PG Behaviour Consulting
Building life skills through connection
Professional Training
Training / Workshops
Contents and length is customized for your organization and learning needs.
Fee: To be discussed.
Training Previously Provided:
Understanding and Supporting Selective Eating
Understanding and supporting selective eating through a neuroscience and attachment framework: Spitting, gagging, pocketing food, refusing to eat, screaming, throwing food on the floor are common behaviours that parents describe. I provide an overview of common “picky eating” behaviours so that they can be addressed effectively. We discuss why some children are selective eaters, when should professionals be concerned, and how to support parents.
Learning objectives:
-
Deeper understanding of why some children don’t eat.
-
Five responses to avoid when trying to help children eat.
-
Developmental milestones that children must have completed.
-
The importance of sensory and oral motor challenges.
-
Strategies to offer families of selective eaters.
Understanding Challenging Behaviour
Often, when parents come to professionals with concerns about their children's behaviours, they are given standard responses such as “they will outgrow it,” “put them in time out,” “use rewards as incentive,” or “don’t give in to their demands.” Neuroscientific research has demonstrated that these techniques do not work. These techniques assume that children are being manipulative. Neuroscience and Attachment help us understand that children do well when they can. In other words, children misbehave because they lack the skills required to do what is asked of them.
Part 1:
-
​Our implicit bias and how it impacts our practice.
-
Our triggers and impact of stress on adults and children.
-
The signs of fight, flight or freeze.
-
The potential triggers of challenging behaviour.
-
Attachment, movement, and sensory needs of children.
Part 2:
-
Common disorders in early childhood;
-
Developmental tools and strategies to support families.
Part 3:
-
Attachment-based strategies.
-
From real-life examples, participants examine and propose alternate solutions.
Understanding and Supporting Behaviour
Understanding and supporting behaviour through a neuroscience and attachment-based lens: We shift our lens from a behaviourist approach of managing challenging behaviour to understanding and supporting the hidden needs beneath behaviour. We reflect on our own implicit biases, triggers, and the impact of stress on adults and children. We explore the attachment, sensory, and movement needs of children and how caring adults can support children through co-regulation and empathetic responses. We discuss universal program design and the role of the physical learning environment. We discuss concrete strategies to assist children through consistent and supportive routines and transitions.
Learning objectives:
-
Deepen our understanding of the unique needs of children and adults in our programs.
-
Using an interest and strength-based perspective, we can build inclusive spaces where each child and adult can engage in play and feel a sense of belonging.