Behaviour in schools

Question 1

Why is ‘behaviour’ a big deal?

Answer 1

Positive behaviour is often linked to a ‘good’ education

Calm, safe & supportive environment helps learning.

Challenging Behaviour can impact = lost learning time, anxiety, bullying, self-harm, violence, distress & missed schooling.

Question 2

what does national policy aim to address?

Answer 2

National policy aims -diminish negative impact of CB on pupils, staff and learning environment (Haynes, 2005).

but Clarifying what CB is - problematic (Porter, 2007).

Question 3

EP involvement in challenging behaviour

Answer 3

Important to remember difficult behaviour is an interplay of factors

C&YP often have other needs, learning, communication, social and emotiomal needs

Special Educational Needs are a High risk factor for school exclusion

Question 4

EPs & Problem Solving Models - whats the process

Answer 4

Student identified / raised as a cause for concern.

Assessment of the student’s problem or what it is;

Formulation of the student’s problem or why it happens;

Intervention or ways of dealing with the problem;

Evaluation of the intervention or its effectiveness.

Question 5

what are the 8 psychological approaches?

Answer 5

biological

behavioural

cognitive

social learning

psychodynamic

humanistic

ecosystemic

ecological

Question 6

Application of psychological paradigm to supporting behaviour in schools x6

Answer 6

Behavioural approaches: including ABA and FBA

Cognitive Behavioural Approaches (Beck 1976).

Attribution Theory (Weiner 2000, Miller, 2003).

Eco systemic consultation (Bronfenbrenner and Morris 2006)

Person- centred (Rogers,1973)

Psychodynamic approaches (Geddes, 2006; Boorn et al, 2009)

Question 7

Applied Behavioural Analysis (A behavioural approach).

Answer 7

Behaviour depends on and is controlled/influenced by the response it receives

Environmental antecedents make the behaviour more or less likely to occur.

Behaviour are also increased or decreased by its reinforcing consequences.

Whedall and Merrett, (1985)

Question 8

Antecedents & Consequences

Answer 8

Reinforcement for a particular behaviour

What situations trigger the behaviour of concern?

What situations, or factors, make it more likely that the behaviour will occur?

Troubled and challenging behaviour serves a function May be triggered by particular “setting” conditionsIs sustained by reinforcement

Question 9

according to Lewin how is T+C behaviour best understood

Answer 9

T&C behaviour is therefore best understood and addressed by…B = f (P/E) (Lewin 1936)

Question 10

Rationale for ABA in educational settings - madsen 1968

Answer 10

Madsen et al (1968) first published study demonstrated:

behaviour is learned

Pupils can learn

acceptable and productive classroom behaviour

Changing the environment can create the conditions for new behaviour to be learned

Studied the effects of praise; ignoring and clear statements of rules on inappropriate behaviours.

Question 11

Example of monitoring behaviour in an experimental condition fashion

(from Madsen et al 1968) what was the aim?

Answer 11

Aim to investigate the effects on pupils’ classroom behaviour of teachers varying their use of praise, ignoring and the explaining of rules.

Question 12

examples of reinforcers

Answer 12

Material (Food), Symbolic (stickers / smiley faces), Activities (games), Social (praise), Intrinsic.

Question 13

what did Henderlong and Lepper (2002) say about praise?

Answer 13

Henderlong and Lepper (2002) Praise may “undermine, enhance or have no effect on children’s motivation” p774.

Question 14

what did (Wheldall 1981) say about the dangers of behavioural overkill?

Answer 14

The dangers of behavioural overkill’ (Wheldall 1981) - the use of very powerful reinforcers where a more ‘natural’ reinforcer would suffice.

Question 15

what did Madsen 1968 give prominence to?

Answer 15

Madsen et al (1968) gave prominence to classroom rules, many early subsequent studies(and popular perceptions) became bound up with rewards and punishments

Question 16

what has research shown about ABA strategies ?

Answer 16

Research has shown ABA strategies can be successful without the inclusion of punishments (People usually react badly to punishments - can lead to ‘punishment-elicited aggression

Question 17

what else has research suggested about non-aversive approaches?

