Behaviour for Learning
In partnership with the National Council for Special Education the offering of support from a ‘Behaviour for Learning’ teacher has been another important addition to the catalogue of excellent supports for students in Charleville C.B.S. Most students find school a relatively easy place to work and get on in but for some students this is not the case. For them, school with its rules and pressures can be a very stressful place to spend time in. The reasons for this might include a difficult home life, a learning difficulty or some other reason that is impinging on a student’s ability to reach their potential. These stresses can often cause these students to exhibit behaviours which can hinder their educational progress. These behaviours can often mean that these students are often at risk of suspension and/or exclusion. Rather than responding to these behaviours with punishment and more punishment the ‘Behaviour for Learning’ programme is a proactive approach which seeks to remove and reduce the obstacles that are preventing the student from fulfilling their potential.
Students who are offered support may present with a variety of challenging behaviours, including social skills deficits; low self-esteem; difficult relationships with adults/peers; literacy and numeracy issues; poor concentration and attention difficulties in most subjects. The ‘Behaviour for Learning’ teacher works with identified students, individually or in small groups on Behaviour for Learning programmes that are designed to meet their social, emotional, positive health & wellbeing and behavioural and academic needs, so they can achieve and succeed in school.
The following is a list of programmes that are currently being offered in the school as a result of our partnership with the NBSS
The ‘Why Try?’ programme is a strength-based approach to helping young people overcome their challenges and improve outcomes in the areas of truancy, behaviour, and academics. It is based on Solution Focused Brief Therapy, Social and Emotional Intelligence and Multi-Sensory Learning principles. The programme aims to improve student retention, academic performance and school climate
Parents Plus and Working Things Out
The Parents Plus Adolescents programme is a practical and positive evidence-based parenting course designed to support and empower parents to manage and solve behaviour problems, to create satisfying and enjoyable family relationships and assist young people to grow up to reach their full potential. The programme can be delivered as a general parenting programme targeted at parents who are dealing with the normal ups and downs of bringing up teenagers, and also as an intervention targeted at parents whose children are exhibiting specific behavioural, emotional and developmental problems. Working Things Out is a sister programme to the Parents Plus Adolescents programme. The programme contains the personal stories of adolescents who overcame personal problems in their lives such as Bullying, School Pressures, Conflict with Parents as well as mental health issues such as Anxiety, Depression, ADHD, OCD, Self-harm and Suicide. The stories are illustrated by animation and graphics, narrated by young people and backed up by mental health information and handouts for facilitators/teachers. Working Things Out can be used as a preventative programme to educate adolescents about positive mental health
The ALERT Programme
The ALERT programme is an Occupational Therapy Intervention that aims to help students monitor, maintain and change their level of alertness so that it is appropriate to the situation or task. The programme identifies students’ sensory needs and preferences and encourages student use of sensory motor strategies to support self-regulation so that their engines are running ‘just right’. The strategies and activities taught can be incorporated into home and school routines.
Check and Connect
Check and Connect is an intervention designed to enhance a student’s engagement at school and with learning. NCSE team members work with partner schools on the implementation of this intervention which consists of four key elements:
⦁ An adult mentor who keeps education relevant for students.
⦁ Systematic monitoring (the “check” component).
⦁ Timely and individualised intervention (the “connect” component).
⦁ Enhancing home-school communication and home support for learning.