Four Supportive Steps To Help Young Children Learn About .
Four supportive steps to help young children learn about their feelings, gainself-control, and reduce challenging behavior.This information packetprovides a brief overview of the FLIP IT strategy and book.1.FEELINGS: Gently talk with the child about his feelings. Tell him whatyou see and hear as a result of his emotions. Help him to identify theroot feelings causing the behavior.2. LIMITS: Remind the child of the positive limits and expectations youhave for his behavior. Loving and simple limits help surround childrenwith a sense of consistency, safety, and trust.3. INQUIRIES: Encourage the child to think about solutions to hischallenges. Ask questions that promote problem-solving and healthycoping skills. Inquiries invite children to think, learn, and gain selfcontrol.4. PROMPTS: Provide creative cues, clues, and suggestions for the childwho is having difficulty. Enthusiastic, bright ideas can lead the way tobetter problem-solving skills.Permission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS1
FLIP IT Overview FLIP IT can be used for: targeted interventions for a child displaying specific behavioral concerns.ORevery day minor challenges and conflicts with one child or with multiple children.FLIP IT is: Best practice made simple Strength-Based Commonsense Effective Portable Easy to remember Easy to share Applicable in a variety ofsituations Four simple stepsFLIP IT is best practiced by usingall 4 steps in fairly quicksuccession (1-10 minutes start tofinish). Experienced FLIP ITusers may find that only 1 or 2steps are needed to resolve thesituation.Children who are frequently “FLIPPED” become emotionally aware problem-solvers whodevelop healthy coping skills that will last a lifetime.FLIP IT Notes: FLIP IT is not the ONLY strategy one should use Use FLIP IT in combination with other strategies FLIP IT requires consistency, it is not magic For children with more severe behavior issues seek support from amental health professional. FLIP IT considers the root causes for a child’s behavior but does notcenter on the functional behavioral assessment process.Prerequisites for FLIP IT success include:1.Relationships* Relationships are the foundation!* Every strategy is only as good as the relationship it is built lationshipsRelationships2.Empathy* Empathy is the ability to see and feel from another person’s point of view* The ability to honor “child-size” problems.3.An understanding of ICK* Children are challenging when they are weighted down by something called ICK!* ICK refers to the negativity or risk factors in an individual’s life.* When times are full of ICK, we have a choice to stay calm and FLIP IT, ratherthan FLIP OUT or FLIP IN (externalizing behavior or internalizing)!Permission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS2
Step 1 - FeelingsBegin the FLIP IT process with Step 1 –FEELINGS. Gently talk with childrenabout their feelings and what you areseeing and hearing as a result of theiremotions. Help children identify the rootfeelings causing the behavior.1. Feelings“I can see thatyou are feeling ”Step 2 - LimitsOnce you have talked with a child aboutwhat she is feeling, proceed whennecessary to Step 2 – LIMITS.Remind children of the positive limitsand expectations you have for theirbehavior. Loving and simple limits helpsurround children with a sense ofconsistency, safety and trust.2. Limits“The rule isthat we ”Permission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS3
Step 3 - InquiriesOnce you have talked with a child aboutfeelings and limits, move on to Step 3 –INQUIRIES. Encourage children tothink about solutions to their challenges.Ask questions that promote problemsolving and healthy coping skills.Inquiries invite children to think, learnand gain self-control.3. Inquiries“How can wefix this?”Step 4 – PromptsIf the child is having difficulty problemsolving after you have talked with her aboutfeelings and limits and have made aninquiry, move on to Step 4 – PROMPTS.Provide creative cues, clues, and suggestionsfor children having difficulty problemsolving. Enthusiastic, bright ideas can leadthe way to better problem-solving skills.4. Prompts“I wonderif we tried ”Permission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS4
FLIP IT NotesPermission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS5
nialsThe Book!This informative and award winning book by Rachel Sperry, MSW, with the Devereux Center forResilient Children, is designed to support all adults who interact with young children. This guideexplains FLIP IT's four simple steps to transform challenging behavior in young children. Teachersand parents can help children learnabout their feelings and gain self-control by using the mnemonic: F - Feelings, L Limits, I - Inquiries, P - Prompts Learn to FLIP IT with the practice pictures, reflectionactivities and real life stories inside. For pricing and availability, visit the website of ourpublisher at www.kaplanco.comFLIP IT Online Course!This course will teach participants the four supportive steps of FLIP IT in an on-linelearning format. This on-line learning course has a running time of 2.5 hours. Uponcompletion of the