Registry
Module Specifications
Archived Version 2019 - 2020
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Description • Inform students of the causes and prevalence of anti-social and challenging behaviour is Irish schools and internationally. • Acquaint students with current Irish legislation and policies relating to children and young people. • Familiarise students with the theoretical models underlying the development of social, emotional and behavioural difficulties. • Present examples of best practice, based on research evidence, in prevention of social, emotional and behavioural difficulties and intervention strategies. • Explain the rationale for early intervention, thus promoting resilience and reducing risk. • Present key findings from research on effective whole-school support of students with social, emotional and behavioural problems and those at risk. • Encourage/Promote collaboration with parents, outside agencies and other professionals. • Inform students of effective strategies and interventions for students with social, emotional and behavioural difficulties – what works and why. • Help students to plan curriculum-based strategies for increasing motivation, building self-esteem, improving communication skills and developing emotional literacy. • Recommend specific interventions for individual children with extreme behaviour that is complex and resistant to other broad-based interventions. • Assist students in devising an IEP for their pupils with social, emotional or behavioural difficulties and to monitor and evaluate pupil progress. • Suggest ways of supporting their teaching colleagues in dealing with difficult and challenging behaviour. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Engage in informed discussions about the causes and prevalence of anti-social and challenging behaviour in their schools and about current legislation and policies. 2. Apply their knowledge of theoretical models in their approach to teaching and managing the behaviour of their pupils. 3. Make informed choices with their teaching colleagues about prevention and intervention strategies. 4. Work with colleagues to establish early intervention plans within their school. 5. Work with colleagues to devise effective whole-school support plans for students with social, emotional and behavioural difficulties. 6. Work collaboratively with colleagues in planning for and reviewing progress of their pupils. 7. Select and use the most suitable effective strategies and interventions for their pupils. 8. Make informed decisions about curriculum-based strategies for increasing motivation, building self-esteem, improving communication skills and developing emotional literacy. 9. Choose an appropriate intervention to use for pupils with extreme, complex behaviour. 10. Devise an IEP for a pupil with social, emotional or behavioural difficulties and monitor and evaluate progress. 11. Support their teaching colleagues in dealing with difficult and challenging behaviour. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and
Learning Activities Indicative Content• Prevalence of anti-social and challenging behaviour; • Legislation and policies; • Theoretical models; • Early intervention and prevention; • Identification and assessment; • Effective teaching methods and motivation strategies; • Effective behaviour management techniques; • Specific interventions for pupils with extreme and complex behaviour; • Individual Education Plans; • Whole-school planning and support; • Collaboration with parents, outside agencies and other professionals. | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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