Approaches to Managing Children with Challenging Behaviours
Presented by: Linda Foley and Katherine Osborne
Aims of the session:To recognise the importance of high quality
relationships and knowledge of pupilsTo consider the causes and effects of a range
of challenging behaviours from pupilsThe significance of language in building pupil
success, including the impact and influence of adult behaviour
To explore strategies for de-escalating low to high level conflict situations
For you, what are the main challenges of managing children with complex behavioural needs?
Staff Personal Life
Environment Friendships
Curriculum Timetable
Factors impacting on children’s ability to cope with the demands of school
In March 2015, The Department of Education updated “Mental Health and Behaviour in Schools: Departmental advice for school staff” (June 2014). Children and young people exposed to several risk factors are more likely to experience difficulties with social and emotional development, which then may lead to Mental Health needs.
Please refer to Risk and protective factors for child and adolescent mental health.
https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools--2
Remember
A child’s behaviour is always a form of communication. They are always trying to tell us something.
Positive – compliant, cooperative, interested, motivated behaviour Negative – oppositional, defiant, aggressive, resistance,
withdrawn, refusal, argumentative behaviours
Functions of Behaviour
Social attention: It may be a good way of getting other people’s attention, even if it is negative, e.g., shouting
To get something: A person may learn behaviours that get them things they want, e.g., food, objects etc
Escape: It may help to avoid things a person doesn’t like e.g. dentist
Sensory: Sometimes people enjoy the feeling that certain behaviours give them, i.e. rocking, humming, etc
Special educational provision in schools SEND code of Practice (June 2014)
6.36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
6.37 High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.
Activity: Personal Space & Body Language
Proactive Language
Tell children what to do – not, what not to doUse the child’s name at the start of an instructionLess is more ‘First’ and ‘then’ or ‘this’ or ‘that’Directive language – ‘time to go back into class’Avoid closed requests where the child can say ‘no’-
‘would you like to put your coat on?’Specific praise – ‘good listening’The language of specific choice
Reactions are experiences feeding
the CONFLICT SPIRAL
Behaviour- negative behaviour provokes
negative reactions from others
Feelings Negative thoughts and
emotions drive behaviourExperiences result from
incidents and perceptions
Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Stage 6
Level 1
Level 2
Level 3
Time
Anxiety / Trigger
Defensive / Escalation
Crisis
RecoveryDepression
6 Stages of a Crisis
Follow Up
Need for diversion, support and reassurance
Need for diversion, reassurance, clear limits, boundaries and choices
Possible need for Restrictive Physical Intervention appropriate for the service user
Need for coordinated letting go, support, reassurance
Need for observation, support and monitoring
Need for positive listening and debrief
Examples of resourcesTen top tipsStrategies for keeping yourself safeRisk Reduction Plan Pack Pastoral Support PlanUniversal ProvisionCambridgeshire Policy and Guidance on
Effective Management of Behaviour Beating Bureaucracy
How do we de-fuse and de-escalate challenging behaviour?
LowMedium
HighRefer to Risk Reduction Plan
Restorative Approaches:
Supporting children to come up with their own solutions – encouraging independence and problem-solving skills
Restorative debrief questions:What happened?What were you thinking about at the time?What have your thoughts been since?Who has been affected?In what way have they been affected?What do you think needs to happen to make things right?
Contact Details
www.cambridgeshire.gov.uk/sendhttp://www.cambridgeshire.gov.uk/homepage/52/family
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[email protected] SEND Specialist Services Manager, SEMH