RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A - PowerPoint PPT Presentation

Loading...

PPT – RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A PowerPoint presentation | free to download - id: 3c4292-YjY4O



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A

Description:

RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A whole school approach to managing challenging behaviours. Module 6 www.deet.nt.gov.au – PowerPoint PPT presentation

Number of Views:46
Avg rating:3.0/5.0
Slides: 14
Provided by: detNtGo
Learn more at: http://www.det.nt.gov.au
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING BEHAVIOUR: A


1
RISK MANAGEMENT IN THE CONTEXT OF CHALLENGING
BEHAVIOUR A whole school approach to managing
challenging behaviours.
  • Module 6

www.deet.nt.gov.au
DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING
2
A Whole School Approach
  • A whole school approach in support of the
    classroom teacher.
  • A focus on a whole school system-wide
    preventative framework.
  • Not just the classroom teacher involved but a
    greater emphasis on the organisation to ensure
    safe premises, equipment and work practices.

3
What is Risk Management?
  • Risk management is a process of well defined
    steps, it involves consulting and communicating
    with staff to
  • identify the risk
  • analyse the risk
  • assess and evaluate the risk
  • treat the risk
  • monitor and review effectiveness

4
1.Identify the Risk
  • Behaviour that may cause risk of harm and may
    present as a hazard to the health and safety of
  • the student
  • Staff
  • Other students
  • visitors
  • Q. What risk behaviour(s) cause the most concern?
  • Q Which groups or individuals are most at risk?

5
2.Analyse the Risk
  • Analyse the context of the behaviour in relation
    to both the student and the learning environment.
  • Risk Management strategies must address the
    reasons for the behaviour, not just the effect
    of the behavior.
  • Q. What is the purpose of the risk behaviour?
  • Q. What can trigger this risk behaviour?
  • Q. Where and when is this risk behaviour likely
    to occur?
  • Q. Other contributing factors?
  • Q. Which groups or individuals are at risk?

6
3.Assess and Evaluate the Risk
  • Determine the likelihood and severity of the
    behaviour.
  • Prioritise the behaviours that cause the greatest
    risk.
  • Q. What is the frequency of this behaviour?
  • Q. What severity of harm may result?
  • Q. What is the likely duration of the behaviour?
  • Q. Other contributing factors?

7
4. Eliminate or Control the Risk
  • At Organisational (whole school) level consider
  • Premises/Equipment, Programs and Resources
    Information, training construction Emergency
    planning/crisis management Supervision
  • At Classroom teacher/staff level look at
  • Teaching Practices Personal management Duty of
    Care
  • At Student level consider
  • Curriculum behavioural support Communication
    and Social Skills.
  • For the whole school and staff ask
  • Q. What needs to happen to prevent the behaviour?
  • Q. What needs to happen to minimise the risk
    should the behaviour occur?
  • For the student
  • Q. What do they need to learn/do to eliminate or
    replace the behaviour?

8
5. Monitor and Review
  • Investigate all incidents or near misses and
    make modifications to the risk management plan as
    necessary and communicate to staff.
  • Q. Any new risk behaviours?
  • Q. Any new people at risk?
  • Q. Any new contexts?
  • Q. Any new control strategies required?
  • Q. What action needs to be taken?

9
Case Study Identify the Risk
  • Student has a history of physically injuring both
    staff and other students by scratching, gouging
    at eyes and grabbing about the neck.
  • Additional risk of infection.

10
Case Study Analyse the Risk
  • With regards to the risk behaviour
  • What is its purpose?
  • To gain attention and avoid new tasks/situations
  • What are the Triggers?
  • Working in close proximity to the student
    packing away preferred activities especially the
    computer changing form one activity to another
    in unstructured situations such as play.
  • Where is it likely to occur?
  • Playground (for students) and classroom (staff).
  • When is it likely to occur?
  • During unstructured play activities in lunch
    breaks and when transitioning from one activity.
    Less likely to occur when engaged in preferred
    activity.

11
Case Study Assess and Evaluate the Risk
  • Frequency of risk behaviour?
  • Several times an hour, increased frequency
    during lunch
  • breaks.
  • What severity of harm may result?
  • Multiple scratch marks across face, neck and
    arms.
  • Level of exposure to this behaviour?
  • All students and staff in close proximity.
  • Other contributing factors?
  • Targeted students are less mobile or unable to
    defend themselves. Student on medication.
    Student has younger brother who presents at
    school with multiple scratches resulting from
    what family refer to as rough play

12
Case Study Eliminate or Control the Risk
  • Consider strategies to overcome factors in Step
    2. Ask the questions
  • WHY?
  • If behaviour is to gain attention then goal
    maybe for student to learn socially acceptable
    interaction if its task avoidance then providing
    a clear visual timetable and auditory cues at
    transition time may help.
  • WHAT ARE THE TRIGGERS?
  • Position student away from others or provide
    suitable space to avoid working close to others.
  • WHERE?
  • Separate student from vulnerable peers in
    playground and replace unstructured time with
    closely supervised structured play.
  • WHEN?
  • Not as often when working on preferred
    activities, increase these initially then reduce
    as behavior improves.

13
Case Study Eliminate or Control the Risk
  • What needs to be done to implement these
    strategies.
  • At ORGANISATIONAL level
  • provide additional play area and supervision
    away from vulnerable students check school
    response should an injury occur.
  • At the TEACHER level
  • anticipate high risk situations and agree on
    strategies to be implemented allow time and
    training aimed at improving student social and
    communication skills design and implement visual
    timetable.
  • At the STUDENT level
  • focus student learning on communicating needs
    and wants and initiating play and interaction
    with peers in appropriate ways.
About PowerShow.com