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Understand challenging youth behavior, reflect on your experiences, and implement strategies and solutions to promote positive behavior among young people.

This course will take approximately 2 hours to complete.

This course satisfies these child care training requirements:

  • National Afterschool Association Competencies: 1. Child and Youth Growth and Development
  • National Afterschool Association Competencies: 2. Learning Environment and Curriculum
  • National Afterschool Association Competencies: 7. Family, School, and Community Relationships
  • : National
  • National: National Afterschool Association Competencies
  • Critical Competencies: 1. Child Development
  • Maryland: Critical Competencies
  • : Maryland
  • Early Care and Education Knowledge Base: 1. Child Development
  • Early Care and Education Knowledge Base: 4. Teaching and engagement
  • Early Care and Education Knowledge Base: 5. Curriculum and learning environment
  • Montana: Early Care and Education Knowledge Base
  • : Montana
  • Childcare Program: Continuing Education: 1. Child development
  • Childcare Program: Continuing Education: 3. Caring for children with exceptionalities
  • Childcare Program: Continuing Education: 7. Behavior guidance
  • New Hampshire: Childcare Program: Continuing Education
  • : New Hampshire
  • Child Care Training Regulations: 1. Child Development
  • Child Care Training Regulations: 4. Positive behavior management
  • Child Care Training Regulations: 6. Supervision of children
  • Child Care Training Regulations: 21. Providing developmentally appropriate activities and experiences for children
  • Vermont: Child Care Training Regulations
  • : Vermont
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 1. Child development and learning
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 5. Teaching and learning
  • Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce: 7. Interactions and guidance
  • Michigan: Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
  • : Michigan
  • Teachers of Early Childhood Education Subject Matter Standards: 1. Child Development and Learning
  • Teachers of Early Childhood Education Subject Matter Standards: 2. Developmentally appropriate learning experiences
  • Teachers of Early Childhood Education Subject Matter Standards: 5. Historical and contemporary development of early childhood education
  • : Minnesota
  • Minnesota: Teachers of Early Childhood Education Subject Matter Standards
  • Early Care & Education Professional Development Content Areas: 1. Child Development and Learning in Context
  • Early Care & Education Professional Development Content Areas: 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
  • Early Care & Education Professional Development Content Areas: 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
  • Missouri: Early Care & Education Professional Development Content Areas
  • : Missouri
  • Early Care and Education Professional Competency Goals for Staff: 1. Child development, including discipline, guidance, nutrition, injury control and safety
  • Georgia: Early Care and Education Professional Competency Goals for Staff
  • : Georgia
  • Core Competencies for Early Childhood Practitioners: 1. Child growth and development
  • Core Competencies for Early Childhood Practitioners: 5. Learning environments and curriculum
  • Core Competencies for Early Childhood Practitioners: 6. Interactions with children
  • Oklahoma: Core Competencies for Early Childhood Practitioners
  • : Oklahoma
  • All Staff Annual Training: 1. Child growth and development
  • All Staff Annual Training: 2. Social and Emotional Development
  • All Staff Annual Training: 3. Child Guidance
  • Director Annual Training: 4. Child Guidance
  • South Carolina: All Staff Annual Training
  • : South Carolina
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 1. Child growth and development
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 3. Guidance and behavior management
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 11. Learning environments
  • Department of Social Services, Child Care Services (CCS): Pathway to Professional Development: 12. Age-appropriate activities and planning
  • South Dakota: Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
  • : South Dakota
  • Early Childhood Education and Care Department: 1. Child growth, development, and learning
  • Early Childhood Education and Care Department: 4. Developmentally appropriate content
  • Early Childhood Education and Care Department: 5. Learning environment and curriculum implementation
  • New Mexico: Early Childhood Education and Care Department
  • : New Mexico
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 1. Child/adolescent growth and development
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 2. Learning environment and curriculum
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 6. Interactions with children/youth
  • Department of Children, Youth & Families: Child Care Provider Training Requirements: 9. Cultural competency and responsiveness
  • Washington: Department of Children, Youth & Families: Child Care Provider Training Requirements
  • : Washington
  • Standards of Early Learning and Development: 1. Childhood Development
  • Standards of Early Learning and Development: 6. Positive Discipline and Guidance
  • : Alabama
  • Alabama: Standards of Early Learning and Development
  • Early Learning and Development Standards: 1. Early Childhood Education and Child Development
  • : Connecticut
  • Connecticut: Early Learning and Development Standards
  • NYC DYCD Core Competencies for Youth Work Professionals: 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
  • School Age Child Care: 1. Principles of Childhood Development
