www.breckenbrough.org.uk

CONFLICT RESOLUTION AND POSITIVE USE OF LANGUAGE

BRECKENBROUGH

• Founded in the 1930’s by a frustrated Child Psychiatrist Arthur Fitch who became a Quaker and the school is now managed by the Society of Friends.

The Ethos• The school quickly evolved into a special school for

children with above average intelligence who were struggling in their home environment.

• He believed you could help these young people by giving them security and space.

• He felt that they could be best guided without the pupils knowing and by utilising their innate intelligence.

• The ethos has built on these foundations and is based on conflict resolution

Breckenbrough and Asperger Syndrome

• Has most probably always had between 10 and 20% of our pupils with ASD before diagnosis and understanding of the condition became more widespread.

• Today the school population is over 80% with either a diagnosis or characteristics of Asperger Syndrome.

Encouraging Encouraging Individuality Individuality

totoFlourishFlourish

We should walk cheerfully over the world answering that of God

in everyone

RECOGNISING THAT OF

GOD/GOOD

IN EVERYONE

Half full, Half Empty

Rewards/Sanctions

PositivePositive/Negative

OptimisticOptimistic/pessimistic

PraisePraise/criticism

ASPERGER SYNDROMETRIAD OF IMPAIRMENT

PERSONALITY DISORDER

How can these terms be made more positive?

Literal Use of Language

‘Do you hear voices in your head.

Do you see pictures in your head’

‘Have you taken those clothes from the shop?’

A young man out shopping accidently goes out of a shop with some clothes he was

looking at.

He gets stopped by security and asked

How did he reply and what happened next?

After your lecture go back to the bus stop and catch the bus.

A father carefully talked through his son’s first journey at University from the Halls of Residence to go to his

first lecture.

His son phoned when he successfully got to the lecture and then the father said.

What happened after the lecture?

‘Des, get the sledges out of my car and put them in the mini-bus

please. The car is open.’

A member of staff gave this instruction to a boy before they went sledging and did not think about it again until they got to the slopes to start sledging.

Needless to say there were no sledges.

Why not?

‘Put the title in the middle of the page.’

What does one pupil do?

What assumptions does the teacher make about the attitude of the child?

A teacher instructs the class as they are about to start a written exercise

‘Put the chair under the table.’

What does one pupil do?

What assumption does the teacher make about the child?

A teacher at the end of the school day instructs the class to…

‘This (written) source does not show anything.’

In a GCSE History exam a very bright atticulate pupil put his hand up in response to a question which asked,

‘What does this (written) source show.

Why was the pupil right ?How should the question be phrased ?What are the implications for our exam system.

He is calling me names?

A young man called Jackson came into school. An older boy welcomed him and said.

Hello Jack.

Jackson was very upset and complained of being bullied he said to a member of staff.

What are the implications for bullying?

Literal Use of LanguageLiteral Use of Language

We are all guilty of taking language literally including

my son although it should be the person who has spoken

who is guilty of using language inaccurately and

lazily.

“Ben, put the jam on top of

the cake?”

Making the Christmas cake one year I told

my son.

What did he do?

However often we use language very inaccurately.

Sometimes we all say things that we do not mean and sometimes

we say things which are nonsence;

especially politicians.

II definitely want Brooklyn

to be Christened , but I don’t know what

religion yet.

JOHN PRESCOTT

Bugger off……You amateur….

ASSUMPTIONSASSUMPTIONS

IS

ARCHIE

HAPPY

OR TERRIFED

LANGUAGE EXERCISELANGUAGE EXERCISE

Give a percentage value to each of the words in the box and phrases on the table.

Never is 0%.

As likely as not 50%.

Always is 100%.

There are no right or wrong and answers.

NEVER

RARELY

COMMONLY

A REAL CHANCE

TYPICALLY

NOT USUALLY

OFTEN

REPORTED TO OCCUR

A SMALL CHANCE

NOT INFREQUENTLY

ALWAYS

Conclusions from language exercise

• We tend to assume that others interpret language and vocabulary as we do.

• There is likely to be confusion over the interpretation of specific words that we use, this must be increased when we make longer statements and speeches.

• This is further complicated when the statements are backed up by tone and body language.

ASPERGER SYNDROMETRIAD OF IMPAIRMENT

PERSONALITY DISORDER

How can these terms be made more positive?

What’s wrong with these simple statements in relation to

Asperger Syndrome

We have had a good talk.

He needs to do that.

It will be good for him.

We need to get him/her ready for the real world.

I and Me

I will not have that behaviour in my school

Will you do that for me.

Teenage comments

I am bored

Whatever.

It’s alright.

Awesome

Cool

Lush

We cannot direct the windWe cannot direct the windbutbut

we can adjust the sailswe can adjust the sails

‘‘Life is a Breeze’Life is a Breeze’

‘Those Who Matter Know’

‘Just Let It Go’

FAR MORE IMPORTANT THAN WHAT IS SAID

• Listening • Observing • Willingness to Understand

www.breckenbrough.org.uk