Student A
Case Study: Behavioural Intervention for a student in Year 4
Background: The student in Year 4, was displaying severe and dangerous challenging behaviours both in the classroom and during breaktime. These behaviours included physical aggression towards peers and staff, impulsive actions, and an inability to cope with conflict. As a result, the student was often removed from the classroom and struggled to participate in learning and social interactions. His emotional regulation was poor, and he displayed a significant lack of coping strategies for handling challenging situations.
The Challenge: The students behaviour was not only a concern for his safety but also for the well-being of other students and staff members. The disruption caused by his physical outbursts made it difficult for him to engage meaningfully in lessons, affecting his academic progress and relationships with his peers. There was a clear need for a structured intervention to help the student regain control over his emotions and actions.
Intervention Approach: MiM designed and implemented a tailored behavioural intervention plan for the student, focusing on the following key components:
- Personalised Support: A dedicated support worker worked closely with the student to build rapport and trust. By providing consistent one-on-one attention, the support worker created a safe space for the student to express himself and begin to understand his triggers.
- Identification of Triggers: The students challenging behaviour was closely observed, and key triggers—such as specific situations, emotions, or social dynamics—were identified. With this information, a more targeted approach could be developed to address his emotional responses.
- Cognitive Behavioural Techniques (CBT): The student was introduced to simple CBT techniques, such as identifying his thoughts and feelings when experiencing anger or frustration. He was taught how to reframe negative thoughts and engage in calming activities, taking a breath before reacting impulsively.
- Conflict Resolution Skills: A key focus was helping the student understand how to handle conflict in a calmer manner. Through role-playing and guided conversations, he learned how to express his feelings verbally and use strategies like asking for space or seeking help from an adult when faced with challenging interactions.
- Positive Reinforcement: The students successes, no matter how small, were celebrated. Positive reinforcement strategies, such as praise and reward systems, were put in place to motivate the student to engage in positive behaviours. This helped to build his self-esteem and encouraged him to continue practicing new skills.
- Gradual Integration into the Classroom: Initially, the student was given short periods of time in the classroom, with the option to take breaks if he felt overwhelmed. As his behaviour improved, these periods were gradually extended, allowing the student to reintegrate fully into the classroom environment.
- Parent and Teacher Collaboration: Communication with the students guardians and teachers was integral to the intervention. Regular updates were shared to ensure consistency across home and school environments, and the students progress was discussed in meetings to adjust strategies as needed.
Results: Over the course of several weeks, the student began to show noticeable improvements in both his behaviour and emotional regulation:
- Re-engagement with Learning: the student is now able to stay in the classroom for longer periods, participating in lessons without major disruptions. His academic progress has accelerated, and he is able to focus on tasks for longer durations.
- Self-Regulation: One of the most significant changes has been the students ability to self-regulate. He now recognises when he is becoming upset and can use calming strategies such as deep breathing or removing himself from the table to regain control. This has greatly reduced his reliance on external interventions and removals from the classroom are non-exsistant.
- Improved Conflict Resolution: The student has learned how to handle disagreements with peers and staff in a calmer, more constructive way. He can now express his emotions verbally and seeks help when needed, rather than resorting to physical aggression. This has led to fewer incidents during break times.
- Increased Social Integration: As his behaviour has improved, the student has developed better relationships with his peers. He is now able to engage in group activities and build friendships, which had previously been challenging due to his aggressive tendencies.
Conclusion: The behavioural interventions provided by MiM have had a transformative effect on the students emotional and social development. Through personalised support, teaching self-regulation skills, and addressing conflict in a calm manner, the student has successfully returned to the classroom and resumed his learning. His progress serves as a testament to the power of tailored interventions in helping children manage challenging behaviours and succeed in a school environment. The students ability to self-regulate and interact with his peers in a positive way is a significant achievement that reflects the success of this intervention plan.
Student B
Case Study: Behavioural Intervention for Year 9 Student – A Journey of Healing and Trust
Background: The student, referred to as Sophie for confidentiality, is a Year 9 student who has faced significant past trauma, which has deeply impacted her emotional and behavioural responses. Sophie’s history of trauma has caused her to struggle with trust, leading to frequent emotional outbursts, withdrawal, and difficulties in forming positive relationships with peers and staff. These behavioural challenges have significantly hindered her ability to engage in school activities and meet academic expectations. Sophie’s lack of trust in others led to a cycle of disengagement and emotional distress, further complicating her social and academic life.
The Challenge: Sophie’s trauma history made it challenging for her to feel safe and supported within the school environment. She frequently exhibited defensive behaviours, such as refusing to participate in class, withdrawing from social interactions, and displaying resistance towards authority figures. Sophie’s reluctance to trust anyone, coupled with her emotional responses to stressful situations, created barriers to learning and personal growth. The need for a compassionate, structured intervention was clear, but so was the importance of establishing a safe and trusting relationship for effective intervention.
Intervention Approach: MiM designed a tailored intervention for Sophie, focusing on building trust, providing structure, and helping her develop routines and expectations that supported her well-being. The intervention was approached with patience, empathy, and consistency, understanding the complexity of Sophie’s trauma and the importance of allowing her to feel in control of the process.
Key components of the intervention included:
- Building a Safe and Trusting Relationship: The first step in the intervention was to create a space where Sophie could feel safe and supported. A MiM practitioner with experience in trauma-informed care worked one-on-one with Sophie, establishing a trusting and non-judgmental relationship. This practitioner focused on listening, validating Sophie’s experiences, and offering emotional support without pushing her boundaries.
