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Module 3 Managing Challenging Behaviours

This document provides guidance on managing challenging behaviors within group settings. It discusses types of difficult behaviors like shouting, swearing, or not listening. Challenging behaviors can negatively impact group dynamics by causing conflict, isolating individuals, and draining leaders. The document recommends building positive relationships, giving encouragement, and paying attention to positive behaviors. It also provides strategies for responding to different types of challenging behaviors, such as power seekers, attention seekers, and those displaying feelings of inadequacy. Leaders are advised to remain calm, avoid power struggles, and see behaviors as separate from individuals. Understanding the reasons for behaviors can help leaders constructively address issues.

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Youth in Science and Business Foundation
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233 views21 pages

Module 3 Managing Challenging Behaviours

This document provides guidance on managing challenging behaviors within group settings. It discusses types of difficult behaviors like shouting, swearing, or not listening. Challenging behaviors can negatively impact group dynamics by causing conflict, isolating individuals, and draining leaders. The document recommends building positive relationships, giving encouragement, and paying attention to positive behaviors. It also provides strategies for responding to different types of challenging behaviors, such as power seekers, attention seekers, and those displaying feelings of inadequacy. Leaders are advised to remain calm, avoid power struggles, and see behaviors as separate from individuals. Understanding the reasons for behaviors can help leaders constructively address issues.

Uploaded by

Youth in Science and Business Foundation
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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WORKSHOP 2

MANAGING CHALLENGING BEHAVIOURS

 OUTCOME 1- Understand how to manage challenging behaviours within a


group setting.
No matter how well planned you may be something can always happen. You could
run out of time, attendance could be low or you could encounter difficult behaviour
that you find hard to deal with.
 
Difficult behaviour can vary hugely. Something may be difficult in one situation but
not another. A young person may get in trouble regularly in school, but come into
your youth setting and in a different environment where workers build up a positive
relationship, their behaviour is fine. What you may also find is that when you are co-
facilitating a session with another youth worker you may find you get annoyed by
completely different behaviours.
WHAT DO WE MEAN BY
CHALLENGING BEHAVIOURS??
Think about a time in school, youth groups or college where you
witnessed challenging behaviour- list these types of behaviours.
Some types of behaviour that may be
difficult to manage include:

 Young people shouting out.  Swearing.


 People talking over each other.  Telling you the session is
 Participants not joining in. rubbish.
 Having ago at people (including you).  Not listening.
 Complaining all the time.  Not finishing tasks.
 Texting or using the phone during the session  Young people loosing control of
and ignoring you. temper.
 Lack of concentration and easily distracted.  Deliberately doing things to
 Easily annoyed by others. annoy other people.
 Physical fights.
 Being aggressive.
 Not Paying attention.
 ACTIVITY 3.2.1 - IMPACT OF CHALLENGING BEHAVIOURS
example-
CONFLICT,

leading to damaged relationships within the group >

Child with challenging behaviour can become socially isolated >

Other children neglected as attention focused on the child with


challenging behaviour >

Leaders feeling drained and exhausted >

Leaders become demoralized and despairing >

People may leave the group


STEPS TO BETTER BEHAVIOUR
 Development of positive relationships with everyone attending your group
Maintain relationships and build up trust by being honest, fair and consistent, making sure to treat everyone the
same and not forgetting to have a sense of humour! Show an interest in young people’s lives, ask questions, chat
to them about any worries they may have and follow up things the following week.
Be aware of your body language and non-verbal cues, try to look relaxed and confident, remember a sense of
humour goes a long way! Maintain eye contact.

 Learning to pay positive attention and give encouragement to young people:


The quality of the attention we give can be powerful, if positive attention is not forthcoming negative attention
may seem worth seeking out. Praise can be a good tool in changing attitudes and behaviours and helps boost self-
esteem, try to look for positive behaviours and comment on it.
Make sure you do not combine praise with criticism such as “you did well tonight…, now why can’t you be like
that all the time”
When you give praise make it accurate and honest, not over the top as this could embarrass them.
Remember you can use non-verbal signs of approval such as smiling, thumbs up etc.
Always show approval immediately, don’t wait
Always be specific about the behaviour you like

 
 Use this positive attention to improve behaviour
Seek out opportunities to use positive attention
Ask for them to do small favours i.e. help with break, tidying up after sessions etc, keep requests simple and brief
and give specific praise. Encourage their involvement in deciding content for sessions and how they are
delivered.
CONSTRUCTIVE APPROACHES TO SUPPORTING YOUNG PEOPLE AND DEALING WITH CHALLENGING
BEHAVIOURS
Underlying causes of challenging behaviour Constructive approaches to supporting young
people
Personal/medical issues such as mental health issues, Support young people sensitively.
attention seeking, low motivation, boredom. Build positive relationships with young people.
Give encouragement.
Involve young people.
Signpost young people to appropriate external specialist
advice and support.

Group issues such as peer group pressure, reputation. Build positive relationships with young people.
Encourage young people’s involvement in deciding Peer
Education Topics and how they are delivered.

Family and external issues such as lack of parental control Support young people sensitively.
and/or encouragement, family and personal problems, Build positive relationships with young people.
erratic attendance. Give encouragement.
Signpost young people to appropriate external specialist
advice and support.

