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Behaviour Management Inclusion Special Education Teacher Mindset

The Wisdom Of The Crowd

If you take five runners who have raced 10km and add their race times together and divide the answer by five to calculate the average race time, that time will be lower than the fastest runner.

The Wisdom of the Crowd Theory works differently to this logic when applied to decision-making. It believes that the collective opinion or decision will be superior to any individual expert or specialist who works alone.

If you apply this theory and take five adults dealing with a complex issue, it suggests the quality of their solution and plan will be HIGHER than what any individual would decide alone.

Matt Syed’s book “Rebel Ideas” explains the diversity of cultural backgrounds and perspectives help people to view complex problems from a more holistic point of view. Together, a group can see an issue from many angles previously unseen. 

Like the picture above, if you have only one person contributing their opinion to what they are touching, they will most definitely be wrong. However, if you get the six of them to discuss their points of view together, there is a much stronger chance of a more successful outcome.

When teaching children with social, emotional or mental health needs, adopting this theory is wise: no matter how experienced you may be. Listening to, considering, accepting and offering different points of view will lead to better decisions and outcomes for the child.

As the famous quote goes:

“If you want to go fast, go alone. If you want to go far, go together.”

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Behaviour Management Teacher Mindset

How Coaching Applies To Behaviour

Paudie Butler is a guy that I idolise when it comes to coaching children in any sport. He is one of these people that after you listen to him speak, you are inspired and enthused to coach children. He has a love of coaching and an obsession for instilling the love of sport in children.

He once quipped that;

“Supporters watch the ball, however, excellent coaches watch the player”.

Even though he said this years ago, I still think about it often.

What does he mean?

Paudie means that if you are spectating, you are watching the ball. You react to where the ball goes and decide if it is good or bad. For example, if someone takes a shot at the goal, your eyes follow the ball and if it goes into the goal, it’s good and if it goes wide, it’s bad. If a coach follows this approach of only watching the ball, he is getting very little feedback on what to work on at future training.

If you are an excellent coach, however, you are watching the player. You are watching how they execute the skills of the game. You are observing their movement. You are looking closely to see how they position themselves. If a player uses a poor technique and the ball coincidentally goes into the goal, the coach notes the poor technique and may focus on that in future coaching sessions. Equally, if a player takes a shot with perfect technique and the ball goes wide, the coach will be satisfied that the player is executing the skill the right way and will be confident that positive results aren’t far away.

I was thinking about this idea lately and I thought how this principle applies to children who are acting out also.

Onlookers watch the behaviour, excellent teachers watch the child.

What do I mean?

If an onlooker comes across a child who is acting out, they will simply see the behaviour. They observe the child screaming. They look at them running away. They see them being aggressive. If the behaviour is all they are watching, this is all they can react to. They might react by getting angry, by judging the child or by walking away.

Excellent teachers, however, watch the child closely when they come across them acting out. They are deciphering why they are behaving this way. What is the child trying to communicate? Is there an unmet need? What is going on in the child’s surrounding environment? They ask these questions to identify how to react to the full context and underlying cause of the behaviour. They know there are seven common triggers for meltdowns and each one will beget a different response.

The teacher who only watches the behaviour will respond to every child the same way. If a child is shouting out of turn in the class, the teacher may reprimand, ignore or punish every child.

A teacher who watches the child may react this way too. They may also react, however, by striving to give that child more positive attention for the rest of the day because they are aware that the child has a new baby brother and is seeking additional attention to compensate for the lack at home. Or perhaps, they might assign them a different task because they realise the one they have in front of them is too difficult.

Depending on the context and underlying cause, the adult who watches the child will react differently to each situation. This is the correct way to respond: with curiosity as opposed to instant judgement.

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Anger Management

The 5 Stages of the Assault Cycle

Kaplan and Wheeler created a helpful graph to detail the five stages involved in an episode of violence, assault or physical aggression. Become aware of the five stages to inform how you act in each phase, what to expect to happen and how you might reduce the frequency of it occurring again. Each section of the cycle requires distinct action from the adults involved and this post aims to equip you in part to deal with whatever may come your way.

Stage One: The Trigger Phase

As a rule, there is always a trigger (For 7 Common Triggers: click here). It can be anything. It can occur over a split second like a particular noise, word or action. It could alternatively be a slow-burning trigger such as over-instruction, lack of attention or an internal issue like lack of sleep. If violence is frequent behaviour in your context, it will serve you well to be open and curious to identify the trigger. Keep a log of incidents where you detail what was happening leading up the outburst. Search for clues, patterns and commonalities in the situations and seek out the trigger. Intervening as early as possible through removing or resolving the trigger can prevent reaching the later phases of the cycle.

