1. www.team-teach.com.au Working together to safeguard people and services The connections between (SW)PBS and Team-Teach And Reflective Practice as a form of debriefing

2. www.team-teach.com.au Working together to safeguard people and services SWPBS and Team-Teach SWPBS Three-tiered approach to intervention Four integrated elements: Data Outcomes Practices Systems Team-Teach Gradual and graded response primary and secondary = 95% Emphasises Importance of collecting data Measuring outcomes from training and interventions Tool-box of approaches Whole school/system approach to implementation

3. www.team-teach.com.au Working together to safeguard people and services SWPBS and Team-Teach SWPBS Functional perspective on behaviour Prevention as opposed to reaction Evidence based practice to inform approaches used Team-Teach Functional perspective on behaviour Prevention as opposed to reaction Research and case studies on the successful implementation of TT Practical strategies for all three tiers of intervention Link to Restorative Practice

4. www.team-teach.com.au Working together to safeguard people and services Six Stages of a Crisis Time Crisis Recovery Anxiety / Trigger Defensive / Escalation Restoration Depression Risk Restraint Reduction Risk ReductionRisk Restraint Reduction Arousal level 1 Stage 1 Arousal level 2 Arousal level 3 Stage 2 Stage 3 Stage 4 Stage 5Stage 6 Need for diversion, support and reassurance Need for diversion, reassurance, clear limits, boundaries and choices Possible need for Restrictive Physical Intervention appropriate for the service user Need for coordinated letting go. Support, reassurance Need for observation, support and monitoring - recovery and repair Reflect Repair Reconnect Primary Secondary Tertiary …within a school-wide/service positive behavioural interventions support approach

5. www.team-teach.com.au Working together to safeguard people and services A Reflective Practice Approach to Debriefing This is not seen as a replacement for adopting a Restorative Practice approach (or similar) to significant incidents A way of supporting staff in settings that face regular incidents in relation to challenging behaviour Assumes that as a professional we are reflective on our practice and that we seek to make positive changes to ensure our effectiveness in supporting student/client behaviour www.team-teach.com.au 5

6. www.team-teach.com.au Working together to safeguard people and services A Reflective Practice Approach to Debriefing These are undertaken on a regular planned basis depending on the level of incidents in the setting: Weekly Monthly Termly They enable us to share our stories of practice They are led by a Facilitator using the agreed process and tools to facilitate the reflection www.team-teach.com.au 6

7. www.team-teach.com.au Working together to safeguard people and services A Reflective Practice Approach to Debriefing To ensure the greatest value for each person in a Reflective Practice Group, we: Assume each person in competent Are committed to learning from and with each other Are open in disclosing our own ideas and practices Focus on finding what works Are non-judgemental, curious and tentative, rather than being absolute, in our sharing Assist each other to recognise and cultivate our strengths www.team-teach.com.au 7