To ask not to be assaulted at work

[WearingThin]

Bit of a rant really but also to see what 'common sense' thinks because I am beginning to doubt myself. Have namechanged to try and keep confidential.

I work as a TA in a primary school and since September I have had a child in my class (year 1) with a volatile temper. When she hurts other children I have to remove her from the classroom and she hits and/or kicks me.

How long would you expect a TA to put up with this? Do I have no rights to be safe at work? If this was your child, what would you expect to be done about it?

Senior Management seem to think it's part of the job these days as it's a growing problem and is only expected to get worse.

I don't want to get into the holds which may or may not be appropriate for this child, but what is apparent is that the 6 hour training is insufficient for the school's level of need.

I would suggest that you put forward to SMT the idea of a small team of you going on the 12 hour course, which will give you further strategies (both physical and non-physical) to use with this child.

As far as apologising goes, I think only a team of people who know the child well can decide if this is appropriate for her. Remember that the goal is to decrease and eventually extinguish these behaviours; any course of action which does not serve this purpose should not be pursued.

She needs to have a PHP and every incident needs to be documented in a bound book (not forms or loose leaf files).

This is the very least that needs to happen.

It is never acceptable for staff to be regularly injured; I have taught some very violent children and teenagers, and it is completely possible to put effective strategies in place to ensure that staff and children do no get injured. Your school needs to do this- do not accept being injured as part of the job.

That was me jubil.

I wasn't saying it to be unpleasant, but as you can see, posters are asking for more and more information to offer support.

It might not be identifiable now, but it could become that way. Or if someone knows op's username and puts it together from that and it spreads around the playground/school.

Breaching confidentiality is taken very seriously, especially since she has questioned SMT's ability. I don't want the op to find herself in even more difficulty.

Why is team teach the last resort. 95% of it is about managing the behaviour and de-escaling the situation. The techniques should be used at the first warning signs of behaviour patterns that are stated on the behaviour plan. Simply distracting or allowing the child to request timeout is part of team teach.

The other 5% is restraint and debrief if de-escalation had not worked for whatever reason.

Sorry, youarekidding, I meant the positive handling as the last resort - it seems that the school is not using behaviour plans etc, but expecting the OP to jump straight to the physical intervention part.

sorry my post does read as snippy I was just generally interested. I have done the longer team teach course and where I work (special school) we do lot's of behaviour plans, techniques etc. Luckily they work and we very rarely restrain. I totally agree that needing to restrain as much as OP appears to have to means that lower down in the situation there is not the correct information, strategies being looked at. Sadly it seems OP knows this but no-one is listening.

op

youarekidding
Team teach taught us that 95% WAS about managing the behaviour in the early stages by using distraction and other methods. The 5% is the restraints which is a last resort.

Youarekidddin I took that long to reply I have crossed post with you!

This is ridiculous. The poor girl is being given no boundaries and completely mixed messages.

DD1 has SN and goes to special school. She was at MS preschool prior, and the Inclusion officer's approach was just as the OP describes. DD1 wasn't told off, and if she didn't want to join in, she was given 'nice' things to do instead. She ruled the roost completely.

In her first week at SS I said 'hmm...DD1 isn't used to having to sit down, her preschool never made her...' they said 'Hmmm...well DD1 has to learn that if we say 'sit down', she sits down!!!'

She is a much more stable, happy girl at the SS because they have expectations of all their children, and they follow through. They use the right tool at the right time.

At my school this just would not be tolerated, SN or no, toward any member of staff - but maybe that's because it's secondary, and the consequences far more serious. However, primary school age children can do real physical harm, since there is less comprehension of the results of their violence, and those in her class could well become frightened to come to school, if they are not already. The powers-that-be at that school are doing that child no favours by not dealing with her aggression more robustly, whilst at the same time helping her low self-esteem; the two are not mutually incompatible!

