Coaching Conversation: Reflecting on Staff Beliefs

Focused Topics Sexual Development & Behavior in Children and Youth Lesson 8 Apply Coaching Conversation: Reflecting on Staff Beliefs Guide	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23081 Name Certifier Date
Read the script below documenting how Luz, a coach, helps toddler caregiver Mary expand how she thinks about her role in supporting children’s sexual development. Reflect on the conversation with a colleague. Mary: “Madison [a 2-year-old] is so inappropriate. She stares at other children’s private parts in the bathroom. We tell her to stop, but she keeps doing it. It’s a real problem.” Luz: “Why do you think Madison does this?” Mary: “I don’t know. It’s really weird and makes me uncomfortable.” Mary’s response to Luz’s question is quite telling because you learn that Mary hasn’t thought much about why Madison engages in this behavior. Also, Mary finds it to be “weird” and it makes her “uncomfortable.” Continue to read to learn how Luz coaches Mary. Luz: “Mary, thank you for coming to me with your concern. I also feel uncomfortable when I’m not sure why a child does something. It might be helpful to explore this a bit more, and we might need to do a little research. Where could we find out more information to help us understand Madison’s behavior?” Mary: “We could ask a mental health therapist.” Luz: “That’s one idea, but I know that mental health specialists are very hesitant to speak about or make recommendations for children unless they have done a formal evaluation. Does this behavior cause Madison or other children harm, and does it affect Madison’s ability to learn?” Mary: “No. She only does it in the bathroom and otherwise plays like a typical child.” Luz: “I’m glad to hear that. Let’s think about a resource that is readily available to us. Where else could we look for help?” Mary: “We could look on the internet.” Luz: “That’s a great idea! I’m thinking specifically about the �Թ�� Sexual Development & Behavior in Children and Youth course.” Luz notices that Mary seems unsure of the suggestion of looking at the course. Luz says, “Have you had a chance to look at that course at all?” Mary: “No. Isn’t that just for youth program staff?” Luz: “Actually, it’s for everyone who works with children and there are a lot of toddler examples and information.” Luz can tell this surprises Mary. Luz: “The first two lessons of that course have some good ideas for situations like the one with Madison. What do you think about working through those lessons? Mary: “O��.” Luz: Great! After you’re done with those, I’d be happy to come in your room and help you problem-solve while we observe together. Mary: “Sounds good to me.” In the above conversation, Luz strategically coached Mary to develop a plan: Completing Lesson One will allow Mary to reflect on her own discomfort with Madison’s sexual behavior and learn that sexual development occurs throughout one’s life, beginning at birth. Completing Lesson Two will inform Mary that Madison’s behavior is normative and driven by curiosity and give her the steps to respond to this behavior. Offering to observe in the room with Mary, after she has completed those lessons, provides Luz the opportunity to model best practice for responding to this behavior or provide positive feedback if Mary has already implemented what she learned.

Guide

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 23081

Name

Certifier

Date

Read the script below documenting how Luz, a coach, helps toddler caregiver Mary expand how she thinks about her role in supporting children’s sexual development. Reflect on the conversation with a colleague.

Mary: “Madison [a 2-year-old] is so inappropriate. She stares at other children’s private parts in the bathroom. We tell her to stop, but she keeps doing it. It’s a real problem.”

Luz: “Why do you think Madison does this?”

Mary: “I don’t know. It’s really weird and makes me uncomfortable.”

Mary’s response to Luz’s question is quite telling because you learn that Mary hasn’t thought much about why Madison engages in this behavior. Also, Mary finds it to be “weird” and it makes her “uncomfortable.” Continue to read to learn how Luz coaches Mary.

Luz: “Mary, thank you for coming to me with your concern. I also feel uncomfortable when I’m not sure why a child does something. It might be helpful to explore this a bit more, and we might need to do a little research. Where could we find out more information to help us understand Madison’s behavior?”

Mary: “We could ask a mental health therapist.”

Luz: “That’s one idea, but I know that mental health specialists are very hesitant to speak about or make recommendations for children unless they have done a formal evaluation. Does this behavior cause Madison or other children harm, and does it affect Madison’s ability to learn?”

Mary: “No. She only does it in the bathroom and otherwise plays like a typical child.”

Luz: “I’m glad to hear that. Let’s think about a resource that is readily available to us. Where else could we look for help?”

Mary: “We could look on the internet.”

Luz: “That’s a great idea! I’m thinking specifically about the �Թ�� Sexual Development & Behavior in Children and Youth course.” Luz notices that Mary seems unsure of the suggestion of looking at the course. Luz says, “Have you had a chance to look at that course at all?”

Mary: “No. Isn’t that just for youth program staff?”

Luz: “Actually, it’s for everyone who works with children and there are a lot of toddler examples and information.” Luz can tell this surprises Mary.

Luz: “The first two lessons of that course have some good ideas for situations like the one with Madison. What do you think about working through those lessons?

Mary: “O��.”

Luz: Great! After you’re done with those, I’d be happy to come in your room and help you problem-solve while we observe together.

Mary: “Sounds good to me.”

In the above conversation, Luz strategically coached Mary to develop a plan:

Completing Lesson One will allow Mary to reflect on her own discomfort with Madison’s sexual behavior and learn that sexual development occurs throughout one’s life, beginning at birth.
Completing Lesson Two will inform Mary that Madison’s behavior is normative and driven by curiosity and give her the steps to respond to this behavior.
Offering to observe in the room with Mary, after she has completed those lessons, provides Luz the opportunity to model best practice for responding to this behavior or provide positive feedback if Mary has already implemented what she learned.

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