1. Reduce Aggression With Touch Frances M. Carlson and Bryan G. Nelson

2. Think about… Focus on what is driving children to these levels of aggression. When touched in a nurturing way children form a secure bond with their care taker. What happens to children without this positive touch?

3. Secure Attachment Develops from child-caregiver interactions such as: Promptly meeting a child’s needs. Providing the right amount of interaction and stimulation. Basing attention, stimulation, and interactions of the child’s needs.

4. Lack of Secure Attachment Insecure attachment Child’s needs not met Caregivers needs have taken precedence over the child’s needs Non-attachment Lacking positive and nurturing interactions Can result from institutionalized care Lack of response to adults Aggression when frustrated

5. Secure Attachment Cooperative Communicating positively Sharing Empathy Ability to make and keep friends

6. Insecure Attachment Increased aggression and rage Decreased self-control Low self-esteem Lack of empathy or remorse Inability to develop and keep friends Behavioral and academic problems at school

7. Insecure Attachment “Boys with insecure attachments are four times more likely than securely attached boys to commit aggressive acts.”

8. Interesting Facts Children in the United States are touched less than those around the world. “The high-touch cultures have relatively low rates of violence while the low-touch cultures have extremely high rates of youth and adult violence.” The youth homicide rate in the US is more than 10 times greater than in other industrialized nations where more positive touch occurs.

9. Lack of Positive Touch An increase in aggression when a decrease in physical contact occurred. (Honig 2005) Children act aggressively so they can be touched, even if it is negative. Pushing Shoving Tripping Pinching

10. Reduce Aggression With Touch Be nurturing Wake children with massage Greet children with a pat or hug Keep contact throughout the day End the day with a hug, hand shake, or high five

11. Experimenting with Touch I chose a child who was having some behavioral problems such as interrupting and talking out. I greeted the child each morning with a hug or pat on the back. I walked the room and was sure to give the child positive touches during lessons when he might otherwise have been interrupting.

12. Results The child’s behavior immediately improved. He went 6 weeks with only one incident. Previously he was having one or more incidents about 4 days a week. Other children noticed the improved behavior and complimented him on it. He asked me to talk to his parents, telling them what a good job he was doing. Previously, he feared any discussion between his parents and me. His self esteem increased. His grades slowly improved…though they weren’t that bad to start with. Recently, even other teachers have noticed the marked change in his behavior.

13. Secret Handshakes www.drjean.org

14. My Class Experiment By Lyne Shirley

15. Experiment To have “gentle interactions” with my students, especially those that are having difficulty

16. Experiment Goal: To see if these interactions improve 1] the learning process, and 2] classroom behaviors.

17. Experiment Gentle Interactions: Eye Contact Lean over – eye level Greetings by name as they enter class

18. Experiment Asked about their weekend and what’s going on in their life Let them talk when they have something to say Don’t interrupt when they’re talking Treated them with respect Never demean Pat on the shoulder or arm

19. Experiment Results Made a difference with some of my students immediately Less aggressive Better attention span Able to complete assignments on time Some responded on some days and not on others

20. Essential Touch By Frances M. Carlson 2006 NAEYC

21. Summary Infants need touch in order to thrive Touch is essential to the well being of children and even adults Children need positive touch for them to feel love, security, and to develop socially and emotionally Some children have problems with touch and may need different strategies to meet their needs

22. Summary Educators are confused about the role of touch in school settings Withholding touch can be just as devastating as harmful touch such as abuse, and hitting “No Touch” policies can lead children to dangerous situations where they are unfamiliar with appropriate touch and thus, more vulnerable

23. Summary Teachers are afraid to touch because it might be misconstrued Men in early childhood settings are under more scrutiny and sometimes avoid all touch

24. Summary Schools need appropriate policies regarding touch Partnership with parents is needed Educate children and parents

25. Web Sites The Importance of Touch http://www.karger.com/gazette/67/Field/art_4.htm Keys to Building Attachment with Young children http://www.ag.ndsu.edu/pubs/yf/famsci/fs631w.htm The Importance of Touch http:library.adoption.com/parenting-skills/the- importance-of-touch/article /3060/1.html