By Michael Farrell
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Additional info for The effective teacher's guide to behavioural, emotional and social difficulties : practical strategies
There is also a chapter on ‘Cognitive-behavioural therapy with youth’ (Chapter 7) which touches on several approaches including relaxation training, affective education and cognitive restructuring. Chapter 4 1111 2 3 4 5 6 7 8 9 10 1 2 3111 4 5111 6 7111 8 9 20 1 2 3 4 5111 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40 1 2 3 4 5 6 7 81111 Behavioural approach INTRODUCTION This chapter explains a rationale for behavioural approaches and touches on how the causes of BESD are viewed. I explain how BESD are identiﬁed and assessed with reference to a range of behaviours.
Sometimes the description of the behaviour will be reﬁned as observations are made, so that further observations are necessary using the reﬁned deﬁnitions. For example, it may be decided in observing a pupil making inappropriate noises in class that it is only those noises that are loud enough to disturb others that should be the focus of intervention. Once the behaviour is speciﬁcally described, the teacher, psychologist or other person making the observations will record its frequency. The observer might note, for example, the number of times in a speciﬁed period that the behaviour occurs, say 20 times in a ten-minute period, so that this forms the baseline for subsequent intervention.
Initially, the strategies and issues may be chosen by the teacher to help pupils eventually to focus on concerns and difﬁculties reﬂecting school and family issues. Children explore their feelings and concerns and consider solutions to difﬁculties. Trust, sharing and group responsibilities are central to the approach, which aims to develop self-esteem and conﬁdence. Circle time is used in an increasing number of schools and the example considered in this section is described as ‘a systems approach to emotional and behavioural difﬁculties’ (Kelly, 1999).