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withdrawn, refusal, argumentative behaviours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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marian.cullen@cambridgeshire.gov.uk SEND Specialist Services Manager, SEMH