When it comes to supporting behaviour, one size certainly does not fit all. Every child, young person, and adult is different: each has their own likes and dislikes, strengths and skills, and unique triggers. As a result, every day is different and can present its own challenges.
As leaders and practitioners, we often find ourselves supporting a range of different behaviours, and juggling strategies to defuse and de-escalate a variety of situations. Sometimes, it can feel like an impossible undertaking.
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However, by investing time in understanding how we can move from a ‘react and respond’ approach, to a ‘predict and prevent’ strategy, we can begin to take pre-emptive steps to anticipate and avoid certain situations in the first place.
When we react and respond to a situation, we are using our immediate judgement to defuse a situation that is already unfolding. For example, if a person is in a heightened state and we think they may be about to engage in self-injurious behaviour, our response might be to use a physical intervention, in order to prevent serious injury, and to reduce risk. In this type of scenario, using a physical intervention could be considered reasonable, proportionate, and necessary, and in the best interests of the individual.
In light of these kinds of incidents, it would be misleading to assume that there is never a place for a ‘react and respond’ approach in schools and health and social care settings. Indeed, if there is an immediate risk of danger or injury, then making a dynamic risk assessment, and reacting in that moment, is entirely appropriate.
However, an over-reliance on a ‘react and respond’ approach can sometimes lead to hasty, rash judgements that are not always in the best interests of the individuals we support. For example, if we, as professionals, are under pressure, or struggling emotionally, we may find ourselves misreading a situation, and reacting in a way that only escalates an individual’s level of distress.
So rather than reacting and responding, it can be helpful instead to ask ourselves: what could I have done to predict and prevent this situation?
In an ideal world, we would be able to foresee and avoid every challenging situation before it occurs. While this may be unrealistic and unattainable, we can, however, explore and develop a ‘predict and prevent’ approach that we apply whenever possible.
This strategy relies heavily on our knowledge of the individual, and how effectively that information is shared between everyone that works with them. By knowing a child, young person, or adult well, and understanding what their triggers are, we can prevent situations arising, by predicting how they may respond.
For example, if we know that a particular child becomes distressed by loud noises, we can anticipate how they might respond during a live school concert, and take preventative action, either by avoiding the performance altogether, or by ensuring they wear ear defenders throughout. Similarly, if we are supporting an adult in residential care who struggles with new faces, we can pre-empt handovers, and make sure we take the time to prepare the individual for a new member of staff.
More often than not, a ‘predict and prevent’ approach merely involves making small and considered adjustments that can help prevent situations from occurring or escalating.
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