using support groups to improve behaviour - the approach dr joan mowat presentation for staff

Using Support Groups to Improve Behaviour

- The Approach

Dr Joan Mowat

Presentation for Staff

Overview

What are Support Groups? Who are they for? What are the aims of support groups? What are the influences underlying the

approach? What’s unique and different about the

approach? How do SGs work in practice? What do pupils do? Evaluation of progress

© Dr Joan Mowat

What are Support Groups?

groups of 4 pupils meet weekly with a Support Group Leader for a period a week [50-60 mins]

groups will also be supported by a further teacher within the school

senior pupils may also assist with groups groups will meet for a minimum of 20 sessions pupils engage in activities to promote reflection,

thinking skills and understanding pupils are involved in individually negotiated target-

setting© Dr Joan Mowat

Who are they for?

Pupils who are experiencing difficulty in coping with the norms of school life

Pupils who are showing early signs of failing to cope with the norms of school life

Pupils who could be categorised as having social and emotional behavioural difficulties.

© Dr Joan Mowat

The aims of Support Groups

Support Groups aim to develop in pupils:

Understanding of themselves [intrapersonal intelligence]

Understanding of others [interpersonal intelligence]

Understanding of their interpersonal relationships

© Dr Joan Mowat

Understanding of Self and Others

Attitudes

Beliefs

Values Feelings

Motivations

© Dr Joan Mowat

The aims of Support Groups

Through developing intrapersonal and interpersonal intelligence, pupils will develop further:

The capacity to regulate their behaviour with good judgement in a range of contexts

The capacity to form and maintain good interpersonal relationships

The capacity for empathy Self-esteem and confidence More positive dispositions towards learning.

© Dr Joan Mowat

Principal theories underlying the approach

The Teaching for Understanding Framework (Prof David Perkins, Harvard Grad SoE)

Activating Children’s Thinking Skills (Prof Carol McGuinness, Queen’s University)

Multiple Intelligence Theory (Prof Howard Gardner, Harvard Graduate SoE)

Emotional Intelligence

© Dr Joan Mowat

What’s unique & different?

Strong theoretical and evidence-based approach The focus upon developing understanding of self

and others and upon value & belief systems The depth of discussion facilitated by activities The focus upon promoting reflection, judgement and

thinking skills rather than focusing solely upon strategies promotes the transfer of learning

Whilst has strong parallels with restorative practice, it is pro-active rather than re-active

The strong focus upon learning - not narrowly focused upon behaviour

© Dr Joan Mowat

How do support groups work in practice?

Nomination process Setting up groups Supporting Support Group Leaders Involving parents Support group activities

© Dr Joan Mowat

Nomination Process

pupils are nominated by their Pastoral Care teachers [Secondary] or class teachers [Primary] on the basis of identified criteria

a referral form is completed in which reasons for the referral and hoped for gains are clearly stated

the Support Group Leader, in consultation with senior management, selects the pupils to take part in the approach and seeks the permission of both pupils and parents

© Dr Joan Mowat

Involving Parents

Parents initially consulted about participation Parents invited to attend either initial individual

meeting or an Information Event Regular communication with parents through target-

setting process Report of pupil progress at the end of intervention Opportunity for parents to complete an evaluation

form

© Dr Joan Mowat

Individuallynegotiated

target-setting

Pupil Diary

Activities designedto promote

reflection & understanding

What pupils do

© Dr Joan Mowat

Choose a situation in which you feel that you coped well orone in which you feel that you coped badly.

Describe the situationHow did other people react to you at the time?How did you feel at the time?What happened as a result?How did you feel after the event?What have you learned from the experience?

If the situation did not work out for you, what could you dodifferently another time to lead to a better result?

Eg. of prompt

Pupil Diary

© Dr Joan Mowat

Target setting

targets are chosen by the pupil with help from the Support Group Leader

an aid for setting targets supports the process [to follow]

targets are set weekly and monitored daily by class teachers

the Support Group Leader (or a nominated person) should meet briefly each day with the pupil

target booklets are sent home daily or weekly to be signed by parents (option to comment)

a flexible approach should be adopted © Dr Joan Mowat

Target Setting

Showing ConsiderationPut up my hand when I want to speakKeep still in class - don’t fidgitKeep quiet in class - don’t talkDo what the teacher is asking me to do

Developing Learning HabitsBring the correct equipment to classDo homework as well as I canTry to concentrate upon my workListen carefully to the teacherAsk for help if I get stuck

Developing good relationshipsListen to other people - don’t interruptAvoid getting into arguments - walk away or visualise traffic lightsBe polite to teachersTreat others the way I want to be treated

Developing self-responsibilityTry to be calm in classThink before I actSay sorry when I have done something wrongKeep calm if I get into troubleBehave responsibly around the school

© Dr Joan Mowat

Exemplars of Pupil Activities

© Dr Joan Mowat

The beliefs and desireswhich make me

want to behave incertain ways

My actions.What I do.

Introductory Activity 1c

Exemplar of Pupil Activity

© Dr Joan Mowat

Information Sheet 9c

How people react to stress

The Fight or Flight Response

They tend to act in the same way each time They want to be seen to be the same as

everyone else in the group But, they can draw attention to themselves as

a way of establishing status in the group They try to establish territory - “my seat” They have difficulty thinking of new ideas They tend not to be self-motivated They rely on punishments and rewards

© Dr Joan Mowat

You’ve got an important test coming up. Your Mum wants you to study but

you want to go to the match.Activity 4a

Agony Kids

Promise that you’ll put time aside to study

if you can go to the match

No contest!…go to the

match

Stay atHome to

Study

© Dr Joan Mowat

Evaluating pupil progress

informal observation of pupil participation within group and how they behave around the school

scrutiny of pupil target-cards/booklets and work the plenary session focusses upon what pupils have

learned and how they have changed individual interviews are held with each child after

which a report of progress is sent to parents parents are invited to complete a short evaluation form there is an option of using a pre-/post- pupil self-

evaluation questionnaire

© Dr Joan Mowat

using support groups to improve behaviour - the approach dr joan mowat presentation for staff

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