When the adults change, everything changes

Update

As part of our organisational response to the COVID-19 virus, Children in Scotland has adapted our training and events programme to a digital webinar format for the foreseeable future.

Our webinar programme can be found here and will be updated regularly.

We may be running some of our scheduled events as abbreviated webinar versions, while others have to be cancelled or postponed until face-to-face training is possible again. Please keep an eye on our website, social media channels and Eventbrite page for updates.

If you've already booked onto any face-to-face training between now and later this year, please note that our Learning and Events team will be in touch with you should the arrangements change.

Our office is currently closed and staff will be working from home – you can contact the team using this email: events@childreninscotland.org.uk.

About this event

When adults focus on their own behaviour, and rewards are replaced by recognition and pride, dramatic positive change can take place in the behaviour of children and young people.

This seminar will focus on the behaviour of adults when supporting children and young people with distressed behaviours. Practitioners are provided with the tools to remove low level disruption from the classroom and return the focus to learning. This training is based on Paul Dix’s The Five Pillars of Pivotal Practice, which highlights the importance of children being respected regardless of their behaviour.

Key learning:

• Consistent, calm adult behaviour: Human beings and the emotional v rational brain
• First attention to best conduct: Material rewards v recognition rewards
• Teaching learning behaviours: Establishing and enforcing rules
• Scripting difficult interventions: Structuring interventions without confrontation
• Restorative follow up: The benefits of personal follow up.

Facilitator bio

Mark has 37+ years’ experience in special, PRU and mainstream education; most recently as a headteacher of a small specialist (ASD/SEMH) residental school and a headteacher of a large pupil referral unit (PRU). Prior to headship, Mark also held positions including Director of Inclusion; Lead Behaviour Professional, Senior Teacher, Head of PE and Classroom Teacher.