  • NYC DYCD Core Competencies for Youth Work Professionals: 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
  • School Age Child Care: 3. Child Day Care Program Development
  • NYC DYCD Core Competencies for Youth Work Professionals: 4. Ability to foster academic and non-academic skills and broaden participant horizons.
  • NYC DYCD Core Competencies for Youth Work Professionals: 6. Ability to promote responsible and healthy decision-making among all participants.
  • : New York
  • New York: NYC DYCD Core Competencies for Youth Work Professionals
  • New York: School Age Child Care
  • Early Childhood Professional Learning Categories: 1. Learning Communities
  • Early Childhood Professional Learning Categories: 5. Learning Designs
  • Early Childhood Professional Learning Categories: 6. Implementation
  • Tennessee: Early Childhood Professional Learning Categories
  • : Tennessee
  • Program Quality Practices: 1. Physical Environment, Curriculum, and Program Activities
  • Program Quality Practices: 2. Assessment, Planning, and Improvement
  • Program Quality Practices: 3. Relationships
  • Program Quality Practices: 4. Child and Youth Engagement
  • Wyoming: Program Quality Practices
  • : Wyoming
  • Child Care Centers Professional Growth and Development Training Requirements: 1. Planning a safe, healthy learning environment (includes nutrition)
  • Child Care Centers Professional Growth and Development Training Requirements: 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
  • Child Care Centers Professional Growth and Development Training Requirements: 8. Principles of child growth and development
  • Iowa: Child Care Centers Professional Growth and Development Training Requirements
  • : Iowa
  • Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 1. Proper supervision of children
  • Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit: 2. Behavioral guidance practices
  • : Arkansas
  • Arkansas: Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
  • Core Competencies for Early Childhood Professionals: 1. Safe Environments
  • Core Competencies for Early Childhood Professionals: 2. Healthy Environments
  • Core Competencies for Early Childhood Professionals: 3. Learning Environments
  • Core Competencies for Early Childhood Professionals: 8. Self-Esteem
  • Core Competencies for Early Childhood Professionals: 9. Social Development
  • Core Competencies for Early Childhood Professionals: 10. Guidance
  • Nebraska: Core Competencies for Early Childhood Professionals
  • : Nebraska
  • Core Knowledge and Competencies for Early Childhood Professionals: 2. Child and youth development
  • West Virginia: Core Knowledge and Competencies for Early Childhood Professionals
  • : West Virginia
  • The National Association for the Education of Young Children (NAEYC) Training: 2. Child growth and development
  • The National Association for the Education of Young Children (NAEYC) Training: 4. Planning learning activities
  • The National Association for the Education of Young Children (NAEYC) Training: 5. Guidance and discipline techniques
  • : Mississippi
  • Mississippi: The National Association for the Education of Young Children (NAEYC) Training
  • Early Childhood - Continuing Education: 2. Child Guidance
  • Early Childhood - Continuing Education: 6. Learning Activities
  • Louisiana: Early Childhood - Continuing Education
  • : Louisiana
  • Early Childhood Educator Requirements: Birth to Second Grade: 2. Developmental curriculum planning/ environment and curriculum
  • Early Childhood Educator Requirements: Birth to Second Grade: 4. Positive behavior management/social-emotional development
  • : Delaware
  • Delaware: Early Childhood Educator Requirements: Birth to Second Grade
  • Department of Early Education & Care Standards: 2. Planning Programs and Environments for Young Children
  • Department of Early Education & Care Standards: 4. Child and Classroom Management
  • Department of Early Education & Care Standards: 10. Supervision or Staff Development in Early Childhood Education
  • Massachusetts: Department of Early Education & Care Standards
  • : Massachusetts
  • Early Learning and Development Standards: 2. Social and Emotional Development
  • Rhode Island: Early Learning and Development Standards
  • : Rhode Island
  • Hawaii: 2.Learning and Development
  • 2.Learning and Development: 2a. Youth Learning and Development
  • 2.Learning and Development: 2b. Staff Professional Development and Leadership
  • : Hawaii
  • Quality Standards for OST Programs: 2: Relationships and Interactions
  • Quality Standards for OST Programs: 3: Youth-Centered Program Design
  • : North Dakota
  • North Dakota: Quality Standards for OST Programs
  • ECE Competencies: 3. Relationships, Interactions, and Guidance
  • ECE Competencies: 8. Learning Environments and Curriculum
  • : California
  • California: ECE Competencies
  • Family/Community Relations: 3. Transitioning
  • Career Development: 4. Using child care tools
  • Child Growth and Development: 6. Social/emotional development
  • Career Development: 6. Strategic leadership and planning
  • Child Growth and Development: 7. Challenging behaviors
  • Ohio: Career Development
  • Ohio: Child Growth and Development
  • Ohio: Family/Community Relations
  • : Ohio
  • Core Knowledge and Competencies: 4. Learning Environment and Curriculum
  • Indiana: Core Knowledge and Competencies
  • : Indiana
  • Early Learning eGuidelines Competencies: 4. Preparing for and Including Young Children in the Child Care Setting
  • Early Learning eGuidelines Competencies: a. Introduction to Inclusive Child Care
  • Early Learning eGuidelines Competencies: d. Preparing for and Including Young Children in the Child Care Setting
  • Idaho: Early Learning eGuidelines Competencies
  • : Idaho
  • B-3 Continuum: 5. Joint Professional Development
  • Illinois: B-3 Continuum
