Challenging Behaviour (Learning Disability)

Challenging behaviour has become a euphemism for a range of behaviours and responses of service users and is often misused as an indication of staff reaction to non compliance with their demands. Staff responses are often negative and provocative.

This course aims to address this very complex subject in a service user focused way; identifying causation and how negative destructive behaviours can be shaped more positively in an ethical way.

Learning Objectives:

By the end of this course learners should have understood:

• The historical and current views and interpretation of “Normalisation” and “ordinary Living”
• The terminology used in Behavioural Assessment
• A variety of assessment tools
• How their own behaviour affects the behaviour of the user group and their role within a team
• A range of proactive interventions when supporting users who exhibit challenging behaviour
• “Behavioural chains” and the importance of devising early intervention and de-escalation plans

Course Content:

This two day course on Working with Challenging Behaviour is divided into five
units. Units one to three will be delivered on day one and units four and five on day two. The content of the units are as follows:

Unit One: Awareness:

• Historical Perspective
• Source of administrative support
• “Traditional” methods used in the past
• Elements of protection, rights and abuse
• The Law in relation to learning disabilities and challenging behaviour
• Principles of “Normalisation” and “Ordinary Living”

Unit Two: Prevention:

• The role of the team
• The importance of documentation
• Local policy and procedure re: Prevention
• Techniques for strengthening desirable behaviour
• Basic steps to develop adapt and implement individual specific approaches to challenging behaviour

Unit Three: Understanding:

• The characteristics that may affect responses to challenging behaviour or crisis situations
• Antecedents to challenging behaviour and steps taken to alleviate problems associated with each factor
• Physical and emotional reactions expressed (for all concerned). This includes stress management techniques
• Staff’s feelings and attitudes in response to challenging behaviour and the impact it has on future approaches

Unit Four: Proactive Intervention Techniques

• Guidelines for the use of intervention techniques
• Demonstration and practice of a proactive and non-aversive intervention plan

Unit Five: Calming Techniques

• Preparing staff to deal with challenging behaviour and identify psychological and physical considerations for
  challenging  behaviour situations (including environmental and health and safety issues)
• Closing exercise (Personal action plan)
• Presentation of certificates, handouts and evaluation

Training methods:

• Ice Breaking Exercise             • Lecture             • Individual Work             • Work in small and larger groups    
• Word shower             • Energising Exercises             • Facilitated discussion         • Questionnaires/assessment tools
• Video presentation             • Handouts

CP33/4.9