When building relationships with families, practitioners help families embrace realistic optimism by ______.
A. being honest about a child's disability so that families know what they are getting into with support services
B. stressing a child's limitations so that families have a clearer understanding about what the future looks like
C. stressing a child's strengths and creating feasible plans that give families hope and encouragement
D. stressing a child's strengths, but also giving families a realistic glance at what they are going to experience
C. stressing a child's strengths and creating feasible plans that give families hope and encouragement
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Select the appropriate behavior reflection for the following situation: Hal is watering the plants on the windowsill
a. “That looks like fun.” b. “Do you have enough water to do them all?” c. “You’re being very careful, right?” d. “I like the way you’re watering each plant, one at a time.” e. None of the above
Explain the dynamics related to transition to parenthood and describe practices that would be supportive for new parents
What will be an ideal response?
To say a curriculum is __________________ means the teacher is trying to show relationships and connections between curricular areas
Fill in the blank(s) with the appropriate word(s).
If we want to promote perspective taking in our students, probably the best strategy is to:
a. encourage them to keep an open mind about things. b. have them work closely with, and perhaps tutor, children at a younger grade level. c. engage them in discussions in which they express diverse points of view. d. punish them when they act in an extremely self-centered fashion.