Our aims at Studio 3 are to develop empathic confident professionals who are specialists in applying a low arousal approach. Who can maintain a safe environment but still see the person they are supporting and not just the behaviour.
What we can provide:
We can be contracted to meet a short-term specific need or to provide longer-term on-going support to:
We specialise in working with people with highly challenging behaviour needs including severe self-harm, physical aggression and complex trauma. Further we work with individuals who have intellectual disabilities, Autism, Mental Health, Dementia and Acquired Brain Injury (ABI).
Training is not just about teaching skills but about encouraging people to reflect on their own behaviour and understand the behaviour of others. Further, our training goes beyond the classroom and we coach on the ground as and when required.
Specialist Clinical Practitioners:
We have specialist low arousal clinical practitioners whose skills can be used to support according to the needs of the individual or organisation by:
By collaborating these two services, Studio 3 provides a holistic and systemic approach to behaviour that challenges.
We provide services throughout the UK, Denmark, Germany, Norway, Republic of Ireland, Sweden, Australia, Canada, Israel and South Africa. We also support NPO’s in Greece and Malta.
If you are interested in gaining our support you can contact our triage team by:
Phone: 01225 334111
Here is an update on some of the Projects and staff that Studio 3 are involved with.
1) Daniel Rippon our PhD student at the University of Northumbria is currently in thesis writing mode. We continue supporting his aim to focus on stress management for caregivers.
2) Roy Deveau is currently developing a practice based book on reducing restrictive practices.
3) The message of low arousal is reaching a worldwide audience. Our colleague Bo Heilskov Elven has recently completed a lecture tour of New Zealand and Australia.
4) Our work supporting fostering agencies and looked after children is gaining real momentum.
5) There have also been positive developments with the development of the Restraint Reduction Network to further develop the accreditation scheme developed by Bild in the UK. Remember, training organisations that are accredited guarantee scrutiny of their work. Studio3 wholeheartedly supports regulation of this industry and we strive to constantly update our training programmes. We totally support this development.
6) There is a conference in County Kerry on the 14th June entitled Autism – Let me Grow (My Own Way). More details can be found here.
7) Our children services behaviour management is undergoing a further redevelopment emphasising even stronger links to stress, trauma and the avoidance of physical interventions. For further information please contact our office.
This newsletter our focus is on Nancy Beaton, one of our Trainers from the Breton Ability Centre in Canada. Here are a few of her thoughts about her role and the Low Arousal approach.
Nancy Beaton most important and busy job would be mom of Erin 15 and Ryan 11. I started my career at the ripe age of 19 working with individuals with varying abilities. I worked in my home town for the next 4 Years then headed to Alberta. 5 Years working in Alberta and taking many management and challenging behaviour courses working front line I found myself looking for something more. I then worked as a manager of 4 community homes that housed individuals with challenging behaviours on the autism spectrum. In 2002 I became a first time mom and decided to move back to Cape Breton to raise my family. For the past two years I have managed 6 community homes that house individuals from the age of 12 to 65 night with developmental delays and autism. Most with very complex and challenging behaviours. I also have been fortunate enough to be chosen to be one of 5 low arousal instructors in Canada. It’s been both rewarding and challenging to support staff in using and believing in this approach. We at BAC are looking forwarding to growing and continuing with low arousal.
By Signe Lo Scott Larsen, MA in Educational Psychology
(Translated by Kirstine Dupont, Professional Communicator)
Dr. Michael McCreadie is a health psychologist from Scotland, who has been teaching and counselling Danish practitioners within the field of autism for the past 9 years and is one of the founders of the Atlass programme. Atlass evolves around children and young adults with special development disorders such as autism, ADHD among other conditions. The programme is based on science within the fields of health research, neuropsychology and development psychology and promotes an approach towards wellbeing and stress reduction.
Michael McCreadie explains how Atlass holds a comprehensive approach towards learning:
”Atlass is systemic in its approach. Rather than trying to do something to the child, Atlass looks at stress within the system. And that can be referenced to as a public health approach, by us not trying to treat the condition, but what we are looking at is the stress within the system and the interaction between the child and the environment – relationships as well as buildings”.
When asked the question about how Atlass can make a difference for teachers and care takers working with special needs children, Michael McCredie responds:
”Atlass is about changing relationships and finding meaning. The term meaning relates to being able to understand the issues for individual as they arise. So in terms of teachers it is about helping them finding meaning in the child’s behavior and being able to look at that behavior and adjusting learning expectations and differentiating the curriculum to learners’ needs.”.
Atlass is more an approach than an actual tool and the understanding of challenges within the child are essential. Mindfulness and knowledge about coping strategies are part of the programme. According to Michael McCreadie it is primarily about strengthening the child’s ability to cope in different environments. And also for professionals to be aware of their own stress.
”The intervention within Atlass is about looking at the stress transaction and focusing on the transaction in the child’s environment relationships. And looking at those factors that mediate within that relationship, so that can be professional knowledge and understanding – and not only in terms of understanding the distinct and unique conditional support needs of each learner, but also the stress transaction within ourselves and how we as professionals need to be centered and emotionally aware when working with vulnerable groups of people”.
