THE MISDIRECTED GOALS OF BEHAVIOUR Essex Primary SCITT

THE MISDIRECTED GOALS OF BEHAVIOUR Essex Primary SCITT Keith Naunton

THE MISDIRECTED GOALS OF BEHAVIOUR “It is impossible to understand a person correctly unless one recognises the purpose of their behaviour” (R. Dreikurs 1982)

THE MISDIRECTED GOALS OF BEHAVIOUR The first impulse to challenging behaviour is nearly always wrong because it is precisely what the person wants. This fulfils the expectations, therefore reinforcing the negative elements of the behaviour. Maurice Balson 1992

DREIKURS “It is impossible to understand a person correctly unless you understand the purpose of their behaviour”(Rudolf Dreikurs) Recognise the characteristic purpose

RECOGNISING MISDIRECTED GOALS Displayed Inadequacy / Task Avoidance Frustrated • • Won’t try Can’t do it Low self worth Finds praise difficult. Struggles with friendships Isolation work avoidance strategies

NEGATIVE EMOTION WHEEL I will make you pay for this! If only I could get rid of this child! It is my fault – what sort of teacher am I? You are stupid Pretend I did not see it There is nothing I can do

HOW TO RECOGNISE A DOMINANT EMOTIONAL RESPONSE

Ta sk Av oid er DEVELOPING EXPERTISE Task Avoider

STRATEGIES FOR KEY MISDIRECTED GOALS Displayed Inadequacy / Task Avoidance Encourage • Relax pressure and praise effort • Express faith in abilities • Set small targets and record success visually • Encourage pupil to self monitor

Ta sk Av oid er EMOTIONS ARE CONTINUALLY ON THE MOVE Task Avoider

GENERATING STRATEGIES TOOL BOX By identifying a student’s characteristic purpose and observing their emotional responses in particular situations an individual tool box of strategies can be generated Our understanding of a student can be continually refined and updated Strategies can be tailored to a particular school setting

Consequences

Protocols & routines Pre agreed signals Get positive in first Proximate praise Redirect behaviour Give good reason Recognise their perspective When-then Take-up time Language of choice Greater good Defer consequences Behaviour not the person Get positive in first End on a positive Fresh Start New beginning

HOW TO RECOGNISE MISPLACED GOALS Not forgetting Task Avoiding/Displayed Inadequacy: Extra Strategies for Displayed Inadequacy: • Change “I can’t” into “I can” • Use positive self talk – ‘do this for you’ • Re-frame exercise: list all the things, they think they can’t do. Find things on the list that they actually can do and change their perception • ‘Circle of friends’ – invite who they would like to join and work on this • Give them work that is achievable and gradually increase it Lots of success and praise over a long time • Understand that you may be pleased with something that they do not feel is good enough – they are not doing it for you, but for themselves • Use strategy of ‘Support and Run’ to help them. This means give them the first target to achieve followed by ‘I’ll be back in five minutes’. On returning, praise them for their efforts and give another target

YOUR PERCEPTION PROFILE Improving your perception profile will make every interaction more effective

PUPIL PERCEPTION PUPIL RESPONSE How would these profiles affect how students respond?