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SKVKli STEPS
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Once the child is again under control and accepting direction from the
worker. a process of cleaning up and freshening up is undertaken.
It is
usually suggested that the child wash his hands and face with much
assistance and warm support from the worker. The child may then get his
clothes back in order and essentially get himself put back together. This
is the time when the child and the worker are re-establishing the positives
of their relationship. However. the child may be unwilling, to be touched by
the adult following the holding. Sufficient distance should then be allowed
while still communicating,acceptance and warmth.
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To return to a level of emot iona11 ty at which the child can funct ton
appropriately.
To use the upset to clarify the underlying causes or issues that caused
the restraint to be necessary in the first place.
To develop a strategy for change with the child.
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Explore his point of v.ie'''/ . ;".,1,1 r JvYJ'F'h-.. <-..( /JH~ -y Ji~~~r\.-{~f-/'!(::-""'rh.../ L.-i\n:f'{
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le- Connect Behavior to others i::!'''.o? ~~,
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!A\Alternate behaviors discussed
-iP'Plan of implementing them agreed on
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And symbolizes
responsibility
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Isolate
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5.
Share your views of what happened; i.e make sure this happens
only after child has shared his point of view. Your sense of
child's feelings, goals and effectiveness of choice, etc.
Honestly, directness, and a clear sense of what your
expectations are is important.
Share
Connect
6.
Alternatives
Develop roles in the plan; i.e plan on how and when child will
decided upon. Be aware of needs for support,
reinforcement, etc. Give yourself a role.
Plan
Enter
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