A 10-year-old described as a 'class clown' denies problems at school; which strategy should the nurse practitioner recommend?

A 10-year-old described as a 'class clown' denies problems at school; which strategy should the nurse practitioner recommend?

• A. Empower the child to make decisions and assume more responsibilities.
• B. Help the child identify skills and activities that he is good at.
• C. Spend time each evening helping the child with homework to improve grades.
• D. Work with the teacher to set appropriate limits on school behavior.

Answer: (B)

The main idea here is using a strengths-based approach to help a child who acts out for attention. When a 10-year-old who’s labeled as a class clown denies problems, guiding the child to discover and engage in skills and activities he does well builds real self-worth and gives him a constructive outlet for his energy. Identifying what the child is good at provides concrete opportunities for success. Feeling competent boosts self-esteem and makes school life feel more manageable, which can reduce the need to seek attention through disruptive behavior. This approach taps into intrinsic motivation—doing something because it feels effective and enjoyable—so the child is more likely to participate positively and with less friction. Other strategies have value in different ways, but they don’t directly foster that positive self-concept through recognized strengths. Empowering more decisions and responsibilities supports autonomy, but without tying it to a sense of competence. Helping with homework targets academics, which is important but may not address the behavioral pattern. Working with the teacher to set limits helps classroom management, yet it doesn’t cultivate the internal confidence that comes from succeeding in areas the child genuinely enjoys. By focusing on what he does well, the nurse practitioner helps him experience achievement and growth that can translate into better behavior and engagement at school.

The main idea here is using a strengths-based approach to help a child who acts out for attention. When a 10-year-old who’s labeled as a class clown denies problems, guiding the child to discover and engage in skills and activities he does well builds real self-worth and gives him a constructive outlet for his energy.

Identifying what the child is good at provides concrete opportunities for success. Feeling competent boosts self-esteem and makes school life feel more manageable, which can reduce the need to seek attention through disruptive behavior. This approach taps into intrinsic motivation—doing something because it feels effective and enjoyable—so the child is more likely to participate positively and with less friction.

Other strategies have value in different ways, but they don’t directly foster that positive self-concept through recognized strengths. Empowering more decisions and responsibilities supports autonomy, but without tying it to a sense of competence. Helping with homework targets academics, which is important but may not address the behavioral pattern. Working with the teacher to set limits helps classroom management, yet it doesn’t cultivate the internal confidence that comes from succeeding in areas the child genuinely enjoys. By focusing on what he does well, the nurse practitioner helps him experience achievement and growth that can translate into better behavior and engagement at school.