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“When is education not enough?” A review of challenging behaviour

“When is education not enough?” A review of challenging behaviour Special schools conference 9 th May 2013 John hunter.

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“When is education not enough?” A review of challenging behaviour

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  1. “When is education not enough?” A review of challenging behaviour Special schools conference 9th May 2013 John hunter

  2. “Special schools are constantly and currently seeking help and support to address the needs of a very small minority of pupils who present with significantly challenging behaviours which mask a litany of aggression, self harm and high anxiety”. • METHOD EMERGING FINDINGS POSSIBLE RECOMMENDATIONS BACKGROUND

  3. CHALLENGING BEHAVIOURS “John will scratch, pull hair and head butt others. He will generally target females, however, when agitated he will attack anyone in his reach including peers. He will also display self injurious behaviour, banging his head with extreme force against desks, windows etc. When stressed he can become verbally aggressive , shout in a high pitched tone repeating a demand over and over.” BACKGROUND

  4. METHODOLOGY “Mental illness seriously impacts on John’s quality of life” Three phases • Mapping out the extent of the problem • Structured discussion with principals • fieldwork

  5. Mapping the problem Those who challenge 524 Those who challenge but we manage 104 Those who challenge and we cannot manage 63

  6. What are schools doing well ? • Presenting a positive disposition • best commodity is staff • programme framework • Levels of support • Hierarchy of need • training and strategic planning • auditing need - Assessment framework? • recognition of limitations

  7. Workshop discussion what works Large room /chill out/outdoor facilities Staffing Communication strategy Multi disciplinary support Medication Third level support

  8. Fieldwork work to be complete

  9. Emerging Findings • reducing extreme behaviours is difficult • most need structure ; skilled staff; practical curriculum; above all multi-disciplinary assessment and intervention • system to track and respond to need • a consensus about long term needs – transition beyond school • appropriate settings- space – suite - • an agreed overarching strategic action plan • a range of settings and staffing All pupil can behave positively for periods of time

  10. Conclusions The case for change is clear... we need to reduce stress on staff and schools support teacher and assistants establish comprehensive assessment of medical needs Collaborative accountability Better outcomes for pupils “a new approach is needed”

  11. Emerging recommendations To work towards improvement a multi-disciplinary working group to pilot new approaches Invest in training on a M-D basis create networking platforms provide co-ordinated clustering DE/ELBs Trusts /DHSS/ to set out what services are available enable a monitoring and research system inform and brief Improve the quality of life of the pupils through better outcomes

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