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Course #9221L-
| A) | as immature and unreasonable. | ||
| B) | with empathy. | ||
| C) | with happiness and direction. | ||
| D) | as appropriate and right. |
| A) | "You seem so sad." | ||
| B) | "You seem frustrated." | ||
| C) | "You are always complaining." | ||
| D) | "This seems tough to you." |
| A) | conflict and power struggles. | ||
| B) | the child to be responsible. | ||
| C) | the child to be happy. | ||
| D) | the parent to connect with their child. |
| A) | angry. | ||
| B) | respected and understood. | ||
| C) | annoyed. | ||
| D) | irresponsible. |
| A) | using listening sounds. | ||
| B) | reflecting feelings. | ||
| C) | giving kids their wishes in fantasy. | ||
| D) | All of the above |
| A) | empathetic word and asking them, "How can I help?" | ||
| B) | delivering empathy and stating your rule. | ||
| C) | nurturing. | ||
| D) | All of the above |
| A) | saying, "I know how you feel." | ||
| B) | speaking softly. | ||
| C) | reasoning with the child. | ||
| D) | saying, "Oh!," "Mmmm?" or "Really?" |
| A) | when their feelings are denied. | ||
| B) | after their therapy session. | ||
| C) | during game time. | ||
| D) | when their negative feelings are acknowledged. |
| A) | the problem stays the child's problem. | ||
| B) | it is like an invitation to the child to come up with a solution, just like saying no or denying feelings is an invitation for a power struggle. | ||
| C) | this shows respect for the child's feelings. | ||
| D) | it opens up the channels of communication. |
| A) | promote a close and meaningful relationship with their child. | ||
| B) | cajole kids into silence. | ||
| C) | punish children for their misbehavior. | ||
| D) | be disrespectful to their kids. |
| A) | annoyed. | ||
| B) | anxious. | ||
| C) | excited. | ||
| D) | All of the above |
| A) | hitting their friends. | ||
| B) | acknowledging their feelings with art. | ||
| C) | yelling at their parents. | ||
| D) | staying home from school. |
| A) | describing the problem with I/you statements. | ||
| B) | giving information. | ||
| C) | giving choices. | ||
| D) | All of the above |
| A) | telling them what they have done wrong. | ||
| B) | changing if/then to when/then. | ||
| C) | not letting them have their TV time. | ||
| D) | putting them in time out. |
| A) | "Good job." | ||
| B) | "Nice work." | ||
| C) | "You are the best." | ||
| D) | "This worksheet reflects hard work and effort." |
| A) | makes children and their parents happy. | ||
| B) | motivates children to learn. | ||
| C) | creates dependency on the approval of others. | ||
| D) | improves children's behavior. |
| A) | find a positive label for their negative attribute. | ||
| B) | give information. | ||
| C) | use alternatives to "no." | ||
| D) | tell them gently what is wrong with their behavior. |
| A) | "mean." | ||
| B) | "courageous and bold." | ||
| C) | "sweet and kind." | ||
| D) | "nice." |
| A) | "hyper." | ||
| B) | "wild." | ||
| C) | "energetic." | ||
| D) | "cute." |
| A) | Sharing toys | ||
| B) | Asking for help | ||
| C) | Speaking quietly | ||
| D) | All of the above |
| A) | show them the errors of their ways. | ||
| B) | not tell children what they are doing wrong; tell them what they are doing right. | ||
| C) | ignore their errors. | ||
| D) | tell them, "Don't worry, you will do better next time." |
| A) | "Someone was making fun of me at recess, and Sara stood up for me." | ||
| B) | "Sara took my pencil." | ||
| C) | "Sam did not eat his lunch." | ||
| D) | "Max made fun of me." |
| A) | is not used with children. | ||
| B) | can cause children to lose concentration. | ||
| C) | cannot be used in a classroom. | ||
| D) | is an excellent way to bring awareness and calm to a child's body. |