changing thoughts, feelings and narratives around …...albert ellis 1913-2007 men are disturbed not...
TRANSCRIPT
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Changing thoughts, feelings and narratives
around ‘behaviours of concern’
Synergy overview
Richard Mills
AT-Autism
University of Bath
November 2019
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Oscar Wilde
“The best way to make children good is
to make them happy.”
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“Our job is to make that world less frightening”
Lorna Wing
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Context
• How ‘successful’ are our ‘approaches’ to
‘challenging behaviour’ ?
• Why are we still talking about scandals and
abuse?
• What difference personalisation - or training?
• Is enough attention paid to staff?
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‘Personalisation’ – a double edged sword?
’Behaviour management’ plans will
describe in great detail the person
whose behaviour is being ‘managed’ but
seldom have much to say about those
doing the ‘managing ‘
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Background to Synergy
• Began 2013 with Aikaterini
Laskaridis Foundation,
Piraeus, Greece
• Response to growth of
exclusions from Greek schools
related to ‘challenging
behaviour’
• Austerity
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Backgroundto Synergy
• Generic- including refugees,
intellectual disability, autism,
‘behavioural problems’
• Sensitive to local culture and resources
- austerity
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teacher
teacher
teacherteacher
teacher
School mentorteacher
Synergy mentor
Model : Synergy Attica Network
• Teachers supported by local
(school based) mentor
• School-based mentors
supported by Synergy mentor
• Synergy mentors supported
by AT-Autism network
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Hypothesis• Being in control of our feelings and behaviour
(being virtuous) reduces stress
• We make bad decisions when stressed
/through our biases
• We can learn to change our behaviour
• Recognition of what we can control and what
we can’t- improves practice and reduces stress
• Mentors important –support/challenge
question
Ellis 1955; Kahneman & Tversky 1974; Davidson 1992; Rutter 1990: Lockwood 2017
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Overview
Focus of Synergy
• Mindsets , stress, behaviours and skills of
support adults (e.g. teachers, staff)
- NOT ‘child behaviour’
• What we can control
• Narrative
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Context
The Socratic tradition
1. Humans can know themselves
2. Humans can change themselves
3. Humans can consciously create new habits
of thinking, feeling and acting
Evans J. 2013
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Feelings
Good (feelings)
Bad (vindictive)
Acts
Good (virtuous)
Bad (vicious)
Character
Good (virtues)
Bad (vices)
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Should we pay much more attention
to staff virtues?
• Character?
• Feelings (Beliefs and mindsets) ?
• Acts (Behaviour) ?
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Reframing Mindsets, narratives and behaviour
”people are not disturbed by things but rather by
their view of things.“
Albert Ellis 1913-2007
“Men are disturbed not by things, but by their
opinions about them”
Epictetus 55 – 135 AD
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“While such training is generally well
evaluated by care staff, there is limited
evidence that training alone changes poor
attitudes or improves staff performance. …..
Training has not been linked to quality of
outcomes for service users.”
• Cullen 1992
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“Staff can be taught to behave
appropriately in our training sessions but
they do not necessarily behave
appropriately when they return to their
work settings.
In fact it would not be too strong to say
that they rarely do so”
(Cullen 1992)
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• Staff who work with service users with ID and
challenging behaviours feel negative emotions such as
anger, guilt, anxiety, self-blame and powerlessness
• Recognition of value of psychological support
• Is this enough?
Hastings 2003; Mills & Rose, 2011; Rose & Cleary 2007; Needham et al. 2005.
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Questions
• Winterbourne View Hospital, Bristol
• Are the people convicted ‘bad’ or
‘evil’ – or themselves victims?
• What is the narrative?
• https://www.bbc.co.uk/news/uk-england-bristol-20092894
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Questions
• Do we need to pay more attention to support adults?
• and an approach that extends beyond the
workplace?
• that gives more than ‘values’ or instruction on how
to behave ?
• encourage ‘virtuous acts’ that will endure? … tools
for life ?
• What might help to do this?
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Society and culture
• Weber; Goffman; Wolfensberger
Stress
• Pfaff; McDonnell
Human behavior
• Kahneman; Bandura; Asch; Milgram; Rogers; Zimbardo; Ellis
Socratic tradition;
• Epictetus
PhilosophyPsychological
theory
Sociological theory
Physiological theory
Theoretical base
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Gaining control of our actions and beliefs
• Aim to do the ‘right’ thing
• ‘Examine our impressions’
• ‘Reflect on our thoughts and actions’
• Presence : Self-awareness and self-
control
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Kahneman
Brain system 1: the ‘emotional brain’
• Fight/flight - high stress -reactive
• Impulsivity - biases - ‘gut feelings’
Brain system 2: the ‘thinking brain’
• Planning- thoughtful, proactive, considered
• Logical -based on evidence
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FAST SLOW
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System 1
• Useful- Easy - Instinctive
BUT
Can result in stress and bad choices e.g.