Project organisational issues such as inconsistency of Work within the volunteer Code of Conduct
management, in appropriate activities, clash of values, Use Plan-Do- Review Approach to designing activities
unequal treatment of young people Everyone work together to ensure good communication and
a consistent message.
 
Be aware of what can make conflict worse:
 
Showing disrespect – looking away, appearing bored or
uninterested.
 
Talking over someone, interrupting them
 
Mood Matching – Often people respond to anger with
anger. If someone raises their voice or begins shouting
the other person may do the same, this is called mood
matching and it actually hinders finding a resolution. Try
to remain calm and in control.
SO, HOW CAN WE DEAL WITH CHALLENGING BEHAVIOUR?

1. THE POWER SEEKER


Manifestation
 Confrontation
 Not doing what they have been asked
 Trying to enter into shouting matches
 You may feel directly challenged/ angry

How to deal with it,


 Avoid a power struggle, they may have had a lot of practice at this
 Give them clear instructions on what you want them to do and what the outcomes will be
if they do/ don’t do it. Leaving them with the choice. If the choice is theirs the power sits
with them (even if we are setting the parameters)
 Give them a little time to think about their answer and chosen course of action.
 If they ignore the parameters you have set it may be that there is an element of attention
seeking- remove others from the space.

Adam Muirhead 2014 – adapted from Dreikurs, R (1968)


HOW CAN WE DEAL WITH CHALLENGING BEHAVIOUR?

2. THE ATTENTION SEEKER

Manifestation,
 Acting up
 Smiles when getting told off by others
 Wanting to be chased
 You may feel irritated/ annoyed
 Hear- “notice me, involve me”

How to deal with it,


 Heap praise on them when they are doing what you want
 Give positive attention early on in a session- if not for their behaviour then tell them you like their
new shoes e.g or try giving them a job role
 Tactical ignoring- leave it to one worker to deal with them and don’t chase them
 Speak to them in a grown up manner- avoid shouting their name
 Try removing the audience

Adam Muirhead 2014 – adapted from Dreikurs, R (1968)


HOW CAN WE DEAL WITH CHALLENGING BEHAVIOUR?

3. THE REVENGER
Manifestation,
 Saying or doing things that are hurtful
 Ruining or destroying things that other people care about
 Appearing uncaring
 Self destructive/ depreciative (own worst enemy)
 You may feel hurt/ disgusted
 Hear- “help me, I'm hurting”

How to deal with it,


 Convey concern and value- talk to them in a grown up manner, apologise
 Distinguish between them and their behaviour
 Express that their negative behaviour is a choice of theirs (but not necessarily who they are – it doesn’t have to define
them)
 Show that you can be there for them whether they display good or bad behaviour

Adam Muirhead 2014 – adapted from Dreikurs, R (1968)


HOW CAN WE DEAL WITH CHALLENGING BEHAVIOUR?

4. INADEQUACY/ WITHDRAWAL

Manifestation,
 They may say they cant do things
 Self destructive/ depreciative
 You may feel frustrated
 Hear “have faith in me, don’t give up”

How to deal with it,


 Don’t accept their ‘failure’- don’t take no for an answer (easier said than done)
 Re-affirm their strengths- remind them of previous successes
 Set small tasks- get them achieving the tiniest thing, then build up from there
 If you are beginning to feel more annoyed than anything, it may be attention seeking behaviour

Adam Muirhead 2014 – adapted from Dreikurs, R (1968)


HOW CAN I RESPOND??

Challenging behaviours can affect the dynamics of the group you are working with. Difficult behaviour
can be frustrating but understanding it a bit more can help you to deal with it. Try to remember a person
is not their behaviour and look deeper to see if you can work out the reason, behaviours usually indicate
a need. Remember we cannot control someone else’s behaviour but – we can control our own.
 
12 TYPES OF DIFFICULT PARTICIPANTS YOU MAY BE FACED WITH,
 
 The Shy or Quiet One
  The Challenger
  The Dominator
  The Unfocused
  The Super achiever
  The Centre of Attention
  The Joker
  The Devil's Advocate
  The Argumentative One
  The Know it All
  The Verbose
  The Sidebar
 
 
Activity 3.2.2 - Challenging behaviours scenarios- on worksheet handout
Scenario One:
 
Lucy will often be disruptive during the session, sitting
under the table, tapping and making noises, trying to
catch other people’s attention while they are listening
and silly behaviours like throwing pens in the air, eating
loudly, pretending that something has dropped.
Scenario Two:
 
Mark is a regular attender at PEP and has been coming
to the Project now for two years. He is very quiet
during the sessions and doesn’t speak out or
participate in group discussions. He is reluctant to put
himself forward for anything and isn’t very responsive
when spoke to.
Scenario Three:
 
During group sessions Ryan will be disagreeing with
what you are saying, questioning a lot of the things you
say. When you ask him to do something like come
down for break he refuses and says no. At the end of
the session he will often go away and hide, refusing to
go home. He will also encourage other members of the
group to do the same.
Reflection-

What do we mean by challenging behaviours?


What impact does this have?
How can we manage challenging behaviours?

Open floor questions

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