2. 20 minute reflection time on
previous training session to
discuss strategies used, what
went well and next steps .
3. Objectives :
• Acknowledge a link between behaviour and
• Develop a range of approaches to effective
• To Understand different models of behaviour
• To consider implications for your own practice
5. Background Information:
Half of all mental health problems start by the
age of 14 and are the result of poorly
developed frontal lobe functioning in the
This occurs during the early years of a child’s
75% of children move from secure attachments
to insecure attachments following separation,
divorce, trauma, parental substance or alcohol
misuse, neglect ,abuse or loss .
6. Stressed out children function like animals and are
unable to concentrate, learn, enjoy friendships, play
and problem solve .
Their thinking becomes narrowed down to threats
and how to survive therefore triggering the Flight ,
Fight, Freeze mode of the brain.
Children need positive attachments to thrive and
sometimes the only positive attachments they have is
in school .
It is important to look at the child using an holistic
approach and not make judgements about their
8. Points to Consider :
• What has this child had to endure before coming to
• Do you have any information on the family
• Are they hungry?
• Do they have a Special Educational Need
9. Activity 2
What behaviour Management
Strategies have you already seen
in your school?
11. Reduce Stress
• We often hear about stressful or traumatic events being
‘blocked’ from the brain.
• Stressful situations will cause the brain to release
dopamine, but in excess.
• A degree of ‘predictability’ with our classroom routines and
establishing a welcoming, purposeful and safe learning
environment will help in reducing our pupils stress levels.
• learners should feel some emotional connection to their
• An emotional connection simply means that they care about their
learning, they see the importance of it and, more importantly, they feel
The important thing is that however you reward students, it
should be planned, fair, transparent and communicated.
12. Amygdala – ‘fight or flight’
• Its function is simply to allow us to survive.
• The Amygdala calls the shots! Why we can react before we think!
• Threat and threat perception is a crucial function of the brain and is
probably the reason why the human race is still here.
• Threat perception is a very personal thing.
• Many of our pupils have specific triggers that for them present threat and
may cause them to react before they think.
• Knowing your students is crucial! (Boxall, Thrive , Pupil Profiles)
‘Once the amygdala has stolen the show, there is little we can do to correct the behaviour that
follows. A student in this state must be calmed down before any further conversations about
their behaviour can take place’
Learnt from the environment rather than cognitive processes.
Behaviours reinforced will gain in strength while that which is not reinforced will disappear.
Behaviour is influenced by observing the actions of others
Observation, imitation, modelling
Connected to inner feelings and self esteem
Affected by experiences
Free to change at any time (responsible/chosen)
Problem behaviour occurs as a result of unconscious conflicts in early
childhood. Attachment patterns developed in infancy continue to have an
impact throughout the child’s later life and can impact on learning in school.
Be aware that pupils who have not received good enough care in the early years
may have attachment anxiety and what unconscious pattern of behaviour the
child may be bringing in to the classroom
• Use interventions that help the child to process unresolved unconscious
emotions in a safe way eg play therapy, drama therapy, therapeutic
• Refer the pupil to a psychodynamic counsellor, possibly through Child and
Adolescent Mental Health Services (CAMHS)
Focuses on the idea that behaviour is the result of learning from
the environment rather than the cognitive processes. Behaviours
which are praised will gain in strength while behaviours that are
ignored will disappear .
• Set up an individual positive behaviour programme with targets
clearly understood by the pupil.
• Be consistent: it is the certainty of a response and the follow-up
that matters, not the severity.
• Involve parents in rewarding good behaviour – particularly
effective with younger children.
Focuses on nurturing emotional needs, communicating rather than punishing
and establishing good relationships. An explanation for behaviour is offered
emphasising the uniqueness of the individual and the importance of the self-concept.
Empathy and unconditional positive regard are the key qualities
required of someone adopting a humanistic approach.
• Listening to the views of pupils; taking opportunities to establish person to
person relationships between staff and pupils; supporting peer-to-peer
• Build self-esteem eg blame the behaviour but not the child
• address the pupil by name; accept the child though not the behaviour;
remember to ‘catch them getting it right’.
Focuses on the physical-spatial and social environments and their influence
• Create attractive buildings and learning environments. Consideration of
the impact of the layout of furniture and seating in the classroom.
• Think about how seating arrangements may affect certain pupils’
• Consider how playgrounds might affect pupils' behaviour eg are there
any quiet places? Play equipment?
Behaviour is a result of biological and biochemical
• Research basic information about the pupil’s
• Make sure medication is kept safe and administered
at the correct times
• Be aware of times when medication such as Ritalin
may be wearing off.
The child is seen as being an intrinsic part of a wider social system both
in and outside of school, and the nature of these overarching systems
are seen as influencing the behaviour of the individual.
Consider how the whole school ethos impacts on the behaviour of
individual children. Encourage the involvement of parents and carers in
interventions to support behaviour. Be aware of the wider community
and cultural impact on the individual child.
• Consider the impact of the whole school ethos on behaviour
• Liaise with parents about any issues at home
• Form links eg through project work with the local community.
Behaviour is influenced by observing the actions of others. Pupils
with behavioural difficulties have the opportunity to be in contact
with other pupils who have good social skills – this is particularly
helpful when pupils are working in small groups.
• Ensure that small groups include some pupils who can model good
• Ensure that the behaviour of staff sets a good example to pupils
• Praise pupils who are doing ordinary things well
• Model coping skills eg verbalise your own internal process when
managing an anxiety-provoking situation.
Focuses on beliefs, attitudes, expectations and attributions when
accounting for behaviour. Problem behaviour is seen as a product of
maladaptive thinking related to processes of self-attribution and
• Involve pupils in setting and monitoring their own behaviour targets
• Involve pupils in reflecting on their own behaviour and in setting and
• Provide strategies for the pupil to self-regulate/self-soothe when
feeling anxious eg visualisation.
• Explore how pupils attribute meaning to events and consider ways in
which to reframe situations and experiences.
26. Activity 3
Think of a personal
experience where you were
out of control , unable to
control your emotions and
behaviour and why you think
What could you have done
27. Task to complete for next week :
Choose 2 pupils from your class to unpick
why they behave the way they do, giving
examples of both positive and negative
Based on theories discussed today think
about what factors may have caused them
to behaviour the way they did?