Positive Behaviour Programmes
“How often do we stand convinced of the truth of our early memories, forgetting that they are assessments made by a child? We can replace the narratives that hold us back by inventing wiser stories, free from childish fears and, in doing so, disperse long-held psychological stumbling blocks.”
Benjamin Zander - The Art of Possibility (2000)
ABOUT THIS PROGRAMME:
The Positive Behaviour Programme is a strengths-based approach on disciplining and guiding children and youth.
The programme is strongly influenced by the Circle of Courage that draws on a strengths approach to responding to misbehaviour and that behaviour is motivated by unmet needs. The ecological systems theory and the external realities of people are shaping forces in the lives of all people and youth at risk adopt their labels in these spaces. Trauma informed care practices are essential in establishing reclaiming environments within school contexts where children spend most of the time.
The Policies for positive behaviour practices are captured in the letter and the spirit of various policies and guideline documents. Some of the policies that form the basis for Positive discipline practices are enshrined in the Constitution of the Republic of South Africa and the United Nations Convention on the Rights of the Child.
Some of the policies that guide the practices and attitudes to promote positive behaviour in schools are:
SA Schools Act No. 84 of 1996
Western Cape Provincial School Education Act 1997
Alternatives to corporal punishment guidelines
Regulations on disciplining, suspension and expulsion of learners
A practical guide on learner discipline and school management.
Learner code of conduct (DBE example)
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POSITIVE BEHAVIOUR SUPPORT PATHWAY
This support pathway for behaviour is guided by the principles of Inclusive Education (WP6, 2001, p 6)· Acknowledging that all children and youth can learn and that all children and youth need support.· Enabling education structures, systems and learning methodologies to meet the needs of all learners.· Acknowledging and respecting differences in learners, whether due to age, gender, ethnicity, language, class, disability, HIV or other infectious diseases.
Decisions about the child should always be in his or her best interests and managed in a restorative manner with consideration to all legislation and policies related to children.