11 th & 12 th February 2014 Presenter: Joe Duffy, Senior Educational Psychologist/ Professional &...
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Transcript of 11 th & 12 th February 2014 Presenter: Joe Duffy, Senior Educational Psychologist/ Professional &...
![Page 1: 11 th & 12 th February 2014 Presenter: Joe Duffy, Senior Educational Psychologist/ Professional & Academic Tutor, QUB.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649cc45503460f9498dbab/html5/thumbnails/1.jpg)
11th & 12th February 2014
Presenter: Joe Duffy, Senior Educational Psychologist/ Professional & Academic Tutor, QUB
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Outline of presentation
SEBD as a SEN
Assessment framework
• Types of support
Managing challenging situations
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SEBD: A special educational need
“EBD is perhaps the only category of SEN that exposes a child to increased risk of exclusion as a function of the very SEN identified as requiring special provision in the first instance” (Jull, 2008)
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Social, Emotional & Behavioural Difficulties
SEBD
SEBD; BESD; EBD???
Social, mental & emotional health (SMEH) – Children & Families Bill (2013)
An administrative SEN category (within the context of the Code of Practice, 1996)
“…. an imprecise umbrella term, always difficult to define, although it is quite clear that many children and young people to whom the term is applied have complex and chronic difficulties, which place them at risk of school and wider social exclusion” (Source: Appendix 1 from 2006 SEBDA Business Plan)
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SEBD can therefore be manifested as: Externalising difficulties – “acting out” behaviours e.g.
aggression, disruption, non-compliance
Internalising difficulties – withdrawn behaviour, anxiety, phobias, depression
Medical disorders e.g. conduct disorder, oppositional defiance disorder
Mental Health Problems e.g. affective (mood) disorders, eating disorders, post-traumatic syndromes, self-harm & suicide
Comorbidity - e.g. in association with learning difficulties
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Understanding SEBD
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The biopsychosocial perspective“The more we understand about the nature of the child’s difficulties the better placed we are to provide effective support” (Cooper, 2005, p.105)
“We must find ways of incorporating biological insights with social & environmental understandings of SEBD” (Cooper, 2005, p.105)
“
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The 5Ps approach to understanding SEBD
Problem SituationProblemSituation
Triggers, setting events
Maintaining Factors
Risk Factors
Resilience
Behaviours
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Understanding SEBD: A systemic, interactionalist framework
Cultural
Neighbourhood
Family
Other pupils
School staff
School
Child
SEBD
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Assessment
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The SEN Code of Practice: A graduated response to SEBD
Focus on prevention & early intervention school/classroom-wide systems for all pupilsdifferentiation
Focus on small-group & individual needsystems for pupils with at-risk behaviourmore specialised, additional within-school support
Personalised interventionsystems for pupils with high-risk behaviourmore specialised support e.g. “additional to & different from….”external agency involved
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The role of Educational Psychology within the Code of Practice
For school-aged children the educational psychologist (EP) typically becomes involved at Stage 3 of the CoP, following a referral from a school.
Once it has been agreed that an EP will assess a child, he/she will be seen in school. On completion of the assessment a report will be written.
Many of the Stage 3 support services have to be accessed through the recommendation of an EP.
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SEBD: Individual EP assessments
Psychometric Assessment
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Types of Support
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Support available for children & young people with SEBD
Behaviour Support Team Behaviour outreach support Counselling Additional Adult assistance (Statemented pupils) Out of school support e.g. short-term placement
in a unit/special school, hospital schools Alternative Education Provision Other e.g. voluntary organisations, Health &
Social Care Trusts, CYPSP
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Managing SEBD in challenging situations
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Challenging behaviours!
A “challenging” behaviour can be one which is perceived as a management difficulty for a staff member e.g.“High frequency, low intensity behaviours” (e.g. after Elton, 1989)
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Managing challenging situations
• Being prepared – effective policies, planning• Understanding child & adolescent development • Awareness of theories on anger & aggression• Staff training - self-awareness & reflection• Knowing how to access appropriate ELB & other
support services e.g. re. Critical Incidents• The four “C”s – an integrated (“team”) approach
to meeting the needs of pupils with SEBD
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Planning
One of the best predictors of future behaviour is past behaviour
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The Typical Arousal Cycle(After Breakwell, 1997)
Stages Trigger Escalation Crisis Recovery Post-crisis
Depression
ANXIETY
LEVEL
TIME
90 Minutes
Repeated crises
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The Control Trilogy
Phase 1: Calming
Phase 2: Reaching
Phase 3: Controlling
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The Four “C”s
Communication
Contribution
Commitment
Collaboration
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Thank you