1. Using Support Groups to Improve Behaviour - The Approach Dr Joan Mowat Presentation for Staff

2. Overview What are Support Groups? Who are they for? What are the aims of support groups? What are the influences underlying the approach? What’s unique and different about the approach? How do SGs work in practice? What do pupils do? Evaluation of progress © Dr Joan Mowat

3. What are Support Groups? groups of 4 pupils meet weekly with a Support Group Leader for a period a week [50-60 mins] groups will also be supported by a further teacher within the school senior pupils may also assist with groups groups will meet for a minimum of 20 sessions pupils engage in activities to promote reflection, thinking skills and understanding pupils are involved in individually negotiated target- setting © Dr Joan Mowat

4. Who are they for? Pupils who are experiencing difficulty in coping with the norms of school life Pupils who are showing early signs of failing to cope with the norms of school life Pupils who could be categorised as having social and emotional behavioural difficulties. © Dr Joan Mowat

5. The aims of Support Groups Support Groups aim to develop in pupils:  Understanding of themselves [intrapersonal intelligence]  Understanding of others [interpersonal intelligence]  Understanding of their interpersonal relationships © Dr Joan Mowat

6. Understanding of Self and Others Attitudes Beliefs Values Feelings Motivations © Dr Joan Mowat

7. The aims of Support Groups Through developing intrapersonal and interpersonal intelligence, pupils will develop further:  The capacity to regulate their behaviour with good judgement in a range of contexts  The capacity to form and maintain good interpersonal relationships  The capacity for empathy  Self-esteem and confidence  More positive dispositions towards learning. © Dr Joan Mowat

8. Principal theories underlying the approach The Teaching for Understanding Framework (Prof David Perkins, Harvard Grad SoE) Activating Children’s Thinking Skills (Prof Carol McGuinness, Queen’s University) Multiple Intelligence Theory (Prof Howard Gardner, Harvard Graduate SoE) Emotional Intelligence © Dr Joan Mowat

9. What’s unique & different? Strong theoretical and evidence-based approach The focus upon developing understanding of self and others and upon value & belief systems The depth of discussion facilitated by activities The focus upon promoting reflection, judgement and thinking skills rather than focusing solely upon strategies promotes the transfer of learning Whilst has strong parallels with restorative practice, it is pro-active rather than re-active The strong focus upon learning - not narrowly focused upon behaviour © Dr Joan Mowat

10. How do support groups work in practice? Nomination process Setting up groups Supporting Support Group Leaders Involving parents Support group activities © Dr Joan Mowat

11. Nomination Process pupils are nominated by their Pastoral Care teachers [Secondary] or class teachers [Primary] on the basis of identified criteria a referral form is completed in which reasons for the referral and hoped for gains are clearly stated the Support Group Leader, in consultation with senior management, selects the pupils to take part in the approach and seeks the permission of both pupils and parents © Dr Joan Mowat

12. Involving Parents Parents initially consulted about participation Parents invited to attend either initial individual meeting or an Information Event Regular communication with parents through target- setting process Report of pupil progress at the end of intervention Opportunity for parents to complete an evaluation form © Dr Joan Mowat

13. Individually negotiated target-setting Pupil Diary Activities designed to promote reflection & understanding What pupils do © Dr Joan Mowat

14. Choose a situation in which you feel that you coped well or one in which you feel that you coped badly. Describe the situation How did other people react to you at the time? How did you feel at the time? What happened as a result? How did you feel after the event? What have you learned from the experience? If the situation did not work out for you, what could you do differently another time to lead to a better result? Eg. of prompt Pupil Diary © Dr Joan Mowat

15. Target setting targets are chosen by the pupil with help from the Support Group Leader an aid for setting targets supports the process [to follow] targets are set weekly and monitored daily by class teachers the Support Group Leader (or a nominated person) should meet briefly each day with the pupil target booklets are sent home daily or weekly to be signed by parents (option to comment) a flexible approach should be adopted © Dr Joan Mowat

16. Target Setting Showing Consideration Put up my hand when I want to speak Keep still in class - don ’ t fidgit Keep quiet in class - don ’ t talk Do what the teacher is asking me to do Developing Learning Habits Bring the correct equipment to class Do homework as well as I can Try to concentrate upon my work Listen carefully to the teacher Ask for help if I get stuck Developing good relationships Listen to other people - don ’ t interrupt Avoid getting into arguments - walk away or visualise traffic lights Be polite to teachers Treat others the way I want to be treated Developing self-responsibility Try to be calm in class Think before I act Say sorry when I have done something wrong Keep calm if I get into trouble Behave responsibly around the school © Dr Joan Mowat

17. Exemplars of Pupil Activities © Dr Joan Mowat

18. The beliefs and desires which make me want to behave in certain ways Introductory Activity 1a © Dr Joan Mowat

19. You work harder if you like the teacher Introductory Activity 1b © Dr Joan Mowat

20. The beliefs and desires which make me want to behave in certain ways My actions. What I do. Introductory Activity 1c Exemplar of Pupil Activity © Dr Joan Mowat

21. Disagree Not Certain Agree Activity 1c © Dr Joan Mowat

22. I don ’ t think that my behaviour makes any difference to how I learn Activity 1c © Dr Joan Mowat

23. Information Sheet 9c How people react to stress The Fight or Flight Response  They tend to act in the same way each time  They want to be seen to be the same as everyone else in the group  But, they can draw attention to themselves as a way of establishing status in the group  They try to establish territory - “ my seat ”  They have difficulty thinking of new ideas  They tend not to be self-motivated  They rely on punishments and rewards © Dr Joan Mowat

24. Where I am Step 1 Step 2 Step 3 Where I want to be Activity 3d Setting Goals © Dr Joan Mowat

25. You ’ ve got an important test coming up. Your Mum wants you to study but you want to go to the match. Activity 4a Agony Kids Promise that you’ll put time aside to study if you can go to the match No contest! …go to the match Stay at Home to Study © Dr Joan Mowat

26. Evaluating pupil progress informal observation of pupil participation within group and how they behave around the school scrutiny of pupil target-cards/booklets and work the plenary session focusses upon what pupils have learned and how they have changed individual interviews are held with each child after which a report of progress is sent to parents parents are invited to complete a short evaluation form there is an option of using a pre-/post- pupil self- evaluation questionnaire © Dr Joan Mowat