Behaviour management in Shakespeare's day

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Behaviour management in Shakespeare's day! Can
you see yourself using these phrases effectively?
An early school report! He acts being seven ages,
at first the infant, mewling and puking in the
nurses arms, and then the whining schoolboy with
his satchel and shining morning face, creeping
like a snail unwillingly to school.
You blocks, you stones, you worse than senseless
things!
Thou art in parlous state!
You can suck the melancholy out of a song as a
weasel sucks eggs
Unbidden guests are often most welcomest when
they are gone.
How oft the sight of ill deeds make ill deeds
done.
I do not much dislike the matter, but the manner
of his speech.
The mirror of all courtesy.
How sharper than a serpents tooth it is to have
a thankless child.
All the perfumes of Arabia will not sweeten this
little hand.
Heat not a furnace for your foe so hot that it do
singe yourself.
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Behaviour management in Shakespeare's day! Can
you see yourself using these phrases effectively?
An early school report! He acts being seven ages,
at first the infant, mewling and puking in the
nurses arms, and then the whining schoolboy with
his satchel and shining morning face, creeping
like a snail unwillingly to school.
You blocks, you stones, you worse than senseless
things!
Thou art in parlous state!
You can suck the melancholy out of a song as a
weasel sucks eggs
Unbidden guests are often most welcomest when
they are gone.
How oft the sight of ill deeds make ill deeds
done.
I do not much dislike the matter, but the manner
of his speech.
The mirror of all courtesy.
How sharper than a serpents tooth it is to have
a thankless child.
All the perfumes of Arabia will not sweeten this
little hand.
Heat not a furnace for your foe so hot that it do
singe yourself.
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Challenging Behaviour in Young People
Bob Hope Behaviour and Attendance Consultant
LBRuT
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• Aims and outcomes of the day.
• To identify the common challenges faced in our
  work
• To develop the understanding of the behaviour
  dynamic
• To identify possible strategies to support
  positive outcomes

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Your Personal Shield
HOME
WORK
CONCERN
HOPE
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• The behaviours that challenge
• On a post it note write down how challenging
  behaviour presents itself in your work.
• One behaviour per post it.
• Keep these in front of you.

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Complete the scenario card outlining the key
elements of a situation where a challenging
behaviour presents itself i.e. when, where, who
and how it has escalated into a serious or grave
concern behaviour.
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• Arrive late
• Have a hangover
• Dont have a good nights sleep the day before
• Dont get the equipment ready
• Promise that something will happened next week
  and then change your mind
• Shout a lot
• Talk a lot
• Dont plan your session
• Insult the whole class
• Threaten the whole class
• Allow the students to suggest activities you are
  not organised to do
• Help individuals and ignore the rest of the class
• Give out instructions while they are talking
• Dont check last weeks work before your start
  the lesson
• Dont allow enough time to pack away
• Wear something strange or provocative
• Eat something smelly and breath heavily over the
  class
• Wear something smelly

WAYS TO HAVE A BAD DAY AT WORK
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The Behaviour Dynamic
We must be realistic about what we can influence
or control but it is essential that those
areas are managed well by that person.
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Long term causes of challenging behaviour
Short term triggers of challenging behaviour
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Problem behaviours may represent 'appropriate'
reactions to highly difficult home influences.
James is 17 and lives with his mum, two older
brothers and his dad. His dad is a builder and
James idolises him. His dad is a violent
alcoholic who hits out at his mother and
occasionally at his brothers if they annoy him.
His dad does nothing around the house but
constantly calls his mother lazy and good for
nothing and complains if meals are not on the
table exactly when he expects them. James has
lived with this behaviour all his life and sees
it as 'normal'. From observing his dad, James
seems to have learnt that if someone annoys you,
you hit them and that women do not deserve
respect. At his training placement, James is
regularly in trouble for fighting, for being rude
and for refusing to work for female tutors.
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A 14 year old using obscene language
Context in which it may be perceived as normal

• In conversation with friends the same age, when
  in a social situation with them.

• In the dinner queue, during general conversation
  with peers
• When it is a one off or rare occurrence
• When requests to stop it are immediately acted on.

Context in which it may be discouraged but
managed tolerantly

• Within an education setting when directed quietly
  at another pupil
• When it occurs regularly but is short lived
• When it causes some disruption to
  lessons/sessions
• When requests to stop it are slow to be acted on.

Context in which it may be perceived as a
moderate behaviour problem

• Within an education setting when directed loudly
  at the teacher/tutor
• When it occurs frequently and is sustained
• When it causes serious disruption to
  lessons/sessions
• When used with or by much younger children
• When all requests to stop it are ignored
• Under any circumstances if the adults view of
  poor language is extremely negative.

