promoting positive behaviour this presentation pack

This presentation pack supplements the learning undertaken by completing the Workbook Training or attending a Course.

Module 15Promoting Positive Behaviour

January 2021

SomersetAdult Training

Topics coveredIntroductionWhat is Challenging BehaviourResponding to Challenging BehaviourPlanning for Positive BehaviourAdditional Help & InformationWhat next ?


Introduction


Introduction SomersetAdult Training

Challenging Behaviour is not new. In the 4th Century BC Plato wrote the following

“ What is happening to our young people? They disrespect their elders, they disobey their parents. They ignore the law. They riot in the streets, inflamed with wild notions. Their morals are decaying. What is to become of them ? ”

Challenging Behaviour can be an emotive subject as everyone is quite likely to have their own experiences, tolerances and views.

The learning provided by and contained within this Modules will not give “all the answers” in fact, it is just as likely to ask a few more ! What is fundamental however is that recognising challenging behaviour, understanding why it might occur and putting in place a plan for promoting positive behaviour will have a positive impact on the Scouting provision.

Introduction SomersetAdult Training

We should remember that “challenging behaviour” is a natural element of young people growing up, testing boundaries and expressing themselves.

Our position, within Scouting is to encourage the development of our young people however, we do need to be aware of and prevent or limit such behaviour which has disruptive or dangerous consequences.

Where a leader has experience of working in the education system, while this experience is highly valuable, it is important to recognise the differing context of operating within Scouting.

What is Challenging Behaviour ?



One definition of Challenging Behaviour would be:

"culturally abnormal behaviour(s) of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities”.

Challenging Behaviour can mean different things to different people, therefore it is important that acceptable standards are created and agreed.



Examples of Challenging Behaviour could be


• Lack of commitment• Excessive noise• Lack of respect for others• Chattering• Over-active• Aggressive• Opting out / Withdrawing• Persistent mimicking

• Bullying• Stealing• Arrogance• Poor time keeping• Lying• Cheating in games• Vandalism / Destruction• Bad manners / Bad language


The cause or “trigger” could be due to


• Medical conditions• Additional needs• Poor role models• Upset at home• Bereavement• Pressure to succeed• Different standards at home• Problems brought from

home

• Poor programme quality• Inadequate supervision of the

programme• Boredom / Inactivity• Tiredness• Bullying at school or in Scouting• Temporary illness• Poor self esteem

Responding to Challenging Behaviour




Be familiar with possible causes and triggers of challenging behaviour.

Some causes or triggers may be linked to a young person’s additional needs or disabilities, so it is important to have background information. It can be beneficial to consider what a young person may be communicating through their behaviour.

Recognise each young person as an individual, with different needs, feelings and experiences. There is always a reason behind challenging behaviour and don’t be quick to make assumptions.

Identify methods of de-escalating and managing situations involving challenging behaviour.

Support young people to manage their own behaviour and make the right choices.

It is important to focus on de-escalation in effectively managing situations involving challenging behaviour.

It is also important to be aware of any warning signs and seek to respond before a situation escalates.

The language and behaviour of adults can have a significant effect on young people’s behaviour.



Take time to reflect and review with the leadership team. This ensures that a separate perspective is taken into account and can avoid any adverse claims or actions.

Where possible, early engagement with the young person can have real benefit to reflect and review the actions and support them in managing their own behaviour.

It is important to prioritise and focus on one thing at a time.

It is vital to establish an open and positive relationship with parents, especially for young people with behavioural difficulties. Understanding what happens outside Scouting is very helpful for managing in the Section meetings.



In every case and all circumstances ensure that the requirements of the Yellow Card – Young People First is followed (Orange Card for Young Leaders).



Planning for Positive Behaviour


Planning for Positive BehaviourSomersetAdult Training

Everyone is responsible for setting acceptable standards of behaviour and enforcing them in the Section.

The objective should be to ensure that we remain positive and in control. This will necessitate some planning, techniques and an open approach.