And it's all very well telling a TA to suck it up; but would you really face violence every day for that pay? It would not surprise me if the OP felt demoralised in such circumstances and it even lead to work-place stress and ill-health. In a way, all you have to do is hang on for a few more weeks and she isn't your problem any more but someone Else's - but hardly a satisfactory outcome. Don't suppose the next teacher is a member of SMT are they? It's surprising how suddenly more intervention occurs then [cynical]

Btw, there is nothing in your posts to identify you - sadly, it's all too common

I know - that's what I was saying! I was responding to frogs post which asked about why OP was using TT. I said all behaviour management is TT as 95% is managing, de escalating, distracting. Frog meant TT as in restraining. It was just crossed wires. A behaviour plan itself is part of TT because it's intended to support that 95%.

Think everyone is getting confused and wires are getting crossed. I prescribe all round.

yourarekiddding I think you are right and I am going to go and get myself a right now!!!

"She needs to have a PHP and every incident needs to be documented in a bound book (not forms or loose leaf files)."

tethers, is that so as not to lose any pages or to prevent someone from removing them?

comes back to top up everyones

So much great advice here, thank you. I am making notes!

I feel badly let down by SMT and I do feel this child is being let down too. Now I have some actual strategies to pursue such as PHP, debriefing and possible further team teach training I am feeling more positive. I have not learned the deflecting techniques or single person restraint, so that would be useful. I would love a debrief because at least then it would feel like someone was listening to me!

The apology thing, when she is ready, it is a sincere apology. It is as much for her benefit as anyone else's because then she can put it behind her and move on. She feels really bad afterwards, she does show remorse and she still talks about incidents that happened last year where she hurt someone badly. She needs to forgive herself really, and that's where I do feel the apology helps. Of course, it is also nice for the injured party to hear. The apology puts an end to the incident and she can start again with a clean slate. It helps her to acknowledge that the action was wrong and to understand that she will always be forgiven if she is sorry.

Crunchy I am alone with her once I remove her from the room. I have told the head I'm not comfortable with this but she says I'm covered because I've had the training. If I need more help I have to find and send another child to get a member of SMT. I do use consistent language, she has a script. The flash points are usually when another child receives praise for something, or she doesn't want to share, or it's another child's turn to be line leader, or (god forbid) she doesn't get a sticker, or she can't choose who to sit next to, it's all linked to low self-esteem. She finds it harder to cope when she is tired.

We use physical intervention as a last resort. We have a chill out area where she can go whenever she likes, we use rewards and distraction and lots of praise. There are no sanctions or consequences for her behaviour though, she can pretty much do what she wants. Personally I think the lack of boundaries is a big part of the problem.

Btw I have nc for this, no-one will recognise me from my name.

"There are no sanctions or consequences for her behaviour though, she can pretty much do what she wants. Personally I think the lack of boundaries is a big part of the problem."

This non-teacher completely agrees with you. Something else has just crossed my mind too. While I genuinely feel for you I can't help but feel even more sorry for the other 29 kids in your class whose education is subject to disruption and who are getting hurt because of the whims and aggression of a badly behaved, over-indulged child. You can walk out of your job if you want to, you've already completed your primary education. Those poor little sods are stuck with the child. :(

She needs consistency, surely? To know that everytime she does x y happens. Conversely, everytime she does y she gets huge praise, attention, stickers, whatever.

At the moment, she's getting rewarded for negative and harmful behaviours.

One technique I found really useful was to have consequences and rewards written out in a child friendly way, with a copy on the wall (because all child can use this) and a personal copy.

Basically "rewards" has a smiley face and says something like

Smile from teacher
Teacher will praise me
I will get a sticker
I will get (e.g. computer time, golden time)
I will get a note home to tell my family how well I have done
(sometimes more immediate/ concrete rewards too)

Consequences
Sad face from teacher
Teacher will remind me of the sensible way to behave
I will have to stop the activity
I will have to leave the group
I will not get (favourite activity) time.
I will get a note home/ phone call to tell my family I have not behaved well today.

And then stick to them like glue.

