Workshop Run by Learning Support Cognitive behaviour therapy - How you behave affects how you feel. He moana pukepuke e ekengia e te waka A choppy sea can be navigated.
Module 1 - Understanding BehaviourWhat you value and believe will influence how you interpret a situation. This is shaped by your individual experiences. When we understand ourselves, we can work towards understanding our reactions to behaviours that challenge us. If your thoughts are emotionally laden then it's harder to respond in an objective way. You need to be calm to respond in an objective way. The only thing we can control is what we think and believe... and what we do, think and believe can influence the outcome to increase the likelihood of de-escalation. Your stress response is completely involuntary. Cortisol in the system means they can't be calm, which causes a faster stress response. High levels of cortisol = unable to process & remember what is happening. For some students the stress response is triggered too often for non-life threatening events. This can have a negative effect on their ability to learn and function successfully. Too much stress leads to hyper-vigilance, hypo-vigilance or both. We need to establish a safe environment to reduce the negative impacts. Module 2 - Encouraging ready-to-learn behaviourWhangaia ka tupu, ka puawai That which is nurtured, blossoms and grows. Changing a behaviour isn't easy. E.G. fold your arms then fold them the other way. Later on when you fold your arms again - you will find you revert back to the old way. To support you need encouragement & practise. Threatening isn't going to help learn the new behaviour. Module 3 - Responding SafelyMe he whakawhiti o te rā. Personify that of the sun. That which removes adversity, brings calm and provides light. You need to be aware of your own emotions/response when a student is 'out - of - sorts' or you can easily mirror the student's behaviours. This helps you to act objectively. Be conscious of your own body language and facial expressions as these can be interpreted in the wrong way by the student. When answering the student's questions (when out of sort) make sure you don't escalating the situation. When you... then you...; offer choices; to return the student into a 'ready to learn' frame of mind. Once the student has escalated, they lost the ability to process. There is no point in explaining anything. Remove the triggers/audience.
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