Managing Challenging Behaviour

1. Managing Challenging Behaviour Working with Young People to Understand Behaviour & Build Stronger Communities through Doorstep Sport

2. Understanding Young People from Lower Socio – Economic groups & Managing Challenging Behaviour Essentials Kate Roberts Kelly Burdett

3. Workshop Outcomes By the end of this workshop you will be able to: • Understand the national picture of physical activity across different socio-economic groups • Identify the key influences and what’s important to young people in their lives • Look at StreetGames 5 ‘Rights’ to engaging young people • Describe the characteristics of ‘hard to reach’ young people & how to start engage with them effectively • Start to understand how physical activity can be used as an engagement tool to address challenging behaviour

4. Introducing StreetGames • National charity dedicated to reducing the gap in sports participation between affluent and poor communities • Delivered in partnership with a wide range of organisations • National Partner to Sport England • Award winning - sport for social good

5. Who are StreetGames ? A quick guide of what and why : https://youtu.be/xgEujUmxutk

6. Quiz – Sport in Lower Socio Economic Groups Q1. Young people from Lower Socio-Economic groups are less likely to participate in physical activity ? True or False

8. Quiz – Sport in Lower Socio Economic Groups Q2. What are the 2 most important aspects young people (from LSEG) look for in an activity session ?

9. Quiz – Sport in Lower Socio Economic Groups CHEAP & LOCAL

10. Q3. How much do families in Lower Socio Economic groups spend on sport and physically activity on average per week, per household? More or less than £3?

11. £3.21 a week average spend per family

12. Q4. What percentage of children in Oxfordshire live in ‘low income’ families? 5-10% 10-15% 15 – 20%

13. Deprivation in Oxfordshire

14. In order to work out how to engage young people, we must first try to understand them and their lives…

15. Understanding Young People • On the pin board jot downyour thoughts on Who’s Important to young people from disadvantaged communities? And What’s Important to them?

16. Understanding Young People Who’s Important ? What’s Important ?

17. Lifestyle Priorities (StreetGames Diva Research, 2013)

18. Women & Girls • 63% would shun any sport or physical activity if their friends were not involved • 77% said the opportunity to catch up with friends is one of the main reasons for taking part • 67% say they feel more comfortable exercising with their friends than with people they don’t know “I want to play sport but I’m shy. I’d only do it if my friends did it first.” Female 16, London Us Girls Friendship How to Guide, 2015 What Sways Women to Play Sport? (Women in Sport, 2015)

19. Men & Boys • For boys, physical activity is a big part of forming relationships and maintaining reputation • Boys will play sport to create and sustain bonds with each other and family members • Boys are most drawn to competitive sports like Football, Basketball & Fighting (eg boxing / kickboxing) “I enjoy cycling, so does my dad, we can do it together – it’s also easier to get around this way” Male, 17, London “I really like fighting, It feels good after you dominate someone, I just like the feeling of being top-dog” Male, 20, Manchester (Understanding the Lives of Disadvantaged Young People, 2CV, 2014)

20. How to engage young people from Lower Socio Economic groups ? Sport delivered close to home: • at the rightprice • at the right time • in the right place • in the rightstyle • By the right person..

21. Right Price • The need to make sessions free or very cheap • Girls are more likely to see the value of paying • Incentives - free ‘stash’ is a real draw • Sustainability for projects is a huge issue

22. Right Place

23. Right Time

24. Right Style

25. Right Person • Who can create a fun, friendly and engaging environment ? • Someone reliable • Laissez Faire style of leadership • Community piped-piper • Local role models

26. Right People - A Doorstep Sport Leader/Coach

27. Challenging Behaviour What is Challenging Behaviour? & What impact will it have on our sessions if we don’t manage it effectively?

28. Hard to Engage Young People So…What makes a young person hard to engage?

29. Hard to Engage Young People In your own experience, what are the characteristics/features of a young person considered hard to engage?

30. Having a proactive approach to positive behaviour - Engaging with young people

31. What are the top 4 methods used in community activities, to engage with & get to know young people?

32. Having a proactive approach to positive behaviour – Hard to engage Young People

33. Having a proactive approach to behaviour – Standard & Boundaries

34. Challenging Behaviour – Standard & Boundaries How could you involve, inform and remind young people what the expected standards of behaviour are for your sessions? Select the most effective 3 ways.

35. Challenging Behaviour – Standard & Boundaries Why do you think some young people might misbehave?

36. What do you see?

37. Techniques for Managing Challenging Behaviour F.I.D.O

38. Techniques for Managing Challenging Behaviour ‘I’ Statements

39. Techniques for Managing Challenging Behaviour ‘I’ Statements ‘I’ statements help the speaker to move from.. • Making the assumptions that they understand other’s motivations, concerns or experiences • Denying role in conflict or disagreement • Passing quick judgement and making sweeping statements • From making ‘you’ statements ‘I’ statements help the speaker move to.. • Realising that you need to clarify your motivations • Speaking about what you see, feel, think and experienced • Making requests, suggestions and preferences • Giving appreciation messages ‘..I appreciate you doing/saying/suggesting’ ‘I’ statements help the speaker to move from.. • Making the assumptions that they understand other’s motivations, concerns or experiences • Denying role in conflict or disagreement • Passing quick judgement and making sweeping statements • From making ‘you’ statements ‘I’ statements help the speaker move to.. • Realising that you need to clarify your motivations • Speaking about what you see, feel, think and experienced • Making requests, suggestions and preferences • Giving appreciation messages ‘..I appreciate you doing/saying/suggesting’ ‘I’ statements help the speaker to move from.. • Making the assumptions that they understand other’s motivations, concerns or experiences • Denying role in conflict or disagreement • Passing quick judgement and making sweeping statements • From making ‘you’ statements ‘I’ statements help the speaker move to.. • Realising that you need to clarify your motivations • Speaking about what you see, feel, think and experienced • Making requests, suggestions and preferences • Giving appreciation messages ‘..I appreciate you doing/saying/suggesting’

40. Top Tips • Engage with the young people – find out what makes them tick • Challenge the behaviour, not the person • Set clear boundaries and stick to them • Model the behaviour you expect young people to display • Seek first to understand

41. “Young people need to know that you care before they care what you know” Prof. Dan Gould