{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EAim: \u003C/strong\u003EThere are a number of reasons why young people behave in certain ways. The aim of this module is to give Explorer Scout Young Leaders (ESYLs) a basic understanding of the different behaviours that young people can display and explores some of the potential reasons underpinning those behaviours. By the end, you should be able to recognise and propose possible strategies for dealing with different behaviours.\u0026nbsp;\u003Cbr\u003E\u0026nbsp;\u003Cbr\u003E\u003Cstrong\u003EObjectives:\u003C/strong\u003E By the end of this module, you\u0027ll:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EUnderstand different types of behaviour.\u003C/li\u003E\n\u003Cli\u003EUnderstand and talk about the causes and triggers underpinning different types of behaviour.\u003C/li\u003E\n\u003Cli\u003EDemonstrate a number of tools or methods that could be used to manage behaviour.\u003C/li\u003E\n\u003Cli\u003EExplain how ESYLs can assist with managing behaviour in the section.\u003C/li\u003E\n\u003Cli\u003EExplain where they can get further assistance, and when to involve adults.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003EOutcome: \u003C/strong\u003EThe benefit of this module helps young leaders recognise behavioural patterns and gives them the skills to help improve behaviour while encouraging proactive learning. This will also help improve their own behaviours picking up patterns in their own personalities and making improvements necessary for personal growth and development. \u0026nbsp;All skills worthy of any CV.\u0026nbsp;\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EYou can download a \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/l1xjos5f/module-d.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module D - Session Plan\u0022\u003Esession plan\u003C/a\u003E and \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/ouumtepy/module-d.pptx\u0022 target=\u0022_blank\u0022 title=\u0022Module D - PPT\u0022\u003EPowerPoint\u003C/a\u003E to help deliver the module.\u003C/strong\u003E\u003C/p\u003E\n\u003Ch3\u003EIntroduction\u003C/h3\u003E\n\u003Cp\u003EBegin the session by introducing the module and explaining what the aim and objectives are.\u003C/p\u003E\n\u003Cp\u003EMake sure that you cover the following points in your introduction:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EEvery young person is an individual and all young people should be treated equally. They can display a range of behaviours that can be both positive and negative.\u003C/li\u003E\n\u003Cli\u003EA sudden or noticeable change in behaviour may be due to a variety of underlying causes of which you might not be aware.\u003C/li\u003E\n\u003Cli\u003EAll volunteers should focus on recognising and rewarding positive behaviour, and should never label a young person or adult.\u003C/li\u003E\n\u003Cli\u003EWhen speaking about behaviour in the section, volunteers should focus on the behaviour itself, rather than on the young person in question. For example, instead of saying that young person is being \u2018naughty\u2019, they could talk to the young person about their behaviour, clearly explaining why it\u0027s not appropriate.\u003C/li\u003E\n\u003Cli\u003EResponding to challenging behaviour can be difficult for all leaders at times.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003EESYLs need to be prepared with the confidence and skills to respond consistently and appropriately to varying behaviour within the section. To allow them to explore the possible challenges, you\u0027ll need to ask them to give examples. It\u0027s important that this discussion is held in a positive and safe environment in which young people feel able to ask questions honestly and openly.\u003C/p\u003E\n\u003Ch3\u003EModule D activities\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand different types of behaviour and 2. Understand and talk about the causes and triggers underpinning different types of behaviour\u003Cstrong\u003E\u003Cbr\u003E\u003C/strong\u003E\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that the group will be spending some time reflecting on their own experiences, before thinking about how they can support others.\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EHow do you feel if you\u0027re having a bad day?\u003C/li\u003E\n\u003Cli\u003EHow do you feel when you\u0027re hungry?\u003C/li\u003E\n\u003Cli\u003EHow do you feel when you\u0027re tired?\u003C/li\u003E\n\u003Cli\u003EHow do you feel when you don\u2019t understand something?\u003C/li\u003E\n\u003Cli\u003EHow do you feel when you\u0027re having a great day?\u003C/li\u003E\n\u003Cli\u003EIs there anything that helps you function a little better when you\u0027re having a bad day?\u003C/li\u003E\n\u003Cli\u003EWhat and who influences your mood?\u003C/li\u003E\n\u003Cli\u003EWhat brings out the best in you?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp style=\u0022padding-left: 40px;\u0022\u003E3. Point out that everyone has good and bad days. Everyone is affected differently by different things, and everyone has their own sensitivities and triggers. However, there are some commonalities most of us share.\u003C/p\u003E","label":"Discussion and reflection"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand different types of behaviour\u003Cbr\u003E2. Understand and talk about the causes and triggers underpinning different types of behaviour\u003Cbr\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour\u0026nbsp;\u003Cbr\u003E4. Explain how ESYLs can assist with managing behaviour in the section\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that there is always a reason behind challenging behaviour, and ask ESYLs to work together to think of as many different factors as possible. Examples could include: boredom, over-excitement, enthusiasm, a misunderstanding about what is appropriate behaviour, a misunderstanding understanding the rules, experiences outside of Scouting, experiencing a bad mental health day, and the environment (eg noisy, overwhelming, unfamiliar).\u003C/li\u003E\n\u003Cli\u003EExplain that challenging behaviour is often misjudged as \u2018attention seeking\u2019. Talk about why this kind of labelling is not helpful and can prove inaccurate. It\u2019s natural to want and need attention from others, but usually this is sought in a positive way. It\u2019s important to think about why a young person might be seeking attention. Are they receiving enough positive attention from adults? Is there something important they are struggling to communicate to you? Do they need support with developing friendships in the section?\u003C/li\u003E\n\u003Cli\u003EAsk the ESYLs to think what they could do to help prevent or turn these reasons around:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EIf someone is experiencing boredom, what can we do to ensure the programme is inclusive and interesting? How can we make sure everyone understands?