Behavioural First Aid 101

How to Stop, Look and Assess Before Responding to Behaviours

recently attended a first aid course and was interested to make connections between my work as a behaviour analyst and the role of a co-responder arriving on an emergency scene. In an emergency, the key assessment made within the first few minutes directs the appropriate course of action, and while time is critical, the initial response is to assess safety and risk for staff. No one in first response crews or first aid reacts immediately without assessing their position and either being directed, or doing the directing if they are the officer in charge (OIC).

To read the full article, members please log in here. To subscribe please click here.

This fundamental stop, look and assess procedure is often missing in our day to day interactions with our students and could explain why we occasionally find ourselves in deep water. Time-critical responses still require assessment in order to prevent escalation of the current issue, and to ensure the safety of those putting their lives on the line to help. We all know the airline drill: put your mask on first before helping others. Otherwise, you become part of the problem! A trainer I know talks about the OIC having the bigger picture and the crew being focused on one job: following directives! How many times do we encounter issues where everyone appears to be the OIC? Making connections across disciplines, industries and services is an important part of growth and development, enabling us to see where maybe we could improve our own practice.

Working with behavioural issues with children requires flexibility, a willingness
to see the bigger picture and usually leads
me to question my own behaviour and find ways I can improve my capacity to impact others in a positive way.

Behaviour “problems” in other people challenge us to be better at what we are
doing: it’s part of the feedback we need that says what you are doing is currently NOT working for this person. My life changed course once I accepted this feedback and began to consider my role in the feedback loop. I worked hard to remove the emotional responses that surged forth as I tried to deliver a lesson and one or maybe three children decided to “play up.” What I discovered was that my response played a pivotal part in either escalating or defusing some situations. I chose to pause and breathe before I replied or responded. I now know that I was applying First Aid 101, and using behavioural science to plan and assess my next move.

It never hurts to revisit or reflect on our practice in relation to another viewpoint
and I really like the first aid model as a novel way to refresh my memory and
reignite my desire to be better at what I do. I compiled a list of things I run through when I feel that people are “getting to me” or that I am in danger of being reactive:

1. This situation may not be about me. What is right in front of me? Is it safe?
Do I know the risks involved?
2. This person is trying to get what they want. I may be blocking this person
from what they want.
3. Can I safely assist this person to get what they want?
4. What part am I playing in perpetuating the situation?

5. What can I do to avoid this situation? Do I NEED to avoid it?
6. What can I learn from this situation?
7. How can I turn this around and leave everyone including myself feeling better
and safe?

8. Do I want to be right…or kind?

We are ALL busy. We are ALL struggling with issues, but we owe it to ourselves and our children to change the path we are travelling down when we react. This list of prompts is generalised: it can apply to multiple situations and has sparked
a change in how I deal with my daily encounters. It’s NOT easy and it is certainly
a mental workout sometimes! But, it forces me to stop briefly. Often, this brief pause enables me to be in the moment and to decide to make a new choice and to respond rather than react.

Next time you pass an accident and see an ambulance or fire crew at work, remember they too are managing to stop, assess and plan before they engage. If they can do it, we have no excuses not to try! So, next time you’re faced with a challenging behaviour from a student, stop, assess safety, and then plan to approach.

Related Posts

Changing Classroom Practice

Changing Classroom Practice

Habits — Not Goals Themselves — Change our Lives

Habits — Not Goals Themselves — Change our Lives

Protocols AND Relationships

Protocols AND Relationships

Every Classroom is Nourished or Starved

Every Classroom is Nourished or Starved

Kate Southcombe


Kate provides individually tailored professional development for Early Childhood Centres and schools on evidence-based behaviour management. Her key points of difference are that she is a fully qualified teacher who has lectured in Early Childhood, and she provides essential theory which is frequently missing in trendy packaged material. Kate also consults for parents of children with specific behaviour concerns. kate@eprtraining.co.nz