Okay lang nga akigan ang ko ang bata kung makasala siya.

a. Tuod
b. Indi matuod
Dapat mangin maayo ako nga ihemplo sa mga kabataan, para
mabuligan sila sa pag bag-o.
a. Tuod
b. Indi matuod
HOW CAN WE HELP?
BUILDING
RESILIENCE
PROMOTING PROTECTIVE
FACTORS
PROTECTIVE
CAPACITIES
MODEL A POSITVE
OUTLOOK
WHEN FACED WITH A PROBLEM, LET’S SHOW THE CHILDREN OR YOUTH
THAT THE PROBLEM IS ONLY FOR A SHORT TIME AND THINGS WILL GET
BETTER.

CHILDREN OR YOUTH WILL LEARN FROM YOUR ABILITY TO BOUNCE BACK

FROM AND WORK THROUGH TOUGH SITUATIONS.
BUILD
CONFIDENCE
LET THE CHILD OR YOUTH KNOW WHEN HE OR SHE DOES SOMETHING WELL, SUCH AS
DEMONSTRATING KINDNESS OR HONESTY.
EXPRESS SUPPORT
EXPRESS LOVE, EMPATHY, AND SUPPORT VERBALLY AND PHYSICALLY.
BUILD CONNECTIONS
CREATE BONDS WITH FRIENDS AND FAMILY THAT CAN SUPPORT THE CHILD/ YOUTH DURING
CHALLENGES AND TEACH THEM TO CONSIDER OTHER PEOPLE’S FEELINGS.
ALLOW CHILDREN TO EXPRESS THEIR
FEELINGS
TEACH THEM HOW TO IDENTIFY AND DESCRIBE THEIR FEELINGS AND COMMEND THEM FOR
EXPRESSING FEELINGS OF HURT OR SADNESS WITHOUT ACTING OUT.
BE CONSISTENT
IF YOU SAY YOU’LL BE THERE, BE THERE. IF YOU SAY YOU’LL LISTEN TO CONCERNS, LISTEN.
THIS WILL HELP THE CHILD/ YOUTH THAT PEOPLE CAN BE TRUSTED.
BE PATIENT
CHILDREN’S REACTION TO TRAUMA VARY AS THE TYPES OF TRAUMA ONE CAN EXPERIENCE.
THERE ISN’T A ONE-SIZE-FITS- ALL SOLUTION.
TEACH THE CHILD/ YOUTH THE
IMPORTANCE OF HEALTHY BEHAVIORS
HAVE AN OPEN AND HONEST TALKS ABOUT THE DANGERS OF DRUGS AND ALCOHOL,
SMOKING, AND SEXUALLY INAPPROPRIATE BEHAVIOR.
TEACH THEM THE IMPORTANCE OF EATING PROPERLY AND EXCERCISING.
PROTECTIVE FACTORS
PARENTAL RESILIENCE CONCRETE SUPPORT IN TIMES OF NEED
SOCIAL CONNECTIONS SOCIAL- EMOTIONAL COMPETENCE OF CHILDREN
KNOWLEDGE OF PARENTING AND CHILD DEVELOPMENT
PROTECTIVE CAPACITIES
MENTAL PROTECTIVE CAPACITY
YOUR KNOWLEDGE, UNDERSTANDING, AND PERCEPTIONS OF OUR
CHILDREN/YOUTH IN THE CENTER.
EMOTIONAL PROTECTIVE CAPACITY
YOUR FEELINGS AND ATTITUDES TOWARD, AND IDENTIFICATION
WITH, OUR CHILDREN/YOUTH IN THE CENTER.
BAHVIORAL PROTECTIVE CAPACITY
YOUR ACTIONS AND BEHAVIORS TOWARDS OUR CHILDREN/YOUTH IN
THE CENTER.
MENTAL PROTECTIVE CAPACITY EMOTIONAL PROTECTIVE BEHAVIORAL PROTECTIVE
CAPACITY CAPACITY

• HAS AN ACCURATE • FEELS A POSITIVE • HAS A HISTORY OF

PERCEPTION OF THE CHILD ATTACHMENT OF THE CHILD PROTECTING THE CHILD

• RECOGNIZES THREATS TO THE • SHOWS LOVE TOWARD THE • SETS ASIDE OWN NEEDS FOR
CHILD’S SAFETY CHILD BENEFIT OF THE CHILD

• HAS REALISTIC EXPECTATIONS • HAS EMPATHY FOR THE CHILD • CONTROLS HARMFUL
OF THE CHILD IMPULSES IN PARENTING
• IS SENSITIVE TOWARD THE SITUATIONS
CHILD
BUILDING A STRONG
RELATIONSHIP WITH THE CHILD/
YOUTH
BE AVAILABLE. PROVIDE CONSISTENT SUPPORT TO BUILD THE
FEELINGS OF TRUST AND SAFETY.

