embodying
behaviour
“behaviour is something to be understood rather than managed.”
Together we can make a difference in reducing the stigma of challenging behaviour by advocating for young people to find their own voice and advocate for themselves.
Embodying Behaviour
Challenging behaviour has long since been a staple of educational systems and we can get comfortable with thinking it is necessary for growth. It is for this reason that I believe that we have been taught to manage behaviour, as opposed to embodying it..
Managing behaviour asserts that we deal with behaviour from a distance by separating a person from their behaviour, whereas embodying behaviour recognises the moment-to-moment dialogue between the two. Therefore it is vital to give it a voice so as to understand where it is coming from, and give more options for positive responses.
55%
85%
52%
Recent research shows a link between behaviour and mental health. However this link is not often addressed with schools taking more of a punitive and reactive approach to behaviour.
of parents/carers said that behaviour management techniques were not effective at all in improving behaviour as the use of these techniques can ignore the root causes of behaviour.
of young people said experiences of behaviour management techniques were ineffective, with young people from racialised or low-income backgrounds being disproportionately impacted.
of young people said that their school is not responsive to their needs when dealing with behavioural issues, with 65% saying they didn't feel listened to.
Source: Children & Young People’s Mental Health Coalition (2022)
Why EB?
Embodying behaviour aims to build a community
that believes in their duty of care to open up the
world to every young person, particularly those who
are marginalized due to challenging behaviour.
Through research in behaviour techniques, insights and toolkits, EB provides trusted information and resources to support practitioners, educators and organisations.
To improve the educational standards and wellbeing of young people by increasing the effectiveness of behaviour techniques to help find their voices in advocating for themselves.
The Mission
EB provide valuable resources in the form of toolkits and learning tools that empower stakeholders to help young people make better choices when it comes to their behaviour and reach their full potential.
The Goal
Expose current thinking, grow reflection, challenge and address unmet needs through a blended approach in order to foster relationships, shift to impactful change, and encourage progress.
The Impact
Resources
Everything you will need as a practitioner to deliver sessions and presentations on addressing challenging behaviours in young people in your local area and institutions.
resource & learning Hub
Behaviour Toolkit
Understanding challenging behaviours in young people
Discover a complete toolkit designed to work with the individual as well as groups of young people, who display persistent behaviours of low/mid-level concerns. Such behaviours often contribute to classroom disruption, truancy, friendship issues, disengagement etc.
Understanding challenging behaviours in young people is split into 6 sections. Each section is centered around issues pertaining to challenging behaviour, and is underpinned by contemporary and creative session plans which elicit restorative discussions; helping address:
- the behaviour(s) itself and its consequences
- the unmet needs behind the behaviour(s) on display
- wellbeing of the young person(s)
Restorative
Approaches
What is restorative appraoch?
A restorative approach places focus and emphasis on repairing the harm caused in a conflict. This approach includes all the parties involved, and opens up dialogue for greater understanding. The parties involved are able to convey the impact, while those who are responsible are able to take accountability.
Research shows that this approach reduces bullying, classroom disruption, poor attendance as well as exclusions. Working with young people to embody their behaviour enables for them to be reflective, enhancing attitudes towards positive behaviours and making positive choices which leads to lasting change.
Why the restorative approach in EB?
Embodying behaviour believes using restorative approaches is important in addressing challenging behaviours because it opens a pathway to understanding the impact of negative behaviours and poor choices.
The benefits of using this approach include:
- Fostering positive relationships with more options for responses
- Creating a safe environment for young people to express their needs
- Building positive mental health and wellbeing as young people feel heard
- Gives young people an opportunity to see the whole picture and reflect on impact of their behaviour
- Fair process becomes visible
- Builds better communication
Behaviour Consulting
Need help embedding a culture of learning and embodying behaviour in your institutions and local area? These bespoke training courses help practitioners to engage young people in response to challenging behaviour and wider behaviour management.
Bespoke Training
Find the right course to suit you and your organisation!
My passion for working with young children has led me to roles involving mentoring, coaching young people, as well as training adults. I have led initiatives aimed at embedding a culture of restorative practice and positive behaviour management. I have worked in and trained outstanding schools in delivering whole school objectives and best practice. As a governor, I have a thorough understanding of policies and how they impact the functionality of an institution, and therefore ensuring that learning is pupil centered is paramount to promoting accelerated progress.
I believe that behaviour shapes our framework for learning and if it is not in sync or has become a barrier, it can make the learning experience that much harder. It is for this reason that I have created these training courses to work with school leaders, practitioners and institutions, with the young person at the nucleus of it all.
Frequently asked questions
Here is a list of frequently asked questions and answers to give insight into Embodying Behaviour and to encourage you to continue on the journey to improve educational standards and wellbeing of young people.
What is challenging behaviour?
Behaviour can be described as challenging when it is of such an intensity, frequency, or duration as to threaten the quality of life and/or the physical safety of the individual or others and it is likely to lead to responses that are restrictive, aversive or result in exclusion.
College of Psychiatrists, British Psychological Society, Royal College of Speech and Language Therapists, (2007)
What is Target Driven?
Target Driven is a new tool which can be used to measure change in behaviour in the toolkit. It is a tool that aids in the individual getting to a place of confidence and closer to understanding their behaviour, as well as the impact of their behaviour.
What is embodying behaviour?
Embodying behaviour is the idea that in order to understand challenging behaviour, we need to give it a voice as opposed to separating it from the individual. Behaviours speak to unmet needs and it is important that as professionals, we give young people more choices for positive response. This gives access to the parts of a young person which are not a pattern of the behaviours on display and therefore create room for change.
Do you work with schools?
EB toolkit can be used in schools, as well as other organisations, such as youth offenders units, PRU alternative schools, community centres, family centres, and others.
EB activities can be run with young people from ages 13 to the early 20s.
How does the toolkit work?
Each of the sections contain practical, creative, modern and interactive session plans and activities to be used with young people exploring different themes in order to inspire change. These can be used as individual activities or can be followed through from beginning to end as you work through the toolkit.
Who is the toolkit for?
EB toolkit can be used by
- Pastoral teams
- Behaviour Mentors/Specialists
- Classroom teachers
- Middle leaders
- Safeguarding teams
- Mentors
- Coaches
- Associate staff
- Youth offenders teams
- Wellbeing practitioners
- Health services
About
Audrey Hagan
SEMH & Behaviour Mentor
“I want to redefine the notion that school is not for everyone and influence young people to find their voice so they can advocate for themselves.”
As a professional and a specialist in behaviour, I have an understanding of how creating the right environment by fostering a culture which enables students to deal with barriers to their learning, can aid in their success. I am a firm believer in education being accessible to all and therefore my years in roles underpinned by pastoral work has allowed me to build programs and policies in addressing SEMH and behavioural issues.
With a Master's Degree in Psychology, qualifications in Mental Health, Diploma in Challenging Behaviour in Children and Young People and formal training in Safeguarding, I am dedicated to engaging and empowering the modern young person to find their voice and advocate for themselves. I have been a driving force behind various policies including but not limited to behaviour, uniform and diversity and inclusion.
As a youth leader for my church, I actively create community programs which inspire and uplift people of all backgrounds.
I am married and currently live in the UK.
Let’s have a conversation
If you work with young people get in touch today for your toolkit, pricing details, for advice and information and training.
Phone
T: 07960568128
Social
Media
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