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This week SDL lessons hits the right spot as the content is relatable to the intervention strategies that SEN officers uses in our planning.

My first key takeaway is understanding the functions of behaviour: The ABC approach in functional behaviour assessment helps identify the underlying reasons for a student's behaviour. Recognizing these functions allows teachers/SENOs to tailor interventions that address the root causes of behavioural challenges. Hence it's important to consider the four functions of behaviour by its acronym SEAT. With the videos provided, it helps me to understand the significance of recognizing that every behaviour is a form of communication, similar to the Iceberg model of behaviour. The iceberg model off gives us a way of understanding that some things that can influence what the students do. It can also guide conversation when we engage teachers/parents to reflect on what might be influencing the students behaviour. This perspective encourages us to look beyond the surface behaviours and understand the underlying needs driving those behaviours. By employing FBA, teachers can identify the functions of a child's behaviour whether it’s to gain attention, escape tasks, or seek sensory stimulation.

My second key takeaway is developing effective PBIS strategies that address the root causes of misbehaviour rather than merely treating the symptoms. While PBIS support focuses on teaching replacement behaviours and reinforcing positive actions rather than punitive measures like suspension, which can disengage students from learning as mentioned in Dr Liz slides on "problems with suspension". I concur with the statement as I noticed students under my purview over the years frequently discipline even for the smallest misbehaviour. At times, I felt disheartened that I didn't perform my role as SENO to champion or empower these students. Last year, as a member of my PLT group, we tried to promote PBIS but we faced challenges to carry it out as a whole school approach. Mainly due to teachers requires to consistently apply the same strategies and interventions which can be rather exhausted as it involved extensive training and ongoing professional development to ensure that everyone understands the principles of PBIS and how to implement them effectively. The inconsistency among teacher's instructions can lead to confusion among students and reduce the effectiveness and defeat the purpose of the interventions.

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As I reviewed through Session 3’s Self Directed Learning slides, I felt I could relate better to and reflect on the children whom I work indirectly with. Some of them demonstrate difficulties with day to day situations (wanting to be first in queue and getting upset when he is unable to) and impulsivity (walking away from his group of classmates while on a walk outdoors) just to list some difficulties. It also provided some possible teaching strategies as well as opportunities for brainstorming other ideas.

The use of Response Cards is a new concept I learnt from this session. It also came to my realization that my P5 daughter has been using it (whiteboard) since she started primary school. A brief read up on this concept was done aside as it is a great way to increase children’s responses and it can be individualized according to the children’s level of understanding. This is a concept I would like to introduce to my colleagues at work as it has been observed that not all children get a chance to demonstrate their understanding when questions are posed. This too consequently limits the teachers’ chances to assess their understanding and affect the monitoring of their IEP goals.

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I have 2 takeaways to share:

1) I've been feeling like I have just been blessed greatly by many "aha" moments while going through the self-directed learning on the "social, emotional and behavioral challenges". An aspect that was filled with those moments was during the four functions of behavior.

Automatic(Sensory)

To gain the tangibles

social attention

Escape/Avoid the aversion

In my experience of managing challenging situations with teenagers as an AED T&L and as a SEN officer with primary school children for almost 15 years, I feel like I recognize all the four functions. However, it is only after going through courses and modules that talk about them that I can see it clearly in the bigger picture and put a label, category and place for them in my mind as part of knowledge. Knowing them by name and purpose now, elevates their value and use through my lens as an SEN officer. The best way to move forward in the dark, is to turn on the lights. Hand on heart, this program has lit up many light bulbs in my journey to help people with SEN.

2) My second takeaway is with regards to Positive Behaviour Intervention and Supports(PBIS). It is an approach that utilizes objective measures and the use of collected data. This systematic approach is an encompassing one that ropes in stakeholders surrounding the students with the goals of increasing positive behaviors and decreasing negative behaviors. This 3-tiered PBIS system targets the students at classroom level, small group level and individual level through reinforcing positive behaviors and not the negative behaviors. We do this by following up with the observed desired behavior with a written, physical or verbal positive response. From my experience, I have come to realize that different students respond to different trigger words or word choices in their own different styles. In my opinion, the best way to relate to the different individual students, is to provide them positive responses in the communication style that that individual student best relates to.