- Trauma-Informed Support: Understanding Sophie’s past trauma was key to tailoring the intervention. The practitioner used trauma-informed strategies, allowing Sophie to set the pace of the intervention. There was a clear focus on maintaining emotional safety, acknowledging her feelings, and ensuring that Sophie felt in control of the decisions made about her support.
- Gradual Introduction of Structure: Sophie’s ability to cope with structure and routine had been severely impacted by her trauma. The intervention began by introducing small, manageable elements of structure into Sophie’s daily routine. This included setting predictable times for school activities, such as breaks and lessons, and creating clear, consistent expectations. Sophie was involved in this process, giving her a sense of agency in how her routine would unfold.
- Emotional Regulation Strategies: Sophie was introduced to a variety of emotional regulation techniques, such as mindfulness, using her words, and grounding techniques. These tools helped Sophie manage overwhelming emotions and navigate challenging situations without resorting to outbursts or withdrawal. The practitioner supported Sophie in practicing these techniques both in and out of school contexts.
- Encouraging Self-Reflection and Goal Setting: Sophie was encouraged to reflect on her feelings and behaviours through journaling and conversations with her practitioner. Together, they worked on setting achievable goals, such as increasing engagement in class, interacting with peers in a positive manner, or developing coping strategies for moments of anxiety. These goals were broken down into small, achievable steps to help Sophie feel a sense of accomplishment as she made progress.
- Collaborative Support with School Staff and Family: A collaborative approach involving Sophie’s teachers, school mentors, and family members was key to ensuring consistency and support across different environments. Regular communication ensured that everyone involved in Sophie’s life understood her needs and progress, allowing them to provide encouragement and adjust strategies as needed. MiM also managed to obtain a weekly apoointment with a well-being counsellor.
Student C
Case Study: Behavioural Intervention for Year 9 Student – A Journey of Healing and Trust
Background: The student, referred to as Sophie for confidentiality, is a Year 9 student who has faced significant past trauma, which has deeply impacted her emotional and behavioural responses. Sophie’s history of trauma has caused her to struggle with trust, leading to frequent emotional outbursts, withdrawal, and difficulties in forming positive relationships with peers and staff. These behavioural challenges have significantly hindered her ability to engage in school activities and meet academic expectations. Sophie’s lack of trust in others led to a cycle of disengagement and emotional distress, further complicating her social and academic life.
The Challenge: Sophie’s trauma history made it challenging for her to feel safe and supported within the school environment. She frequently exhibited defensive behaviours, such as refusing to participate in class, withdrawing from social interactions, and displaying resistance towards authority figures. Sophie’s reluctance to trust anyone, coupled with her emotional responses to stressful situations, created barriers to learning and personal growth. The need for a compassionate, structured intervention was clear, but so was the importance of establishing a safe and trusting relationship for effective intervention.
Intervention Approach: MiM designed a tailored intervention for Sophie, focusing on building trust, providing structure, and helping her develop routines and expectations that supported her well-being. The intervention was approached with patience, empathy, and consistency, understanding the complexity of Sophie’s trauma and the importance of allowing her to feel in control of the process.
Key components of the intervention included:
- Building a Safe and Trusting Relationship: The first step in the intervention was to create a space where Sophie could feel safe and supported. A MiM practitioner with experience in trauma-informed care worked one-on-one with Sophie, establishing a trusting and non-judgmental relationship. This practitioner focused on listening, validating Sophie’s experiences, and offering emotional support without pushing her boundaries.
- Trauma-Informed Support: Understanding Sophie’s past trauma was key to tailoring the intervention. The practitioner used trauma-informed strategies, allowing Sophie to set the pace of the intervention. There was a clear focus on maintaining emotional safety, acknowledging her feelings, and ensuring that Sophie felt in control of the decisions made about her support.
- Gradual Introduction of Structure: Sophie’s ability to cope with structure and routine had been severely impacted by her trauma. The intervention began by introducing small, manageable elements of structure into Sophie’s daily routine. This included setting predictable times for school activities, such as breaks and lessons, and creating clear, consistent expectations. Sophie was involved in this process, giving her a sense of agency in how her routine would unfold.
- Emotional Regulation Strategies: Sophie was introduced to a variety of emotional regulation techniques, such as mindfulness, using her words, and grounding techniques. These tools helped Sophie manage overwhelming emotions and navigate challenging situations without resorting to outbursts or withdrawal. The practitioner supported Sophie in practicing these techniques both in and out of school contexts.
- Encouraging Self-Reflection and Goal Setting: Sophie was encouraged to reflect on her feelings and behaviours through journaling and conversations with her practitioner. Together, they worked on setting achievable goals, such as increasing engagement in class, interacting with peers in a positive manner, or developing coping strategies for moments of anxiety. These goals were broken down into small, achievable steps to help Sophie feel a sense of accomplishment as she made progress.
- Collaborative Support with School Staff and Family: A collaborative approach involving Sophie’s teachers, school mentors, and family members was key to ensuring consistency and support across different environments. Regular communication ensured that everyone involved in Sophie’s life understood her needs and progress, allowing them to provide encouragement and adjust strategies as needed. MiM also managed to obtain a weekly apoointment with a well-being counsellor.
Results: Over the course of several weeks, Sophie began to show significant progress in both her emotional and social development.