She should be praised for dealing with her anger herself - e.g, if she manages to remove herself from a situation, or to smile when a friend gets a sticker etc.

It sounds very much like she needs an urgent referral and support from the EBD team.

Hi,

As a teacher who has worked in mainstream schools in the past, PRUs, specialist children's mental health units and currently in a child and adolescent forensic psychiatric hospital where violent and dangerous behaviour is part of every day life, can I just assure you that YOU DO NOT have to accept being assaulted! This is not part of your job ; you are not there to be used as a punch bag. I would advise you to put your concerns in writing to the Headteacher and forward a copy to your union. I would also advise that you ask to be allowed to attend a training course on Managing Violence and Aggression in children. This will provide you with de-escalation techniques as well as how to physically remove a child from a class which is fully aimed at ensuring their safety and wellbeing first and foremost, but will also prevent you from being physically harmed. I would also strongly encourage you to ask your Headteacher to refer this child to CAMHS services via the GP if this has not already been done. I would also keep a diary of exact dates, times and nature of the violence against you as by doing so, you may actually provide the hard evidence that this child needs specialist intervention. You should not be expected to physically assaulted in the workplace. What sort of message does that send out to colleagues as well as the other children! Good luck!

My son is has austism and I alway make sure he apologises, he may not understand why his actions has hurt.

I thank god he is in a mainstream school and the teachers have bent over backwards to support him

Lougle and Crunchy those are my feelings too. It seems such a simple, common sense approach - To know that everytime she does x y happens - the problem is, what is 'y'? What does happen? She will be removed from the room, her anger will escalate, an adult will eventually persuade her to come and do a nice activity, she gets 1-1 positive adult attention. It does seem that she is rewarded for the violent behaviour.

Crunchy she does receive rewards similar to your suggestions. Most of the 'consequences' on your list would annoy her though. If you show a sad/disappointed face, she will react badly and often escalate the behaviour in an 'I don't care' attitude. She will not usually willingly leave the group when told, or stop hurting when told. She will not sit out of an activity. She just won't do as she's told. We don't inform parents if she doesn't behave well. We used to but parents complained to the head that it was very negative, so we don't now.

When she has everything her own way she is fine. If she can be first to choose, get the most stickers, have the adults' attention, be at the front of the line, be the 'helper of the day', etc. she is a happy and calm child. It is sharing play equipment, resources and adult's attention that she struggles with mostly. If another child complains about her she hits the roof, she just cannot handle criticism at all. This is what has led to people 'pussyfooting' around her I believe, including her parents.

Wen the other children are marvellous in the way they try to help her. They always forgive her and offer their friendship. They never hit back. However, they are starting to leave her out a bit now and give her a wide berth. If they disagree with her, rather than argue, they leave her alone and walk away to play with someone else. Of course, this does not help her low self-esteem, so we try to encourage them to include her but they don't have to if they don't want to.

It all seems rather ridiculous looking back over it all. Your suggestions are wonderful and I don't understand how we can be handling this so badly. She is only with me for a few more weeks but I would love to be able to help the next TA by getting some strategies sorted and some consistent boundaries, somehow.

YANBU, but unfortunately when dealing with those with SN you can sometimes get a backlash.

I think they need to look at this individual little girls needs again. Perhaps if she's so often volatile, she needs to go to a special school that can cater for her needs more aptly? Bare in mind her behaviour may also be distracting the other children and therefore making their learning experience less pleasant also.

I would suggest to the Senior Management a review of her needs and any specific SN traning, if necessary.

If she's just an aggressive child with no obvious difficulties, she definately needs expelled, though.

But having been the 'older' one at my school where there were a few with SN and they seemed to listen to me more than the staff sometimes I did have a few pinching and even one biting incident (I had to get an immediate

I'm if it is considered appropriate for staff to restrain a child after a 6 hour teaching session. That doesnt sound enough training at all.

Hive, teachers and school staff are allowed to restrain pupils with no training at all- that's alarming.

FWIW, I agree that 6 hours is insufficient in most settings.