DISTRESSED OR DELIBERATELY DEFIANT? Early Attachment Trauma and its Effects on Behaviour. How Schools Can Respond.Inquire Now
Professionals working in and with schools will be familiar with the complex demands created by students with challenging behaviours. Within this group there is a growing subset of students who present as exceptionally difficult to manage. These kids are not the ‘usual’ behaviour support cases, there is something more complex underlying their situation which means that normal interventions don’t seem to have the same success. Assessing if their behaviour is based on distress or deliberate defiance is the starting point for developing more effective and targeted behaviour support interventions for this population.
Grounded in attachment theory and neuroscience research, this seminar will explore the reasons why students who have experienced trauma and disrupted attachment behave the way they do in school. These children and young people often defy rules and authority, can be verbally and physically aggressive (without obvious triggers) and can provide many challenges when it comes to forming and maintaining constructive relationships. Many widely used behaviour management approaches and systems tend to have minimal impact and sometimes make things worse for these kids!
- A model for effective behaviour management planning in schools
- Practical strategies and approaches which are informed by neuroscience
- Best practice for managing crisis, suspension and exclusion where attachment disorder is a variable influencing behaviour
|Wed||09:00 AM — 03:00 PM|
|No. of Days:||1|