This course is designed to provide the student with an understanding of a variety of approaches to supporting behavioural change, including: Behaviour modification, Adlerian Theory and Reality Therapy. The application of these approaches to child and youth care practice will be examined. Techniques used in observing, measuring and changing behaviour will be discussed. Particular emphasis will be placed on skills used in working with clients to develop new adaptive and socially acceptable behaviours.
The following global ideas guide the design and delivery of this course:
- All behaviour is an attempt to communicate. The same behaviour may result from very different motivations. Behaviour needs to be understood in relation to the individual client.
- The goal of behaviour management is long term adaptive change rather than immediate control. An effective intervention is a vehicle for learning and growth.
- A respectful relationship is a necessary precursor to effective behaviour management.
- Behaviour management is part of an overall systemic strategy of therapeutic intervention.
- Behaviour management is something that is done for the client and with the client rather than to the client.
- Limit testing is a normal and healthy mode of learning. Clear and reasonable limits reflect caring and safety.
- Any behavioural change must ultimately be in the best interest of the client, not for the convenience of the systems to which the client relates.
- All interventions need to be ethical and respectful. All behaviour management processes need to be open to public and professional review.
- Behavioural interventions need to be sensitive and appropriate to the cultural context in which they occur.
- Choices empower both clients and counsellors. The person with the most power is the one with the most choices.
- Self knowledge is crucial to understanding the impact of self on others and the impact of others' behaviour on self.
Methods of Instruction
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
Typical means of evaluation will include a combination of written research assignments, case evaluation, testing, and group presentations. This is a Graded Course.
Upon successful completion of this course, the student will be able to:
- Describe behaviour as communication
- Discuss the development of behaviour patterns from a developmental perspective
- Discuss the effects of difficult behaviour on the child/youth, the family and the social environment
- Discuss relationship factors in the development of behaviour change strategies
- Discuss specific difficult behaviours in the context of the ecological environments of children and youth
- Describe behavioural situations accurately and objectively
- Describe the context in which behaviour difficulties occur
- Behaviour change
- Examine in detail the current responses of others to behavioural incidents
- Examine behaviour change models
- Develop intervention plans based on several models of behaviour change
- Select appropriate behaviour change strategies based on assessment
- Practice a variety of behaviour change models
- Discuss the effects of a variety of behaviour change models in various behavioural situations
- Discuss developmental factors which influence the outcome of interventions
- Practitioner self awareness
- Identify personal reactions to specific behaviours
- Develop self monitoring strategies to respond to personal reactions
- Debrief difficult behavioural situations with colleagues
- Develop a personal model for behaviour change.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.