicate that a deeper issue may be at hand.

Personal Agression

Children who suck their thumb, grind their teeth, pull their teeth or rock or bang their heads include some of the negative habits that puts parents and other adults on edge. What may look like self-aggression is typically a bad habit a child formed and will most likely grow out of it. The article "Bad Habits, Annoying Behavior," published by the University of Michigan Health System, states that calling attention to the offending behavior, shouting or disciplining a child usually does not stop the habit. Instead, they suggest to offer praise and encouragement when the child ceases the behavior.

Sample Guidance Program

Guidance Program

The Guidance Program at Aurora High School (grades 10-12) includes the follow areas:

• Assistance to all students in the areas of personal and social growth, academic support, and career and college exploration
• All students, grades 10 and 11, participate in the adviser-advisee program that offers additional support in the area of academic preparation and college and career exploration
• All sophomore students will complete the PLAN Test
• All students, grades 10 and 11, complete the Terra Nova Test (NRT)
• Students, grades 10-12, receive instruction and guidance with the Nebraska Career Information System (NCIS) for career and college planning
• Students, grades 10-12, receive instruction and guidance with utilization of the Aurora High School Guidance Web Page for career, college, and scholarship planning
• Interested 11th grade students may take the PSAT Test (NRT - preliminary SAT Test)
• Eleventh grade students complete the ASVAB Test (NRT - administered by the military) and participate in the career-planning workshop that matches the test scores with personal interest inventories
• All 11th and 12th grade students participate in the Aurora High School Career and College Day providing both career and college information
• All 12th grade students attend the Aurora High School Senior Program that includes preparation for careers and personal interviews
• All 11th grade students may apply for the Aurora High School Junior Program that focuses on building leadership
• Eleventh grade students participate in the DeVry Institute's presentation on Technology and Careers
• Resources are provided to assist students with college preparation tests (i.e. ACT and SAT interactive software, hard copy practice tests, web sites with tips and practice sessions, and links from local webpage)
• Students are encouraged to participate in job-shadowing experiences
• Assistance with arrangement of college visits, including local presentations
• Assistance with scholarship searches
• Report student performance on standardized tests via District newsletter and local newspaper

Live To Survive

I. Title

 Live To Survive

II.Story

       There's an old woman who sells kinilaw or food w/c is vinegar-marinated uncooked seafood. She sells it near their house. She is a mother of five children . She is the only one who support their children.She will do anything in order to survive. She used different kinds of ingredients to make her kinilaw be special. In their place there,s a lot of people who sell that kind of food. She,e very poor that's why the things that she used in making kinilaw is not that clean. She want to be a good seller of kinilaw but she cannot buy some thing in making that kind of food because she has not enough money for that. She's very industrious and she will do anything for her family to survive.She never blame God and always Him.

III.Negative points

          In the story she has a special kinilaw but then her things in making that kind of food is not clean that's why some people did not buy it.,because she does not have enough money.

     Positive points

           Although she,s poor she sells kinilaw to earn money to buy their basic needs. She doesn't lose hope that one day somebody will buy her goods. Inspite of that living she will do anything to survive.

IV.How can you relate to the story?

            In the story she did not blame God in everything that happen to her, and in my case in everything that happen to me I did not also blame God. Everything that happen to us has a purpose.

V.Moral Lesson

             In the story I know it's very hard to sell goods withouth enough money but the woman in the story don't lose hope. Always thank to God for all the blessing that we receive.Being a poor is not the end of our journey.Dream...Believe...Survive...