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EMOTIONAL AND BEHAVIOURAL DIFFICULTIES EVERY CHILD MATTERS

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Title: EMOTIONAL AND BEHAVIOURAL DIFFICULTIES EVERY CHILD MATTERS


1
EMOTIONAL AND BEHAVIOURAL DIFFICULTIESEVERY
CHILD MATTERS
  • Monday 3th November 2008
  • University of Leeds
  • MEL DYKE

2
Emotional and Behavioural Difficulties
  • Who are we?
  • Why are we here?

3
  • Who are they?
  • Why are they here?
  • What do they do?
  • What do we do?
  • Who gets what out of it?

4
THEIR PROBLEMS .
  • Health Issues
  • Social Issues
  • Emotional Issues
  • Learning Issues
  • Behavioural Issues
  • CAN BECOME OURS ..

5
THE CHILDREN ACT 1989
  • Definitions of Abuse
  • Neglect and failure to thrive
  • Physical
  • Sexual
  • Emotional

6
Statutory duty NOT AN OPTION
  • Direct Disclosure
  • Indirect Disclosure
  • Physical Injury
  • Pregnancy
  • STD
  • Word of mouth caveat
  • Lack of Self Control
  • Hostile Behaviour
  • Withdrawn Behaviour
  • REFER ALL TO THE NAMED PERSON

7
Improvements in MPA Work?
  • 1973 - Maria Coldwell
  • 1980s - Jasmine Beckford
  • 1990s - Victoria (Anna) Klimbie
  • 2002 - Ainlee Walker

8
I think we have to undertake some responsibility
for things we might have done better.
  • Websites
  • www.camhs.org.uk
  • www.csip.org.uk

9
Ainlee Walker
  • Two babies were tortured to death but no one was
    tried for murder Police want the law changed to
    remove the right of silence from parents who get
    away with murder by pinning the blame on one
    another or colluding in a fabricated story
  • JENNY BOOTH. The Sunday Telegraph. London (UK)
    Sep 22, 2002. pg. 16
  • http//www.telegraph.co.uk/news/main.jhtml?xml/ne
    ws/2002/09/22/ntort122.xml

10
RISK FACTORS
  • Aggressive personality
  • Unwanted child
  • Inexperienced parents
  • Lack of parenting concern
  • Rigid parenting
  • Teenage parents
  • Financial Problems
  • Poor Housing
  • Family History victim becomes perpetrator
  • Alcohol or substance abuse
  • Rejection of support services
  • Unrealistic expectations
  • Indulged child

11
Leticia Wright
  • Heartbroken father tells of last time he saw
    daughter
  • Outcry after Leticia's brutal killers given
    life
  • The short, tragic life of Leticia Wright
  • The Yorkshire Post. Leeds (UK) Aug 11, 2007

12
PIAGET
  • Children pass through a series of stages before
    they begin to construct the ability to perceive,
    reason and understand, in mature, rational terms
  • Teaching, whether through demonstration,
    explanation or asking questions, is only
    influential if assimilation is present
  • Assimilation is constrained by readiness for
    learning

13
VYGOTSKY
  • Sees activities as the basis for learning and the
    development of thinking
  • Puts emphasis on the role of communication,
    social interaction and instruction in determining
    development
  • More speculative that Piaget

14
Challenging behaviour
  • D Lines 2003
  • Pastoral systems need to be pre-emptive to assume
    that disturbance will take place and plan
    contingency strategies that immediately come into
    play in times of crisis

15
New theorists
  • J KOUNIN with-it-ness
  • C Kyriacou catch em being good
  • P Gagne peers can detect high ability in others
  • Laslett Smith escalation is your tool not
    theirs

16
Gardners Multiple Intelligences
  • Strategies/activities to use with learners to
    explore any subject using the 7 intelligences
    which are not mutually exclusive

17
Visual / Spatial Learners
  • Charts, posters, mind maps, diagrams, films,
    timelines, DIY, ask them to visualise or imagine
    scenes, use colour, highlighting, key words,
    display above eye level

18
Mathematical / Logical
  • Lists, sequencing activities, estimating,
    predicting, numbered points to remember, material
    gathering, planning, games involving patterns,
    labelling, categorising

19
Kinesthetic
  • Act out, build, make, design, add movement or
    words, tactile, group games, frequent breaks,
    change seating, create legitimate causes to move

20
Intrapersonal
  • Personal diaries, pair/share work, compare work
    with others, set own targets, group marking, time
    to reflect, draw up plans and timing for
    completion of work, analyse and review work
    progress and problems, explain to another student

21
Interpersonal
  • Team/group activities, discussions, opportunity
    to teach others
  • Eg recap last lesson or plenary, active
    listening with an agenda, decision making
    activities, brainstorming, role play, choices,
    challenging groups

22
Musical
  • Background music to relax or stimulate, tape
    revision, learning to a beat, rap information,
    rhythm and rhyme, timed activities, comic voices,
    solo and working together, composition, sequencing

23
Linguistic
  • Describing, reading aloud, plays, poems, writing,
    discussions, debates, public speaking, puns,
    mnemonics, rhymes, vocabulary cards, story
    telling, hot-seating, sequential lists,
    memorising numbers and dates

24
Emotional Intelligence
  • The Southampton Emotional Literacy Interest Group
    (SELIG) defines emotional intelligence as
  • The ability to recognise, understand, handle and
    appropriately express emotions
  • According to SELIG, such an important skills
    should not be marginalised or contained in one
    small dimension of the curriculum.

