Understanding and Working With Children's Misdirected Goals of Behaviour

1. Understanding and Working With Children's Misdirected Goals of Behaviour Keith Naunton

2. (Task avoidance)

3. There is now a great deal of evidence that that all behaviour (positive and negative) is intrinsically motivated/influenced by prior experience. • Too often we deal only with the behaviour, this has been proved to be futile if we don't also try to understand what is motivating the behaviour. WHY DO we do what we DO?

4. The work of Rudolf Dreikurs and other eminent Social Psychologists and Behaviourists evidenced that “a misbehaving child was almost certainly a child who was discouraged.“ • A misbehaving child feels discouraged because she/he does not believe she/he belongs. She/he does not believe she/he is significant or more importantly – valued! WHY DO we do what we DO?

5. Out of this discouragement, she/he chooses a mistaken/misplaced goal (behaviour) in a misguided attempt to gain belonging and significance. • The goal is mistaken because it is based on a mistaken belief, and the behaviour usually creates from others (the member of staff dealing with the situation, the parent/carer and/or notable other) the opposite of what she/he is trying to achieve. WHY DO we do what we DO?

6. She/he wants to belong and be significant, yet their misbehaviour usually causes staff and other children to push her/him away instead of giving her/him what she/he wants --to belong, to be a part of the group. WHY DO we do what we DO?

7. DON’T ASK THEM! This can be a tortuous route. Do they Know until we tell them? Rudolph Dreikurs WHY Do STUDENTS (Or adults come to that!) DO WHAT THEY DO?

8. THE MISDIRECTED GOALS OF BEHAVIOUR • By identifying a student’s characteristic purpose and observing their emotional responses in particular situations an individual tool box of strategies can be generated. • Our understanding of a student can be continually refined and updated. • Strategies can be tailored to a particular School/Classroom setting.

9. THE MISDIRECTED GOALS OF BEHAVIOUR “If we have not considered the purpose of the behaviour the first impulse is nearly always wrong. This is because it is precisely what the pupil wants the teacher to do and fulfils the expectations of the pupil, who behaves inappropriately.” Maurice Balson 1992

10. The first step is to recognise the characteristic purpose of the behaviour (what is the pupil seeking/needing?) THE MISDIRECTED GOALS OF BEHAVIOUR

11. Displayed Inadequacy Attention Seeking Power Seeking Revenge Seeking “It is impossible to understand a person correctly unless one recognises the purpose of their behaviour” (R. Dreikurs 1982)

12. Power Seeking THE MISDIRECTED GOALS OF BEHAVIOUR

14. Power Seeking What behaviours can you expect? • Refusing to comply. • Answering you back. • Refusal to listen when you are issuing reminders/warnings. • Laughing at you. • Walking out. • Making negative comments about you or their peers.

15. Power Seeking How do you feel? Concerned! Challenged! Threatened!!

16. Revenge Seeking THE MISDIRECTED GOALS OF BEHAVIOUR

17. Revenge Seeking What behaviours can you expect? • Unprovoked attacking. • Refusal to show remorse. • Saying how unfair you are. • Bullying especially those who are weaker than them. • Saying very hurtful things. • Damaging property or defacing their books/work.

18. Revenge Seeking How do you feel? • Worried • Angry!!!!! • Hurt, you want to give up! • “What can I do?”

19. THE MISDIRECTED GOALS OF BEHAVIOUR Attention Seeking

20. Attention Seeking What behaviours can you expect? • Calling out . • Whistling . • Tapping. • Making silly comments. • Paper aeroplanes! • Making silly noises. • Fidgeting. • Rocking on chairs. • Crawling around on the floor etc. etc.

21. Attention Seeking How do you feel? Irritated/Annoyed!

22. Displayed Inadequacy THE MISDIRECTED GOALS OF BEHAVIOUR

23. Displayed Inadequacy What behaviours can you expect? • Won’t try! • Telling you they cannot do it. • Saying the works too hard. • Giving up before they have started! • Struggles to make friends. • Prefers to be left alone. • Work avoidance strategies. • Often isolated from peers.

24. Displayed Inadequacy How do you feel? • Frustrated! • Sad! • Annoyed!

25. “Under stress, our behaviour is normally shaped by one of three anxieties/emotions linked to our primary defence mechanisms of Fight, Flight or Freeze. (Terry Mahony 2003) Anger Fear Sorrow These core emotions trigger further behavioural responses depending on our defensive regulation. THE MISDIRECTED GOALS OF BEHAVIOUR The Second Step is to Recognise the Dominant Emotion.

26. How to recognise a dominant emotional response

27. How to recognise a dominant emotional response

28. How to recognise a dominant emotional response

29. THE MISDIRECTED GOALS OF BEHAVIOUR What is the Dominant Emotion?

30. Displayed Inadequacy Attention Seeking Power Seeking Revenge Seeking Anger “You are stupid!” Sorrow Fear “I will pretend I did not see it!” “There is nothing I can do!” Shame “I will make you pay for this!” Hate “It’s my fault what sort of teacher am I?” Frustration “If only I could get rid of this child!”

31. Anger

32. Fear

33. Sorrow

34. The Third Step is Identify and implement the Positive Behaviour for Learning Tools that will negate the need for the pupil to seek the ‘Misplaced Goals of Behaviour’

35. THE MISDIRECTED GOALS OF BEHAVIOUR Identify the Positive Behaviour for Learning Tools to use • Task Avoider • Task Avoider

36. Displayed Inadequacy Attention Seeking Power Seeking Revenge Seeking Identify and implement Positive Behaviour for Learning Strategies that will change the need for the pupil to seek negative behavioural responses.

37. Power Seeking THE MISDIRECTED GOALS OF BEHAVIOUR

38. Revenge Seeking THE MISDIRECTED GOALS OF BEHAVIOUR

39. Attention Seeking THE MISDIRECTED GOALS OF BEHAVIOUR

40. Displayed Inadequacy THE MISDIRECTED GOALS OF BEHAVIOUR • Displayed • Inadequacy / Task Avoidance • Encourage • Relax pressure and praise effort • Express faith in abilities • Set small targets and record success visually • Encourage pupil to self monitor

41. Extra Strategies for Displayed Inadequacy: • Change “I can’t” into “I can” • Use positive self talk – ‘do this for you.’ • Re-frame exercise: list all the things, they think they can’t do. Find things on the list that they actually can do and change their perception. • ‘Circle of friends’ – invite who they would like to join and work on this. • Give them work that is achievable and gradually increase it. Lots of success and praise over a long time. • Understand that you may be pleased with something that they do not feel is good enough – they are not doing it for you, but for themselves. • Use strategy of ‘Support and Run’ to help them. This means give them the first target to achieve followed by ‘I’ll be back in five minutes’. On returning, praise them for their efforts and give another target

42. Identify and implement positive BfL interventions

43. Consequences – Use wisely!

44. The Behaviour for Learning Tool Box Confidence, Communication and most Importantly Consistency! Consistency, Consistency, Consistency! Tone of Voice! Visual Cues! Partial Agreement! What not Why! • Strategic Monitoring!

46. THE MISDIRECTED GOALS OF BEHAVIOUR How do we eat an elephant? One piece at a time!