"Government must recognise that it depends on the

community to deliver the best accountability, the

best restoration and the best rehabilitation; and

that the community depends on government to do

all that it can to make these outcomes happen. If

we are talking about delivery services to young

offenders, victims and their families, then it is the

community that is on the front line. It is the

community that has the most to lose. We must not

let it (actually ourselves) down." unquote

Finishing statement “Working Together” Nov 2007 Principal Youth Court Judge Andrew Becroft

Causes of disruptive behaviour.

Behavioural spirals.

Understanding the cycle

Strategies to help.

The stress implications for adults.

Helpful solutions ??

Outline of this Session

Why are there so many young offenders ?

There are many reasons, but the most significant arethose who do not fit within the Education system (thosewith neurological challenges) and are very unsure of what is expected from them in our society.

Examples:

Social integration (non verbal cues’)Social integration (non verbal cues’)

Shame, no-confidence, self-esteem Shame, no-confidence, self-esteem (very low)(very low)

No parent boundaries – feeling aloneNo parent boundaries – feeling alone

Social environment Social environment (both home & school) (both home & school) a a breeding ground subject to negatives, breeding ground subject to negatives, verbal, drugs, alcohol, society verbal, drugs, alcohol, society response ???response ???

• Poor performance at school, • Peer pressure• Teacher/parent not able to create a non threatening communication setting.• Mind forever in a whirl (hearing all)• Can't find their voice (not understood)• either a bully or bullied (consistently)

Young person issues

 Frequent Mood Swings

Feel emotions intensely, higher highs and lower lows, low tolerance of frustration, puberty also

has a place within the way that ouryoung behave, within all sectors, lest we forget

that we have been there too !!Or, have we not been teenagers ?

Or do we chose to forget.

Youth are very bossy, more so in recent years, they will continue to take their lead from the many

adults that influence them. Many exsisting co-morbidities are often

Mis-judged for bad behaviours.These signs are characteristics of many that show

signs of both Attention Deficit & Learning Difficulties, and are present at a very

young age.____ 

Anger, Frustration, High Anxiety, Depression, mis-placed energy, neurological differences and more 

 

Neurological factors (neurotransmitters)

Cognitive aspects (Co-ordination)

Classroom dimensions (Overload)

Perspectives – Medical, Social and Educational (Not Enough Specialists)

Misperception and Issues

These manifest in many different ways, as many find strategies early and others just don’t know how !

Associated differences.

Tom West “ In the Mind’s Eye”

“We” ought to begin to pay less attention to getting everyone over the same hill using the same path. We may wish to encourage some to take different routes to the same end. Then we might see good reasons for the paying careful attention to their descriptions of what they have found.

“We may wish to follow them some day” Pulzter Prize recipricant (1999) (1999)

Director of the Dyslexic & Talented George Mason University, Washington

Learning difficulties

in the context of Behaviour Difficulties

Spectrum of difficulties

Dyscalculia Hyperlexia

Autism

Panic attackAnxiety Dyspraxia

Dysgraphia

Dyslexia

Confused

Depression,Mood swings

FrustrationAnd more

Cheeky

has extremely slow pace of reading. is unable to skim and scan reading material. has high degree of distractibility when reading. has an intractable spelling problem. has an unexpected difference between oral and written expression.

Imagine a young person who !

• is disorganised,

• finds instructions hard to remember,

• unknowingly knocks into other people or things,

• is unable to produce legible handwriting,

• has poor self-help, listening skills

• is focussed narrowly on one subjectis focussed narrowly on one subject

• is obsessed by a particular subjectis obsessed by a particular subject

• is a very high achiever (in some subjects)is a very high achiever (in some subjects)

• is awkward sociallyis awkward socially

• prefers to be aloneprefers to be alone

• has repetitive behaviourshas repetitive behaviours

• is inattentiveis inattentive

• is impulsiveis impulsive

• cannot anticipate what is going to cannot anticipate what is going to happen nexthappen next

• cannot evaluate progresscannot evaluate progress is badly organisedis badly organised

• finds planning difficultfinds planning difficult These are just a few obstacles that plague These are just a few obstacles that plague many of our young offenders – their many of our young offenders – their strategies are well honed by early teens.strategies are well honed by early teens.

Distinctive pattern of difficulties recognised by

• Differences

• Discrepancies

• Difficulties

• methods of processing information

• slow rate of processing

• learning strategies

• learning styles

Differences !!!

• ability and performance

• oral and written work

• reading accuracy and listening comprehension

Discrepancies

• self-esteem

• auditory aspects

• memory

• automaticity

• organisation

• visual aspects

Difficulties

• need to be aware of other compounding factors.