Some of the methods being used in Atlass might for some people resemble a therapeutic practice. Michael McCreadie elaborates:
”Atlass is for everyone. There are none of the aspects or theories behind it which are distinct to a single profession. Any professional teacher or pedagogue can use these approaches – there are no reason why they cannot. I feel that behavioral approaches are quite reductionist, as they look at trying to stop or prevent a behaviour from occurring, which are very short term. The Atlass approach focuses on the challenges to the learner through the stress relationships and trying to do something about that. This enables the child to learn and derive meaning from his og hers learning experiences”.
Is it possible to use the Atlass approach in a normal school to include special needs children? Michael McCreadie explains:
”We all experience stress. And if we all experience stress, then every learner experiences stress in different aspects of their development. So the Atlass approach is being used in mainstream schools in Scotland and with great benefits. It has been able to get teaching staff and children to look at their own stress and improve the health and well-being at both parties – and improve opportunities for learning. I do not see learning as something that occurs within the four walls of a classroom. Learning occurs across of a range of different environments”.
At Pindstrupskolen Atlass has been implemented in the school’s pedagogical approach. This means that on a daily basis focus is on how the learners, for many different reasons, walk around with a high state of alert due to their diagnostic challenges. Frequent mood swings, behaviours of concern, tiredness or anxiety are signs of this and are some the challenges teachers and pedagogues need to cope with everyday. As a result stress is something that has an enormous impact on learning, development and general well-being.
Atlass has influenced the practice of the school, as the staff has a greater knowledge of the causes of stress and what you need to be aware of, as you plan your teaching. Hans Henrik Dupont, headmaster at Pindstrupskolen explains:
”At our school it is all about being able to challenge our students, but to a certain limit. It is about finding the balance between what the children are capable of, at what point they experience stress and about how and when we can teach them at their level. We want the children to feel good and be able to receive learning. And within that taking it all to the next level and at the same time being aware of our limits”.
The implementation of Atlass has had a positive influence on the school practice by for example reducing situation with physical restraints. Hans Henrik Dupont believes that this is due to the increased awareness of being attentive to signs of stress and how to react to the signs as professionals:
”This means that we rarely experience situations, where we as professionals have difficulties coping and act out in desperation. Our staff now has the tools to handle difficult situations and I believe that this example is a measurable result of the Atlass approach”.
Part of the school’s pedagogical approach is to find ways to reduce the level of stress within each learner. Therefor the school has a broad range of different stress reduction initiatives and each learner has an individual stress reduction plan. The plan contains elements of physical exercise, mindfulness and different support systems, all with the purpose of helping the individual child to cope with his or her day.
The key view in Atlass is that stress is individual, which is why they at Pindstrupskolen actively focus on the individual – also when the consultants of the school are out guiding mainstream schools about special needs and inclusion.
”The most important part in a successful inclusion is looking at the stress level at the individual child and through that visualise how you can create the best environment for both the child and the rest of the class”, Hans Henrik Dupont says.
At Pindstrupskolen 20 out of the 59 teachers and pedagogues have attended the Atlass Masterclass in Birmingham. They have also had follow up days with staff members from StudioIII and the school organise internal seminars where the entire staff participates.
When writing plans for the people we support we often do not think about the end goal. Are we aiming for zero behaviour? Studies show that people can be openly angry on a regular basis. Anger is a component of our lives. In essence we need anger. Anger should not always be construed as negative.
Even the association between anger and health may not always be straightforward. A recent Japanese study identified that. To explore the link, the researchers examined data from American participants drawn from the Midlife in the United States (MIDUS) survey and data from Japanese participants drawn from the Midlife in Japan (MIDJA) survey.
To measure health, the researchers looked at biomarkers for inflammation and cardiovascular functioning, both of which have been linked to anger expression in previous research. The combination of these two factors served as a measure of overall biological health risk. They reported that greater anger expression was associated with increase health risks in a US sample and reduced risks in a Japanese sample. So cultural factors may mediate the impact of expressed anger.
When supporting people with challenging behaviours it is not unusual to find that people are often living in restrictive environments. I these situations everyday expression of anger may actually prevent more serious behaviours such as physical aggression.
The message for psychologists, behaviour advisors and families is to remember that anger should not be viewed as negative per se. All of us need to express anger from time to time. So please be careful when writing a Behaviour Support Plan that you allow the person to show some anger. Our goal is to keep people safe and not to make people comply with our own ideals about emotional expression.