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The self-directed learning on social, emotional, and behavioural challenges serve as both learning points and important reminders for me. One question that was asked was “How do emotional challenges be reflected in overt behaviour?” And the iceberg theory of behaviour popped into my head - that what we see on the surface, be it social, emotional or behavioural challenges is what we see/ experience first but underneath the surface, there could be a multitude of reasons for the way a child presents himself or herself and it can be even more challenging for a child who has needs. So, I am reminded that it is always important to look beyond the surface. :)

One learning point that was concretised for me is the explicit link between positive behavioural support (PBIS) and functional behavioural assessment. In my school, we advocate positive discipline which stems from the school of PBIS whereby we seek to correct wrong behaviour by teaching replacement behaviour and reinforcing the expected behaviour instead of going straight towards punitive consequences. I have seen how it has worked for some students but it has not for some and the FBA helps me to understand that we need to know the function of the child’s behaviour through analysing patterns of behaviour and data and then providing PBIS to correct the behaviour.

Another learning point that I got was the idea and concept of reinforcement. This was a word used quite frequently in the videos as well as lecture slides. Reinforcement is defined, in the slides as something that influences or changes a target behaviour. It can be positive or negative, tangible or non -tangible, extrinsic or intrinsic but it does not end there. I am seeing that reinforcement is a continuous process- a process of encouraging or establishing a belief or pattern of behaviour. Many a time, behaviour plans start off well and good but as the busy-ness of school life sets in, the process may be disrupted, the reinforcement stops and as a result, the student does not meet the goal of the changed behaviour. I am reminded that in working with the students in my class or when discussing about cases with the CMT in school, I need to keep this process of reinforcement in mind and work with the teachers on how they can continue to reinforce the positive behaviours they want to see in their students. I will start with the students in my class first- a good reminder for me :0)

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My two takeaways;

1. Functions of behaviour is a concept that my school has introduced formally to the staff (all teaching staff) last year as a thinking frame for them to use when managing students with additional needs. Previously the SENOs in my school use this frame more as they work with students with SEN. But we see value in using this as a shared language and approach, as we want to adopt a more positive and sustainable way of managing misbehaviors. I like to use the analogy of the 'Iceberg' of behaviour - every behaviour is a form of communication. The behaviour itself is communicating a need. In the longer term, and in the best interest of the child and his/her wellbeing, it is very important to meet the needs of the child, rather than just focusing on curing the 'symptom' (the misbehavour itself). In the busy-ness of teaching a class, I acknowledge it will be challenging to simply take a pause and apply this. A more feasible approach would be to 'know the child' and be ready to recognize the behaviour, its functions and be prepared with an arsenal of known strategies to manage it. However, FBA is not something every teacher should be doing...

2. The counsellors in my school use Cognitive Behaviour Modification often in their work. It focuses on teaching students how to be in control of their own behavior by changing their thought processes and self-talk. Not easy and this requires intentional practice. The frame of Notice-Challenge-Change is a simple enough approach, but then again, our human thoughts need to be 'trained' in this as it is only natural to allow a gamut of negative and positive thoughts to be enmeshed in our mind.

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A lot of useful information provided in this session. As teachers, many of us might instinctively mete out consequences to uncooperative students, hoping that the negative reinforcement will stop future misbehaviour. However, after a few rounds of power struggle, both teacher and student(s) would usually end up feeling frustrated and upset. Thus, it becomes a lose-lose situation for everyone. After this session, I hope to try out the cognitive behaviour modification process after the implementation of Functional Behaviour Assessment. In our line of work, students are our core business. We should invest time to collect data to find out the motivation/intention behind the student's misbehaviour. The Functional behaviour Assessment will be a more scientific approach and data can be collected and used for analysis to support or reject our hypothesis.

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Two key takeaways for me are the PBIS framework and its application in mainstream schools. We have SLs, KPs, and YHs, along with both school-wide and classroom-specific rules. Our MOE schools also implement a three-tier system of support for students. Tier 1 includes interventions for all students as a class, Tier 2 offers targeted support for small groups of students, and Tier 3 provides individualised support, either with a teacher or an SEN officer.

Another important takeaway is the A-B-C and FBA approach. Every behaviour serves a function, and it’s our job to identify that function in order to reduce undesirable behaviours and promote desirable ones. I’ve used FBA frequently in my work, and it has been incredibly effective in determining the best strategies to address specific behaviours.

