A reality of working with people in human services is that fairly often, difficult behaviour is an issue. The typical means of dealing with this is to manage the behaviour (hence ‘behaviour management’).
For example, if a child is going out onto the street without permission, we are likely to lock the gate, and perhaps punish attempts to leave without permission. This works fine until the gate is accidentally left open, or the child goes to a different area where there is no lock or consequences for leaving.
The point is: Behaviour management often does not teach anything — it manages the behaviour. In the short run this may be necessary (e.g. locking the gate for immediate safety), but in the long term it is a strategy that is almost inevitably going to lead to continued restrictions on an individual and reduced long term independence.
What is the alternative? Behaviour development. For the child who is going onto the road, an alternative is to teach him/her to stay within set boundaries. It is likely that this will take longer than behaviour management approaches, but once the behaviour is taught, it can be generalised to a range of different similar situations. This applies to all people at all ages — one is never too old to learn.
There has also been a huge increase in research on how the brain works and develops that has major implications for developing positive social behaviour. Staff at include keep abreast of the most recent research results and apply them in our work. The Director of Include, Dr Bob Jackson, has a PHD in Psychology and is a nationally registered Psychologist.