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					          BUILDING
POSITIVE SOCIAL BEHAVIORS IN
      YOUNG CHILDREN


 “HANDS ARE NOT FOR HITTING”
    CREATING POSITIVE SOLUTIONS TO ANGER




       CREATED BY: Telesa Bullock and Tannis Bailey
      bbullock@telus.net and tanni s.bailey@sd76.ab.ca
             Medicine Hat School District # 76
                 403-526-3528 ext. 4821




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           Social and Emotional Developmental Kits

Introduction: Recognition of early social and emotional problems in young
children is necessary in achieving the best developmental outcomes. If left
untreated, early onset conduct problems (aggression, rebellion, oppositional
behaviours and emotional disturbances) place children at high risk for
frequent social and emotional difficulties.

Early detection and intervention of social and emotional problems can have a
long-term impact on the developing child in major areas. The development of
emotional self control and social ability in the early years plays a significant
role in determining the way children think, learn, react to obstacles, and
develop relationships throughout their lives. (Bright Tots,
http://www.brighttots.com)

Rationale: To provide children and educators with strategies and resources
to teach and promote appropriate social and emotional behaviours.

Social and Emotional Developmental Kit Titles

      Keeping Calm – Dealing with Aggression
      Being a Good Friend - Understanding Relationships
      I Have Feelings - Understanding Emotions
      Hands Are Not For Hitting – Creating Positive Solutions to Anger
      Being a Good Student - Building Teacher / Student Relationships
      Coping with Change – Working through Transitions
      I Like Me – Building Self Esteem
      Making Good Choices – Being Honest




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                    Hands Are Not For Hitting


Kit Contents
   - Book – My Relaxation Book
   - Squeeze Ball / Corn Starch Balloon
   - How’s Your Body Feeling? Too Fast, Too Slow or Just Right?
   - Book – Hands Are Not For Hitting by Marine Agassi
   - Book - My Hands are For?
   - Book - Tucker Turtle Takes Time to Tuck and Think
   - Turtle Technique Cue Cards
   - Problem Solving Steps Cue Cards
   - Solution Cue Cards
   - Bowls and Green paper for Tucker the Turtle Craft
   - Scissors / Glue Stick / Crayons
   - Paper for I Love You Card
   - Sign Language Picture Cards
   - Kind (Thumbs Up) and Unkind (Thumbs Down) Pictures
   - Role Playing Supplies – blocks, car, lace and beads
   - Foam Hand Stamp and Roll of 3 1/4 inch Paper for Helping Hand Chain
   - Small stamp for child’s hand
   - Ink pad
   - Little figures, Sam and Molly
   - Felt board


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Lesson Suggestions
Please note - these activities may be taught in a number of settings and
revisited at different times of the day. Some activities may work better in a
one on one or small group setting, while other stories and activities can be
used with the whole class participating. Don’t try to get through al l of the
ideas in one sitting. Give the children time to practice what is being taught
at center time or on the playground.



Lesson 1
Objectives: To understand that my hands are used for many things and that
I can think of positive solutions to problems instead of hitting.

   1. Read to the whole class, an individual child or a small group of children
       the book, Hands Are Not For Hitting by Marine Agassi. This book
       provides children and adults alternative actions and activities they can
       do with their hands instead of hitting. While reading the story, act
       out the positive things you can do with your hands, such as
       handshaking, clapping, blowing kisses, pointing, etc.
   2. Have the children talk about how they might feel when someone hits
       them. Teach the problem solving steps using the cue cards provided in
       your kit. Demonstrate and discuss how to identify the problem, think
       of some solutions, evaluate what would happen if you tried this
       solution, (making sure the solution is safe and fair) and then have the
       child give it a try. Teachers may post these visuals where the children
       can see them as reminders of the problem solving process or have the
       ring of cards handy for the children to look at.
   3. Using the solution cue cards included in your kit, play a game of “What
       could you do instead of hitting?” There are a number of possible
       solutions to each problem. Have the children role play the scenarios
       with you. Props are included in your kit. The following are some likely
       situations that could occur in the classroom. If possible act out
       scenarios that have occurred recently in your children’s lives. The
       children will find the information much more meaningful if it is
       relevant to them.
     a. Someone took the car you were playing with. (A toy car is included in
       your kit.) What could you do?
     b. Someone pushed you in line. What could you do?


