Psychology and Young People Essay

Reactive: behaviour formulations; debriefing; care plan reviews; risk assessment reviews; team meetings; multi-disciplinary meetings; training reviews and updates

Positive behaviour support (PBS) is an approach to providing services to individuals who exhibit challenging behaviour. Since the early 1990s, PBS has received increasing attention from the behaviour-analytic community. Some behaviour analysts have embraced this approach, but others have voiced questions and concerns. Over the past dozen years, an approach to delivery of behavioral services known as positive behavior support has emerged as a highly visible movement. Although PBS has been substantially influenced by applied behavior analysis, other factors are also part of its

As outlined by Jones and Pound (2010, pg.15) “The responsibilities of leaders include both to the team and responsibility for the team.” This incident prompted a change within our setting were by each child now knows that they are allowed the time to explain their point of view with ambiguity. This means most incidents or disagreements between the children are resolved more effectively. Strategies for dealing with challenging behaviour was then discussed at our following staff meeting and new ideas were introduced. New outcomes were decided up on and then revised into the behaviour policy which was then updated in line with current legislation.

The policies and procedures of the setting relevant to promoting children’s and young people positive behaviour covers a range of six sectors these are

1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

P3- Suggest strategies to minimise effects of challenging behaviour in health and social care settings

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings. At our school all policies can be found in Mrs McNally’s the headmistress’s office within a contained cupboard all labelled up with titles on the folders.

We must consider why the child is engaging in this behaviour or what the child is accomplishing through the behaviour. To analyse behaviour, we must recognise triggers that may cause the behaviour to emerge. Triggers are environmental, situational, or physical factors that ‘sets off’ an individual’s challenging behaviour. These factors vary depending on the individual, but they may include care environment, interventions, activities, objects, thoughts, feelings, pain and discomfort. Common triggers for challenging behaviour can be an individual being asked to do something they do not want to do, interactions with people they do not like, lack of attention, tasks that are too hard for the individual

Policies and procedures that are to be followed in response to concerns of evidence of bullying are in place because;

Many children display challenging behaviours in a variety of ways such as defiance, over-competitiveness, lack of ability to relate to others or other inappropriate behaviours such as violence toward others. "Tricky Kids” (Fuller, 2013) is a book that attempts to normalise some of the behaviours seen as inappropriate characteristics that can be positively maximised rather than pathologizing the behaviour. Models to help in maintaining appropriate behaviour for students in classrooms mainly involve evaluation of antecedents and consequences to problem behaviours and then making interventions based on these behaviours (Conroy, Asmus, Boyd, Ladwig, & Sellers, 2007). This is based in behavioural psychology with reinforcement of desired behaviour and consequences for maladaption to expected standards (Miltenberger, 2015).

There are many variables to take into account when properly prioritizing problem target behaviors for intervention. There are 4 assessment methods used by Behavior Analysts for obtaining assessment information and they are (a) interviews, (b) checklists, (c) tests, and (d) direct observation (Cooper, Heron & Heward, 2007). Interviews and checklists are “indirect assessments” approaches because the data collected is objective due to the findings being derived from recollections, reconstructions, or subjective ratings of events (Cooper et al., 2007). Tests and direct observation are what we consider direct assessment because it provides data that we actually witness as it occurs, thus making it the most preferred method of assessment.

This may be achieved by adopting a functional approach. (Department of Education and Early Childhood Development, 2013 ; Ducharme, & Shecter, 2011) In fact, functional assessment is an important element of a school-based positive behaviour program. It involves three steps: collecting data about the child’s behaviour in a variety of classroom contexts, identifying ways to address challenging behaviours and developing a positive behavioural intervention plan. In the case of the focus child teachers would first need to carefully observe and record instances of disruptive behaviour such as biting, swearing and spitting. The second step would be to identify likely triggers for these behaviours. For instance, does the children bite or spit at other children because he/she wants to play with a certain toy? The final step is the development of an intervention

The current legislation relating to Positive Behavioural Support is titled - the Positive Behaviour Support Policy – Safe management of challenging behaviour in children and young people with learning

The contributions of Behaviourism can still be noticed today in approaches to disciplining children in school; behaviour management systems are often governed by positive