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1. The video on Attribution Theory was interesting and gave me better insight on the different aspects of the covariation model. It helps to explain the behaviours of my clients in early intervention previously, or even now in my daily interactions with the people around me. There could be many reasons that attributed to internal or external factors which resulted in their mannerisms or unusual behaviour, which were overlooked.

2. School-wide PBIS is beneficial as everyone is on the same page, creating consistency in a way that behavioural issues are dealt with in a uniform manner. Using positive reinforcement methods is also advantageous as it builds positive classroom environments and enhances teacher-student relationships. This would allow the students to have a more optimistic outlook of school, increasing motivation and productivity, vital for their learning experience.

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I love to share this quote with my teachers: Behaviour is a form of Communication. Indeed, from the functions of behaviour, I strongly advocate these reasons on why a student behave such ways. They either looking for Attention, Escape/Avoidance, Tangible or Sensory.

In my area of working with students' behaviour, I usually work on the Ancedent, Behaviour and Consequence of FBA frequently. This strategy technique helps me to see things clearer and able to share with teachers easily on how we as a team can help to reinforce positive replacement behaviour or work on modifying the consequence to better suited the corrective behaviour.

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Honestly, there are quite a few takeaways from Session 3, but I will be sharing two of them.

1. The Antecedent-Behaviour-Consequence (ABC) model is a framework used in Functional Behavioural Assessment (FBA) to understand and analyze behaviour. Through the ABC model, we can gather key information, such as identifying the trigger behind the behaviour, the specific action taken by the student, and the teacher’s response based on the behaviour.

It is crucial for educators to understand why students with Special Educational Needs (SEN) display undesirable behaviours rather than immediately reprimanding them, unless absolutely necessary. Their behaviour is a form of communication. Therefore, recognizing the purpose behind a student’s behaviour allows for the implementation of appropriate strategies to minimize both the cause and its effects. Overall, this framework provides a more positive approach to managing students with SEN effectively, ensuring that their learning is not disrupted by behavioural challenges.

2. There are three specific functions of behaviour, and I was particularly intrigued by escape and avoidance behaviour. Initially, I assumed that escape and avoidance were the same, but I learned that they are actually different.

Escape behaviour occurs when a student attempts to remove themselves from an ongoing unpleasant situation, whereas avoidance behaviour happens when a student refuses to engage in a task before the unpleasant situation even begins. Educators might perceive these two behaviors as identical, but upon closer analysis, it becomes clear that they serve distinct purposes. This realization has reinforced the importance of examining behaviors more carefully before making assumptions.

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1st Takeaway

As a primary school teacher, I can use attribution theory to create a supportive learning environment. I will help students to challenge negative thought patterns, foster intrinsic motivation, and build self-efficacy. I will learn to provide feedback that promotes positive attributions, encouraging a growth mindset and thus reducing anxiety and stress. By teaching students to attribute successes and setbacks to controllable factors, I can help them to develop resilience and a positive mindset. This will create a motivating environment where students can thrive and reach their full potential.

2nd takeaway

I believe I can play a vital role in implementing Positive Behavioral Interventions and Supports (PBIS). By teaching and reinforcing positive behaviors, creating a positive classroom culture, and supporting students with diverse needs, I can promote social-emotional learning, academic achievement, and positive behaviors. Proactive collaboration with colleagues and families, and use data to inform instruction. By relating to PBIS in these ways, I can create a positive and supportive learning environment that benefits all students

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As a SENO, I have frequently utilized the FBA approach to gain a deeper understanding of our students' problem behaviours. This method has been instrumental in guiding me through the process of planning effective intervention strategies and providing the necessary support to minimize triggers or antecedents that contribute to these behaviours.

The FBA process, while thorough, often requires a significant amount of time to observe and identify patterns in behaviours. This can be challenging for some mainstream educators who may prefer a more immediate solution to behavioural issues.

In our TRANSIT program, we extensively employ the PBIS framework. This approach emphasizes reinforcing positive behaviours by teaching essential skills and consistently reinforcing them on a daily basis. These skills are then generalized and reinforced in the students' main classrooms, ensuring a cohesive and supportive environment across all settings.

Over the years, I have observed that the success of the TRANSIT program hinges on the collaborative efforts of parents, teachers, and the TRANSIT team. When these stakeholders work together to reinforce positive behaviours, the outcomes are significantly more positive. This collaboration is fostered through regular communication and affirmations, ensuring that desired behaviours are consistently recognized and encouraged both at home and in school.

