Social Use Of Language And Anger Management Strategies PDF
Preview Social Use Of Language And Anger Management Strategies
Communication Counts September 2011 Social Use of Language and Anger Management Catherine Webster Senior Educational Psychologist Conwy Educational Psychology Service Agenda • Background • The relationship between social use of language and behaviour • Popular approaches to behaviour and ‘anger management’ • Potential difficulties with these approaches • The multi-element plan • Future plans Background • Number of children with language difficulties being referred to Social Inclusion Service. • Number of children with language difficulties attending Pupil Referral Units. • Number of secondary age pupils identified with ESBD subsequently being recognised as having language difficulties. • Not responding to range of behavioural/anger management focused interventions. • Why? • What was working and looking for alternatives. The relationship between social use of language and behaviour • Approximately three quarters of children with identified emotional and behavioural difficulties have significant language deficits. • Approximately half of those with language disorders have identifiable emotional and behavioural difficulties. • The prevalence of language deficits in children who exhibit anti-social behaviours is ten times higher than in the general population. • The strength of the association between language difficulties and anti-social behaviour increases with age. • Difficulty in initiating and maintaining interpersonal relationships is a key mediating variable between language disorders and antisocial behaviours. Taken from Southwark NHS website Specific difficulties impacting on behaviour • The Communication Chain (Elklan) • Abstract language/questions • Blank Levels • Pragmatic Skills The Communication Chain Have ideas and decide what Understand the meaning – literal to say and non-literal Choose words Understand sentence structure Choose appropriate sentence structure Understand words Select the sounds Remember = phonology = auditory memory Coordinate instructions to Listen/hear the speech muscles Interpret non-verbal Articulate sounds communication Speak fluently Look/attend Speak appropriately Self monitor Expressive Language Receptive Language Adapted from Elklan © Liz Elks and Henrietta McLachlan Understanding of abstract language/questions • Where? – Positional language • When? – Temporal language • What? – Naming; descriptive language; making predictions; problem solving • Who? Which?- Naming; descriptive language; making choices • Why? - Justification • How? – Making an inference Blank Levels • Level 1 – Matching perception; naming things • Level 2 – Selective analysis of perception; describing things, answering who? what? where? • Level 3 – Reordering perception; talking about stories and events • Level 4 – Ability to solve complex and abstract verbal problems; solving problems and answering why? questions Blank, Rose and Berlin (1978) Blank Levels cont. • 60% of 3 year olds understand level 1 and level 2 questions. • 65% of 5 year olds understand level 3 and 4 questions. Adapted from Elklan © Liz Elks and Henrietta McLachlan
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