Interventions

1. List the essential needs of an elementary school child and create a plan for accommodating those needs.

2. Establish limits for the child using "I" statements, choices, positive conditions, and time out.

1. Brainstorm with the parents the essential requirements for the healthy development of their child (e.g., food, shelter, affirmation, discipline, character development); determine how these needs are being met.

2. Assist the parents in creating a definition of unconditional love (e.g., complete and constant love given regardless of personal attributes or performance); brainstorm methods of sharing this most nurturing form of love with all family members.

1. Instruct the parents in using "Controlled Choices" (see Parent Talk by Moorman) to limit options according to the child's

3. Utilize natural and logical consequences to redirect behavior.

4. Differentiate between adult problems and those that belong to the child.

level of responsibility (e.g., "Would you like pizza or grilled cheese?" versus "What would you like to eat?").

2. Advise the parents to use a short time out when the child's behavior becomes defiant or overly emotional and to require that the child remain excluded from family interaction until the child adopts a cooperative attitude.

1. Define natural (e.g., naturally occurring in the environment) and logical (e.g., created by the parents) consequences and outline their effectiveness as part of a positive disciplinary strategy.

2. Assist the parents in designing several logical consequences to deal with chronic, inappropriate behavior (e.g., child forgets to make bed before school, child is not allowed after school activities until the bed is made).

1. Teach the parents to differentiate problems that belong to the child (e.g., friends, homework) from problems that belong to the parents (e.g., messy kitchen, misplaced belongings of the parent).

2. Guide the parents in using proactive strategies (e.g., "I" statements, consequences, limit setting, choices) to modify behavior that is creating a problem for them and supportive interventions (e.g., active listening, empathy, encouragement, brainstorming, problem solving) to assist when the problem belongs to the child.

5. Report a reduction in power struggles resulting from strategies designed to enlist the child's cooperation.

1. Ask the parents to practice methods of sidestepping power struggles (e.g., broken record, "I" statements, choices, refusing to argue).

Diagnosis: V61.20 Parent-Child Relational Problem

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