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Understanding Behaviour

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Overview

There are no simple solutions or answers for working with children, young people and parents to manage and change challenging behaviour. There are, however, a range of approaches that practitioners may consider using.

Audience

This course is intended for all children’s workforce practitioners, i.e. all staff who work with children, young people and their families. Although this course forms part of an induction programme for new starters, it is also intended for all practitioners who want to improve their knowledge and continue their professional development.

About this course

The course contains additional resource materials, useful links and a refresher guide.

Objectives

This course will enable you to:

  • Outline the benefits of studying the behaviour of the child or young person
  • Examine the words used to describe behaviour
  • Consider both observable and hidden aspects of behaviour
  • Explore what is meant by acceptable behaviour
  • Look at examples of how to manage the challenging behaviour of various age groups

    Content

    Here are some of the topics covered in this course:

    Who's responsible? | Parental responsibility | Best practice | A range of approaches | Storyboarding | Car trouble | The miracle question | What has changed? | Exploring the consequences | Cost-benefit analysis | Facing the facts | Self-monitoring profiles | Taking full ownership | Self-monitoring leads to change | Modelling | Following through | Support initiatives | Acceptable behaviour | Different strokes | Not all bad | Key indicator | Mismatch | Hidden and observable aspects of behaviour | What don't they know? | Starting position | Correct position | Observable behaviours | Externalising behaviours | Aggression | Types of Aggression | Delinquency | Hyperactivity | Biological risk factors | Internalising behaviours | Older children | Internal - external? | Root causes | Emotional Problems | Conduct disorder | Relevant factors | Other factors | Context | Adults and the negative context

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