Stage Two: The Escalation Phase

If an intervention doesn’t occur after the trigger has taken place, the child’s behaviour may start to escalate. Escalation may be prevalent through physical signs such as clenched fists, slight shaking or shallow breathing. It may present through how the child speaks or acts out. As behaviour is escalating, adults should start to intervene. Interventions depend on resources and context. The SCARF model gives us five areas to consider when de-escalating conflict. Outside of these areas, remember to appear calm, use positive language, allow them personal space, offer to help them and seek to divert and distract their attention.

Stage Three: Crisis Phase 

Unfortunately, if the child has reached stage three, they have entered a state of fight-or-flight where they are acting irrationally. The limbic system has taken over from the frontal lobe. Reasoning and logic are of little use at this point. Stage Three is about crisis management. Ask yourself three questions: Can I reduce the audience? What do I want them to do? Is someone in immediate harm?

Avoid actions and statements that will escalate violence further. Do not stare or use excessive instruction, give them two metres of personal space and aim to guide them to a quieter environment away from prying eyes. You may have to remove the other children from the area as opposed to moving the child at crisis point.

Choose your words carefully and keep instruction to a minimum. Deliver short directive statements calmly with only the essential information. For example, calmly stating to put down the scissors.

Secondly, provide directive choices. Calmly ask them to go next door and take a break or have a seat. Non-confrontational tone and calm are a priority. Calm is contagious. If you are being ignored, you can add in a time-limit. Inform them if they do not choose in the next ten seconds, you will escort them next door to (insert suitable teacher/adult) who will let them take a break and calm down.

If there is imminent danger to other children in the room or yourself and all other interventions have been exhausted, physical intervention is needed. The ins and outs of this are beyond the scope of this article. One tip that has stood me well is the concept of fixing. If a child has grabbed or bitten any skin, hair or something which can be damaged, you can support their hand or head gently in place. Your gut reaction can be to pull them apart. Do not. This reaction could hurt someone more than necessary. Fixing the two things together will prevent further damage. The child will most likely release what they are clamping onto when you hold them in place.

Stage Four: Recovery Phase

Although called the recovery phase, there is still potential for further violence in stage four. This potential is why there are spikes on the graph in this section. De-escalation can occur quickly. Calming down, however, takes a prolonged period. If a child has hit a crisis point, it can take ninety minutes to return to baseline behaviour. Reducing the demands of the child is recommended at this point. The curriculum can wait. If there is a calm space for the child to go, this would be wonderful to aid a safe recovery phase where further violence is prevented. The calming process may be most effective by utilising predictability, engaging in special interests, being around people that make them feel safe or calming music, sensory objects and comfortable space. 

As they reached a crisis point where the irrational part of their brain took over, I would advocate for no punishment as they did not have full control over their actions. Even though you feel that the child has fully calmed down, remain alert to the chances of further violence – especially with those first ninety minutes.

Stage Five: Post-Crisis Depression

The final stage of the cycle is the post-crisis depression where feelings of guilt and shame kick in. Only 1% of people do not experience these emotions. The opportunity to talk to the child about the incident should only occur once they have navigated their way through this final phase.

As a team supporting a child through these five phases, there should be a debrief after any major incident. This debrief involves listening to the adult or adults who handled the situation and allowing them to talk. Keep this confidential and use it as a means to process the incident.

A supporting belief to hold is that the child did not have full control over their actions. They entered a state of fight-or-flight that leads to irrational words and actions. Remain positive with and forgive the child and offer them a clean slate to work off for the following day. Design and implement a crisis management plan if this is a frequent situation.

Finally, remember to forgive yourself. It is natural to experience your own negative emotions after dealing with a traumatic event. Prioritise your own self-care. You cannot pour from an empty cup and the need to recharge your own batteries is of paramount importance.

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Anger Management parenting

How a SCARF can de-escalate conflict

Dr. David Rock created a catchy acronym to bear in mind when faced with potentially aggressive and violent scenarios. It is intended for use as early as possible when faced with a situation that could potentially become violent. These situations always emerge from a trigger and escalate to a crisis point where violence and aggressive behaviour may occur. Using Dr. Rock’s SCARF model will give you five practical areas to guide your actions to de-escalate the situation and protect yourself and those around you from harm.

The SCARF Model

The SCARF acronym stands for status, certainty, autonomy, relatedness and fairness. These five areas require little to no expertise to understand which makes it a practical model to adopt across a whole team dealing with a child prone to violence.

Status

Protecting and promoting a child’s status will reduce the chances of escalated behaviour. When faced with conflict, neither party wants to lose face. If there is an audience, this is doubly true. As the first port of call, try and isolate the situation so there is less chance of the child feeling their status is being diminished. Find a quiet place to calm and de-escalate away from prying eyes. Never put them down in public or in private. As an adult, be aware of your feelings about status. Be conscious of trying to assert your authority in front of others to prove you have control of the situation or prove your status. Status in conflict works both ways and it can pay dividends to adopt a perceived “one-down” position to achieve your primary goal: de-escalation. Don’t be afraid to back down and reduce your demands.

