Sutton
Four teachers noticed how there is less personal impact on them the more they are exposed to challenging behaviours. They can also apply what they have learnt with one child to others. If they come across a new behaviour or difficulty in a child, they become quite affected again. They recognised that this could be the effect of the child’s emotions touching on their own emotions or history.
The teachers found that dissociating from their emotions brought about by certain children could be a useful strategy. They also found that they became protective of their children if other adults spoke about their negative behaviours. They realised from this how important it is to be open about one’s emotions with adults and with children.
One teacher spoke about a child’s 1-1 person becoming overwhelmed. Other staff needed to contain that person. They asked the question of who needs to be contained – the child or the adult. It is in fact both, as we see in the following anecdote.
In my classroom I have a TA who has 1-1 sessions with a child on the SEND register with behavioural difficulties. She constantly contains the child’s angry feelings, which prevents outbursts and disruption to the whole class. The child would frequently make negative comments to the TA and not respect her. The TA became upset and felt undervalued. She told the class teacher that it was beginning to affect her mental health. The class teacher listened to her, reassured her and contained her emotions. The class teacher in turn spoke with her Year group lead who helped her to put strategies in place for the TA. For example, she had two days working with other children who thanked her and rebuilt her confidence. Once the TA felt better, she was able to return to her role and continue helping her 1-1 child.
Kim Rayment Barrow Hedges Primary School