Unit 7

1
Unit 7 Managing Difficult Behaviours in Groups

• Aim
• To provide an overview of managing difficult
  behaviours by individuals within groups
• Learning outcomes
• Discuss ways of managing difficult behaviours by
  using a range of tools
• Apply strategies for managing challenging
  situations
• Discuss the importance of effective role
  modelling

2
Considerations of Group Dynamics

• Flexible teaching style
• Understand learning style
• Educational Hierarchy to establish right
  foundation of learning
• Stage of transition of individual learners within
  the group?
• Multiple relationships within the group
• Importance of good feedback

3
Considerations of Group Dynamics


4
Managing Difficult Behaviours in Groups

• Personal conduct
• 2. Professional conduct
• 3. Competence and performance issues
• 4. Health and sickness

5
External
Working
Health and sickness
Competence and performance
Personal conduct Professional conduct
NES(2005) Management of Doctors in Difficulty.
NES, Scotland
Environment
6
SID

• SHARE your concerns with others
• INVOLVE the learner in those concerns and
  discussions
• DOCUMENT - Keep detailed specific
  documentation

7
A tool to find a solution

• What?
• Why?
• Who?
• How?

8
2 key words

• 
  
• Ability or Motivation

9
Changing Behaviour Cycle of ChangeProchaska and
Diclemente 1982
10
Changing Behaviour

• Assessment of readiness to change
• Motivation to change
• 0-------------------------------------------------
  10
• Confidence to change
• 0-------------------------------------------------
  10

11
Changing Behaviour

• PROS
  CONS
• Change
• No change

12
Role Modelling

• A powerful teaching strategy
• Learning from role models occurs through
  observation and reflection
• Role models inspire and teach by example

13
Characteristics of Role models

• Clinical competence
• Knowledge and skills
• Communication
• Clinical reasoning and decision making
• Teaching skills
• Student centred approach
• Effective communication and feedback
• Personal qualities
• Compassion, honesty and integrity
• Interpersonal relationships
• Enthusiasm and quest for excellence

14
Role modelling

• People seldom improve when they have no other
  model but themselves to copy Oliver Goldsmith
• The most important single influence in the life
  of a person is another person.who is worthy of
  emulation Paul D Shafer

15
Summary

• We must acknowledge. That the most
• important, indeed the only, thing we have to
  offer
• our students is ourselves. Everything else they
• can read in a book
• D C Tosteson (1979)