Certainty

When a child’s behaviour is escalating towards violence, their fight or flight system starts to take over and they are on the lookout for threats. Establishing as much certainty in the situation as possible to aid the de-escalation process. Be clear and consistent in the approach you take. Slow down your movements. If this is a regular situation, consider a pre-agreed script amongst all key staff so the child is familiar with what is happening. Create a de-escalation script so adults have a process to calmly follow instead of making up each step as they go along. A script can be as simple as using their name, acknowledging their feelings and offering some pre-agreed positive options as to what they can do next. A script also avoids all the different adults taking different approaches and erratic changes of tactics that increase uncertainty.

Autonomy

A simple way to explain this is imposition leads to opposition. Over-instructing a child who is already upset will aggravate them further. Reduce the amount of direction and language being used and offer them some ownership over what they do next. Provide a small number of options that they can choose from. You may invite them to decide whether they would like to go out for an accompanied walk, take a break in the calm corner at the back of the class or select a different activity to engage with. The activities will depend on the age and context.

Relatedness

Displaying compassion and empathy for a child is a basic way to escalate. If they are becoming distressed, getting down to their level and conveying that you are there to help will aid de-escalation. Children feel safer around people they relate to and establishing rapport and positive relationships with them will pay dividends during conflict when they truly believe you want what’s best for them. 

Fairness

We are aware of the infuriating effects of perceived injustice. When you feel that someone has prejudged you, it can trigger extreme negative feelings. This is how riots start. Acknowledge the word feel. As de-escalation is the goal, the child must believe you are being just. Think of the child who always accuses you in a rage that you always pick on them. Even if it isn’t true, the belief still escalates their behaviour to a tantrum. Make an effort to display your fairness. Ask them their point of view. Repeat it back to them to establish you understand and are listening to them. Avoid making unfounded accusations or sweeping statements. Be fair.

Are you supporting a child prone to violence or physical aggression? Are you aware of how your actions measure up in these five areas? Take time to reflect on how you intervene in the triggering and escalation phase of the situation and ask yourself how you could change your approach to reduce the likelihood of hitting that crisis point. Preventing violence is superior to trying to stop it. The SCARF model provides a great framework to support you doing this.

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Behaviour Management Inclusion parenting Special Education

What are SEBD, EBD, BESD & SEMH?

What exactly are social, emotional and behavioural difficulties (SEBD)? Many definitions exist and even the overarching term is interchanged with others. You may hear the same difficulties referred to as emotional & behavioural difficulties (EBD). You could potentially hear the term behavioural emotional and social development (BESD). The most recent term that also pops up is social, emotional and mental health (SEMH).

All of the four terms above can be defined in similar ways. The definition that I prefer encapsulates how many children could fall under the umbrella of SEBD:

“difficulties which a young person is experiencing which act as a barrier to their personal, social, cognitive and emotional development. These difficulties may be communicated through internalising and/or externalising behaviours. Relationships with self, others and community may be affected and the difficulties may interfere with the pupil’s own personal and educational development or that of others. The contexts within which difficulties occur must always be considered and may include the classroom, school, family, community and cultural settings.”

(Source here)

I chose this definition because it encompasses the wide variety of difficulties that children may face. It avoids falling into the pitfall of just defining the most severe and shocking elements of SEBD that usually gain the most attention.

It highlights how a social, emotional or behavioural difficulty can impact relationships. Perhaps their relationship with themselves and their self-esteem is severely damaged? Maybe, they can’t build positive relationships with their peers or family because they have trouble regulating their own emotions. They could even be isolated in the community as they explicitly or implicitly can’t access local clubs and amenities because they are seen as different, challenging or strange.

Externalised behaviours get a lot of attention as they are very hard to ignore in a classroom. You may also hear these behaviours referred to as “acting out behaviours”. These include behaviour like defianceaggression, vandalism, bullying, swearing, shouting and running away.

Internalised behaviours can get less attention. These behaviours are easier to ignore or miss altogether. They can also be called “acting in behaviours”. Internalised behaviour may present as withdrawal, depression, passivity, anxiety or even self-harm. 

I also like how this definition highlights the importance of context. It is worth observing where these difficulties occur. Are they just in school and not at home? Vice versa? Perhaps these difficulties manifest in certain places and not in others. 

So if someone says that a child is dealing with SEBD, EBD, BESD or SEMH, you will need to ask them to be more specific. Are their difficulties being communicated through externalised behaviour or internalised behaviour? In what contexts are these difficulties occurring? Which relationships are being impacted? Avoid the trap of thinking that a child who has an emotional or behavioural difficulty must automatically be presenting a certain way. Remain curious and dig deeper.

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