We often view kids’ challenging behaviors as misbehavior that is intentional or even manipulative to gain or avoid something. This point of view is sadly common in families and even in schools. In order to correct the behavior we don’t want, we tend to “discipline” our children, which commonly means consequences, time-outs, or punishment. Even though largely outdated and sometimes harmful, most adults believe that these approaches “teach” children to behave in more appropriate or expected ways.
In contrast, science tells us that what is often viewed as misbehavior is actually a stress response. When a child feels stressed or unsafe on the inside, challenging behaviors are what we see on the outside. And neurodivergent children, like those with autism or ADHD, are even more vulnerable to feeling stressed than neurotypical children. Let’s work on this together.
After this workshop, you will be able to:
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Define and recognize the importance of neuroception and coregulation
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Identify your child’s stressors, including those that are common among neurodivergent children such as unmet sensory needs and unsupported neurodevelopmental differences
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Provide effective support for your child’s identified stressors
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Apply strategies to effectively advocate for your child’s needs at school
Presenter: Michelle Sebak, M.S.; Peace at Home Parenting Solutions
