{"id":195585,"date":"2024-03-11T14:27:43","date_gmt":"2024-03-11T14:27:43","guid":{"rendered":"https:\/\/oxfordhealth.nhs.uk\/camhs\/?page_id=195585"},"modified":"2024-07-12T16:49:43","modified_gmt":"2024-07-12T15:49:43","slug":"strategies-at-home","status":"publish","type":"page","link":"https:\/\/oxfordhealth.nhs.uk\/camhs\/oxon\/ld\/strategies-at-home\/","title":{"rendered":"Strategies to use at home to support your child"},"content":{"rendered":"

Maintain boundaries<\/h2>\n

Maintain clear and consistent boundaries so that the young person knows what is expected of them and what to expect from you.<\/p>\n

Keep instructions simple and specific<\/h2>\n

Break them down if needed and use visual aids to help the young person understand what you want them to do.<\/p>\n

Break tasks into smaller chunks with breaks in between to help the young person keep on task.<\/p>\n

Give instructions calmly and slowly<\/h2>\n

Please note that some young person\u2019s respond better when they are given a choice and some control over their environment.<\/p>\n

For example, asking \u201cCoat or shoes first?\u201d when getting ready to leave the house.<\/p>\n

Provide time<\/h2>\n

Allow the young person time to process the information.\u00a0 It can help to give the information visually as well as verbally.<\/p>\n

Positive instruction<\/h2>\n

A young person will understand instructions better if they are guided on what to do instead of what they should not be doing.<\/p>\n

For example, if a young person is running when they should be walking you could say \u201cLet\u2019s walk now\u201d instead of saying \u201cStop running\u201d or \u201cThat\u2019s a bad choice\u201d.<\/p>\n

Use visual aids<\/h2>\n

Visual aids can help, for example using pictures to show the young person what will happen throughout the day, or more simply what will happen \u2018now\u2019 and \u2018next\u2019.<\/p>\n

Be clear<\/h2>\n

Make any changes clear to the young person in advance so that they can predict what is going to happen next. Visual aids can help with this.<\/p>\n

Acknowledge effort<\/h2>\n

Praise and acknowledge the young person\u2019s efforts when they are trying to do something; this helps to reinforce more of the positive.<\/p>\n

Please note that some young people do not like to be praised.<\/p>\n

Reward appropriate behaviour<\/h2>\n

Rewards work better than punishment at reinforcing behaviours you want the young person to repeat.<\/p>\n

For example, offering extra iPad time for appropriate behaviour is much more effective and less distressing than taking iPad time away for inappropriate behaviour.<\/p>\n

\n
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Non-urgent advice: <\/span>Top tips<\/span><\/h3>\n <\/span>\n <\/div>\n
\n

Guidance to be aware of when trying strategies:<\/p>\n

    \n
  • When you start to use new strategies, you might see an increase in your child\u2019s behaviours that challenge. This is normal and will usually settle down as you continue to consistently use the strategies.\u00a0 However, if you feel that your child is extremely distressed or their behaviour has become unmanageable, please stop using the strategy.<\/li>\n
  • Don\u2019t feel disheartened if you don\u2019t see any changes straight away. Change takes time and it might be several weeks before you start to notice any improvements.<\/li>\n
  • Remember to celebrate all the successes you and your child make, especially the small ones!<\/li>\n<\/ul>\n<\/div>\n <\/div>\n","protected":false},"excerpt":{"rendered":"

    Maintain boundaries Maintain clear and consistent boundaries so that the young person knows what is expected of them and what to expect from you. Keep instructions simple and specific Break them down if needed and use visual aids to help the young person understand what you want them to do. Break tasks into smaller chunks […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":3194,"menu_order":7,"comment_status":"closed","ping_status":"closed","template":"template-service.php","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"class_list":["post-195585","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195585","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/comments?post=195585"}],"version-history":[{"count":3,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195585\/revisions"}],"predecessor-version":[{"id":195988,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/195585\/revisions\/195988"}],"up":[{"embeddable":true,"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/pages\/3194"}],"wp:attachment":[{"href":"https:\/\/oxfordhealth.nhs.uk\/camhs\/wp-json\/wp\/v2\/media?parent=195585"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}