Answer 17

Research evidence that non-aversive approaches work, staff increasingly vulnerable if they advocate the use of punishments

Question 18

Using ABA in good classroom management - what did Tsoi & Yule (1976) say to use?

Answer 18

Tsoi & Yule (1976) - using break time as a reinforcer

Question 19

what did Williams illustrate about ABA underpinnings?

Answer 19

Williams (2012) - illustrated ABA underpinnings and positive effects of differential reinforcement of alternative behaviour strategy - ‘fair pairs’

Question 20

what features did gable highlight as important?

Answer 20

Gable et al (2009) review of ABA highlighted the following features: Pupil name, clear praise, statement of the specific behaviour

Question 21

what else does good classroom management include?

Answer 21

Good classroom management also included:

Classroom rules; enforcing rules; positive expectations; Praise for the specific behaviour, Planned (safe) ignoring of undesirable behaviours

Question 22

Applied Behaviour Analysis (criticisms) x5

Answer 22

Subjectivity and can lead to observer effects.

Teacher and child may behave differently when observed.

Difficult to identify direct cause-effect relationships within complex environments.

Costs, resources and time involved in assessing and intervening

Ethical concerns re oppressive practice and misapplication

Question 23

what does CBT involve?

Answer 23

Involves the person’s interpretation (thoughts/constructs) of events.

Considers the link between these thoughts, and feelings and behaviours.

Involves identification of a person’s “faulty” thinking triggering any “dys” functional feelings and/or behaviour.

Question 24

Using cognitive behavioural interventions to support behaviour change what do the children learn?

Answer 24

The child learns:

To be aware of, and manage, their thoughts, behaviours and emotions.

To develop problem-solving skills

Alternative constructive and positive thinking.

Children are taught rationale for rules. Self- awareness is taught through self-monitoring, self-recording, self-instruction and self-restraint skills (Porter, 2005)

Question 25

what does eco systemic consolation have origins in?

Answer 25

Origins in Family System Therapy

Question 26

direct and indirect ecosystemic consultations

Answer 26

INDIRECT:

EP -> TEACHER -> CHILD

DIRECT:

TEACHER -> EP -> CHILD

Question 27

ECO-SYSTEMIC CONSULTATION: AIMS

Answer 27

Provide a punctuation point.

Bring attributions to the surface.

Acknowledge and use emotions to facilitate change.

Resolve boundary tension.

‘Squaring the triangle’ (Gibbs and Miller, 2014).

Question 28

Person Centred Approaches to behaviour

Principles/actions:

Answer 28

Child involved in decision making

Enhances relevance of the curriculum

Using authentic and genuine feedback

Collaborating to solve the problems

Creating reciprocal agreements

Giving time for reflection

Collaborating with parents

Question 29

Psychodynamic approaches to school discipline.

Answer 29

Behaviour in school can be managed by understanding a child’s “IWM” and the current patterns of family relationships.

Establishing positive and secure relationships with key school staff.

Establishing a ‘nurturing’ environments and a sense of belonging in school.

NURTURE PRINCIPLES

Question 30

how does Attachment theory ( Bowlby 1969) offer an explanation of behaviour in school?

Answer 30

Attachment theory = the early relationship supports the development of an internal working model and social and emotional experience of the world all processed and responded to (Geddes 2006).

Catchment patterns formed secure in secure anxious avoidant, ambliviant disorganised (Ainsworth 1978)

Question 31

whats the issue with Professional practice standards?

Answer 31

there is some debate in the field as to the level of clinical and therapeutic work Eps can do, often referring to clinicians or signposting to specially trained therapists is considered more appropriate.

This is in line with HCPC guidelines of staying within your remind and BPS stating we should avoid further harm at all costs,

Question 32

whats the BPS guideline 3.1 Standard of General Responsibility?

Answer 32

Avoid harming clients but take into account that the interests of different clients may conflict. The psychologist will need to weigh these interests and the potential harm caused by alternative courses of action or inaction

Question 33

what are the 3 theories that underpin / relate to challenging behaviour?

Answer 33

behavioural theories - e.g. Applied Behavioural Analysis.

cognitive theories - e.g. Attribution theory

psychodynamic and systems theories e.g. relational, eco-systemic.