• Panic – Impulsivity - Biases
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"Since learning about confirmation bias, I keep
seeing it everywhere!”
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System 1 - Biases
• Perception
• Narrative
• Experience
• Culture
• Beliefs and feelings
• Judgements
Goffman 1961; Kahneman and Tversky 1974; Wolfensberger 1999
Stigma
‘Othering’
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System 2
• In control of self - Planned
But
• Can take time and effort - skills might
be difficult
• Self-awareness critical
• Rehearsal improves application
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Switching from System 1 to system 2
• Being calm and ‘in control’ and aware of which
system you are in (system 1 or system 2)
• Focus on what we can control
• Making a plan
• Value of mentoring
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In a crisis
• Gain control of OUR emotions
• Reduce OUR stress
• Have a PLAN
“If the oxygen mask drops put on your own mask before helping others”
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Othering Words we use : Examples
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Switching from System 1 to system 2
Flipping narratives
Reframing
Power of narrative and language
How we describe people behaviour and events
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System 1 descriptions System 2 descriptions
Complex
Aggressive
Unpredictable
Obsessive
Repetitive
Ritualistic
Disorder
Other?
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System 1 descriptions System 2 descriptions
Complex Human : Interesting: I don't understand yet
Aggressive Scared: Unhappy: Frustrated: I don’t understand yet
Unpredictable Human: I don’t understand yet
Obsessive Expert: Interested in: I don’t understand yet
Repetitive Human: Anxious: I don’t understand yet
Ritualistic Human: Anxious: Quirky: I don’t understand yet
Disorder Difference - BUT
Other?
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Deep understanding
Sociology
‘Verstehen’
• Deep understanding of the lived experience of the other-
‘seeing around the corner’
• Narrative and Culture
Weber Psychology
Therapeutic relationship
• Unconditional positive regard
• Active listening
Rogers
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Learning theory
• Relevance of role models
• Understanding individual v
group behaviour e.g.
compliance, conformity,
coercion and obedience
Bandura; Zimbardo; Asch; Milgram
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Understanding stress
Physiology
• Cortisol and stress response
▪ Arousal
▪ Brain development
▪ Behaviour
Pfaff et al
McDonnell et al
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Making a plan
System 1 to system 2
• Reducing stress through planning AND
rehearsal
• Preparation ,reflection and TIME to (examine
impressions) understand- self and others
(Verstehen)
• Rehearse
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system 1 to system 2
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Evaluation
• Synergy is undergoing evaluation by
University of Athens and University of
Peloponnese
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Attica
▪ Attica schools
▪ 34 in programme - all age
▪ To date no child excluded from
a participating school
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Attica
”There is greater activation in our strategic
thought processes. We now rely more on
planning and less on spontaneous and impulsive
action. Through Synergy we have gained a deep
understanding of the “other” and the “self”, and
how we can empower others (teachers) through
showing respect and cultivating abilities and skill
sets.”
Tzonaka Josephina, Synergy Mentor
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Synergy status • CPD accredited
• Undergoing evaluation (ongoing)
• Rolled out internationally –UK, Singapore, Australia,
Malta, Greece
• Context for further in-depth work – e.g. Crisis
management, sexuality, homelessness, forensic settings,
Elderly persons
• University of Bath: University of New England NSW:
Australia
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Structure of SynergySeminar
▪ Introduction: 2 hours
▪ Principles and description
Practice workshop 6 hours (CPD)
▪ Principles and application
▪ Impact of mind-set and narrative – change strategies
Mentor workshop 6 hours (CPD)
▪ Principles and techniques of mentoring and application
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Henry James
“Three things in life are important, the
first is to be kind, the second is to be kind
and the third is to be kind”
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Take home points
• if WE change the way WE think
• If WE change the story
• If WE change our behaviour
• WE might change the outcome
• WE need help to do this
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With thanks to
Katerina Laskaridou
Michael McCreadie
Linda Woodcock
Synergy mentors at
AIKATERINI LASKARIDIS FOUNDATION
Piraeus, Greece
THANK YOU
www.atautism.org