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    c. Someone knocked your block tower down. (Blocks are included.) What
      could you do?
    d. You want to be first in line, but someone else is already there. What
      could you do?
    e. One of your classmates has a book you want to look with. (Use the
      Hands Are Not For Hitting book.) What could you do?
    f. Someone picked up your beads and they fell off the string. (Use the
      lace and beads provided.) What could you do?
The solution cue cards may be posted in the room or have the ring of cards
accessible to children throughout the day. Children may need a visual
reminder when trying to come up with positive solutions instead of hitting.


Lesson 2
Objectives: To understand and demonstrate that I can use my hands to help
others.

   1. Review lesson one by playing a game of “thumbs up and thumbs down”
      using the kind and unkind pictures included in your kit. Discuss each
      picture with the children. If the scenario is a kind, positive activity to
      do with their hands, have the children put their thumbs up, if it is
      unkind or hurtful, have them put their thumbs down.
   2. Have the children make a “helping hands” chain. Using the larger foam
      hand stamp and ink pad provided, catch the children using their hands
      to help others or to be a friend. As you recognize a child’s helping
      hand behaviour, have the child stamp the hand on the large roll of 3
      1/4 inch paper provided and make a “helping hand” chain. The hands
      can be placed on the wall to wrap around the room, or in the hall to
      link with a neighbouring class. Using the small hand stamp, stamp the
      child’s hand as a “helping hand”. On a regular basis, celebrate how long
      the helping hand chain is getting! Try to catch all the children helping
      others. You may need to set some children up for success by helping
      another teacher, the school secretary, librarian or principal.
   3. Using the felt figures, Sam and Molly and the felt board, have the
      children act out “helping hand situations”. The following are just
      suggestions.
         a. Sam fell down at recess and hurt his knee. What can Molly do to
             help?




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         b. Molly misses her mom and starts to cry. What can Sam do to
            help?
         c. Sam lost his soccer ball. What can Molly do to help?
         d. Molly dropped her lunch kit. What can Sam do to help?



Lesson 3
Objectives: To understand that I can use my hands to talk.

   1. As a story review, ask the children “What can you do with your
      hands?” Read My Hands are For? Review and discuss positive things we
      can do with our hands.
   2. Recall from the stories, My Hands are For?, and Hands Are Not For
      Hitting the ways our hands can talk: hands wave hello and goodbye,
      hands draw and write, they gesture “come here” and they point, clap
      count, hug and give high-fives. Discuss how we can also talk with our
      hands using sign language. Using the sign language pictures included in
      your kit, demonstrate a few simple signs and have the children
      imitate. Teach the simple sign, “I Love You”. Using only one hand bend
      the two middle fingers to touch the palm. Encourage the children to
      try to make this sign and other s to request, “please”, “thank-you”, “all
      done”, or “more”.
   3. Have the children make a sign language “I Love You” card. Children can
      do this activity in a small group, individually, or as a whole class. (If
      the whole class is participating, you will need more paper, crayons,
      scissors and glue sticks than what is included in your kit.) Have the
      child trace his/ her hand and cut it out. Fold the cardstock paper in
      half to make a card. The child then glues his/her hand on the front of
      the card with the two middle fingers folded down. This is sign
      language for “I Love You”. Inside the card, have the child write, or
      dictate to a teacher who the card is for and sign his name.
   4. Sing and use gesture to the song, “Skinamarinky Dinky Dink” by
      Sharon, Lois and Bram. Here are the words:
          Skinamarinky dinky dink, Skinamarinky do, I love you.
          Skinamarinky dinky dink, Skinamarinky do, I love you.
          I love you in the morning, and in the afternoon, I love you in the
          evening, and underneath the moon.
          Skinamarinky dinky dink, Skinamarinky do… I love you. (I really
          mean it), I Love You Too! (Boo boo bee do.)

