Meeting the Challenge of Challenging Behaviour is a programme designed for managers, staff and carers to develop and implement comprehensive Behaviour Support Plans for when challenges arise in their work. The programme will examine the model of positive behaviour support, proactive versus reactive strategies, examine the causes of challenging behaviour, and examine non-aversive approaches and evidence positive behaviour support approaches.
The programme is aimed at people who support and care for children and adults in all caring and support services, such as: practitioners; care staff; teachers; clinicians; service providers and special needs assistants.
The course content will prepare participants to meet and solve challenges effectively, with greater ease and in a manner that positively supports all parties.
On successful completion of this module the learner should be able to:
LO1 Reflect on ethical and emotional aspects of working with vulnerable people, ensure participants undergo professional supervision, work ethically and consult with all stakeholders
LO2 Develop and critically evaluate the implementation of a multi component positive behaviour support plan
LO3 Investigate proactive and reactive strategies within behavioural management
LO4 Review and critically evaluate implementation of plan and ensure continuity with clients in future plans
LO5 Work collaboratively to share and reflect on learning from own case study demonstrating participation in peer mentoring and professional supervision
LO6 Reflect on each stage of the professional learning in relation to the case study devised on the course
LO7 Critically evaluate a relevant research article or relevant ethical dilemma
LO8 Construct an assessment of presenting behaviour.
To provide specific training in dealing with complex behavioural issues for people working in the Intellectual Disability, Special Needs, Youth, Early Childhood, and Education sector for practitioners in Intellectual Disability services in regionally and nationally. To develop services’ capacity to respond to complex behaviour needs including behaviour that challenges services.
Self Awareness
The learner will consider their own position in relation to working with vulnerable people and discuss the role of teamwork, supervision, emotional awareness and ethical responsibility. The learner will keep a reflective learning journal to record their own journey.
Supervision
Theory, functions and issues of supervision and the learner will ensure they have adequate supervision while on the course.
Ethical Responsibility
Theory, practice and consider an ethical issue/dilemma discuss and reflect and relate to own professional development.
Mentoring
Theory and practice of mentoring in relation to the workplace
Implementing a Positive Behavioural Support Model
Behavioural Assessment – This will include observations over a period of time, noting usual behaviours and any changes. These may include particular incidents that may be regarded as challenging. Examination of sexual harmful behaviours (if present) as an aspect of behaviour that may be challenging. Functional Analysis – Antecedents, Behaviour and Consequences (ABC). Possible hypothesis forming for function of particular behaviours. Ecological Assessment – Appraisal of the environment highlighting possible reinforcing properties, triggers. Definition of negative and positive reinforcement. Quality of Life Issues - Holistic appraisal of client’s current living experience highlighting any Quality of Life issues relevant to Person Centred Planning. Relevant environmental changes and opportunities for community participation to inform intervention planning. Person Centred Partnership Approach Life Skills Coaching with clients where required. Behavioural Management Strategies – Evaluate proactive/reactive approaches: De-escalating, life space interviews, mindfulness, managing emotional aspects, self care. Intervention Development, Implementation and Review – Design a multi-element positive behaviour support plan based on the behavioural assessment and functional analysis of the behaviour. The plan should incorporate the personcentred goals, seek to overcome social exclusion and actively promote community inclusion. Devise intervention, implement, record what happens and review. Use learning journal to record learning in the process. Post-Programme Planning- Record a plan to support the focus person (identified client) in the future and ensure continuity with the client. This should include future plans to maintain Quality of Life improvements for the client, their relationships and the environment they inhabit. Develop own personal skills: Academic study: basic academic research using library, IT skills, teamwork
Entry Requirements
All applicants will be considered on a case-by-case basis. Lifelong Learning reserves the right to require applicants to attend for an interview to determine their suitability for the programme.
