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BehaviourBehaviour – what do we mean when we use this term? How do we make sense of some of the behaviours we see in children and adults that we work with? Is it just behaviour? Is all behaviour “communication”? or is it more complex than this? For example, how do we make sense of:
Many children within school have unidentified sensory processing and/or motor coordination difficulties that result in a variety of behaviours. Often these behaviours are misunderstood and these children may be labelled as ‘disruptive’, ‘manipulative’ or ‘naughty’. Understanding why people behave in the way that they do is fundamental to developing appropriate and effective strategies and interventions. This term we are running a series of courses with a focus on behaviour. Two of the most common comments from course participants are ‘Why haven’t I heard of this before?’ and ‘All teachers need this training’. To find out more about any courses see here. | ||
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Introduction to Sensory Integration/Sensory Processing
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Autumn Term CoursesThere is a programme of courses this term looking at various aspects of behaviour. All the courses are held in Clitheroe, Lancashire and are open to teachers, professionals and parents. Applications are now open for all courses and an online application form should be submitted. All courses are also available as INSET or in house training, please contact us for further details and prices. Introduction to Sensory Integration and Sensory Processing Disorder11 and 12 October 2016 Some people don’t behave as we expect them to – not because they won’t, but because they can’t. Inefficient processing of sensory messages that come from their body and environment often cause this unexpected behaviour. These people may withdraw from physical contact, refuse to participate in typical classroom and playground activities, or respond in an unusual way to ordinary sensations such as touch, movement, sights and sounds. The aim of this two day course is to provide teachers and health professionals with an understanding of sensory processing disorder and the everyday difficulties the children experience at school and at home. Practical support strategies will be explored from both an educational and therapy perspective. Setting Up Motor Programmes in SchoolsTuesday 18 October 2016 Many children in education have not developed the basic motor skills that lay the foundation for academic learning to take place. Research has shown that by developing children’s foundational motor skills, through motor programmes in schools, progress is seen in academic and learning skills such as handwriting, reading, hand-eye coordination, concentration and attention. The aim of this course is enable school staff to identify children with motor learning difficulties and equip them to set up appropriate individual or group motor programmes in school. The course also gives staff the necessary tools to screen children’s motor skills so enabling potential problems to be detected early in the child’s school life. Making SENSE of Behaviour31 January and 1 February 2017 How do we make sense of some of the difficult behaviours we see in children and adults that we work with? Is it just behaviour? is all behaviour “communication”? or is it more complex than this? For example, how do we make sense of:
Understanding why people behave in the way that they do is fundamental to developing appropriate and effective strategies and interventions The aim of this two day course is to provide teachers and health professionals with a framework to develop an understanding of an individual’s behaviour drawing on ideas from a variety of approaches to develop an individualised formulation which can inform a clear intervention. Understanding and integrating sensory integration theory into the formulation and intervention will form a key part of the course. This course provides an extension to the knowledge gained on the course ‘Introduction to Sensory Integration and Sensory Processing Disorder’. | ||
