Joseph H. Konen
Extension Agent, 4-H Youth Development
Cuyahoga
Dennis Elliott
State Extension Specialist, 4-H Youth Development
"She expected a lot from all of us, but we were willing to do it because we knew that she cared." -A 4-H member's comments about his club advisor.
The goal of effective behavior management is to assist young people in making positive decisions about their own behavior and actions. The goal is not simply compliance but joyful participation. Effective behavior management begins by creating a safe, secure, and comfortable setting for the group's activities. When needs for security, belonging, and recognition are being met, acting out and misbehavior will less likely accure.
Effective behavior management is rooted in good program organization and strong leadership. Well prepared, relevant, and exciting programs will capture the imaginations and energy of the participants and will deter disruptive and negative behavior patterns.
Children thrive on new experiences and successful goal achievement. When they are actively engaged, they do not succumb to the boredom or discouragement that leads to negative behavior.
By observing individual participants in the program, leaders can anticipate problems and look for ways to challenge and involve bored or drifting members. Many discipline struggles are the result of inattention or neglecting to act on small problems. It is a constant challenge to find effective ways to engage each youth when each has varied interests and needs.
Group members will commit to group goals and expectations when they have had a part in setting those targets. Members who have chosen the expectations together will be more likely to work cooperatively in achieving the group's goals.
Uncertainty and confusion add stress to individuals and groups and can lead to acting-out behavior. When norms of group behavior are simple and clear, then members generally respond well. Too many rules, constantly changing expectations, or unclear consequences often set the stage for negative behavior.
Quick reactions and immediate action are needed when someone is in great danger. Instinctive human responses and reflex actions save lives in such situations. With most behavior, however, a well thought out response is better than a quick reaction. Leaders who are known for balanced and well thought out responses will gain both respect and authority in leading youth.
The best teachers and leaders reward positive behavior with praise and other recognition. They do this in the presence of the child's peers. Often disruptive behavior is a play for attention, therefore volunteers should avoid rewarding minor misbehavior with attention. As the saying goes, "catch kids doing something good."
Some behavior, however, is either so unsafe or so disruptive that it must be addressed. Responses should be immediate, consistent, and fair. They should also be related to the violation, appropriate to the severity of the violation, and should only be made when the intent is to follow through. Some behavior can be addressed in front of the group and some require a private setting.
Sometimes publicly: Public correction of minor offenses which are likely to be committed by members of the group sets a clear direction for the group. On the other hand, correction should be private when the offense is more serious or when the situation might cause the child to be the object of teasing.
Immediate: If consequences to negative behavior are experienced close to the time of the violation, the connection will be felt and remembered for future situations.
Consistent: Leaders gain respect in a group when they treat persons and situations equally. Inconsistency will undermine both group unity and the leader's effectiveness.
Related to the violation: Natural consequences are most effective. For example, being late might result in not being able to participate in a desirable part of the program.
State consequences with the intention is to follow through: Follow through is extremely important. Leaders should not try to scare people into compliance with threats of dire consequences when there is no intention or power to deliver the stated consequences.
Begin with the least restrictive response. Hopefully the problem will be solved before many levels of response are needed. At each level of consequence, seek to engage the youth in positive choices by reinforcing positive behavior.
The first level of confronting negative behavior can be a simple word of correction, spoken privately to the individual in need of correction. The private and respectful presentation of the correction will avoid embarrassing or belittling the individual in front of the group. One approach might be, "Here is the problem, what can we do about it?"
A second level of consequence might be a "time-out" or separation from the group's activity. A time-out gives the individual an opportunity to feel the consequences of negative behavior and consider future actions. The approach might be, "Sit here for five minutes and then let me know how you intend to participate when you return to the group."
A third level of consequence can be isolation from the group, such as going to another (supervised) location for a significant time. The group will be able to continue and the individual will experience the severity of the problem behavior. This intervention should include a discussion with the leader of the program regarding the need to make different choices if the child wishes to continue in the program. Return to the next group session would require readiness to commit to the group's norms.
Finally, the fourth level of response may be removing the member from the group permanently or at least until a new beginning is possible.
When dealing with unacceptable behavior, it is important that a leader monitor her/his feelings while confronting or correcting the behavior. The leader's responses are more effective when reason balances the energy of negative emotions like anger, fear, or frustration.
The Standards of Behavior and Youth Protection Policy (See the 4-H Volunteer Application) sets limits on discipline. Physical and verbal abuse of any kind is not permitted. Monitoring feelings and discussing those feelings with a wise confidant will help to keep all responses within proper bounds.
4-H Camp Counselor's Handbook, Circular #998. (1986). Ohio State University Extension.
Ohio 4-H Program Agent's Handbook. (1994). Ohio State University Extension.
All educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnam-era veteran status.
Keith L. Smith, Associate Vice President for Ag. Adm. and Director, OSU Extension.
TDD No. 800-589-8292 (Ohio only) or 614-292-1868