Child's sex behaviors

Understand child's sex behaviors

Sexual Behaviour And Sexuality Are Difficult Topics To Confront For Several Reasons, Only One Of Which Is The Reluctance Of Many People To Address Or Discuss The Subjects. The Topics Become Even More Difficult When We Have To Speak About Them In Relation To Children. When Children Engage In Sexual Behaviour In School Settings, Teachers And Principals Are Faced With Sensitive Cultural, Gender, Religious, Spiritual, Legal And Professional Issues.

What Is Problem Sexual Behaviour?

There Is A Wide Range Of Behaviour That Can Be Considered Problematic. Such Behaviour Can
Include:
• A Single Incident That Indicates A Child Has Knowledge Of Adult Sexual Behaviour Beyond His/Her Age And Developmental Level
• A Pattern Of Sexual Behaviour, Which, Although The Behaviours Themselves May Be Normal , Does Not Respond To Correction By Adults
• Sexual Behaviours That Are Atypical For A Child’s Developmental Level Or Suggest That A Child Is Pre-Occupied With Sexual Matters
• Sexual Behaviours That Do Not Involve Other Students But Are A Problem For The Student Himself Or Herself (E.G., Excessive Masturbation That Interferes With Academic Work And/Or Peer Relationships)
• Sexual Behaviours That Bother Or Seriously Disturb Other Students

How Do Children Develop Problem Sexual Behavior?

Children’s Problem Sexual Behaviours Can Be Placed In Three Groupings, Each With Different
Origins:
1. Reactive Sexual Behaviour- Some Children Do Sexual Things Because Of What They Have Experienced Or Witnessed
2. Sexualized Behaviour- Some Children Have Had So Much Trouble In Their Lives That They Feel Profoundly Sad, Lonely, Or Empty, And Discover That Sexual Behaviour Helps Them Cope With Unpleasant And Negative Emotions.
3. Coercive Sexual Behaviour- A Few Children Who Have Experienced A Long History Of Powerlessness And Physical And Sexual Abuse, Or Have Witnessed Violence, Come To Engage In Coercive Sexual Behaviour That Mimics That Of Aggressive Adult Sexual Behaviour.

Helping Your Children To Change Their Behaviour-

Step 1-  Find Out Which Of The Child’s Specific Behaviour Need To Be Changed, Such As Persistent Sex Play Or Pressuring A Younger To Have Sexual Contact. Then Look At How Often It Has Happened, What Else Goes On While It Happens, And What Reward The Child Gets From It. For Example, Child May Get Attention For His/Her Behaviour; It May Feel Good, Or  It May Be A Way Of Having Control Over Others.

Step 2- Make A Plan To Stop The Behaviour. What To Do (Ignoring, Time Out Or Punishment) Depends On How Serious The Behaviour Is. Be Sure To Tell The Child What Behaviour You Are Concerned About And What You Are Going To Do. Then Follow Through With It.

Step 3- Make A Plan To Praise Positive Behviour. Figure Out What Child Is Getting From The Sexual Behaviour And Look For Others Ways To Meet Those Needs. For Example, If Child Does Not Know How To Tell People When He Or She Is Angry, Find Ways To Help Him Or Her Express Her Anger, Such As Talking About It Or Drawing Pictures. If Child Needs Attention, Give It When He Or She Is Behaving Well. Teach The Child Things To Do To Help Control Himself/Herself, Like Asking For Help, Leaving The Situation Or Taking Time To Think Things Thorough Before Acting.

Step 4- Protect The Children. When Children Cannot Stop Misbehaving On Their Own, Don’t Give Them Chances To Continue Misbehaving. This Means Watching Them Closely, Not Allow Them To Play With Other Children Without Adults Around Who Know What To Watch For. When Children Have Proven They Can Behave, It May Be Possible To Become More Flexible.

Step 5- Take Care Of Yourself. You Will Be Less Able To Help Your Child If You Are Angry, Depressed Or Overwhelmed. Talk To Family And Friends About Your Feelings, Get Advice From People You Trust, Consult Your Doctor Or Talk To Your Counselor. Even Though This Is A Stressful Time, Try To Stay Focused On Helping Your Child And Strengthening Your Family. In The Long Run, If You Are Handling The Situation Well, That Will Be The Most Help.


Responsibilities Of School Staff-

All School Staff Are Responsible For The Initial Intervention When They Observe Problem Sexual Behaviour By A Student, Or When Such Behaviour Is Reported By A Student. The Initial Intervention Includes Talking To The Student Who Exhibited The Behaviour, Documenting The Incident, Informing The Principal, And Reporting To A Child Protection Social Worker/Police When Necessary. However, School Personnel Have Specific Responsibilities Beyond The Initial Intervention. Responsibilities May Vary Depending On The Seriousness Of The Behaviour.

