Understanding behaviour in the context of a BESD setting

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Understanding behaviour in the context of a BESD
setting
The National Programme for Specialist Leaders of
Behaviour and Attendance innovative,
effective, practical
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Aims

• Recognise that understanding, as well as managing
  behaviour, is essential in a BESD setting.
• Recognise that understanding the underlying
  causes of behaviour can improve relationships and
  facilitate more effective management of
  behaviour.
• Consider the notion that behaviour can be
  explained in different ways by examining
  different theoretical models.
• Identify and describe the key concepts in
  theoretical explanations about the causes of
  behaviour.

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Session Outline

• Review Intersessional Activities
• Discussion - reading and preparatory activity
• Aims
• Links
• Activities
• 1. Risk and resilience factors a helpful
  framework for understanding
  behaviour
• 2. Exploring the impact of labels in a BESD
  setting
• 3. Linking behaviour to theoretical
  explanations
• Session review
• Selecting Intersessional Activities
• Forward look

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Resilience factors within the child

• Secure early relationships
• Being female
• Higher intelligence
• Easy temperament when an infant
• Positive attitude, problem-solving approach
• Good communication skills
• Humour
• Religious faith
• Capacity to reflect

Activity 1
5
Resilience factors within the family

• At least one good parent child relationship
• Clear, firm, consistent discipline
• Affection
• Support for education
• Supportive long-term relationship and absence of
  severe discord

Activity 1
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Resilience factors within the community

• Wide supportive network
• Good housing
• High standard of living
• High morale schools with positive policies for
  behaviour, attendance and anti-bullying
• Schools with strong academic and non-academic
  opportunities
• Range of positive sport and leisure activities

Activity 1
7
The 3 Ps model
Activity 1
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The 3 Ps model asks

• What are the characteristics within the child
  that might make them vulnerable to risk?
• What factors might have triggered problems?
• What factors might be maintaining them?

Activity 1
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Risk categories

• Predisposition (genetics/temperament)
• These risk factors will be found within child
• Precipitation (triggers)
• These are likely to be found in family or
  community (for children the community can mean
  school)
• Perpetuation (maintaining factors)
• What are the factors which allow the problem to
  continue?

Activity 1
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Protective factors

• Reduce the likelihood of negative chain reactions
  arising from a particular risk.
• Promote self-esteem and self-efficacy through the
  availability of secure and supportive personal
  relationships, or success in achieving tasks.
• Open up new and positive opportunities and offer
  turning points

Activity 1