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Assertive Parenting Group Session 1 Outline

Introduction, ground rules, and goal setting. Discussing definitions and language. Exploring vulnerability factors and describing behavior. Utilizing the S.T.A.R approach.

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Assertive Parenting Group Session 1 Outline

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  1. Assertive Parenting Group Session 1

  2. Outline • Introduction, ground rules & goal setting • Definitions and language • Communication discussion. • Vulnerability factors • Describing behaviour • S.T.A.R approach

  3. Introduction • Lets hear about the young people you're supporting – tell us about them making sure to name 2 positive things about them. • What needs to be in place to make people feel confident about sharing experiences? • What language do we want to use to describe these behaviours? • What are you hoping to get from the group? – goal setting. • Understanding the purpose of behaviours.

  4. Types of behaviours that challenge… • Aggression - verbal and physical • Withdrawal • Inappropriate sexual behaviour • Self-injurious behaviour • Defiance and refusing to co-operate

  5. What is the behaviour trying to tell us? If the young person has difficulty expressing what they are feeling they may act a certain way to try and express it. How might additional learning needs affect our ability to communicate? ASD – Difficulty in identifying/ understanding emotions, difficulty processing information, sensory needs ADHD- Difficulty in taking in information, impulsivity LD – Potential language difficulties, difficulty processing information, difficulty in expressing emotion Challenging behaviour can be thought of as a form of communication.

  6. How does your young person communicate? Think about this with the person next to you for a few minutes… • How do they communicate? • What are the barriers? • How might their communication difficulties create anxiety for them? • How do you support the young person to communicate? • Does anyone want to share their experiences?

  7. Why do children become challenging? Social Environment Routine, meaningful activities/ structure/ predictability/Timetables/Visual plans Emotional Factors (anxious, sad, confused linking back to expressing emotions.) Functional Skills/ Independence Can the young person do what has been asked of them. Vulnerability Factors Physical Environment ( Sensory needs/ busy, noisy, bright, hot) Health (pain, physical health conditions, illness) Cognitive Factors ( language skills & comprehension, poor working memory) History/Trauma (Recent loss or change, difficult experiences, what may feel traumatic to them may not to others.

  8. So it may be understandable that these behaviours are the only way the young person feels able to express themselves. So it is understandable that this can create some worries and possible anxiety.

  9. Anxiety Lets think when this might happen for young people with ASD, ADHD and LD. Anxiety = Body/Mind/Behaviour Response to a Perceived Threat The world can be unpredictable and confusing. Our minds can make up lots of different outcomes to an event. For children diagnosed with learning disabilities and neurodevelopmental conditions this is magnified. Consequently it is not surprising that 84% of children with ASD meet criteria for at least one anxiety disorder (Muris, 1998). Anxiety is when your child may think that there is a threat despite there not one being there. Yet, they experience an unpleasant feeling of dread about this threat which interferes with your child’s ability to function.

  10. Anxiety and CB So why would my child’s behaviour become challenging if they are anxious? Everyone has a natural survival mechanism when faced with a threat… Fight e.g. Aggression Flight e.g. Withdrawal Freeze e.g. Refusal to cooperate

  11. If we start to see behaviour as a form of communication, then by thinking about why someone is acting the way they are, and looking at the patterns of behaviour, we can gain clues as to how to manage it.

  12. TWO POINTS TO REMEMBER ABOUT CHALLENGING BEHAVIOUR • Challenging behaviour occurs for different reasons. • Your task is to be detective and find out what those reasons are.

  13. TO UNDERSTAND CHALLENGING BEHAVIOUR… This is called the FUNCTION OF BEHAVIOUR Our aim is to construct a picture of the person that tells us what the person is trying to communicate through their behaviour. This helps us to make sense of the behaviour in a meaningful way. Rather than looking at WHAT the person is doing, place the emphasis on WHY the person is doing it.

  14. Problem behaviour checklist

  15. S.T.A.R • Write a list of you child’s challenging behaviours • - Case Example Setting – Where did the behaviour occur? Was it crowded/ noisy? Trigger – What was happening immediately before the behaviour? Action – What was the behaviour exactly? Response – How did you or others respond?

  16. Describing challenging behaviour exercise For the next session! • Clearly define the behaviour you wish to address. • If there are more than one, identify which one is most troubling. • Using the Behaviour Checklist, take 5 minutes to answer the questions about this behaviour. • What may be the triggers. • Think about the vulnerability factors. • What responses are given for the behaviour.

  17. The end Questions? Comments? Discussion?

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