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Unit 7 – Managing Difficult Behaviours in Groups

Unit 7 – Managing Difficult Behaviours in Groups. Aim To provide an overview of managing difficult behaviours by individuals within groups Learning outcomes Discuss ways of managing difficult behaviours by using a range of tools Apply strategies for managing challenging situations

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Unit 7 – Managing Difficult Behaviours in Groups

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  1. Unit 7 – Managing Difficult Behaviours in Groups Aim • To provide an overview of managing difficult behaviours by individuals within groups Learning outcomes • Discuss ways of managing difficult behaviours by using a range of tools • Apply strategies for managing challenging situations • Discuss the importance of effective role modelling

  2. Considerations of Group Dynamics • Flexible teaching style • Understand learning style • Educational Hierarchy to establish right foundation of learning • Stage of transition of individual learners within the group? • Multiple relationships within the group • Importance of good feedback

  3. Considerations of Group Dynamics

  4. ManagingDifficult Behaviours in Groups • Personal conduct 2. Professional conduct 3. Competence and performance issues 4. Health and sickness

  5. External Working Health and sickness Competence and performance Personal conduct Professional conduct NES(2005) Management of Doctors in Difficulty. NES, Scotland Environment

  6. SID • SHARE your concerns with others • INVOLVE the learner in those concerns and discussions • DOCUMENT - Keep detailed specific documentation

  7. A tool to find a solution What? Why? Who? How?

  8. 2 key words Ability or Motivation

  9. Changing Behaviour Cycle of ChangeProchaska and Diclemente 1982

  10. Changing Behaviour Assessment of readiness to change Motivation to change 0-------------------------------------------------10 Confidence to change 0-------------------------------------------------10

  11. Changing Behaviour PROS CONS Change No change

  12. Role Modelling • A powerful teaching strategy • Learning from role models occurs through observation and reflection • Role models inspire and teach by example

  13. Characteristics of Role models • Clinical competence • Knowledge and skills • Communication • Clinical reasoning and decision making • Teaching skills • Student centred approach • Effective communication and feedback • Personal qualities • Compassion, honesty and integrity • Interpersonal relationships • Enthusiasm and quest for excellence

  14. Role modelling “People seldom improve when they have no other model but themselves to copy”Oliver Goldsmith “ The most important single influence in the life of a person is another person….who is worthy of emulation”Paul D Shafer

  15. Summary ‘We must acknowledge…. That the most important, indeed the only, thing we have to offer our students is ourselves. Everything else they can read in a book’ D C Tosteson (1979)

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