Resource Advocate And peer counseling for a caring community INC

Welcome
to Our Site

Welcome visitors to: "RESOURCE ADVOCATE AND PEER COUNSELING FOR THE CARING COMMUNITY AKA RAPCCC"

Is dedicated to using effective strategy reducing anxiety and training de-escalation children, adults, and special needs populations.

Also, a guide to help parents and teachers decrease stress or triggers from children in school and their home environment.

About Us

My name is Ms. Montell C. Moseley, I am 501c (3) nonprofit organization and currently registered with NYS Charity (47-47-13)

I like to submit my pamphlet to assist families with their children, and special needs population would better serve as a help guide in the home and learning environment.

RESOURCE ADVOCATE AND PEER COUNSELING FOR THE CARING COMMUNITY AKA RAPCCC

Empower
Growth

HAND- ON -ADVICE

How to decrease stress in children?

The key to decrease the levels of stress or motivation to successfully using behavior to support techniques is to match them to child /student's moods.

Also, how the environment affects the students

The home environment can affect ways child behavior at school .

Tthe classroom would do better when they learn in positive classroom setting among teachers ect.

How do we respond?

The best ways to help the children talk it out, rather than act it out, managing the environment caring gestures, redirect, keep them distracted, time away, gentle pat on the back and

give them a hug.

DEFINE: Reactive VS. Proactive

Aggressive behaviors are reactive.

Unplanned impulsive behaviors usually are a response to feelings, anger, fear, anxiety and a need to retaliate against someone.

(Examples: physical violence, such as biting, kicking, spitting, scratching and running away.

Proactive

To help the children deal with the stress in a proactive way by showing nurturing, kindness, give them new positive word to say every day and build trust.

The Autism population many sensory issues please be mindful some of them are neurological damages due to their disabilities.

Examples: Autism Spectrum Disorders and Asperger's Syndrome are faced with others challenges in their daily lives while others might need less support or can live independently.

HAND-ON- ADVICE

Identifying different behaviors/ Examples

1. 'Saying NO" -Inability to process

command, instruction or asked a simple question could be auditory processing.

2. Refuses to cooperate with directions.

Example: reword the question differently.

language barrier

3. Refuse to do classroom assignments.

EX: engaged the student to listen teacher's instructions

Ask for help

timer

breathing techniques

4. Hit other students and adults or family members

EX: children have a sensory overload

sometime unable to describe his/her wants and needs verbally.

Unexpected changes

anxious feel

5. Observe triggers when its disruptive to other students from learning.

EX: Home environment that may cause stress,

medical condition,

undiagnosed mental illness and followed up with outside Primary Care Physician and Psychiatrist.

6. Family counselor, Family worker, Social Worker, outside Therapy and well visit visitation

Various strategies to promote changes

A. Try to be consistent and stay on classroom schedule and routines.

B. Teaching style various way managed the classroom and lesson

C. Changed talk (Conversation)

D. English second language you can teach using the Promethean board.

EX: YOUTUBE: Speaking cartoon/45 minutes kids dialogues/easy.com version

E. Communicate that you care understand them and their ideas.

F. Keep the students busy, no time for triggers to occur.

G. Followed classroom rules.

h. Encourages ideas from other teachers

I. Have the students work in partners.

J. Differentiate classwork accordingly to their disabilities or goals.

K. Remind students of behavior charts/ point sheets etc.

L. Parents log into remind app. / class DOJO

Implement appropriate consequences

A. Give time to process by using a timer.

B. Time out/take a walk to area calm down 3-5 minutes.

C. Identifies and validate their feelings and concerns.

EX: (see you getting frustrated and having difficulties with the math problem)

D. Be able to self-regulated on their own/ talk about it

E. Teachers reduce the power struggle and show concern and praise them for making good

choices.

HAND- ON - ADVICE

Rewards: Students or at Home

A. Treat box -every friday

B. Hands on project

C. IPAD time

D. Playdoh/

E. Simon says (Electronic)

F. Show and tell (Student favorite toys)

G. Cooking class

H. Simple song

I. Extra gym time

J. Ice cream

K. Puzzle /floor puzzle

L. Lego building blocks

M. Movies

N. Movement (dancing, stop and freeze dance, etc.)

ECT.

LINKS: CREDIT SOURCE

1. https://childmind.org/article/how-can-we-kids-with transition

2. Remediation activities for language processing

3. Free teacher resources-Teachers.org

4.Conversation with parents/ teachers in various communities

5. Samantha J. Moseley

Department of Education

Preprofessional

UFT Member

Registered:

Applied Behavior Analyst

Assistant Director of ("World Discovery Summer Camp)

Queensborough Community

College -student

6. Barry J. Moseley

Department of Education

Queens College-student Teacher Program

Educational Paraprofessional

UFT member

Supervisor: sports activity

"World Discovery Summer Camp)

7. Ms. Montell C. Moseley

Department of Education 35 years/Retired

Bachelor's degree SUNY-Empire State College

Credentialed Alcoholism and Substance Abuse/#32481

NYIT College Course towards Guidance Counselor

Community Service for my Nonprofit business

Trademark # 86536787

Attempted ran for political office position

UFT/UNITY/AFT Member

8. Mr. Lindsay Bertrand

Editor

COMMENTS/SUGGESTION:

Hand on experiences, you can do group lessons, talk about the advantage and disadvantages, your experiences in schools, foster care, colleges, juvenille counselor etc.

My email is: moseleymontell1@gmail.com

We appreciate your response

Welcome to Our Site