20/12/2018 Reducing restraint in schools Dr Shiralee Poed Student behaviour in Australian schools Violent attacks on teachers and principals are on the rise • Almost half of Australian teachers cite high levels of occupational • stress, with behaviour management reported as one reason for this stress Teacher attrition has been attributed to stress caused by student • behaviour • Teachers feel unprepared to manage student behaviour • Between 2006-2017 there were almost 200 print media articles on the use of restraint or seclusion in Australian schools (Aloe, et a., 2014.; Bowles & Arnup, 2016; Burke, et al., 2013; Cui & Richardson, 2016; Howes, & Goodman - Delahunty, 2015; Institute of Positive Psychology & Education, 2015; Milburn, 2011; & Reid, 2016) What behaviours appear to most challenge schools? Percentage of Australian principals who report these factors impact student learning each month: • student truancy - 28% Nationally, ACT 15% students skipping classes - 22% Nationally, ACT 16% • • students lacking respect for teachers - 19% Nationally, ACT 13% students intimidating or bullying other students – 18% Nationally, • ACT 4% • student use of alcohol or illegal drugs – 8% Nationally, ACT 6% Thomson, De Bortoli & Underwood (2017) 1
20/12/2018 What contributes to these behaviours? Percentage of Australian principals who report these teacher factors impact student learning each month: • Not meeting individual needs- 38% Nationally, ACT 41% • Teacher absenteeism- 17% Nationally, ACT 30% • Staff resisting change- 35% Nationally, ACT 46% Too strict – 15% Nationally, ACT 5% • Not well prepared – 13% Nationally, ACT 16% • Thomson, De Bortoli & Underwood (2017) Occupational Violence (OV) OV (Catholic Church Insurance, OV Prevention n.d.) (Queensland Government, 2018) Workplace Violence Managing OV Policy& (Safe Work OV Management Plan Australia, (ACT Government, 2017) 2017) Secretary’s Instruction No. 3 OV (Victorian State (Tasmanian Government, Government, 2018) 2017) Defining Occupational Violence in education State Definition ACT Any action, incident or behaviour that departs from reasonable conduct in which a person is assaulted, threatened, harmed, injured in the course of, or as a direct result of, his or her work Queensland Any action, incident or behaviour that departs from reasonable conduct in which a person is, threatened, harmed, injured by another person in the course of, or as a direct result of his or her work. Tasmania Any incident, irrespective of the intent or harm, where an employee is verbally, physically or psychologically abused, haras sed, or threatened . Victoria All forms of physical attacks and threatening conduc t. Discrimination, sexual and other forms of harassment, bullying, violence and threatening behaviour are deemed to be unacceptable in anyof the Department'sworkplaces. 2
20/12/2018 Workplace violence covers a broad range of actions and behaviours that create a risk to the health and safety of all workers. Examples include: biting, spitting, scratching, hitting, • kicking Safe Work Australia punching, pushing, shoving, tripping, • grabbing (2017) throwing objects • • verbal threats aggravated assault • any form of indecent physical contact • • threatening someone with a weapon or armed robbery Violent Behaviour vs Communicative Behaviour Employees have Much of the the right to a safe misbehaviour seen and healthy work in children can be environment and to viewed as a form of be free from the communication. risk of injury. (Australian Institute of Employment (Durand & Rights, 2011) Moskowitz, 2015) Behaviour as a form of communication Scott (2017, p. 48) 3
20/12/2018 Teachers need improved pre-service teacher training in managing student misbehaviour, and ongoing professional development opportunities, to keep abreast of behaviour management Behaviour techniques. These include identifying Management in why students misbehave and addressing Initial T eacher this in a more effective way, including Education problems within the classroom and school environment. Hemphill, Broderick & Heerde (2017) A three-tiered framework for responding to behaviour Informed by a Teaming, goal setting, data functional collection, FBA, understanding of monitoring, evaluation, behaviour Universal wraparound, crisis intervention strategies for ALL Increased