Building children’s maladaptive behavior management program for grandparents in Viet Nam – Practical basis

ich, awareness factor 2 and awareness 6 are negatively correlated with skill 2, awareness factors 1,5,8 are positively correlated with skill 2. The prediction equation is as follows. Skill 2 = 2.16 + 0.12*Awareness1 – 0.1*Awareness2 + 0.12*Awareness5 0.1*Awareness6 + 0.16*Awareness8 786 In the condition that the awareness factors of the above model do not change; if increasing by 1 point of awareness 1 and awareness 5, an increase of 0.12 points will occur in skill 2; if increasing by 1 point of awareness 8, an increase of 0.16 points will occur in skill 2; if decreasing by 1 point of awareness 2, an increase of 0.12 will occur in skill 2; if decreasing by 1 point of awareness 6, an increase of 0.1 point will occur in skill 2. Thus, if you want to develop skill 2 (appropriate response to children’s maladaptive behaviors), it is important to have combined intervention to develop grandparents’ awareness of children’s ability to take care of themselves, their ability to understand others, and the effectiveness of their behavior management strategies; At the same time, it is necessary to have a combined intervention to change awareness of grandparents about children’s responsibilities to family and siblings, about punishment. For the model to predict skill 3 based on the combination of 8 awareness factors, the factor with statistical significance is awareness 2 and awareness 6. The predictability of the remaining factors (1,3,4,5,7,8) was not statistically significant (p > 0.05). Thus, we remove these elements from the model. The results show that the prediction rate of this model is 2.9%, which is statistically significant (p < 0.05). In which, awareness 2 is negatively correlated with skill 3, awareness 6 is positively correlated with skill 3. The prediction equation is as follows. Skill 3 = 2.69 – 0.11*Awareness2 + 0.14*Awareness6 In the condition that the awareness factors of the above model do not change, if 1 point of awareness 2 is reduced, it will increase 0.11 points in skill 3; if increasing by 1 point of awareness 6, an increase of 0.14 points will occur in skill 3. That means in order to develop grandparents’ skill 3 (Communicating with children about maladaptive behaviors in a concise and effective way), it is necessary to apply combined intervention to change their awareness of the children’s responsibilities to the families and raise their awareness of punishment. Thus, the results of analysis of linear regression models show that: To develop grandparents’ skills in managing children’s maladaptive behaviors, it is necessary to influence grandparents’ awareness and emotions in 787 order to: (1) Develop their awareness of children’s ability to take care of themselves, of children’s ability to play and stay alone, of the effectiveness of behavior management strategies, of how to implement punishment techniques; (2) Change their awareness of children’s responsibilities to the families and siblings, about the role of punishment. Therefore, it is necessary to influence the awareness so that grandparents can better understand the responsibilities of children corresponding to their age, to avoid having too high expectations for children, leading to inappropriate interactions. It is also necessary to influence awareness so that grandparents can properly understand the nature of punishment: Punishment is a form of reducing children’s maladaptive behavior, not a form of expressing negative emotions of grandparents; Provide grandparents with logical consequences of punishments so that they respond appropriately to the child when punishing; (3) Help grandparents manage negative emotions that arise due to the impact of the child’s maladaptive behaviors and due to disagreements with other caregivers. Make sure that grandparents are affected by these factors but to a certain extent, avoid the situation where the impact results in negative emotions. If this goal of emotion management is achieved, this will be a factor affecting the process of impacting awareness associated with grandparents’ skills, contributing to the development of grandparents’ skills in managing children’s maladaptive behaviors. IV. DISCUSSION The findings from the research presented above show that, in general, Vietnamese grandparents have average skills in managing children’s maladaptive behaviors. However, awareness is not a predictor of such skill, the factor that can influence the formation of grandparents’ skills is a combination of awareness and the level of impact of grandparents in the process of child behavior management. Specifically, with current awareness, if grandparents are affected by their grandchildren’s maladaptive behaviors but were affected (to a certain extent) by disagreements with other caregivers, have a positive impact on their skill improvement. This represents a difference with Western grandparents. In the study by Kirby, J. N. (2012), grandparents said that they had difficulty in resolving 788 disagreements with the children’s parents about ways to manage behaviors, care and rearing of the children. These conflicts affect their effectiveness in managing the children’s behavior and they need strategies to resolve these conflicts. However, for Vietnamese grandparents, these disagreements serve as an incentive for grandparents to develop their skills. Hence, inheriting the achievements of programs for grandparents that have been effectively implemented in the world, based on the actual status of Vietnamese grandparents’ capacity, we propose to develop and implement children’s maladaptive behavior management program for grandparents in Vietnam with the goal: to influence grandparents’ awareness and emotion, thereby helping grandparents form skills to organize, control and monitoring activities that influence their grandchildren in order to reduce the degree of maladaptive behaviors among the children, helping them gradually form alternative adaptive behaviors. Specific objectives are as follows: (1) Awareness: (i) Develop grandparents’ awareness of the child’s age- appropriate abilities and responsibilities (children’s ability to take care of themselves, children’s ability to play and stay alone), avoid the situation that grandparents have too high expectations for the children, leading to inappropriate interactions; (ii) Develop grandparents’ awareness of the effectiveness of behavior management strategies; (iii) Develop grandparents’ awareness of how to implement penalty techniques; (iv) Change the awareness of grandparents about children’s responsibilities to family and siblings; (v) Change grandparents’ awareness of the role of punishments. (2) Emotions: Helping grandparents manage emotions in the process of managing children’s maladaptive behaviors (reduce the impact on grandparents due to children’s maladaptive behaviors; maintain the impact on grandparents due to disagreements with other caregivers). (3) Skills: Help grandparents form skills: Behavioral analysis to properly identify children’s needs; Logical penalty, appropriate purposes and consistency; Give appropriate and effective instructions; Manage their emotions. 789 V. CONCLUSION The research findings show that: Vietnamese grandparents are at an average level of awareness of strategies to manage their grandchildren’s maladaptive behaviors as well as of the effectiveness of those strategies; grandparents are affected by their children’s maladaptive behaviors as well as disagreements with other caregivers, 50% of cases that the children have maladaptive behaviors where grandparents can’t handle them. In addition, grandparents need guidance on how to manage their grandchildren’s maladaptive behaviors. 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