course, 0.5 CEUs are offered (5 hours), factoring in time for theinteractive pieces, reflection, application of the skill, and learning assessment. The cost ofthe course is 35, and if CEU documentation is needed, they can be obtained throughWestern Kentucky University for a cost of 25. The course can be completed over time andnot in just one sitting. For more information or to take this course go to:https://www.mylearningpointe.com/FLIPIT1-Day FLIP IT Training!This live one day training, teaches participants the four supportive steps of FLIP IT that are designed to help youngchildren (ages 3-8) learn about their feelings, gain self-control and reduce challenging behavior. The four steps areembodied in the FLIP IT mnemonic which stands for F - Feelings, L - Limits, I - Inquiries, P - Prompts. This strategy isnothing new, but transforms best practice into something that is easy to remember, applicable in a variety of challengingsituations and portable. This training is designed for teachers and parents who are looking for best practices on reducingchallenging behavior in young children. Earn .65 Continuing Education Units for Early Childhood Educators.To schedule this training in your community, contact Debi Mahler, Professional Development Coordinator, atdmahler@devereux.org or 1-866-TRAIN US.2-Day FLIP IT Train-the-Trainer Session!This live two day train-the-trainer session with the author offers time to experience the 1-Day FLIP IT Training andbecome competent in teaching FLIP IT to others. Participants will leave this train-the-trainer session with the 1 dayFLIP IT training powerpoint and binder with detailed trainer notes, a variety of resources to help support the use ofFLIP IT in the classroom and by families, the FLIP IT book, and the confidence to provide workshops and technicalassistance on the information. Earn 1.3 Continuing Education Units for Early Childhood Educators. To find out whenand where this training takes place, contact Debi Mahler, Professional Development Coordinator, atdmahler@devereux.org or 1-866-TRAIN US.MagnetsNYS FLIP IT TrainingFor FLIP IT training in New York State contact the Franziska Racker Center3226 Wilkins Road, Ithaca, New York 14850 607-272-5891 info@rackercenters.orgBraceletsReminder Resources!FLIP IT reminder resources provide visualcues that help FLIP IT users practice the foursteps of FLIP IT. The FLIP IT reminderresources include:PostersPractice Picture BooksPocket CardsPermission to ReproduceFLIP IT Devereux Center for Resilient Children * www.MoreFLIPIT.org * 1-866-TRAINUS6
FLIP IT training powerpoint and binder with detailed traine r notes, a variety of resources to help support the use of FLIP IT in the classroom and by families, the FLIP IT b ook, and the confidence to provide workshops and technical assistance on the information. Earn 1. 3 Continuing Educa
School Supportive Health Services Program Preschool Supportive Health Services Program Questions and Answers Issued June 11, 2010 Status of School and Preschool Supportive Health Services Program 1. Q. Who is responsible for setting Medicaid policy and reimbursement rates for the Preschool/School Supportive Health Services Program (SSHSP)? A.
This work uncovered DBE characteristics nationwide and in Iowa, revealed challenges in offering DBE supportive services, and identified useful supportive services for DBE firms. In summary, the DBE supportive services program provides a wide range of supportive services in various mode
Supportive Services Budget (and Sample Budget) Key Considerations in Budgeting for Supportive Services There is no formula for the design and funding of services programs within supportive housing projects. The services plan most typically in
Residential Treatment (MRT) Permanent Supportive Housing, Next Step Supportive Living, Upstate Permanent Supportive Housing -Brain Injury -Domestic Violence -Family Foster Care -HIV Services -Intellectual Disability Services -Individualized Residential Alternative (IRA) -MRT Services -Dept. of Health (DOH) MRT Supportive Housing -
Supportive Counseling Service Definition, cont. Supportive Counseling utilizes basic counseling techniques to supportoutcomes of other services. It is not a Therapy service. Supportive Counseling must
Creating an Autonomy-Supportive Classroom Environment for Student Success . Objectives Differentiate between an autonomy-supportive vs a . Students in an Autonomy Supportive environment are: - Creative - Intrinsically motivated - Exhibiting greater conceptual understanding
in Supportive Housing are noted on the Acknowledgements page within. We also acknowledge, with gratitude, the many supportive housing providers and tenants whose hard work and experiences over the past years provide the foundation for the lessons taught within these pages. Sincerely yours, Carla I. Javits, President Corporation for Supportive .
from registered supportive recovery services as well as what is expected of them while they are accessing a service. Historically, many supportive recovery services have operated outside the traditional healthcare system. As evidence-based best practices regarding substance use grows, the role of supportive recovery services and their
