Social Use Of Language And Anger Management Strategies

35 Pages·2013·0.39 MB·English

by  Catherine Rogers

Communication Counts
September 2011
Social Use of Language
and Anger Management

Catherine Webster
Senior Educational Psychologist
Conwy Educational Psychology Service
Agenda
• Background

• The relationship between social use of language and
behaviour

• Popular approaches to behaviour and ‘anger
management’

• Potential difficulties with these approaches

• The multi-element plan

• Future plans
Background
• Number of children with language difficulties being referred to Social
Inclusion Service.

• Number of children with language difficulties attending Pupil Referral Units.

• Number of secondary age pupils identified with ESBD subsequently being
recognised as having language difficulties.

• Not responding to range of behavioural/anger management focused
interventions.

• Why?

• What was working and looking for alternatives.
The relationship between social
use of language and behaviour
• Approximately three quarters of children with identified emotional and
behavioural difficulties have significant language deficits.

• Approximately half of those with language disorders have identifiable
emotional and behavioural difficulties.

• The prevalence of language deficits in children who exhibit anti-social
behaviours is ten times higher than in the general population.

• The strength of the association between language difficulties and anti-social
behaviour increases with age.

• Difficulty in initiating and maintaining interpersonal relationships is a
key mediating variable between language disorders and antisocial
behaviours.

Taken from Southwark NHS website
Specific difficulties impacting on
behaviour

• The Communication Chain (Elklan)

• Abstract language/questions

• Blank Levels

• Pragmatic Skills
The Communication Chain
Have ideas and decide what
Understand the meaning – literal to say
and non-literal

Choose words

Understand sentence

structure

Choose appropriate sentence
structure
Understand words

Select the sounds
Remember = phonology
= auditory memory

Coordinate instructions to
Listen/hear the speech muscles

Interpret non-verbal
Articulate sounds
communication

Speak fluently
Look/attend

Speak appropriately
Self monitor
Expressive Language
Receptive Language
Adapted from Elklan © Liz Elks and
Henrietta McLachlan
Understanding of abstract
language/questions
• Where? – Positional language

• When? – Temporal language

• What? – Naming; descriptive language; making predictions; problem
solving

• Who? Which?- Naming; descriptive language; making choices

• Why? - Justification

• How? – Making an inference
Blank Levels
• Level 1 – Matching perception; naming things

• Level 2 – Selective analysis of perception; describing
things, answering who? what? where?

• Level 3 – Reordering perception; talking about stories
and events

• Level 4 – Ability to solve complex and abstract verbal
problems; solving problems and answering why?
questions

Blank, Rose and Berlin (1978)
Blank Levels cont.
• 60% of 3 year olds understand level 1 and
level 2 questions.

• 65% of 5 year olds understand level 3 and
4 questions.

Adapted from Elklan © Liz Elks and Henrietta McLachlan