DEFUSING

A focus on calming and defusing to reduce and, if possible, negate the use of physical contact is the favoured outcome when teachers have to step in to manage behaviour that challenges. Training supports teachers to spot trigger points early, builds greater confidence in approaching and managing pupils and adopting simple strategies to effectively de-escalate situations.
Emphasising what may seem like obvious, common sense actions can help to establish a confident strategy for handling a potential incident of difficult behaviour:

• Stay calm
• Make sure the pupil has an escape route
• Allow for personal space
• Think about your tone of voice - try not to raise it
• Empathise and listen to what is being said
• Don't talk over
• Try not to embarrass a pupil or make them lose face in front of others
• Don’t make it personal - concentrate on the offence not the offender
• Make it easy for them to do what you need them to do
• Be aware of the school’s behaviour policy

DE-ESCALATING & DEALING WITH SITUATIONS

De-escalation techniques are most successful when used early, before the child becomes physically aggressive. To do this, it is necessary to be aware of and spot early signs of agitation such as balled fists, fidgeting, shaking, ‘eye-balling’ another child, head thrust forward or clenched jaw. Changes in voice, such as speech becoming more rapid or high-pitched, may also indicate aggression. These signs should not be ignored and you should never turn your back on an angry child in the hope that they just calm down.

De-escalation techniques go against our natural fight-or-flight reflexes. Remaining calm and professionally detached is not natural and therefore it is a skill that will need to be practised

SEEKING HELP
Professional help with challenging behaviour
If you're finding it hard to cope with the behaviour of the person you look after, you can ask your GP to refer you to a specialist with knowledge of challenging behaviour. You will usually be asked to keep a record of the person's behaviour to see if there are any patterns.
The specialist will want to know what situations or people trigger the behaviour, what the early warning signs are, and what happens after the event.
A specialist will try to find out what the person is aiming for in their challenging behaviour. Do they crave one-to-one attention, or do they want to be removed from a situation they find difficult? If a reason for the behaviour can be established, their needs could be met in an alternative way to prevent them resorting to challenging behaviour.
Any techniques you try must be followed consistently by all those involved in the care of the person you look after. If everyone does this, it will help the individual involved to understand what's expected of them.
In extreme circumstances – for example, if the person's behaviour is harmful to themselves or others and all methods of calming them have been tried – a doctor may prescribe medication. If you're concerned about the side effects of medication, speak to the person's GP.

APPLYING MEDICATION

Challenging behaviour may happen for many reasons and it is really important to find out why it is happening. Medication should only be prescribed following a proper assessment and where a clear reason for using medication has been identified. There is a long history of excessive and inappropriate use of major tranquillising medication for “treating” challenging behaviour. Medication should not be used in this way.

The following 5 steps should be taken before medication is prescribed:

1.) Make sure an assessment is made identifying the reasons for a person’s challenging behaviour. This will take time and may require different professionals to help.

2.) Check the person is not physically ill and question whether they have a mental health problem e.g. depression, mania, dementia. Someone who knows the person well (e.g. a parent or carer) may be best placed to know if something is out of the ordinary.

3.) If the person has a mental health problem, such as depression, which may have led to their challenging behaviour, then medication which is known to help treat that condition may help. Care needs to be taken. Starting doses of such medication are usually less than with the general population and must be increased carefully.

4.) Side effects and the person’s mood and mental state should be monitored to determine whether the medication is effective. Frequency and severity of challenging behaviour should also be monitored. People with learning disabilities may be more at risk of side effects.

5.) Medication should only be given with the person’s consent (or if the person is a child, the parents’ consent). If an adult lacks the capacity to make a decision about taking the medication, medication can be given as long as it is in his/her ‘best interests’.