EMOTIONAL AND BEHAVIOURAL DIFFICULTIES EVERY CHILD MATTERS

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EMOTIONAL AND BEHAVIOURAL DIFFICULTIESEVERY
CHILD MATTERS

• Monday 3th November 2008
• University of Leeds
• MEL DYKE

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Emotional and Behavioural Difficulties

• Who are we?
• Why are we here?

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

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THEIR PROBLEMS .

• Health Issues
• Social Issues
• Emotional Issues
• Learning Issues
• Behavioural Issues
• CAN BECOME OURS ..

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THE CHILDREN ACT 1989

• Definitions of Abuse
• Neglect and failure to thrive
• Physical
• Sexual
• Emotional

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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• Withdrawn Behaviour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

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Improvements in MPA Work?

• 1973 - Maria Coldwell
• 1980s - Jasmine Beckford
• 1990s - Victoria (Anna) Klimbie
• 2002 - Ainlee Walker

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I think we have to undertake some responsibility
for things we might have done better.

• Websites
• www.camhs.org.uk
• www.csip.org.uk

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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

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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

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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

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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

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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

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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

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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

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Gardners Multiple Intelligences

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

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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

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Mathematical / Logical

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

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Kinesthetic

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

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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

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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

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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

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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

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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.

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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

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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

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• 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

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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!

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EFFECTIVENESS

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

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PREPARATION AND PLANNING

• FAIL TO PLAN ......
• PLAN TO FAIL ..

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

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

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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.

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EVALUATION

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

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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

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• 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

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• 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

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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.
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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.

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Speaking

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

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Listening

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

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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

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THE BULLOCK REPORT

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

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What is a good teacher?

• My 3
• Miss History Walker
• Sir David Attenborough
• Dr Fiona Wood