I believe that by integrating FBA and PBIS, it creates a comprehensive and effective behavior management system. While FBA provides a detailed understanding of individual behaviours, PBIS offers a structured approach to promoting positive behaviours in the environment. By combining these methodologies, we can address both individual and systemic needs, leading to more sustainable and meaningful behaviour change.

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I see that Social Challenges in children causes behaviours. Deficits in social skills are something that teachers must help to address . Often we just dismiss a child as 'shy' and ignore the child as long as she/ he does not have loud or aggressive behaviours and we tend to pay a lot of attention to those who cause trouble in class. We need to look at both the overt and covert behaviours of children. I would use the FBA to formulate a better BIP after this session. Monitoring the progress of the BIP and evaluating it is also crucial .Developing Social Competence in young children will help them to achieve academic progress as well as strengthen their self-esteem and relationships with others as humans are social creatures.

I would encourage my school to focus on PBIS and encourage the entire team to come together and take ownership of the children in our care. A collaborative approach would yield better results in terms of behaviour management. I learnt about the Attribution Strategies and Kelly's Covariation Model that helps to break down the behaviours of people around us.The Cognitive behaviour Modification was well explained, and the chart is simple and effective in helping to reach the goals and or change my behaviour.

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One of the key takeaways for me from Session 3 is how our response to a positive desired target behaviour should be given immediately after they occur. This timely positive reinforcement will be more effective than a late one. Of course this makes sense in every way. However, in reality, sometimes while we are in the classroom fighting fire, it is a challenge to keep responding immediately, especially when there is more than one student whom we are monitoring for positive behaviours.

As I reflect on my responses to my students' identified and desired positive target behaviour, I wonder how many times I have missed an opportunity to quickly respond to my students' good, desired behaviour when it happened.

Perhaps one solution to tackle this "lack of time" is to have a chart with the identified target behaviours set as goals for the students. When they have achieved the goals each day, after each lesson, the different subject teachers can each give the students a happy face or a little sticker on the chart. In this way, the students are also able to see a visual reminder constantly as they sit at their seats during lesson time. Then after getting perhaps a certain number of happy faces or little stickers, the students will receive a reward such as ClassDojo points, a small stationery or extra playtime for the Snack/Lunch breaks.

Another key takeaway which made me pause and ponder for a bit is the part where it was highlighted in the PBIS video that students who have always been behaving well and doing the right things might find the system of rewards for the students with special needs unfair and prejudiced.

They might question the rationale behind the charts and complain that the teachers are being unjust as they are rewarding some particular students for the behaviours which they have already been displaying like sitting properly at their seats or listening attentively.

Honestly, it is a real challenge to explain to the whole class about the reasons behind the charts and help them understand the reasons when they are still immature at age six or seven. This is on top of trying not to imply that the students with special needs are "terrible" or "challenging".

Just recently, I had a couple of students who requested to have similar charts fixed on their desks so that they could also earn some extra points and rewards. I felt that it was unnecessary for them to have any kind of charts, but they consistently complained about the unfairness of the system and began to purposely display some undesirable behaviours. Thus, that prompted the class teaching assistant to prepare charts for them as well. (-_-") Then I had to keep track of so many students and their individual rewards charts.

I hope somebody might be able to advise me on how to strike the balance or deal with this delicate matter effectively. Thank you.

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The attribution theory is something new to me. After watching the video, it helped me understand my students' behaviours better. In the past, when my students threw tantrums or had meltdowns, I could not understand why at times. Now, I understand that I have to look into other factors in order to realise what happened. I feel that this can also be used to explain to students why things happen. For example, if someone responded in a way that is not very nice, the person could be having a bad day instead of wanting to intentionally hurt them.

I like the use of cognitive behaviour modification. I believe that being positive will greatly influence your outlook in life. From a young age, parents and teachers can model positive thoughts for children. In turn, the children will have positive thoughts about themselves from a young age. It is important that people have positive self-talk with themselves, especially in this digital age where cyber bullying is increasing, students need tell themselves positive thoughts and not believe what the cyber bully is saying.

