Explain the steps of the 4 steps of the ACT Limit Setting Model (the last step is the ultimate limit). Discuss why they are in the order they are and how neuroscience supports this. (Write about 6–12 sentences)
Using the information attached on ACT Limit Setting:
- Explain the steps of the 4 steps of the ACT Limit Setting Model (the last step is the ultimate limit). Discuss why they are in the order they are and how neuroscience supports this. (Write about 6–12 sentences)
- When are the 5 times limits are needed? (Write 1–5 sentences).
- Imagine this scenario: A child picks up a paintbrush with paint on it and walks up to a wall (it looks like they are about to paint the room). Write what you would say following the ACT Limit Setting Model.
- Imagine this scenario: A child is about to hit you in the face with a puppet. Write what you would say following the ACT Limit Setting Model.
- Imagine this scenario: A child walks up to the door and looks like they are about to exit the session early. Write what you would say following the ACT Limit Setting Model.
Answer
Understanding the ACT Limit Setting Model Essay
By: Essayicons.com
ACT Limit Setting Model steps.
The first step of the “ACT Limit Setting Model” is acknowledging the child’s feelings or wish. This step involves sympathizing with the kid and recognizing the child’s feelings and desires. The step enhances the kid to feel that the parent is hearing them out and comprehending them, thus activating their brain’s emotional regulation system. The second step is communicating the limit. In this step, boundaries are set for the safety of the child, the guardian, and the environment. The limits help the child understand the expectations and the rationale behind the limits. The third step is to target and give two choices. A child is given two alternatives in this step, which makes the child more likely to cooperate and act in accordance with the set boundaries. The last step is the ultimate limit and is used rarely when the kid frequently fails to stick to the limits after several trials. The ultimate limit step entails giving the child an immediate consequence (Hindman, 2023). The aforementioned four steps are in the order they are because they are designed to enhance effective communication and engagement with kids and, at the same time, accommodate neuroscience principles. Neuroscience supports this by illustrating “being calm and reflecting on a child’s feelings helps invite a child into the window of tolerance. Then, the child’s left hemisphere can help them make a choice” (Siegal, 2023). Neuroscience also supports repeating the limit multiple times to invite the children into the window.
Five times when limits are needed
According to Hindman, limits are needed in various sceneries. For instance, they are needed for the physical safety of the kids and others. Limits are also needed for emotional safety in a situation when the kid’s behaviors are hurtful to others (Hindman, 2023). They are also needed to respect boundaries when a child goes against the set boundaries. Protection of property like household items when a child’s actions may damage the property also needs limits. General health and well-being also need limits when a child may put their health or those around them at risk.
Paintbrush scenario.
Step 1: You really seem thrilled to paint the wall.
Step 2: But the wall is not meant for painting.
Step 3: You may paint on the canvas or the paper.
Puppet scenario
Step 1: You really want to hit me with your puppet.
Step 2. But we do not hit people with puppets.
Step 3: You can use the puppet to create humorous dialogues or a puppet dance.
Exiting the session early scenario
Step 1: You really want to exit the session.
Step 2: But it is not time to leave yet.
Step 3: You can do another activity or assist me in tidying up.