Context in which it may be perceived as a serious
behaviour problem
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• Externalising behaviour problems conduct
  disorders
• Some children and young people may externalise
  their problems. This is sometimes referred to as
  acting out. Such problems may include
• Attention deficit or hyperactivity
• Excessive aggression
• Defiance.
• They could involve
• Bullying
• Excessive aggression
• Criminal activity
• Destructiveness
• Negativity
• Attention seeking
• Restlessness and irritability
• Lack of compliance to social rules or authority.

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4 goals of unwanted behaviour
Seeking undue attention
Power
Displaying inadequacy
Revenge
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www.bandapilot.org.uk/secondary
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Primary Behaviours
Secondary Behaviours
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The use of language in the behaviour dynamic

• The use of the following strategies will vary
  depending on the situation and effective use
  could well be a blend of several
• Direct questions use what, when or how.
• Distraction/diversion Becky can you help me
  to give out the papers? Thanks.
• Rule/expectation reminder remember we agreed
  to raise our hands so everybody can have their
  say
• Behavioural direction Dean listening to
  instructions thanks
• Incidental redirection we have 5 minutes before
  the bell and we all need to return the equipment
• Tactical pausing pause briefly in a behavioural
  direction Dean listening .. Thanks
• Partial agreement but Wes was messing about as
  well that may be so but we are talking
  about you at the moment.
• Language of choice Grace, remember the
  agreement about phones put it away or Ill have
  to pass what youre doing on its your choice.
• Tactical ignoring if a student complies with
  the key re-direction but mutters under their
  breath ignore it, dont respond they are
  complying. You can talk in private about
  reactions later.

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Key Organisational issues in Managing Challenging
Behaviour

• The management of challenging behaviour is wider
  than just staff training. Other organisational
  factors are equally important
• Leadership
• Do managers have a knowledgeable and positive
  approach to the management of challenging
  behaviour?
• Does the organisation have clear policies?
• Are enough resources committed to this area?
• Supervision
• Are supervisors trained in managing challenging
  behaviour?
• What is the organisational culture? are staff
  expected to cope without support and training?
  Are staff blamed when it goes wrong?
• What support is given to staff?

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Key Organisational issues in Managing
Challenging Behaviour

• Incident monitoring
• Is there an effective system for incident
  monitoring in place including
• Effective reporting systems
• Feedback loop staff, supervisor, training
• Consultation with service users
• What consultation is undertaken with service
  users in planning for managing their behaviour?
• What work is undertaken to understand the causes
  of their challenging behaviour
• Is a person centred approach built into care
  planning?

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Key Organisational issues in Managing
Challenging Behaviour

• Care planning
• Is there a process for risk assessment of
  behaviour?
• Are individual behaviour management plans in
  place?
• Is there medical screening to identify expected
  behaviours?
• Are care plans reviewed frequently?
• Training
• What staff and supervisor training is in place?
• Basic for all staff
• Advanced and ongoing for specialist staff
• Refresher training

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Multi-lingual
On the slips write down a word or phrase that
would be an important characteristic of a person
working with young people in your role.
Skills
Personality
Now put them on the wall under the heading
depending if they are an aspect of skill or
personality you must choose one or the other
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SKILL_______________________________________
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"Even if someone decides to say nothing they are
still communicating"  
MIRRORING
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P E O P L E
Posture and gesture
Eye Contact
Orientation
Proximity
Looks/appearance
Expressions of emotion
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Aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosnt mttaer in waht oredr the
ltteers in a wrod are, the olny iprmoetnt tihng
is taht the frist and lsat ltteer be at the rghit
pclae. The rset can be a total mses and you can
sitll raed it wouthit a porbelm. Tihs is bcuseae
the huamn mnid deos not raed ervey lteter by
istlef, but the wrod as a wlohe. Amzanig huh?

• Now understand this!
• Am air at school and it make me switch
• Teachers theyre bad mind
• Little minute

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Barriers to listening and effective conflict
resolution (from both perspectives)

• worry, fear, anger, grief and depression
• individual bias and prejudice
• semantics and language differences
• noise and verbal "clutter"
• preoccupation, boredom and shrinking attention
  spans

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Prepare
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Developing a strategy continuum
Avoidance

• For the strategy cards see how easy it is to sort
  them into a preferred order of use!
• Discuss how practical it is to keep to this
  order.
• Which of the elements of each one is most
  relevant to your role?