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Upon completing the self-directed learning on social, emotional, and behavioral challenges, I begin to analyze my students' behaviors more critically. I now see how issues pertaining to  social skills, impulsivity, and emotional struggles like anxiety or low self-concept can affect daily interactions and school performance. Having an in depth understanding on why students behave in certain ways we find a better view on reason behind student’s behaviors whether they seek attention, escape tasks, or fulfill sensory needs. This can allow us to respond more effectively rather than not knowing what is going on. This realization reinforces the importance of structured assessments like Functional Behavior Assessment (FBA) and Positive Behaviors Intervention and support (PBIS).

As I reflect on my teaching practices, I began to assess where I did well and what I need to improve. Did I create a learning environment that encourages positive behavior, or did I unknowingly and unintentionally reinforce a negative patterns? Have I provided students with enough life line to manage their emotions and social interactions? These questions prompt me to reflect on my approach, ensuring that I balance discipline with understanding first what is causing the students to behave in certain ways and  then be proactive in my next steps to address such behaviors.  By integrating positive behavioral support strategies.

On the other hand, my reflection extended beyond my students. I also began to examine my own behavior and its impact on both my students and my daily interactions. Concepts like intrinsic and extrinsic motivation, attribution theory (corovariation model, grouplateness, situational or internal) provided valuable insights into the factors that shape behavior. It was enlightening to consider how my responses, whether through reinforcement, emotional reactions, or unconscious actions, all of these would have consequences and it will surely affect my students' learning experiences.

This deeper awareness made me realize to be more intentional in my approach to teaching. More importantly, I begin to have a better understanding that behavior modification strategies extend beyond the classroom, I believe they are just as relevant in our friendships, relationships, and workplace interactions. Nonetheless, my final take away is that while all the mentioned models inbehavior modification is great and can be helpful, we should never forget to put emphasis on the importance of employing strategies that are tailored to the unique needs of each individual in order for behavior modification to fully succeed.

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The CBM model is definitely an effective intervention that helps individual manage their emotions through noticing what one is doing, challenges thinking and provides an alternative change in their action through a series of cognitive thinking process. However, just some thoughts on the CBM model in SPED school. For CBM model to work effectively for students with special needs, adaptations are required. Educators need to take into consideration that these model rely on abstract thinking, self-awareness and problem solving skills which the students with SEN may face challenges in executing it independently. Adaptation of CBM can make this model more accessible and effective when used on students in the SEN schools. Simplified, structured and behaviourally focused intervention can made this model more accessible in the school setting. Definitely, certain degree of scaffolds and repetitive and structured approach can help facilitate the thoughts process where students can still learn to manage emotions and modify behaviour over time.

Not forgetting the other few models that were covered in the session as well. PBIS and ABC models are commonly used in the SPED schools and as a user of both, these models work magic in supporting positive behaviours in students. The ABC model helps teachers analyse and understand the behaviour pattern alongside with the function. Identification of the antecedent before the occurrence of behaviours and follow up with the consequences can help to guide strategies to modify the environment or response in accordance to reduce the challenging behaviours. This is useful as it helps address specific behaviours of students through data-driven intervention. Often we can spot the function of the behaviours, varying from sensory, seeking attention, escaping/avoiding task and also tangible items.

As for PBIS, the whole model focuses on the teaching of positive behaviours through a tiered system, to support students based on their needs. This model prevents challenging behaviours through proactive strategies rather than to “firefight” the situation. Support comes in the way of positive reinforcement within a structured environment. A whole school approach creates a more holistic objective in adopting this model, cultivating a supportive learning environment where a common language is spoken. However, the effectiveness of this model depends greatly on the commitment of staff where alignment in the implementation is necessary.

All these models are great models to adopt in the teaching journey in shaping students and managing behaviours. By integrating all these, educators enable the school to established a comprehensive approach to support students’ behavioural, emotional and academic needs effectively. I believe that no one model is sufficient as behaviours involve human and environment which is often beyond one’s control.

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In my field of work, I found FBA to be an extremely useful tool in understanding the reasons behind students’ challenging behaviours. Often when we receive feedback about such students, we tend to look for a quick solution to stop the behaviour. Due to time constraints, we sometimes overlook the importance of understanding what causes the behaviours.

Recently, I applied FBA to understand a student’ challenging behaviour, and to our surprise, we uncovered information we had never considered. This student appeared tough and strong, but through the process, we gained a deeper understanding of what was driving his actions. With this knowledge, we were able to develop an intervention plan to promote positive replacement behaviours. While FBA can be time-consuming, the effort and time used are definitely worthwhile.

