An Innovative Approach to Behaviour Management for Children James Barlow – Area Manager...

An Innovative Approach to

Behaviour Management for

ChildrenJames Barlow – Area Manager (Hampshire)

Dr Anna Randle – Clinical Psychologist

Hillcrest Positive Behaviour Support

Hillcrest Positive Behaviour Support (HPBS)

Hillcrest Childrens Services

Bespoke Positive Behaviour Support tailored to young people’s needs


Behaviour Audit and Training Needs Analysis

39%

12%9%7%

5%

3%

25%

RPI Missing/Absent Self-InjuryDamage Non-compliance/Verbal Abuse AssaultOther


Young Person History

38%

19%16%

10%

6% 4%7%

Neglect Emotional Abuse/NeglectSexual Abuse Physical Abuse/Sexual Abuse/Emotional Abuse/NeglectPhysical Abuse/Emotional Abuse/Neglect Emotional Abuse Other


Regulations and Legislation

Protection of Children Standard

9.58 ‘Those commissioning training in restraint for children’s homes staff should be satisfied that the training fits with their approach to restraint or existing restraint system, and is appropriate to the needs of the children the home is set up to care for’.

BILD Code of Practice 2014


Every child needs someone who is crazy about them


IMPLEMENTATION

Four day course upon induction/refresher courses

Module 1: The Care setting

Module 2: Understanding of Behaviour

Module 3: Crisis Prevention

Module 4: Crisis Management

Module 5: Post Crisis Support


Insecure Attachment patterns are seen in 80% of maltreated children

Attachment difficulties can be the root cause of behaviour


“It’s not what’s wrong with you, it’s what happened to you.” Jim Davis, CEO Veterans for Change. PTSD

Product of what you experience

Don’t miss the person behind the behaviour or the diagnosis


Trauma Tree


Problem Solving

Cognitive Organisation

Sensory Fragmentation

Fight/Flight/Freeze

Hormonal Regulation

Attachments

Executive Function

Affect Regulation

Psychological

Development

Sleep Patterns

Muscle Tone & Co-ordination

Taste & Texture Preferences and Ability to Digest

Heart Rate

Breathing

DEVELOPMENTAL TRAUMA

Brain Developmen

t

Physical Developmen

t

The Trauma Tree’s ‘roots’ are in the prolonged neglect, deprivation, loss, abuse, violence, upheaval or any combination of these that the child has experienced in his or her early childhood, fundamentally affecting the

development of brain, body and the relationship between them.

TRAUMA

Neil Morrissy – “Being taken away from my parents was the biggest single trauma I went through. I thought I was being placed into care because I was naughty.”

Definition of Trauma – A very distressing or disturbing experience


The House Model (Golding, 2008)

How does this model differ from other approaches to caring for young people?

What is familiar and unfamiliar about this model?


Managing Behaviour Whilst Managing Emotion

Empathy first before discipline

Feelings are accepted even if behaviour is not

Management of behaviour needs to be consistent, reliable and predictable

Communicates ‘I am a safe person’

Look for opportunities to keep the young person close even when their behaviour is pushing you away

May need to put space between yourself and young person but without the child feeling rejected

Communicates ‘I can manage my feelings and won’t hurt you with them’

I’ll be back (apologies to Sam)Hillcrest Positive Behaviour Support

Feelings Behaviour Model


Arousal-Relaxation Cycle


Behaviour:angry,compliant,controlling

Anxiety, fear, needfor comfort

Relief andrelaxation

Provide support and empathy helping the child to manage the shame and anxiety leading on from the behaviour

Just managing the behaviour provides the containment but doesn’t build attachment

What is empathy?https://www.youtube.com/watch?v=1Evwgu369Jw


https://www.youtube.com/watch?v=1Evwgu369Jw

Empathy

Happens with someone else

Is a quality in which one person understands the perceptions and feelings of another, accepts these perceptions and feelings as belonging to the other person and conveys this understanding and acceptance back to the person.

Recognising hidden needs

Not problem solving straight away!


Still Face Experimenthttps://www.youtube.com/watch?v=apzXGEbZht0


https://www.youtube.com/watch?v=apzXGEbZht0

Working with the attitude of PACE We need to find ways to remain emotionally engaged and available to

the young people we work with.

Dan Hughes (2006) suggests a certain attitude (PACE) that you can hold which will help you to maintain a level of emotional engagement with your young person.

Playful - sometimes adopting a playful stance can diffuse a situation and help the YP

Accepting - the feelings behind the behaviour but not the behaviours.

Curious - remaining curious and open about why the YP is behaving as they are.

Empathetic - understanding.

Helps you to attune to your young person.


Conclusion

Relationships

Whole Organisational Approach

Therapeutic Residential Child Care Diploma and Reflective Practice


Benefits Increased attuned relationships

Increase in trust, love and warmth

Increase in placement stability

Reduction in RPI

Reduction in injury

Improved staff knowledge, confidence and morale

Reduced staff turnover


An Innovative Approach to Behaviour Management for Children James Barlow – Area Manager...

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