Know the young people and parents / carers in your Section. Be available yourself or ensure that a member of the leadership team is at the start of the evening to speak with parents.

Collect information on additional needs or disabilities. Ensure all the leadership team is aware of this. Pass this information on when the young person moves between sections.


Offer praise and recognition

• Consider the use of an appropriate points system.

• Choose an appropriate time / location for praise. Sometimes this may be “open” and sometimes it is better done privately.

• Consider a “Beaver, Cub, Scout or Explorer of the Month”.

• Praise positive behaviour, look for something good.

• Remember not to limit praise to winning or achievement. Look for stretch, enthusiasm, kindness and contribution.


Establish good routines and systems

• Have a structure to the meeting so that everyone knows what is going to happen and what is expected.

• Consider use of common / shared signals.

• Have a clear plan for the start of a meeting (7:30 is 7:30 not 7:42)

• Make sure all are quiet (and visible) when issuing instructions. Allow for questions that are relevant.


Set the Standards with the Young People

• Develop a Code of Conduct. Ensure all young people are engaged in its creation and adoption.

• Review regularly and ensure that it is accompanied by a discussion about appropriate behaviour.

• If you impose any type of sanction, make sure that it is both transparent and consistent.


Use positive language and communications

• Tell young people what you want them to do, not what you don’t want them to do.

• Give clear simple instructions for activities, games and ceremonies.

• Allow young people time to process instructions – “thinking time”.

• Use a range of communication techniques, not all respond well to one loud voice. Consider smaller groups to issue instructions especially where there may be some complicated elements. Use visual signs / symbols where possible to supplement verbal instructions.


How we speak to young people often has a big influence and impact on managing any challenging behaviour, consider the following:

You’ve left the equipment out again OR Please put the equipment away.

Don’t you dare argue with me OR I would like you to listen to me now please.

You really are annoying me by interrupting OR Please wait your turn to speak.

What do you think you are doing OR Can you stop that please now and do what you should be doing.

I’ll deal with you later OR I’d like to sort this out now but the rest are waiting, we’ll talk after the meeting.


Good Programme Planning

• Include a mix of games and activities to appeal to all.

• Avoid competitive activities dominating a programme.

• Share the programme with all so that everyone can prepare and knows what to expect.

• Refresh knowledge of Programme Planning (Modules 12A / 12B)


Lead by Example

• As role models, adults in the Section / Group are expected to follow the same rules as young people.

• Display calm, consistent behaviours within clear boundaries, informed by the Values of Scouting.

• Always follow the Yellow Card.


Principles of an effective Code of Conduct:

• Appropriate to all individuals within the Section• All involved need to understand the importance of the code• Boundaries clearly set out• Meet the needs of everyone• Written positively – avoid DO NOT• Written clearly both visually and in language• Youth Shaped in formulation• Mutually agreed• Should adhere to ‘ Young People First yellow card’• Regularly reviewed


Additional Help & Information



At some point, it may be necessary to consider other options. Scouting seeks to be inclusive however, we do need to consider the impact on the remainder of the Colony, Pack, Troop, Unit or indeed Group.

Actions such as “having a quiet word” or “sitting out an activity”, have failed to eliminate the problem - so what next ?

Parents / carers / guardians of young people who display persistent unacceptable behaviour should be informed. It is important that we work with those responsible for young people outside of Scouting.

The GSL (or DESC in the case of an Explorer Scout) should be informed.

It is advisable to get a second view from another adult colleague to protect any individual against accusation.



The Scout Association provides some guidance on how to have those conversations with parents or carers. Questions such as:

…….. seems to struggle at times with behaviour, does this happen elsewhere ?

Are there times when ….… finds it difficult to cope ?

What do you do at home when such behaviour occurs ?

How do you think that we can best support ….… with their behaviour at Beavers / Cubs / Scouts / Explorers ?



Within the Scout Association there are clear procedures relating to Suspensions and Dismissals of Young People.

These should be very much considered as a “last resort” and not used as a threat or ultimatum to either the young persons or their parents.

