Understanding Behaviour: Responding Safely (Staff Workshop with MOE, 2 May 2017)

Staff workshop from Ministry of Education (Behaviour support team), 2^nd May 2017

Modules:

• Understanding behaviour
• Encouraging ready-to-learn behaviour
• Responding safely                
• Reflection & embedding

Strong, positive relationships increase the likelihood of constructive outcomes.

Legal Definitions from Guidance for New Zealand Schools on Behaviour Management to Minimise Physical Restraint (Oct 2016)

Physical restraint is when staff use their own body to deliberately limit the movement of the student. Staff Preventative and de-escalation measures should be used by staff. Restraint is a last resort to prevent imminent danger of physical injury to the student or others.

There must be imminent danger to the physical safety of others

Restraint includes taking a child by arm/hand when the student pulls away. It  includes blocking an exit when a child is in the room and wants to leave.

You may need to physically help students. Temporary physical contact, such as a hand on the arm, back or shoulders to remove a student to a safer place is NOT physical restraint (p.3 of the Guide).

Module 1: Understanding Behaviour

Think about the why of a behaviour – can be observable (e.g. doesn’t want to do a task) and the hidden (psychological needs, the perception of how hard a task is/their own ability, nutrition, peers/self-awareness around peers, developmental challenges, past trauma, PTSD).

Understanding the why gives you a way to address the child’s need, and hopefully de-escalate the behaviour. Whatever behaviour you attend to, is likely to increase.

Recognise, understand and acknowledge your emotional reactions, so that you can transcend them.

Understand then manage your reactions

Stress Responses: Physiological Effects

Stress Responses: Psychological Effects

The physiological effects with generate a psychological response in us:

ACTIVE Run, throw, fight

PASSIVE Freeze, hide, withdraw, stop responding

A stress response is likely to produce cortisol & adrenaline spikes (for an hour or more). A child who has been exposed to repeated trauma is likely to have higher cortisol levels than average.

During a stress response, a child:

·       Is unlikely to process new learning or experiences

·       Is likely to react quickly to other situations

·       May be on edge, hyper vigilant

·       May disrupt others

·       May not remember what happened (e.g. if they were hurt, hurt someone etc)

After a stress response, gauge whether a child has de-esculated….it may be shown by:

·       An attempt to connect to others/staff

·       More relaxed body language, facial gestures etc

·       Ask them if they feel ready to return to class/group

Module 2: Encouraging Ready to Learn Behaviour

Create effective environments

·       Explicitly teach & model target behaviours, and give students opportunities to practise them. Recognise when students are demonstrating them (praise, observations, photos)

·       Give children time to learn the behaviour (avoid consequences – like any new skill, the behaviour will take time to build).

·       Read stories and discuss the target behaviours; encourage children to reflect & discuss.

Manage a situation (non verbal)

·       Maintain space and a side stance – so either party can leave if they choose

·       Give eye contact appropriate to child/situation

·       How calm, empathy and interest in the child & how they feel

Managing situation (non-verbal)

·       Watch your own facial gestures (aim for calm, interested in child)

·       Minimise conflict (may involve hand signals to redirect, or strategic ignoring)

Teach emotional regulation

·       Teach breathing, and self-directed strategies for calm (taking a walk, reading, drawing etc)

·       Talk with students so they know what works for them personally

·       Explore with students what it is to feel calm (relaxed face etc) – link to Dorinda’s self-regulation activities

Module 3: Responding safely              

States a child may be in, and how to respond

Child’s Behaviour and possible signals	Staff response
Ready to learn	Some children may benefit from staff noticing; others will escalate with teacher attention Acknowledge (non-verbally) Discuss the learning taking place with the child Notice, praise and walk away Take a photo/video
Out of sorts May involve withdrawal, quiet, reluctant, sad, questioning, interrupting	Ask the child – are you ok? How can I help? Check recent food and water in take Pat on back / smile / show I care When explaining the next activity, give them the option of a responsibility e.g. helping give out the pens Consider if an activity break is needed – or a brain break Watch own body language & facial gestures and what this may convey Talk to another child and ask them to go alongside them
Escalating Provocative, threatening, increased distress	Requires a quicker response Clear, simple directions Create space physically & emotionally, disengage from child (if appropriate) Brain break/activity change or ask them if they want to go for a walk/drink etc Offer a calm activity – e.g. drawing, playdough, calm jar Don’t take it personally and don’t make it personal (criticism, sarcasm) Remove triggers (this can include audience) Keep clear boundaries and consequences (eg another space?) Check for support – other teachers, cellphone handy etc
Out of control Further escalation, property destruction, high risk of injury, panic, running	Think safety first Check exits are clear Keep calm Activate safety plan: call for support; remove students from class Remove any dangerous objects
Calming down through to ready for learning Confusion, distress decrease, increased rationality, tired, more calm, withdrawal, denial /blame others	Make sure you know where the child is at on the spectrum of calm – ready to learn. Are other children and the teacher ready to learn? Check physical needs – water, bathroom, food Ensure others are ok and feel safe Try to re-establish trust Avoid nagging, blaming – positive forecast for child (if appropriate) Give the child time and space Talk about the situation only when all are ready Restorative chat when all parties are ready Give child activity options Notice, reinforce and model positive behaviours

Managing stress: yourself and other children in class

Goal setting – notice the small milestones and wins (this engages the frontal lobe)

Breathing routines – only works if you have other strategies in place

Visualisation – mentally rehearse the safety plan for the child, seeing yourself as calm

Positive self-talk (positive self-expectation increase likelihood of positive outcomes)

My next steps

* Practise visualisation: calmly responding to challenging behaviours
* Remain empathetic to all students; remember psycho-social effects of my reaction
* Focus on spotting when students are 'out of sorts' and respond to de-escalate the behaviour