Diversionary
Diffusion
Managing
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OUR TWO BRAINS

• The Emotional Versus The Rational

Emotional The one that Feels Rational The one
that Thinks
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The Emotional Rational Brain

• Our Emotional Response is triggered first through
  the Amygdala

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The Emotional Rational Brain

• Our Emotional Response is triggered first through
  the Amygdala

Our Rational Response is always slower as it
involves more complex brain functions
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The Emotional Rational Brain

• In young people the brain function that can
  rationalise our fear response (the cortex) is
  still developing

This is why young people are much more likely to
engage is aggressive and violent behaviours
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The Emotional Response Fight or Flight
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The Emotional Response Fight or Flight
Stress hormones released

• Heart rate increases

Breathing accelerates
Blood pumped to muscles
Digestion shuts down
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The Emotional Response Fight or Flight
Stress hormones released

• Heart rate increases

The body is now geared up to stand and fight or
to run away and take flight
Breathing accelerates
Blood pumped to muscles
Digestion shuts down
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Managing Conflict

• The Emotional Versus The Rational

Conflict will always be more difficult to resolve
if a person remains angry. The emotional brain
has taken over and rational thinking is difficult
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Managing Conflict

• The Emotional Versus The Rational

The key to Defusing aggression is to allow the
persons rational brain to take control This means
removing triggers and applying defusing skills.
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R REQUEST COMPLIANCE O OFFER CHOICES A
ALLOW TIME TO THINK D DIVERSION COMMAND L
LISTEN E EMPATHISE F FIND A SOLUTION T THANK
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REQUEST COMPLIANCE

• Maintain control of emotions
• Treat them with respect it may be returned
• Use steady and calm tone of voice
• Concentrate on behaviour point out what they
  are doing/ what you would like them to do
• AVOID
• Subjective judgements telling person what they
  are i.e. rude, nasty, etc.
• Displaying indications of anger or frustration
• Over-talking

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OFFER CHOICES

• Leave a way out of the situation
• Give them the opportunity to choose a solution
• Give them time to reflect use pauses
• Aim for a WIN-WIN outcome
• AVOID
• Forcing them to lose face in front of peers
• The Mexican stand-off Do it or else!

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ALLOW TIME TO THINK

• Gives the person thinking time
• Avoids pushing them to an emotional response
• Also gives you time to think!

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DIVERT ATTENTION

• Remain in control of emotions
• Take away the attention of the audience
• Give person time to think
• Re-assert a degree of control
• Use it to prepare for next actions i.e. go and
  fetch a colleague
• AVOID
• Transferring frustration to other people

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Diffusion TechniquesResponding to Lower Levels
of Aggression
If some Diffusion has been achieved, the next
part of the plan L.E.F.T. can be implemented
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Diffusion TechniquesResponding to Lower Levels
of Aggression
R REQUEST COMPLIANCE O OFFER CHOICES A
ALLOW TIME TO THINK D DIVERSION COMMAND (NEXT
RESPONSE OPTIONS) L LISTEN E EMPATHISE F
FIND A SOLUTION T THANK
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Listen - Actively

• SHUT UP - Keep your talking to absolute minimum
• Maintain appropriate eye contact
• Nod your head to show understanding
• Repeat back key phrases to check understanding
• Summarise the issue at the end
• AVOID
• Over-talking
• Distractions

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Empathy

• I understand how you must feel about this
• I am sorry that you are disappointed with
• I am sorry that you are unhappy with .
• I am sorry that this has upset you
• AVOID BLAMING I am sorry but ..
• Blaming the boss they may have to deal with
  them next
• Blaming the system it does not diffuse the
  situation

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Find a Solution

• Use the I can approach
• Look for a Win - Win outcome
• What will make things right
• Leave it with me, Ill see what I can do
• I will get back to you by and let you know
• AVOID
• Making promises that you cannot keep
• Lying It may come back to haunt you

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Thank

• Thank you for getting back to the issue
• Thank you for bringing this to my attention
• Thank you for giving me the chance to put things
  right
• Thank you for listening to me
• AVOID
• Patronising the have a nice day approach

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• Aims and outcomes of the day.
• To identify the common challenges faced in our
  work
• To develop the understanding of the behaviour
  dynamic
• To identify possible strategies to support
  positive outcomes

54
A particularly useful stress management technique
Everybody needs a Scream Saver
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Picture yourself near a stream ...
Birds are singing in the crisp, cool, mountain
air.
No one else knows this secret place.
Only you know this secret place.
The soothing sound of a gentle waterfall fills
the air with a cascade of serenity.
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The water is clear.
You can easily make out the face of the person
whose head you're holding under the water ...
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There now. Dont you feel better?
Everybody needs a scream saver