This module is not currently running in 2024 to 2025.
Generally, challenging behaviour is treated as an individual, health-related problem requiring intervention by psychologists, psychiatrists or other behaviour support professionals. But there is a significant literature documenting the difficulties of achieving individual change, leading to a focus on the importance of understanding and changing the systems within which challenging behaviour arises. For example, the problems of difficult behaviour presented in schools have been recognised as requiring a broader approach, more focused on understanding and intervening in the systemic context. The development of school wide positive behaviour support in the USA reflects this kind of approach though, as yet, there has been little attention to the potential for a similar approach in adult social care settings. The curriculum in the current module will include, at an advanced level, consideration of the knowledge and critical understanding required to embed positive behaviour support in human service organisations. In particular, this will include coverage of:
• Current and historical service models and systems of support for people with intellectual/developmental disabilities whose behaviour is described as challenging
• The role of systemic factors in the causation of behaviour described as challenging
• Assessment and analysis of systemic factors in relation to behaviour described as challenging
• System-wide interventions for challenging behaviour
• Models of consulting to family and service settings
• Staff training methodologies
43 hours spread over one four-day and one three-day workshop including approximately 30 hours of lectures and 13 hours of individual/group exercises and discussions.
Spring
One 4000 word essay/assignment (75%) and a one hour examination (25%). Students must pass both assessments.
Allen, D., Langthorne, P., Tonge, B., Emerson, E., McGill, P., Dosen, A., Kennedy, C. & Fletcher, R. (2012) Towards the Prevention of Behavioural and Emotional Difficulties in People with Intellectual Disabilities. A position paper on behalf of the Special Interest Research Group on Challenging Behaviour and Mental Health of the International Association for the Scientific Study of Intellectual Disabilities.
Emerson, E., McGill, P., & Mansell, J. (Eds.). (1999). Severe Learning Disabilities and Challenging Behaviours: Designing High Quality Services. Cheltenham: Stanley Thornes (Reprinted edition).
LaVigna, G. W., Willis, T., Shaull, J., Abedi, M., & Sweitzer, M. (1994). The Periodic Service Review: A Total Quality Assurance System for Human Services and Education. Baltimore: Paul H Brookes.
MacDonald, A. & McGill, P. (2013) Outcomes of staff training in positive behaviour support: a systematic review. Journal of Developmental and Physical Disabilities, 25,17-33.
Mansell, J., & Beadle-Brown, J. (2012). Active Support: Enabling and Empowering People with Intellectual Disabilities. London: Jessica Kingsley.
PBS Academy UK (2015) Positive Behavioural Support: A Competency Framework. http://www.skillsforcare.org.uk/Document-library/Skills/People-whose-behaviour-challenges/Positive-Behavioural-Support-Competence-Framework.pdf
On successfully completing the module students will be able to:
a. Describe and critically discuss historical and current models/systems of support for people with intellectual/developmental disabilities whose behaviour is described as challenging.
b. Display advanced appreciation of the role of systemic factors in the causation of behaviour described as challenging.
c. Describe and critically discuss methods of assessing the contribution of systemic factors to behaviour described as challenging, both in family and education/care settings.
d. Show an advanced understanding of the conditions required to develop, provide and sustain supportive environments for people with intellectual/developmental disabilities whose behaviour is described as challenging.
e. Develop a critical understanding of models of consulting in family and service (schools, care settings, hospitals etc) settings.
f. Describe and critically evaluate staff training models used in services for people with intellectual/developmental disabilities whose behaviour is described as challenging.
On successfully completing the module students will also be able to:
• Effectively integrate complex knowledge from different sources, including published work and personal experience.
• Demonstrate the ability to understand, and communicate in writing, complex, abstract concepts.
• Show a capacity to effectively prioritise the demands of work and study.
• Use information technology to a high level (word processing, email, Moodle, e-journals and other online resources).
• Work co-operatively with others to effectively carry out group tasks.
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
