Course objective

• What Is the Behavior?
• What Is the Situation?
• Understanding the Reasons for Difficult Behavior
• What Is Going on Before, During, and After the Behavior?
•  How Do You Feel About the Behavior?
•  What Changes Would Make the Behavior or Situation Acceptable?
•  Understanding the Reasons for Difficult Behavior
• Develop tactics that can help manage difficult behavior
•  Diagnose underlying factors that cause barriers or breakdown of communication
•  Respond to difficult situations with professionalism and confidence
•  Examples of Difficult Behavior
• Underlying Causes of Difficult Behavior
• Practical Action Section
• Recognizing your own responses
• Our Emotional Baggage
•   Early life experience
• Unresolved anger, grief and loss
• Our own prejudices
• Recognizing your own responses - The person you have most control over is you!
• Managing Yourself
•  Be available to support others who may have been through a difficult interaction where possible

Who Can Benefit?

• sales & sales support personnel
• Sales managers, customer services staff.

Course out line

• What Is the Behavior?
• What Is the Situation?
• Understanding the Reasons for Difficult Behavior
• What Is Going on Before, During, and After the Behavior?
•  How Do You Feel About the Behavior?
•  What Changes Would Make the Behavior or Situation Acceptable?
•  Understanding the Reasons for Difficult Behavior
• Develop tactics that can help manage difficult behavior
•  Diagnose underlying factors that cause barriers or breakdown of communication
•  Respond to difficult situations with professionalism and confidence
•  Examples of Difficult Behavior
  • Aggressive/abusive behavior
  • Disruptive behavior
  • Bored, apathetic and disinterested
  • Strange/bizarre behavior
  • Non-attendance
  • Non Compliance
  • Scapegoating/victimization
  • Lack of personal hygiene
  • Personality conflicts - Which aspects?
  • Potential Reasons for Behavior
• Underlying Causes of Difficult Behavior
  •  Don't want to be there
  •  Disability/health problems, eg. brain injury, psych illness, diabetes
  • Emotionally upset eg. Sad, angry, grieving
  • Inappropriate social skills, eg. Different culture, low self-awareness
  • Low self-esteem
  • Just having a bad day

• Practical Action Section
• Recognizing your own responses
• Our Emotional Baggage
•   Early life experience
• Unresolved anger, grief and loss
• Our own prejudices
  • Personality style
  • Professional insecurities
  • Work stress
  • Home pressures and concerns
  • Just having a bad day
  • Popular Irrational Beliefs
• Recognizing your own responses - The person you have most control over is you!
• Managing Yourself

• Know your buttons or triggers
• Refer on
• Recognize you're aroused/upset
• Consciously calm and relax yourself
• Take time to choose your response
• Get another perspective and/or debrief
• Deal with your feelings
• Get over it!

• Prevention and Early Intervention  Prevention
  •  Make environment comfortable and program interesting
  •  Explore students' motivation to be in the group (especially tutorials)
  •  Establish group rules and contracts - boundaries
  •   Involve participants in the decision making
  • Establish a positive relationship and encourage relationships in the group - modelling
•   Prevention and Early Intervention Prevention
  • Accept that it is OK to express feelings
  •  Listen to and acknowledge students feelings and concerns
  •  Behaviour observation
  •   Be consistent in applying rules and boundaries
  • Re-assess, update
  •  Reward positive behaviour and ignore non-damaging negative
  •  Model appropriate behaviour
  • Initial Techniques for Responding to Difficult Behavior
  •   Keep yourself and other students safe (May need Security to intervene)
  • Don't add to the angst; stay calm, be discreet
  •  Ignore negative, non-damaging behaviour
  •  Communicate your concern clearly. Acknowledge the person's feelings.
  •  Refer back to contracts made earlier
  •   Don't issue ultimatums
  •   Provide the opportunity for time out or a private chat
  •  Assess the impact on others. Seek advice if necessary.
• Follow up after an incident
• Documenting the specifics of the incident. Determine the seriousness.
• Options for action:
  •   University ordinances/policy
  •   Referral to line manager
  •    Meeting to develop behaviour agreement
  •  further training and support for staff
  •   Guidelines for an informal meeting
  • Guidelines for an informal meeting
  • Guidelines for an informal meeting
  •  Sample Behavior Agreement
  •  Self care issues and other support available
  • Recognise the effect an interaction has on you
  • Allow yourself recovery time
  •  Be aware of things that help you to recover effectively and quickly
•  Be available to support others who may have been through a difficult interaction where possible
•   Access other helping agencies/support available to you
  •  staff counselling
  • supervisor
  •  HR
  •  Student Services
  •  A Summary Master Plan

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