• need to be aware that some offenders will have compensated extremely well.

• need to consider historic background.

• need to provide jargon-free feedback.

• English as a second language.

Issues that may compound

• Oppositional defiant disorder. • Conduct disorder.

• Depression.

• Anxiety and obsessions.

Co-existing complications

Poor Self Esteem

lack of understanding

environmental & peer

Influences

frustration

loner withdrawn

a “little odd” in behaviour patterns

pedantic

absorbed in a particular topic literal

Behaviour Spiral difficulty with communication

To name but a few_________

• The rumbling stageThe rumbling stage

• The eruption stageThe eruption stage

• The recovery stageThe recovery stage

Rage Cycle

rumbling stage !

Symptoms

taps feetor is restless

threatens

bites nails

tenses muscles

voice changes

lashes out

withdraws

threatens other students or adults

Strategies for the rumbling stageStrategies for the rumbling stage

antiseptic bouncing

proximity control

signal interference

• touch controltouch control

• defusing tension defusing tension through humourthrough humour

• support from routinesupport from routine

• home base

• interest boosting

• Redirecting

• just walk – don’t talk

• acknowledging the students difficulties

•whole class ‘ red herring

The Rage Cycle - eruption stageThe Rage Cycle - eruption stage

Symptoms

rage, meltdown, storm

impulsivity

emotional

destructive

aggressiveabusive

unable to verbalise or act rationally

attacks

internal rage, withdraws

self-harms

Strategies for the eruption stageStrategies for the eruption stage

Safety first peers student teachers Property

A safe room to regain self control and preserve dignity

Assistance from other staff

Remove students from the area

Provide therapeutic restraint

Staff alert

Medication

Parental Awareness

Rage Cycle - recovery stage

contrite feelings

sullen or withdrawn

Denial:wont remember

exhaustion

desire for sleep

blocking

displacement

despair

Symptoms

Strategies for the recovery stage

Calming period

wait for self-understanding and acceptance.

feeling secure

Immediately

Back on task

Continue routine

LaterInstructionInterpretationModificationEnvironment

Acceptance - essential

Belonging – a must !

Experience success (will do)

What is stress ?What is stress ?

stress is an individual experience. Activities that are painfully stressful for some are enjoyable for others

stress is caused when the perceived demands placed on an individual exceed their assessment of their ability.

stress is an interaction between environmental factors and the individual’s perceived effectiveness

How does stress affect the young How does stress affect the young person?person?

The physiological changes which affect learning

increased fatigue rate

discomfort, possible headaches

negative motivation

cycle of despair

loss of control

What can we do to reduce stress in What can we do to reduce stress in our young people?our young people?

develop trusting relationships where

the young person feels secure

create positive unconditional relationships (mentor)

Be aware that …….Be aware that …….

Young people who have behaviour difficulties may !

have distorted concepts suffer low self-esteem have specific learning difficulties feel they are rejected feel adults are the enemy feel that their home life is alienated from other

activities

create good communication be responsive start by setting small goals focus on difficult tasks with specific strategies for solutions be aware of individual’s need reward with praise !

What the adults can do to reduce stress

How the stress of the adult can escalate a crisis !

• raising the voice –yelling• belittling a young person in front of others• pleading or bribing• playing the ‘big boss’

• Preaching• sarcasm• double standards • inconsistency

How can adults recognise & handle their own anger?

• Acknowledgement

• Recognition of your own triggers

• React to the behaviour not the person

• Leave the situation if possible

• Share your anger and frustration with others

Create a Productive Create a Productive EnvironmentEnvironment

be friendly respect the young person’s opinions give positive reinforcement for improvements

be enthusiastic with regard to tasks in hand

work with the young person’s strengths modify activities to match the learning style

and ability of the young person set achievable targets

……..target success every time.

Don’t under-estimate Don’t under-estimate the fear of the fear of more failure……more failure……

1

Top priority for everyone is to always remember that the focus is to remain on the wellness for the child/ren, encouraging the parents and grandparents to participate in all meetings, voice their concerns and also what they may see as part of a solution. We all need to acknowledge that the parents know their children better than anyone, encourage conversation, listen to understand.

The cry for Help from parents is a sign not to ignore, but to help with a network of support.

Team-work, understanding,

communication and focus

are essential ingredients

for a

positive successful outcome.

every time…. 

Thank you, for your time,

attention and participation.

We will succeed in making a

positive difference

in many lives, working together

for the

wellness of our nation’s next

generation.