It is vital that the exact procedures are followed at all times.

There is no acknowledged or enforceable state of exclusion that can be used as a sanction or punishment such as;

Missing the next two weeksNot being able to go climbingNot being allowed to attend camp



Any exclusion in this manner is seen as a form of suspension and the rules and responsibilities for suspension are clearly set out in POR Chapter 15.4

It is the District Commissioner who has the authority to suspend a young person (not the Section Leader, GSL or ESL) after consultation with the County Commissioner.

Where possible, the DC would act in consultation with the GSL or ESL.

Where a statutory authority is involved, advice must be sought from that body.

If the incident happened within Scouting, recommend that a second view from another adult is obtained where possible and any incidents or observations are clearly documented.



Parents (or carers) must be clearly informed, in writing, of the decision to suspend and provided with the information sheet “notes to parents / carers of a young person under suspension”.

Parents (or carers) may be offered an independent Scouting colleague to act as a supporter.

A young person who is suspended must not wear a Scout Uniform or take part in Scouting activities.



At the end of designated period, the DC and GSL (or ESL) will decide if it is appropriate for the young person to return to Scouting. Advice is sought from HQ and where a statutory body has been involved, additionally from them.

Possible outcomes are:• Reinstatement• Reinstatement with conditions or• Dismissal

Dismissal of a young person must then follow Rules 15.10 – 15.11



Who can help / who can I approach ?

• The Group Scout Leader• Other Leaders in your Group• Other leaders in the District / County• Assistant District Commissioner (Section or Additional Needs)• District Commissioner / District Explorer Scout Commissioner• County Commissioner• Assistant County Commissioner (Section)• Parents / Carers of the young person• Other adults in Scouting or outside Scouting but at all times, remember

confidentiality !


What Next ……

What Next ……

•How is this Module Validated ?

•Where can I find Help & Guidance ?


ValidationSomersetAdult Training

This module is validated by your Training Adviser and can be arranged once the learning has been completed. In the current circumstances, that may be difficult to achieve so, as an alternative, use the online validation tool that is accessed through the County Website using the following path: Adult Support > Adult Training > Learners Hub > Validation > Online Validation – Wood Badge Modules 3-19 or Online Validation –Manager & Supporter (if appropriate).

If you have a Training Adviser, you should complete the relevant information so that your responses can be sent to them for review and subsequent recording in Compass. If you do not have a Training Adviser, your submission will be reviewed by a member of the County Training Team.

Where can I find help and guidance ?SomersetAdult Training

Somerset Scouts have a Website which provides all our members with news, information and support materials. This is certainly true for Adult Training. There is a whole section within Adult Support that is dedicated to providing information on training from – what training do I need to complete to learning materials and documents to help with learning validations.

The Training pages also include details of the training calendar where dates, venues and details of the face to face training can be found. You can book your training direct from the Website and get an e-mail confirmation.

The training pages are regularly updated with new information, ideas and links to help you work through your learning.


County Website - Training

Log into County Website at somersetscouts.org.uk and select Adult Support

From the Adult Support page select Adult Training

somersetscouts.org.uk



Now select the Learners Hub from the bottom of the page

In the middle of the next page is a purple flag “support materials covered on courses”

Select the green flag –Module 15



On this page are hyperlinks to further information that you may find useful to assist with validation of this Module but also as a reference point for your future experiences within Scouting.


County Website – Training - Validation

From the Learners Hub, select the green flag “Validation”

From the Validation Page, select the either the purple or blue flag


County Website – Training - Validation

From the Online Validation page, select Module 15

Go to the Online Form, read the instructions and then complete and submit the Form.


If you have any questions on this material which supports your learning after completion of your Workbook or Course attendance (Module 15 – Promoting Positive Behaviour), contact your Training Adviser, your Local Training Manager or Alan Henderson, Deputy County Training Manager at [email protected]

mailto:[email protected]

promoting positive behaviour this presentation pack

Documents