An Effective School Response To Children’s Problem 

Sexual Behaviors Has Three Goals :

1. Encourage Communication — Adults Provide A Model For The Child By Being Able To Talk Clearly And Calmly About The Sexual Behaviour.
2. Develop Empathy — Adults Help The Child To Recognize And Interpret Cues That Signal Others’ Feelings And Needs, And Tell The Child About The Impact Of Her Or His Behaviour On Others.
3. Promote Accountability — Adults Help The Child Develop The Ability To “Catch” His Or Her Thoughts, Recognize Thinking Errors, And Understand That Behaviour Does Not “Just Happen.”

The Teacher:

• Talks To The Student(S) Involved And The Student Who Was Mistreated To Gather More
Information As Required
• Informs The Principal Of Incidents When They Occur
• Consults With School Counsellor Concerning Needs Of Students
• Documents The Incident And The Intervention
• Informs Parents Of Students Or Assists Principal And Counsellor In Talking To Parents
• Participates In The Development And Implementation Of A Safety And Support Plan
• Implements Behaviour Management Strategies In The Classroom, As Necessary
• May Provide Classroom Lessons/Discussion On Boundaries

The Principal:

• Receives Information (I.E., Reports) From Any Staff Person Or Parent Concerning Problem Sexual
Behaviour By Student(S)
• Stores Documentation In A Confidential, Secure Location (Not Part Of Student File)
• Contacts And Meets With Parents (I.E., Levels 2 And 3, Page 13)
• Convenes And Chairs Safety And Support Plan Team
• Assumes Role Of Case Manager Or Delegates The Responsibility To A Staff Member In The School
• Participates In The Development And Implementation Of The Safety And Support Plan

The Counsellor:

• Assists The Principal In Talking With Parents
• Determines Students’ Need For Further Support
• Consults With A Mental Health Professional (With Parents’ Written Permission)
• Participates In The Development Of A Safety And Support Plan
• Provides Support For The Classroom Teacher In Implementing Behaviour Management Strategies
• Discusses Boundary Issues With His Or Her Class
• Works With Student(S) Involved

The Support Staff:

• Informs Principal Of Incidents Of Problem Sexual Behaviour
• Documents The Incident
• Participates In The Development And Implementation Of The Safety And Support Plan As Requested
By The Principal
• Assists Classroom Teacher In Implementing Behaviour Management Strategies

Thanks

Dr.Shweta singh

Lecturer,

Dpt. of Applied Psychology,

V.B.S.Purvanchal University

Jaunpur,U.P.,INDIA

mail- shweta_opsingh@rediffmail.com

Mutism in Children

Selective Mutism  in Children

Children and adults with selective mutism are fully capable of speech and understanding language but fail to speak in certain situations, though speech is expected of them. The behaviour may be perceived as shyness or rudeness by others. A child with selective mutism may be completely silent at school for years but speak quite freely or even excessively at home. 

Selective mutism is  characterized by the following ways:

 Consistent failure to speak in specific social situations (in which there is an expectation for speaking, e.g., at school) despite speaking in other situations.
 The disturbance interferes with educational or occupational achievement or with social communication.
 The duration of the disturbance is at least 1 month (not limited to the first month of school).
 The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language required in the social situation.
 The disturbance is not better accounted for by a communication disorder (e.g., stuttering) and does not occur exclusively during the course of a pervasive developmental disorder,schizophrenia, or other psychotic disorder. Shyness, social anxiety, fear of social embarrassment, and/or social isolation and withdrawal
 Difficulty maintaining eye contact
 Blank expression and reluctance to smile
 Stiff and awkward movements
 Difficulty expressing feelings, even to family members
 Tendency to worry more than most people of the same age
 Desire for routine and dislike of changes
 Sensitivity to noise and crowds
 Moodiness
 Sleep problems, Adjustment Problem 

Selective mutism is not a communications disorder and is not part of a developmental disorder. By definition, selective mutism does not include children with conduct disorders, oppositional/defiant behavior, and/or attention-deficit hyperactivity disorder.

The principal problem in children with selective mutism appears to be anxiety. This anxiety (which causes avoidance) seems closest to the definition of social anxiety disorder (social phobia). Indeed, most adults with social anxiety disorder relate strongly and can fully understand selective mutism, even though they themselves were not necessarily children with selective mutism.

Do's and Don'ts for Parents Treating your Selectively Mute Child
• Do learn what “enabling” is.
• Do not ask your child if he or she is going to speak in a given situation.
• Do learn a methodology of “empowering” your child’s potential and initiative.
• Do not continue “enabling” your child’s “addiction to the avoidance of speaking”.
• Do learn to employ a “matter of fact” set of expectations for your child that will facilitate the process of trying to talk.
• Do not show anger when your child is not talking.
• Do learn to be on the same “team” with parenting technique.
• Do not plead with your child to talk.