BE SUPPORTIVE AND EMPHATIC. COMFORT YOUR CHILD OR YOUTH

WHEN HE OR SHE IS UPSET, MODELING APPROPRIATE DISPLAYS OF
AFFECTION AND BUILDING SELF- ESTEEM.

BE ENCOURAGING. LISTEN AND BE INVOLVED IN YOUR CHILD’S

ACTIVITIES. STAY AWARE OF HIS OR HER INTERESTS AND FRIENDS
AND STAY ACTIVELY SUPPORTIVE.
DEVELOPING CARING DISCIPLINE
TECHNIQUES
RETRAUMATIZATION
OCCURS WHEN PEOPLE HAVE EXPERIENCES THAT, WHETHER OR
NOT THEY ARE AWARE OF IT, REMIND THEM OF A PAST TRAUMA,
LEADING THEM TO EXPERIENCE THE INITIAL TRAUMATIC EVENT AGAIN.
 POSITIVE DISCIPLINE
TECHNIQUES
POSITIVE DISCIPLINE THAT WORKS AT ONE AGE MAY NOT WORK AT
ANOTHER.
 YOUNG CHILDREN (AGES 0-5)

ROLE MODELING RULES/LIMITS ENCOURAGEMENT NO PHYSICAL

PUNISHMENT
• CHILDREN LEARN BY • RULES AND • DISCIPLINE IS ALSO • NEVER CALL THE CHILD
WATCHING ADULTS EXPECTATIONS SHOULD ABOUT RECOGNIZING NAMES
BE CLEAR, SIMPLE, AND GOOD BEHAVIOR
• IF WE TREAT CHILDREN ENFORCED
WITH RESPECT AND CONSISTENTLY BY • GIVE PRAISE TO
KINDNESS, THEY WILL FOLLOWING THROUGH REWARD GOOD
LEARN POSITIVE ON CONSEQUENCES. BEHAVIOR
BEHAVIORS
 SCHOOL-AGE CHILDREN (AGES 6-12)

ROLE MODELING RULES/LIMITS ENCOURAGEMENT NO PHYSICAL

PUNISHMENT
• YOU ARE THE CHILD’S • ESTABLISH AN END • PROVIDE THE CHILD • AVOID NEGATIVE
GREATEST ROLE MODEL TIME FOR A NEGATIVE WITH POSITIVE METHODS OF
• BEHAVE AND TREAT CONSEQUENCE ATTENTION DAILY. BEHAVIOR CORRECTION
OTHERS, INCLUDING • BE CONSISTENT BUT BECAUSE THEY DO NOT
THE CHILD, THE WAY ALSO BE FLEXIBLE AND • DON’T EXPECT HELP THE CHILDREN
YOU EXPECT THEM TO ALLOW FOR PERFECTION. LEARN
BEHAVE AND TREAT INDEPENDENT CHOICE • SET UP BEHAVIOR PLAN
OTHERS. MAKING WHEN OR CHART TO
POSSIBLE. DECREASE NEGATIVE
• ROLE PLAY SOCIAL BEHAVIOR
SKILLS AND PROBLEM- • GIVE PRAISE AND
SOLVING FOR GREATER ACKNOWLEDGE GOOD
LEARNING. CHOICES
 TEENS (AGES 13- 18)

ROLE MODELING RULES/LIMITS ENCOURAGEMENT NO PHYSICAL

PUNISHMENT
• WHAT YOU DO OR SAY • SET UP RULES FOR • GUIDE THE TEEN IN • WHEN THE TEEN
IS STILL IMPORTANT THINGS AND DISCUSS MAKING DECISIONS BREAKS A RULE, TAKE
THEM WITH THE AND SOLVE PROBLEMS AWAY PRIVILEGES AND
• HELP THE TEEN TEENAGER. WITH THEM. DISCUSS THE
MANAGE SELF- CONSEQUENCES.
CONTROL BY MODELING • GIVE THE TEEN • ASK THE TEEN FOR
CONTROL OF YOUR CONTROL OVER SOME INPUT AND IDEAS AND • COMMUNICATE HOW
OWN EMOTIONS. THINGS, WHICH WILL DECIDE THE BEST THEY CAN EARN THEIR
HELP LIMIT THE SOLUTION TOGETHER. PRIVILEGE BACK.
POWERSTRUGGLES AND
WILL ENSURE THE TEEN • EMPOWER THEM TO
RESPECTS YOUR MAKE THEIR OWN
DECISION. DECISION WHILE
SUPPORTING THEM.
Okay lang nga akigan ang ko ang bata kung makasala siya.
a. Tuod
b. Indi matuod
Dapat mangin maayo ako nga ihemplo sa mga kabataan, para
mabuligan sila sa pag bag-o.
a. Tuod
b. Indi matuod