1. S. Kitayama, J. Park, J. M. Boylan, Y. Miyamoto, C. S. Levine, H. R. Markus, M. Karasawa, C. L. Coe, N. Kawakami, G. D. Love, C. D. Ryff. Expression of Anger and Ill Health in Two Cultures: An Examination of Inflammation and Cardiovascular Risk. Psychological Science, 2015; DOI: 10.1177/0956797614561268
As an organisation we limit the number of spaces each year as we believe that it is important that we train high quality In House trainers. Our programme is much longer than our competitors ( minimum 15 days) as we expect trainers to be able to communicate knowledge both in classrooms and the shop floor. You can find out more information at studio3-train-the-trainer-page
The next general programmes begin in May 2018. Attendees will book 3 x 5 day commitments as follows:
14th – 18th May
11th – 15th June
9th – 13th July
A limited number of places are available: Please contact our office on 01225 334111 to discuss your organisations needs or post your information request [here].
For more information or to book contact information here
Look, Experience and See Courses are run over 3 days. Next dates for Birmingham July 2nd, 3rd and 4th 2018
Train the Trainer Courses are run over 3 separate weeks. Next dates (more to follow – please contact us for later dates)
|Course 1 Birmingham||14th–18th May 2018||11h–15th June 2018||9th–13th July 2018|
|Course 2 Birmingham||24th–28th Sept 2018||22nd–26th Oct 2018||19th–23rd Nov 2018|
|Dublin Next Course||14th–18th May 2018||11th–15th June 2018||9th–13th July 2018|
This is a 5 day course with 2 x 2 day followups and will be very popular so we suggest you book early.
|INDUCTION COURSE DATES||FIRST FOLLOWUP||SECOND FOLLOWUP|
|18th – 22nd June 2018||20th/21st September 2018||27th/28th November 2018|
|17th – 21st September2018||29th/30th November 2018||12th/13th March 2019|
|26th – 30th November 2018||14th/15th March 2019||18th/19th June 2019|
Within it Tom details that poor conduct remains a significant issue for many schools in England and that there needs to be better ways available to help tackle the problem.
He notes “There is a striking contrast between data gathered from school leaders or school inspectors, and the experiences of frontline teachers and students. This is partly understandable. School leaders are held to account by their ability to demonstrate they have secured a safe, calm school environment. Stakes for leaders are high. It is natural for the most positive interpretation of one’s school to be presented publicly, especially in circumstances of external inspection.” The report concludes that “Just as importantly, though, there are many schools that demonstrate it is possible to improve in even the most beleaguered of circumstances.”
To provide an example of the differences between schools, he reports that he has seen some schools where lateness is not recorded as misbehaviour and other schools where it is. Bennett has said “Now, if you don’t record lateness as a misbehaviour, and you’ve got lots of lateness, then your behaviour will look much better in formal external data, than it will be if you’re a slightly more, shall we say, upfront school which does record that kind of data,” “So there’s a lot of variety in practices which can lead to rather misleading data. I’m not suggesting that it’s corrupt, I’m suggesting that it’s human beings reacting as human beings to slightly perverse incentives.”
Bennett concludes that there is no silver bullet to tackling disruptive conduct but that there are a number of approaches that can be used to deal with the issue and that good school leadership is key to creating the right culture in a school.
The BBC documentary aired on Monday 4th September reminded me that people have a right to be treated with dignity and respect. The psychologist Stanley Milgram in his book Obedience to Authority studied the willingness of people to administer electric shocks to people in a series of classic laboratory experiments. I’m reminded of his statement that “It is not so much the kind of person a man is as the kind of situation in which he finds himself that determines how he will act.” Putting it bluntly people can start to behave in a shameful manner if the situation appears to warrant it.
We also know that influential minorities can sway cultures. I have so much respect for the undercover reporter Callum Tulley who clearly was distressed by the chaotic ethos of the G4S run Detention Centre. We witnessed vulnerable people mixed with individuals who can only be described as predatory in nature. Some of individuals had been awaiting deportation for over 12 years. Even the design of the building looked like a modern version of some Dickensian workhouse.
But, what is the learning in these situations. Of course undercover documentaries tend not to highlight best practice but, let us consider the last series of Panorama expose documentaries that ranged from the abuses of people with intellectual disabilities at Winterbourne View, the scandal of the Medway detention Centre, ill treatment of the elderly. Let not just focus on the blatant criminal and immoral behaviour of people treating individuals who are often vulnerable as objects. Negative Cultures take time to evolve and take root. We are talking about rotten apples but there are faults at many levels. Our government inspection processes miss these places. People on the ground empower individuals to commit extreme and abusive acts. We should also understand that quality training is only good if it is put into practice.
We must apply moral standards to all people regardless of their status in our society. The American politician Hubert Humphrey in his last public speech put it in focus when he stated “…the moral test of government is how that government treats those who are in the dawn of life, the children; those who are in the twilight of life, the elderly; those who are in the shadows of life; the sick, the needy and the handicapped. ”
Illegal immigrants are human beings that need to be treated with dignity and value not herded like cattle into these centres. At Studio 3 Training we have spent 25 years working with cultures that require change. Training in non aversive behaviour management can help, but it is only effective in cultures that support values on the ground. In my personal view we should focus on the system that allows and even enables people to behave in a dehumanising manner. Finally, culture change is not easy, but, it is difficult to be proud of a nation that treats the vulnerable in this manner.