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Lesson 4
Objectives: To verbalize and demonstrate positive solutions to anger, such
as taking time to tuck and think like Tucker Turtle or using My Relaxation
Book and squeeze ball.

   1. Read the story, Tucker Turtle takes Time to Tuck and Think. Discuss
      when Tucker is angry, he knows how to stop and tuck into his shell and
      take three deep breaths. He then thinks, thinks, and thinks, and
      comes up with great ideas about what he can do with his hands instead
      of hitting. Talk about what it feels like when we are angry. Our heart
      might beat faster, we might get red in the face, our bodies might get
      tight, and we might even feel “hot”. Discuss how if we do what Tucker
      did, we can calm ourselves down. Demonstrate taking three deep
      breaths, cooling off and calming down. Point out that when you are
      calm you can wiggle your fingers, your breath is smoother, your heart
      beats slower, your neck and shoulders are loose and you can even
      smile! Physically demonstrate and have the children practice being
      both angry and calm.
   2. Make a “Tucker the Turtle Puppet”. Have the child trace and cut out
      his/her hand on green cardstock paper. Using the crayons and bowl
      provided, turn the bowl upside down and have the child color the
      turtle’s shell. Cut the child’s paper thumb and fingers off of the green
      paper hand. Glue the thumb and fingers on the bottom of the bowl as
      a head and four legs for Tucker the turtle. Draw a face on the head.
      Using a scrap of green paper cut a small triangle for a tail and glue it
      to the bottom of the bowl. Have the child demonstrate how Tucker
      the Turtle Tucks and Thinks, by folding his legs, head and tail into the
      shell.
   3. Take a large sheet or parachute from the gy m and drape it over a
      table in the classroom. Have the children pretend it is a big turtle
      shell. Tell the children to go under the shell and practice taking three
      deep breaths before they come out of the shell. Play a game where
      you give the children a situation, such as Tucker just got hit in the
      head with a ball – get the children to go under the “shell”, take three
      deep breaths and then come out and talk about what Tucker could do
      instead of hitting. Bring out the solution cue cards to help remind the
      children of possible, creative solutions to try instead of hitting.




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4. Using the turtle technique cue cards and teacher tips review often
   how Tucker the Turtle calms down. You may want to have the cue
   cards posted in your classroom as appropriate calming down cues.
5. Have the children go through My Relaxation Book using the squeeze
   ball or corn starch balloon provided. Review how your body feels to be
   calm and demonstrate how your body feels when it is angry. Introduce
   “How’s your body feeling? Too fast, Too Slow or Just Right?” monitor.
   Physically demonstrate with your children how it feels when your body
   is fast like a bunny or slow like a turtle. Teach the children that it is
   better to have your body feeling “just right.” Review calming
   strategies like, tuck and think, or using the squeeze ball and My
   Relaxation Book as positive ways to keep your body at the “just right”
   state.
6. Praise the children’s efforts in calming their bodies down
   appropriately.




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                     Hands A re Not F or H itt ing
               C re ating P osit ive Solut ions to Ange r

Student: _______________          Instructor: _____________________


The child will engage in the following lessons to learn how to create
positive solutions to anger. Please indicate if the child requires
prompting (i.e. verbal cues or modeling) or if the child can complete the
objective independently on the tally sheet below. The goal is to have
the child achieve 80% accuracy at the independent level.

This record sheet should be placed in the student’s binder for reference
for IPP goals.

Lesson 1
Objective: To understand that there are positive solutions to problems
instead of hitting.

Date                     With Prompting           Independent Level




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Lesson 2
Objective: To understand and demonstrate that hands can be used to
help others.

Date                   With Prompting          Independent Level




Lesson 3
Objective: To understand that hands can be used to “talk”.

Date                   With Prompting          Independent Level




                                                                     10
Lesson 4
Objective: To verbalize and demonstrate positive solutions to anger.

Date                    With Prompting           Independent Level




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