  • : Illinois
  • Department of Early Learning and Care: Training: 5. Learning Environments and Curriculum
  • Department of Early Learning and Care: Training: 8. Understanding and Guiding Behavior
  • Oregon: Department of Early Learning and Care: Training
  • : Oregon
  • Competencies for Early Childhood Educators and Administrators: 6. Professional development and leadership
  • Competencies for Early Childhood Educators and Administrators: 8. Teaching practices
  • : Colorado
  • Colorado: Competencies for Early Childhood Educators and Administrators
  • Department of Children and Families (Annual In-Service Training): 7. Behavior management
  • Department of Children and Families (Annual In-Service Training): 16. Guidance and discipline
  • Department of Children and Families (Annual In-Service Training): 22. Developing special interest centers/spaces and environments
  • Florida: Department of Children and Families (Annual In-Service Training)
  • : Florida
  • Child Care VA Standards: 10. Inclusion of All Children
  • Child Care VA Standards: 13. Foundations of Child Development and Approaches to Learning
  • Virginia: Child Care VA Standards
  • : Virginia
  • Child Care Facilities: Staff Development Topics: a. Planning a safe, healthy learning environment
  • Child Care Facilities: Staff Development Topics: c. Positive ways to support children's social and emotional development
  • North Carolina: Child Care Facilities: Staff Development Topics
  • : North Carolina
  • Kansas: Afterschool Program Quality Guidelines
  • Afterschool Program Quality Guidelines: I. Child/Adolescent Growth and Development
  • Afterschool Program Quality Guidelines: II. Learning Environment and Curriculum
  • Afterschool Program Quality Guidelines: III. Child/Adolescent Observation and Assessment
  • : Kansas
  • Afterschool Program Quality Guidelines: VI. Interactions with Children/Youth/Others
  • Afterschool Program Quality Guidelines: VIII. Professional Development and Leadership
  • Early Childhood Education: Professional Development Areas: Annual Training (1) Child growth and development
  • Early Childhood Education: Professional Development Areas: Annual Training (2) Guidance and discipline
  • Early Childhood Education: Professional Development Areas: Annual Training (4) Teacher-child interaction
  • Texas: Early Childhood Education: Professional Development Areas
  • Early Childhood Education: Professional Development Areas: Pre-Service 3. Positive guidance and discipline of children
  • Early Childhood Education: Professional Development Areas: Pre-Service 4. Fostering children’s self-esteem
  • Early Childhood Education: Professional Development Areas: Pre-Service 5. Supervision and safety practices in the care of children
  • Early Childhood Education: Professional Development Areas: Pre-Service 6. Positive interaction with children
  • : Texas
  • : Arizona
  • Early Childhood Education Professional Learning Standards: C. Program administration, planning, development, or management
  • Arizona: Early Childhood Education Professional Learning Standards
  • Maine: Child Care Training & Education
  • : Maine
  • Child Care Training & Education: Standard 1: Learning Environment/Developmentally Appropriate Practice
  • New Jersey: Department of Children & Families: Staff Training Requirements for Childcare Centers
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: i. Child growth and development
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: ii. Positive guidance and discipline
  • : New Jersey
  • Department of Children & Families: Staff Training Requirements for Childcare Centers: vi. Creating a classroom environment
  • Nevada: Department of Education: Standards for Professional Development
  • Department of Education: Standards for Professional Development: f. Strategies for working with children with disabilities
  • Department of Education: Standards for Professional Development: g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
  • : Nevada
  • Wisconsin: Division of Early Care and Education: Staff Development
  • Division of Early Care and Education: Staff Development: i. Child growth and development
  • Division of Early Care and Education: Staff Development: k. Guiding children’s behavior
  • : Wisconsin
  • Kentucky: Early Childhood Professional Development Framework
  • : Kentucky
  • Early Childhood Professional Development Framework: Standard I: Designs/Plans Instruction
  • Early Childhood Professional Development Framework: Standard II: Creates/Maintains Environments
  • Early Childhood Professional Development Framework: Standard III: Implements Instruction
  • Early Childhood Professional Development Framework: Standard V: Reflects/Evaluates Teaching/Learning
  • Early Childhood Professional Development Framework: Standard VI: Collaborates with Colleagues/Families/Others
  • Early Childhood Professional Development Framework: Standard VII: Engages in Professional Development
  • : Pennsylvania
  • Pennsylvania: Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
  • Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 1: Child Development and Learning in Context
  • Professional Standards and Competencies for Early Childhood Educators (PA PSCECE): Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices

Course Content

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Module 1: Course Overview

Module 2: Understanding Behavior Challenges
Module 3: Start With SEL
Module 4: Manage Your Own Emotions
Module 5: Structure, Routines and Rituals
Module 6: Supervision, Active Ignoring, and Redirecting
Module 7: Delivering Feedback and Consequences
Module 8: Strategies for Virtual Environments/Applications
Module 9: Wrapping Up
Not Enrolled
This course is currently closed

Course Includes

  • 35 Lessons
  • 2 Topics
  • 2 Check-ins
  • Course Certificate