• Do attentively and patiently listen when your child is attempting to communicate.
• Do not reward your child for talking.
• Do learn to extract thoughts and feelings regarding fear from your child.
• Do not impatiently finish your child’s sentences or encourage over-dependence.
• Do learn to advocate on behalf of your child with school.
Hypnosis is also very useful in these type of problems. 
Thank

Dr.Shweta singh

    Guest Lecturer,

   Dpt. of Applied Psychology,

   V.B.S.Purvanchal University

   Jaunpur,U.P.,INDIA 

     mail- shweta_opsingh@rediffmail.com

Child Depression

Child Depression 

1. Often undiagnosed, depression in kids is often treated as 'the blues'. It is more difficult to identify depression in children, but there are common signs that adults can look at. These symptoms are show below:
2. The child is always sad, and he always feels worthless and guilty;
3. There is an observed frequency in complaints about physical illness, such as headaches, stomachache, toothache, muscle pains, and tiredness;
4.  Poor performance in school and lack of interest in learning are shown. Sometimes, poor performance becomes drastic;
5. The child expresses concerns about running away from home or expresses this through jokes;
6. Observed behavior in shouting and complaining is frequent. The child cries without explanation or reason;
7. Observed behavior of boredom and lack of interest in many activities that are deemed normal. These activities are the same activities that most kids his age enjoy;
8.  Poor communication skills, which often lead to isolation from social groups;
9. Observed sensitivity to failure and rejection;
10.  Feelings of anger and hostility are observed to increase;
11. Behavior becomes more and more reckless and uncaring;
12. There is an observed change in physical health, such as weight; there is also an observed loss of appetite and sleep;
13. Suicidal thoughts  are present. This is often verbalized or expressed in drawings.

please watch your child 

Behavior Problem In Gifted Children's

Behavior Problem In Gifted Children's 

The term "gifted" is applied to children who learn at an above average rate. the child who have more then 150 IQ level would come in this category and this is really a good news for the parents who have such kind of child but this also bring special care and attention to the child. higher intelligence also create some really big problem to the parents here we have tried to mention some of the problem which we have seen in our clients.

Perfectionism

A gifted child may strive for perfection in all of his work, which can trigger him to the top of the class. But perfectionism can have its disadvantages. Perfectionism can sometimes lead to anxiety and depression. The constant need to be perfect at schoolwork and beyond can cause your child to feel anxiety before a test or project is due. Depression can follow a less-than-perfect performance, leaving your child upset for days following.

Sensitivity

Gifted child may sometimes suffer from intense sensitivity because of her knowledge base and acute senses. They might include a scratchy tag inside a shirt or lights that are too bright. This sensitivity can be related to a general over-excitability and interest in the world around her.

Restlessness

Being in a class that doesn't challenge him can cause a gifted child to feel restless and act out while in the classroom. When your child is always the first to finish an assignment, or his teacher purposely overlooks him to give another child the chance to answer, it can cause him to feel frustrated or anxious. It's why gifted children are often misdiagnosed as children with Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder, when the restlessness really stems from not being challenged on a daily basis.

Social Awkwardness

Your child's academic gifts can make it hard for her to relate to other children her age. When she is more excited by learning numbers or words, she may learn to take refuges in her books over spending time being social.  This, in turn, makes it even more difficult to see peers as her equals. This can result in paralyzing shyness or awkwardness.

LOW IMMUNITY LEVEL:- low body immunity is the big problem in the gifted child we are searching the reason behind that but this is also a crucial issue and parents have to aware about this.

Thanks

Self Injury in children's

Causes of Self Injury in children's 

1. Pain.
 Self abuse can sometimes be a sign of pain, especially for a child that has difficulty communicating or that is diagnosed with a pervasive developmental disorder. Observe the exact location of abuse and investigate whether it is possible that the child may be in pain. If the child is hitting his or her head or ear, try to determine if maybe they are suffering from a headache or earache.
You may want to ask if your child hurts or use the sign for pain while pointing to the area. Whatever method of communication you would typically use or if you are using a picture exchange communication system (PECS) , try to create a picture for pain to help them become familiar with this concept. If you believe your child is in pain, contact your pediatrician or family doctor for further instruction.

2. Attention seeking behavior.
 Self injurious behavior can also occur as a way to get attention. If you notice that the child tends to head bang or do other types of injurious behavior usually when alone and someone frequently goes over to give them attention immediately after the behavior, then attention is probably the motivator. Putting the child on a schedule of frequent attention every 5-10 minutes can help with this. You may also find additional strategies for attention seeking behavior at the link above.


3. Access to desirable items.
 Some children will learn that when they can't have something they often gain access to preferred items after hurting themselves. Self injury for this reason can be very tricky. If you try to withhold the items following self abuse you will risk an escalation leading to severe injury. You may find some of the tips on how to say no to be helpful, but seek help from a professional if you suspect this is the problem.

4. During transition times. Some children might engage in self injurious behavior to avoid transitioning to a new activity or to avoid and/or delay undesirable activities. Applying the transition strategies provided at the link above can help with a problem due to this reason.

5. Self-Regulation. It may also be helping a child to achieve self-regulation if the child suffers from sensory processing disorder. Working with an occupational therapist to develop a sensory diet and implement other sensory regulation activities can help to prevent self injury due to this reason.

6. Escape from undesirable activities. A child that doesn't want to do something that is asked might discover that self injury stops requests to do things. Compliance strategies can help to avoid injurious behavior due to this reason, but additional professional assistance may be needed if the behaviors are frequent or severe.