Challenging Behaviours Project

In Spring 2008 the AchieveAbility Network developed the Challenging Behaviours Project, funded by West London Aimhiger and the University of Westminster. The pilot project involves the delivering a series of three workshops to hard to reach groups in young offender insiutions and prisons that challenge behaviour and change perceptions, by promoting eductaion as a future option. The workshops build up to become a learning journey for participants; where participants review their past behaviours to identify the skills and attributes required in their future to enable them to successfully progress in life and meet the challenges of education and employment.

Background:

The relationship between dyslexia and offending is complex and contentious. A variety of studies have reported higher rates of dyslexia among offenders than in the general population, leading to the argument that undiagnosed and/or untreated dyslexia, resulting in poor educational achievement and lowered self-esteem, makes young people more vulnerable to delinquent behaviour and to the subsequent development of an anti-social, criminal lifestyle. However, these findings are not without controversy and further research is needed. Results depend on how dyslexia is defined and assessed, and the issue is complicated not only by social and educational background factors but also by the generally poor levels of literacy and below average verbal intelligence in offender samples. Nevertheless, the latest studies using psychometric testing suggest that the incidence of dyslexia amongst offenders is three to four times that found in the general population.

The lack of a full understanding of the intricate relationship between dyslexia and offending does not discharge society’s responsibility to identify dyslexia amongst offenders and to address the educational needs of those who show indications of dyslexia. To neglect dyslexia as a possible causal factor in offending or to ignore the educational needs of dyslexic offenders would be to squander potential opportunities for reducing reoffending. (BDA 2005)

Several research reports have demonstrated that there is a link between most types of challenging behaviour in the classroom and the incidence of Specific Learning Differences (AchieveAbility 2006). Resulting in lack of attainment and low confidence in own ability for these learners.

The proposal for this pilot project has been implemented to address this by providing a series of workshops to reach out to these hard to reach groups. However not all challenging behaviour is linked to SpLD and this project will demonstrate that good practice for individuals with SpLD is good practice for all. Most specifically this will include: parents, teachers, learners, individuals within disadvantaged circumstances.

Aims of the project:

To produce a workshop outline which promotes education to hard to reach people who are so challenged by a history of barriers to learning that they are marginalized within society

To produce a methodology and materials which encourages participating prisoners/offenders to consider HE

To develop specifications of materials to enable prisoners/offenders to engage in and follow an Access to HE route including a distributed/flexible learning Access to HE through an accredited module and linked materials

To produce a methodology and materials that challenges negative behaviour in a range of contexts and will be transferable across different environments and experiences.

To provide outcomes which enable those working with prisoners/offenders to understand more fully the challenging behaviours of individuals within disadvantaged circumstances.

To disseminate outcomes and share knowledge to a wider audience.

Objectives of the workshop delivery:

Promote confidence and self-esteem.

Challenge preconceived ideas of education

Use creative participatory activities that explore barriers to learning

Ensure participation in a structured framework that enables honest and open discussion about access to education

Explore issues surrounding limited expectations and aspirations

Promote discussion about cause and effect

Learner Outcomes:

To enable the individual to activate own self development

To make informed choices about opportunities available

To raise self esteem and confidence

To raise awareness of the consequences of challenging behaviour amongst potential learners and educational professionals

Project Outcomes:

6 workshops to be transferred

12 prisoners in total

Materials produced

Accreditation specifications agreed

Certificated learning for prisoners

Endorsement of prison authorities

Partnership working with other interested bodies

Academic paper

High profile launch

The pilot workshops have successfully been delivered in Northallerton Young Offender Institution and Weatherby Prison. The project evaluation and reports are currently bing completed and will be published shortly.

The workshops were delivered by two AchieveAbility experts David Crabtree and Dave Maguire, in partnership with the AchieveAbility office and the University of Westminster.