I also explored attribution theory, which is very interesting as it looks into how people interpret the causes of behaviour and make sense of events. In education, the attribution theory of motivation is particularly relevant, as it helps us understand how students’ perceptions of success or failure affect their level of motivation. To enhance student motivation, cognitive behavioural modification (CBM) can be used to help reframe negative mindsets, especially for students who tend to attribute their achievements or failures to external factors. CBM can encourage students to recognise effort as a key factor in success. I would want to explore more on CBM to help students who are struggling with motivation challenges.

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By focusing on changing negative self-talk to positive ones, cognitive-behavioural modification (CBM) approach can help one to change their thought patterns and behaviours. Perhaps this approach would be made twice as effective if the person possesses or is open to developing executive functioning skills such as goal setting, organisation and self-monitoring skills.

I wonder if for children who are unwilling, resistant/defiant about their behaviour or perhaps for young children who may not be able to keep track of self statements that are destructive or negative, would changing the environment and create social support and/or using self-instructions to cue oneself about what to do and how to do it be helpful. We cannot always fall on extrinsic rewards to motivate one to change. When teachers or SEN officers teach a CBM technique, I think the goals and tasks should be broken down into manageable pieces to avoid overwhelming the child. By having them taste success, they will become more confident. When the children see the good in themselves and others (eg. peers, teachers, parents) celebrate his/her growth, it will encourage the child to want to continue to put in effort, improve and eventually achieve the behavioural goals.

However, for parents who do not think that their children need behavioural intervention or think that their children are being ‘victimised’ by the teachers or their peers, conflicting messages may be communicated to the children and the proposed intervention plans will not be reinforced and thus be less effective. Inconsistencies in routines may also confuse the children and they may not see the connection between their thoughts and behaviours and they may be less willing to engage in positive behaviours. This is something that my colleagues in schools are experiencing. To avoid these challenges, perhaps discussions involving the parents should take place frequently and the communication between school and parents should always come from the angle of supporting the child’s holistic wellbeing. Then perhaps when parents understand the child’s needs, they will be open to partnering with the school and then an IEP involving the child can also be organised so the child can be involved in setting goals for himself/herself and feel a sense of ownership of his/her behaviour and growth.

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There are many ways to help people with different struggles, but I personally find Cognitive Behavioral Therapy (CBT) to be one of the most effective. It’s especially helpful for people dealing with emotional problems, behavior issues, or even challenges in school.

What I really like about CBT is that it doesn’t just help in the moment when someone is having a tough time, but it also allows us to work together to set realistic goals for the future.

CBT is a more complete approach because we’re not only focusing on the current issue but also teaching the person practical ways to manage their thoughts, feelings, and actions—skills they can use even after the sessions are over.

Another thing I appreciate is how flexible CBT is. It allows us to have conversations and adjust how we approach things as we go, so the person always feels heard, supported, and understood.

Another takeaway would be the attribution theory (Kelley's covariation mode), which helps us to figure out whether a person’s behavior is due to consensus, consistency and distinctiveness.

I think CBT and attribution theory can work well together. We could use attribution theory to figure out why a person is behaving a certain way, and then use CBT to help process their thoughts and feelings and set realistic goals.

I’m definitely planning to try out using CBT and attribution theory when I return to school and share it with my colleagues.

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-       I find attribution theory particularly interesting as it provides valuable insights into understanding and explaining my students' behaviour. It helps me determine whether their actions are influenced by internal dispositional factors or external situational factors. The covariation model, in particular, allows me to analyse the frequency and intensity of behaviours to identify their underlying causes. For example, the concept of group lateness, which represents high-level consensus, highlights how shared behaviours are more likely attributed to external situational factors. This understanding offers me a deeper perspective on how students respond to classroom instructions and the teacher's approach to teaching.

-       I have always been eager to explore Cognitive Behavioural Therapy (CBT) further, as it is an effective tool for empowering students to consider alternative actions rather than relying solely on imposed expectations without reasoning. CBT also integrates emotional awareness, helping students become more mindful of their feelings. Following up with students after implementing challenges encourages self-reflection and emotional awareness, allowing them to observe and evaluate their responses effectively.