Secondary Behaviour Cookbook

<p>Developed in conjunction with teachers, <i>The Secondary Behaviour Cookbook</i> provides highly effective, practical strategies for responding to and resolving behavioural issues in secondary schools.</p><p>Consisting of over fifty ‘recipes’, the book’s unique format enables teachers and practitioners to quickly and easily access information and advice on dealing with specific behaviours. Each ‘recipe’ details strategies and interventions for immediate application in the classroom setting, considers possible causes of the given behaviour, and offers helpful approaches for responding to young people’s needs in the longer term. From disorganization and lateness, to attention-seeking and destructive behaviours, bullying, anxiety and depression, the book’s sections cover a broad spectrum of behaviours falling within six broad categories:</p><ul> <p> </p> <li>Getting Things Done: supporting positive student engagement and achievement</li> <p> </p> <li>Dealing with Disruption: increasing motivation and skills to facilitate learning</li> <p> </p> <li>Social Interactions: resolving problematic situations that occur between pupils. </li> <p> </p> <li>Coping with Conflict: addressing conflict in and out of the classroom, including aspects of bullying and discrimination </li> <p> </p> <li>Emotional Distress: understanding distress and developing coping strategies</li> <p> </p> <li>Behaviours of Special Concern: recognising behaviours associated with autism, trauma, abuse or poor mental wellbeing. </li> </ul><p>Underpinned by positive psychology, and emphasising the importance of constructive relationships, communication, inclusion, wellbeing and resilience, this is an indispensable resource for secondary school teachers and educators, behaviour support consultants, SENDCOs and educational psychologists.</p> <p>Acknowledgements </p><p>Introduction </p><p>The oven: the emotional climate of the classroom <br><i>Circle solutions and the ASPIRE principles <br>The team 1<br>Traditional approaches to behaviour <br>Alternatives to a behaviourist model <br>Adolescents and their development</i> </p><p>Ingredients </p><p>Content </p><p>Section 1: getting things done </p><p>Lateness to school / lessons </p><p>Inattention </p><p>Avoidance strategies </p><p>Disorganization</p><p>Helplessness </p><p>Procrastination</p><p>Distracted by others </p><p>Starting but not finishing set work </p><p>Disengagement </p><p>Perfectionism </p><p>Refusal to do differentiated work </p><p>Section 2: dealing with disruption </p><p>A noisy classroom </p><p>Off-task conversations </p><p>Pushing and poking others </p><p>Fidgeting, humming and other noises </p><p>Attention-seeking silliness </p><p>Frequent interruptions </p><p>Over-the-top behaviour </p><p>Uniform infringements: </p><p>Inappropriate personal care </p><p>Using technology for personal use in class </p><p>Disruption to learning caused by erratic attendance </p><p>Section 3: social interactions </p><p>Dominant behaviour </p><p>Stealing </p><p>Lying and blaming others </p><p>Cheating </p><p>Trying to buy friendship </p><p>Everyone is against me </p><p>Personal hygiene </p><p>Keeping up an image </p><p>Groups who challenge </p><p>Section 4: coping with conflict </p><p>Verbal rudeness to staff </p><p>Non-verbal disrespect </p><p>Ignoring requests / walking away </p><p>Fighting </p><p>Bringing weapons to school </p><p>Bullying and intimidation </p><p>Cyber-bullying </p><p>Derogatory name-calling </p><p>Section 5: emotional distress </p><p>Outbursts of anger </p><p>Unprovoked aggression</p><p>Frequent episodes of distress / crying </p><p>Destructive behaviour (own work) </p><p>Destructive behaviour (other people’s work and possessions) </p><p>High levels of anxiety </p><p>Depression </p><p>Negativity </p><p>Section 6: behaviours of special concern </p><p>Obsessive or ritualistic behaviour </p><p>Eating difficulties </p><p>Sexually explicit behaviour </p><p>Self-harm - cutting </p><p>Considering suicide </p><p>Unsafe risk taking </p><p>Blurring of boundaries between fantasy and reality </p><p>Resources - and further reading / viewing </p><p>References </p>