adult/peer attention / choice / structural prompts / feedback Improved home-school communication Improved self-management Decreased adult/peer attention Decreased aversive activities Increased opportunities to respond, explicitly taught behavioural expectations, behaviour- specific praise / reinforcement, active supervision, instructional feedback, high probability request sequences, precorrection, instructional choices, clear consequences Lane, Menzies, Parks Ennis & Peia Oakes (2015) Key questions associated with behaviour assessment • What is the behaviour? Describe • When does the behaviour happen? • Where does the behaviour happen? Predict • What makes the behaviour happen? • Why does the behaviour happen? Hypothesise Adapted from Scott (2017, p. 58) 4
20/12/2018 What is the behaviour? What does it look like? Where does it occur? How often does it happen? What does it sound like? How long before it happens? How intense is it? How long does it last? How fast does it go? Scott (2017, p. 61) When/where does it happen? - Antecedents Does it happen at a particular time of the day? Does it happen around certain peers? Does it happen during particular subjects? Does it happen around particular adults? Does it happen only during academics? Does it happen only in the classroom? Adapted from Scott (2017, p. 62) What makes it happen? - Antecedents Does it happen if you ask a question? Does it happen if work is too easy? Does it happen if peers bother? Does it happen if peers aren't looking? Does it happen if work is too hard? Does it happen if you aren't looking? Adapted from Scott (2017, p. 62) 5
20/12/2018 Why does behaviour happen? - Consequences Do you provide attention? Do peers provide attention? Do you ignore behaviour? Do peers ignore behaviour? Does student avoid work? Does student get something fun? Do you provide assistance? Do peers provide assistance? Adapted from Scott (2017, p. 66) Function Adapted from Scott, Alter & McQuillan (2010, p.91) Ideas for safety plans What behaviours will call for the use of a safety plan? • Who will intervene in a serious behavioural episode? • Bambara, Janney & Snell (2015, pp. 180-181) 6
20/12/2018 How to intervene at each phase of the crisis cycle 1. Trigger phase: Describe signals the student sends that indicate feeling threatened or uncomfortable. Describe antecedents and setting events known to trigger problems and how to eliminate them. 2. Escalation phase: Tell how to interrupt, redirect, and facilitate relaxation. 3. Crisis phase: Describe how to interrupt and protect the student and others. 4. Begin recovery phase: Describe how to avoid re-escalating the behaviour and continue to reach full recovery. 5. Recovery phase: Describe any processing/reflecting that should be done with the student and how to reinstitute the positive behaviour plan. Bambara, Janney & Snell (2015, pp. 180-181) References ACT Government Education. (2017). Managing occupational violence policy . Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file /0 007/1087486/Managing-Occupational-Violence-Policy- 20170718_FINAL.PDF ACT Government Education. (2017). Occupational violence management plan . Retrieved from https://www.education.act.gov.au/__data/assets/pdf_file /0 009/1087488/Occupational-Viole nce-Management-Plan.pdf Aloe, A. M., Shisler , S. M., Norris, B. D., Nickerson, A. B., & Rinker , T . W . (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review , 12 , 30-44. Australian Institute of Employment Rights. (2011). Work Right: T eacher resource. Retrieved from http://www.aierights.com.au/wp- content/uploads/2011/06/TLN395-T eache rs_Web.pdf References Bambara, L. M., Janney, R., & Snell, M. E. (2015). Behavior eachers’ guides to inclusive practices (3 rd ed.). Support: T Baltimore, MD: Paul H. Brookes. Bowles, T ., & Arnup, J. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education , 0 (0), 1-16. DOI: 10.1177/0004944116667620 Burke, P . F., Schuck, S., Aubusson, P ., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors. International Journal of Education Research, 62, 259-268. DOI: 10.1016/j.ijer .2013.05.001 Catholic Church Insurance. (n.d.). Occupational violence . Retrieved from http://risksupport.org.au/resources/D ocuments/Occupatio nal%20Violence%20Hazard.pdf 7
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