School Direct Trainee

Positive Behaviour

Management Part 2

15.01.15

Laura Darvill

Gap Task Feedback

10 minute reflection time on previous training session to discuss strategies used, what went well and next steps .

Objectives

To understand the impact of attachment on behaviour.

To develop knowledge of behaviour management strategies.

To consider implications for own practice.

Understanding Attachment

‘Attachment is centrally the affectionate bond or tie that an infant forms between himself and his mother figure’

(Mary Ainsworth)

https://www.youtube.com/watch?v=s608077NtNI

https://www.youtube.com/watch?v=apzXGEbZht0

Positive interaction cycle

Disturbed attachment cycle

Attachment Styles

Task

Considering what you know about attachment, what behaviours do you think you may expect to see from children with attachment difficulties?

Think about how the child sees themself and what they will expect from you/ TA’s (as main attachment figures in school) based on their previous experiences.

Behaviours associated with Attachment Difficulties.

• Compulsive need to control others, including care givers, teachers and other children

• Intense lying, even when ‘caught in the act’• Poor response to discipline; aggressive or oppositional defiance• Lack of comfort with eye contact (except when lying)• Physical contact; wanting too much or too little• Interactions lack mutual enjoyment or spontaneity• Increased attachment produces discomfort and resistance

Behaviours associated with Attachment Difficulties.

• Indiscriminately friendly, charming; easily replaced relationships• Poor communication; many nonsense questions and chatter• Difficulty learning cause/effect, poor planning and/or problem solving• Lack of empathy; little evidence of guilt and remorse for others• Ability to see only the extremes; all good or all bad• Habitual dissociation or habitual hyper-vigilance • Pervasive shame, with extreme difficulty re-establishing a bond

following conflict

Strategies

AvoidantAllow some control/ give choice (there are 2 activities in todays lesson, you choose which one you do)Comment on task rather than child (I wonder how that story might end, rather than what do you think)

AmbivalentSet small timed tasks (use timer)Gradually increase duration of tasksLet pupil know you have seen them and they will get a turn.Avoid over-helping-Acknowledge frustration (therapeutic/reflective language)

DisorganisedFlag up changes to routines in advance, reflect upon changes.Carefully plan transitions and endings, support and reflect on feelings of grief.

Re-enactment

Task

Think of an example in the classroom when a child has drawn you into a negative re-enactment

Discuss in pairs

Share as whole group

Repairing the Relationship

If re-attunement is not offered, the child remains ashamed and comes to experience his/her whole self as unworthy

Pervasive and excessive shaming experiences can lead to a need to be in control; challenging behaviour; hurting self and others; lies; sense of entitlement; dissociation and/or hyper-vigilance; stealing and poor response to discipline

Nurture

‘The aim of nurture work is to provide a restorative experience of early nurture’ Boxall and Lucas 2010

The 6 Nurture Principles

1. Children’s learning is understood developmentally

2.The classroom offers a safe base

3.Nurture is important for the development of self esteem

4.Language is understood as a vital means of communication

5.All behaviour is communication

6.Transitions are significant in the lives of children

Behaviour management basics

Consistency and expectations

• Settling the class-6 Ps!!! Greet, Reinforce rules, routines and expectations

• Seating plans-Individual, group, consider diagnosed conditions, peer dynamics

• Behaviour charts-Individual charts, group rewards, behaviour specific/ task specific

• Visual timetablesUse consistently! Class/group/individual

Assertive Language

Eye contact, divert and give take up time, corrective positive language.

“I need you to be quiet- thank you”

“Jack… what should you be doing?”

“Make a good choice and… thank you” Non-verbal messages

Planned ignoring

Rule reminder

Choices and consequences

Blocking or assertive statements- “we don’t want to hear that”

Warning and removal procedure- “because you have chosen to do that, I have no option to …”

Therapeutic Language

Avoid negatives- NO!

Identify feelings and set the rule- “I can see you are very angry/ I know you want to go outside but the class rule is that we have to work through the timetable2.

Reinforce the rule- “You still seem really angry, but the rule is that we don’t hurt each other, if you choose to keep hurting people you are choosing… consequence.

Enforce rule- follow through with the consequence reminding them that it was their choice- “You’ve chosen to keep breaking the rules by trying to leave the class, I am an adult and it’s my job to keep you safe so I am going to have to …”

Gap Task

Choose a child in your class whose behaviour often needs addressing. Using what you now know about attachment etc, think about which strategies you could use. Try them out and discuss/ evaluate their effectiveness with a colleague in the next session.

ldarvill@barnsley.org