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Sample text

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).

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