Supportive behaviour management

Supportive Behaviour Management looks at supplementary approaches which focus on building relationships, self esteem and individuals' emotional intelligence, self-resolution techniques and independence.

The aim is to help schools steer in a slightly different direction with the aim of reducing exclusions, isolation and out of timetable time, whilst building relationships with students, understanding of strengths and struggles between different personalities and teaching and learning styles.

Raising of social and emotional intelligence awareness within both staff and students is built in to this system on a daily basis and is not treated as a bolt-on.

For Primary schools 5-11 years

www.primarybehaviourmanagement.org/

For Secondary schools 11-16 years

www.behaviourmanagement.org/

If you are an administrator looking to make changes, whether subtle and slight or whole school implementation, then please feel free to contact me to discuss your situation and training needs

Mike Temple, The Lifeskills Company

Phone: 01233 628 983

Email: mike@thelifeskillscompany.com

The training and advice I offer to schools and other organisations is very hands-on, based on over 17 years of experience.

Much of this experience came from working for 13 years in a complex special needs school where we developed an excellent supportive behaviour management system which is outlined on this site. We worked in conjunction with CAMHS and Educational psychologists to provide the most suitable routes to follow

This programme enables students and teachers of all ages and backgrounds to build relationships and respect for themselves and each other, within a carefully defined yet flexible model which includes even the most challenging students

This supportive behaviour programme is one that looks at behaviour from a slightly different angle and these statements give some guidelines:

• Behaviour is a reflection of emotional state
• Emotional levels can be elevated by increasing stress
• a presenting behaviour is not all of the problem – it’s sometimes part of the message
• Children don't do things to us, they do them for themselves

ie we must avoid taking it personally
• Endeavour not to define children by their behaviour - keeping the individual separate from their behaviour helps build self-esteem

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