25
FACTORS
  • Learning and Achievement
  • Social and Health Education
  • Spiritual, moral and cultural development
  • Equal Opportunities
  • Citizenship
  • Behaviour and Discipline
  • Social Inclusion
  • Crime and Disorder
  • Music, Art, Dance and Drama

26
Impact of nurturing Emotional Intelligence
  • Children who recognise and understand their
    feelings and so become more adept at handling and
    expressing them appropriately
  • Children and teachers who are less unduly
    stressed, and are able to manage competing
    demands more effectively
  • Children who have become better listeners, and
    who are more likely to see the other persons
    point of view

27
  • Children with an increased attention span
  • Children who have greater prowess at forming and
    maintaining relationships
  • Children will have learned problem-solving
    methods that lead to enhanced interpersonal
    skills as adults
  • Children who have learned to manage conflicts and
    are therefore less likely to be involved in
    crime, particularly those involving violence
  • Children who have learned skills that enhance
    their future parenting skills

28
Always consider
  • Who are they really?
  • No two are the same
  • Each is a unique combination of different kinds
    of abilities which can and do change throughout
    life
  • Teach Aspiration
  • Whether you believe they can or whether you
    believe they cant
  • Youre probably right BUT also accept that they
    may even do better than you!

29
EFFECTIVENESS
  • Preparation
  • Confidence Presentation
  • Management Organise resources
  • Awareness Climate / distractions
  • Control Standards / seating / plans / learn
    names
  • Personal Style Elton / Observation / Adaptation
  • Differentiation
  • Popularity - caveat

30
PREPARATION AND PLANNING
  • FAIL TO PLAN ......
  • PLAN TO FAIL ..

31
  • EBD CHILDREN NEED MORE CAREFULLY PLANNED LESSONS
  • Back ups for extra 10 minutes
  • 8
  • 5
  • 3 2 1

32
  • DONT WASTE THEIR TIME
  • DONT ALLOW THEM TO WASTE OTHERS
  • INCLUDING YOURS!

33
BEVERLEY (9 Years Old)
  • While I have been doing this topic I have got to
    know a lot about frogs.
  • More than I wanted to know.

34
EVALUATION
  • Of each individual performance
  • Of combined performances
  • Of your own performance

35
COMMON CORE SKILLS
  • Observing
  • Recording
  • Measuring
  • Predicting
  • Communicating
  • Clarifying
  • Interpreting
  • Hypothesising
  • Experimenting
  • Counting
  • Problem solving
  • Investigating
  • Evaluating
  • Reviewing
  • Negotiating
  • Participating
  • Initiating
  • Questioning
  • Responding
  • Reading
  • Writing
  • Speaking
  • Listening

36
  • WHAT DO I NEED TO DO?
  • Formulate and analyse need
  • WHERE COULD I GO?
  • Identify and appraise likely sources
  • HOW DO I GET THE INFORMATION
  • Trace and locate individual resources
  • WHICH RESOURCES SHALL I USE?
  • examine, select and reject individual
    resources
  • HOW SHALL I USE THE RESOURCES?
  • Interrogate resources

37
  • WHAT SHOULD I MAKE A RECORD OF?
  • Recording and storing information
  • HAVE I GOT THE INFORMATION I NEED?
  • Interpreting, analysing, synthesising,
    evaluating
  • HOW SHOULD I PRESENT IT?
  • Presenting, communicating
  • WHAT HAVE I ACHIEVED?
  • Evaluation

38
Pupils should be taught in all subjects to
express themselves correctly and appropriately
and to read accurately and with understanding.
Since standard English, spoken and written, is
the predominant language in which knowledge and
skills are taught and learned, pupils should be
taught to recognise and use standard English.
39
Writing
  • 1 In writing, pupils should be taught to use
    correct spelling and punctuation and follow
    grammatical conventions. They should also be
    taught to organise their writing in logical and
    coherent forms.

40
Speaking
  • 2 In speaking, pupils should be taught to use
    language precisely and cogently.

41
Listening
  • 3 Pupils should be taught to listen to others,
    and to respond and build on their ideas and views
    constructively.

42
Reading
  • 4 In reading, pupils should be taught strategies
    to help them read with understanding, to locate
    and use information, to follow a process or
    argument and summarise, and to synthesise and
    adapt what they learn from their reading

43
THE BULLOCK REPORT
  • 1974
  • THE USE OF LANGUAGE ACROSS THE CURRICULUM
  • The more things change

44
What is a good teacher?
  • My 3
  • Miss History Walker
  • Sir David Attenborough
  • Dr Fiona Wood
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