WE NURTURE YOUNG LIVES.

HOW WE SUPPORT CHILDREN AND YOUNG PEOPLE.

 

If a child or young person displays challenging behaviour, it can be difficult for them to understand why they behave like they do.

Similarly, their parents, siblings, friends and wider support network, such as teachers and social workers, may struggle to comprehend challenging behaviour and provide helpful support.

At Positive Support Group, our behaviour analysts have expert skills and in-depth knowledge that allows them to develop a thorough understanding of children and young people and their behaviours.

A strong position from which we can transform the lives of young clients and provide guidance to their support network so they can offer better support.

WHO WE HELP.

Our behaviour analysts have a strong track record of providing life-changing support to children and young people under the age of 18 affected by the following conditions:

  • a learning disability

  • autism

  • attention deficit hyperactivity disorder (ADHD)

  • depression

  • anxiety

WHAT WE DO.

When we work with children and young people, we use a five-stage process that has been specially developed by Positive Support Group. Consistently, it ensures lasting behaviour change, the right personalised support for a young client, and a better quality of life for all involved in the process.

 

Our positive behaviour change process:

 

STAGE 1

MATCHING

Initially, we get to know a child or young person, their circumstances and their support network, as well as what everyone hopes to achieve through our involvement.

We then identify what we can do to have the most positive impact on the child or young person, their family and the rest of their support network.

STAGE 2

ENGAGING

We engage a child or young person with the support we will provide and what it aims to achieve. This includes us inspiring, motivating and cheerleading a client so they feel ready to do more, be more and ultimately get more from life.

In addition, we also activate members of the client’s support network and ask them to commit to helping the child or young person to change their behaviour and current situation.

STAGE 3

UNDERSTANDING

We use the science of behaviour analysis to gain a comprehensive understanding of a child or young person and the reasons behind their challenging behaviour. This involves us assessing the client in a range of settings, for example, at their home, school and a respite care centre.

 

STAGE 4

DELIVERING

During this stage, we provide honest and positive summaries to keep the child or young person and their network up to date with their progress.

We deliver comprehensive behaviour programmes to help reframe the challenging behaviour of a child or young person and develop flexible, tailored solutions that lead to positive change.

This may involve us providing direct behaviour therapy, teaching a child or young person new skills so they can better manage their behaviour, or training their network to provide support in a different way.

STAGE 5

CELEBRATING

We take valuable time to celebrate the achievements of our young clients, which can be hugely beneficial.

We end our process when we know the child or young person and their support network are totally committed to attaining the high expectations they have set for themselves.

 

OUR LIFE-CHANGING IMPACT.

At the end of our five-step process, a child or young person will typically reach the goals that were set at the beginning of the process. These may include returning to education, reducing aggression towards parents and carers, or developing positive relationships with their peers.

The young client involved will also have a much better understanding of their challenging behaviours and know how to better manage them. This is because they will be able to communicate more effectively, have greater tolerance levels, and increased confidence in what they can achieve.

In addition, all members of the client’s support network will know how they can work together and directly with the child or young person to improve their quality of life and reduce challenging behaviour. This can involve encouraging positive risk taking, helping them to access what’s available in their community, or helping them take advantage of opportunities to grow and develop towards adulthood.

“I don’t know what to say but thank you. It is now time for me to spread my wings and fly. I no longer need you. Go help another young person.”

— Young woman with autism