BEHAVIOUR :
Parents and teachers usually want the best for children. Sometimes they are not sure what that is bur more oftern there are so many other demands that knowing what is best doesn't necessarily mean doing it. Adults need a supportive environment and a sense of well-being to respond well and consistently.
How we think about behaviour, however, also determines what we do about it. Thinking includes how we understand ourselves, our role, our feelings, our competence and how much we know about what works. Sometimes what works in the short term doesn't work in the long run. There is no quick fix - but small consistent positive changes do make a difference. Most of these changes are about promoting positive relationships.
Behaviour workshops take a systemic, interactive and solution focused approach. The following issues may be addressed:
TRAINING on BEHAVIOUR. Be effective, be reflective, be resilient !
Sue's experience in teaching children and young people with challenging behaviour, working with schools and families, research for several books and involvement with school counsellor trainees has, over the years, has clarified a detailed formulation of what works in promoting positive behaviour and addressing difficulties effectively. A behavioural model of reward and punishment has only limited impact and many psychiatric labels are not only inappropriate but actively damaging. When the focus is entirely on the individual child and treatment it stops us exploring what else might be changed to ensure a more positive outcome for everyone. An eco-systemic model which acknowledges everyone's rights and responsibilities is much more likely to work if it focuses on competencies rather than deficits and explores what is meaningful for the child or young person. Emotional literacy in its broadest sense is also crucial for those who are faced with hard to manage behaviour.
Training courses are planned to build on participants current knowledge and skills as well as provide fresh persectives on issues. All courses provide opportunities for participants to learn from each other as well as from the presenter. For more details on the following or to ask about possibilities please contact Sue@sueroffey.com
Titles of workshops, public seminars and professional learning days on aspects of behaviour. Primary audience is given in brackets. Education Professionals means a mixed audience of teachers, school executive, support staff and psychologists)
Beyond Behaviour Management (teachers)
Survival Skills for New Teachers (newly appointed teachers)
Children, Young People and Behaviour. (school counsellors in training)
Primary Classroom Behaviour (undergraduate education students)
Repairing and Re-building Teacher-Student Relationships (education professionals)
Young Children, Behaviour and the Hard to Manage Child (early years professionals)
Parents, Children and Behaviour and Living with Teenagers (families)
Rights, Responsibility and Resilience in your Child (families)
Friends, Foes and Effective Playtimes: ( education professionals)
A Whole School Approach to Addressing Bullying. (education professionals)
The Home-School Interface for Behaviour. (psychologists and school counsellors)
Children and Loss - Bereavement and Family Breakdown: (educational professionals)
Introduction to Circle Time Solutions: More ...
CONSULTANCY
Sue has experience in consultancy with early years professionals, whole school staff, year staff, support staff, individual teachers, principals and head teachers, school executive, local authorities, psychologists, school counsellors, prospective adopters, social services and families.
PUBLICATIONS ON BEHAVIOUR
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