\u003C/li\u003E\n\u003Cli\u003EIf someone is struggling to understand something, can we present the information in a different way? Can we have extra people on board to support? Can we check for any differences in how young people in the section learn, and adapt our leadership style to suit them?\u003C/li\u003E\n\u003Cli\u003EIf someone is over-excited, can we set clear boundaries before the activity begins? Can we make sure we have a code of conduct in place?\u003C/li\u003E\n\u003C/ul\u003E","label":"Reasons"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand different types of behaviour\u003Cbr\u003E2. Understand and talk about the causes and triggers underpinning different types of behaviour\u003Cbr\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour\u003Cbr\u003E4. Explain how ESYLs can assist with managing behaviour in the section\u003C/p\u003E\n\u003Cp\u003EAsk two ESYLs to volunteer to run a game for the whole group, whilst taking on a persona.\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EThe first ESYL should run a simple game with very long and drawn out instructions. They should keep going with the instructions until the rest of the ESYLs get bored, disengage and grow impatient or frustrated.\u003C/li\u003E\n\u003Cli\u003EAfterwards, ask the group how they felt. Did they feel themselves losing focus or getting\u0026nbsp;annoyed?\u003C/li\u003E\n\u003Cli\u003EThe second ESYL should run a game, shouting and being very sharp with the others. Get them to imagine that they have had a bad day. How does it make them feel?\u003C/li\u003E\n\u003Cli\u003EExplain that leaders need to be confident, calm, consistent and in control. It\u2019s not about volume or power, but about effectively combining body language and verbal communication skills to set clear expectations.\u003C/li\u003E\n\u003Cli\u003EAsk them how it felt to be shouted at. What does hearing adults shouting teach young people, considering that leaders are important role models? If shouting is used regularly, how effective will it be as a method of gaining attention in an emergency?\u003C/li\u003E\n\u003C/ol\u003E","label":"How would you react?"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Appendix G from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/l1xjos5f/module-d.docx\u0022 title=\u0022Module D - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour and 4. Explain how ESYLs can assist with managing behaviour in the section\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that the ESYLs are going to take part in a thought experiment, where they will try and turn a negative statement into a positive one. This experiment will help them to see the impact using positive language can have when working with young people. Often, it can prevent and de-escalate a challenging situation.\u003C/li\u003E\n\u003Cli\u003EWhere possible, get ESYLs into groups based on the section they support, as the language used will depend on factors like age and level of understanding.\u003C/li\u003E\n\u003Cli\u003EProvide each ESYLs with the list of sentences in Appendix G. Ask them to take it in turns to reword the sentences using positive language. What effect does this have?\u003C/li\u003E\n\u003C/ol\u003E","label":"Flip it to a positive"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour and 4. Explain how ESYLs can assist with managing behaviour in the section\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EThis activity helps ESYLs to think about how they respond when faced with challenging behaviour.\u003C/li\u003E\n\u003Cli\u003EAs a whole group, play a game of your choice. Throughout the game, ask some of the ESYLs or other adult leaders to start behaving in a way that is deliberately disruptive.\u003C/li\u003E\n\u003Cli\u003EThe leader in charge of the game should use a variety of methods to deal with the disruption, ranging from shouting (as a bad example), asking them to not play the game, or focusing on the positive behaviour of others (as a more supportive method).\u003C/li\u003E\n\u003Cli\u003EAfterwards, have a discussion with the group about whether they believe the right methods were used and why. How did each approach make them feel? What would they have done differently? How do they think it would have been dealt with in their section?\u003C/li\u003E\n\u003Cli\u003ENext, split the group into small teams with pens and flipchart paper. Ask the ESYLs to come up with a list of ways to deal with different behaviours, looking at the pros and cons of each.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003EWhile the ESYLs complete the task, ask them to consider the following points:\u003C/p\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhy is it important to reward positive behaviour in a balanced way?\u003C/li\u003E\n\u003Cli\u003EHow would you respond to challenging behaviour in your section?\u003C/li\u003E\n\u003Cli\u003EWhat methods would you use to respond to both positive and disruptive behaviour?\u003C/li\u003E\n\u003Cli\u003EWhat works? What doesn\u2019t? Is there anything you would change or introduce?\u003C/li\u003E\n\u003C/ul\u003E","label":"Different behaviour"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 35 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Appendix H from the module \u003Ca href=\u0022https://prod-umbraco-core.azurewebsites.net/media/l1xjos5f/module-d.docx\u0022 title=\u0022Module D - Session Plan\u0022\u003Esession plan\u003C/a\u003E\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E1. Understand different types of behaviour\u003Cbr\u003E2. Understand and talk about the causes and triggers underpinning different types of behaviour\u003Cbr\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour\u0026nbsp;\u003Cbr\u003E4. Explain how ESYLs can assist with managing behaviour in the section\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EGive everyone a scenario from Appendix H, and set up a mock trial. Nominate a judge, two teams of lawyers representing the case for and against, and a jury.\u003C/li\u003E\n\u003Cli\u003EGive the lawyers five minutes to discuss their arguments. How will they explain the behaviour outlined in the scenario? When they\u2019re ready, they should present their case to the judge and jury.\u003C/li\u003E\n\u003Cli\u003EAsk the lawyers to consider:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003Ethe possible reasons behind a young person\u2019s behaviour\u003C/li\u003E\n\u003Cli\u003Ethe triggers that may cause the behaviour\u003C/li\u003E\n\u003Cli\u003Ehow the behaviour might be perceived by parents, leaders and members of the public\u003C/li\u003E\n\u003Cli\u003Ewhether they will call upon witnesses to express different views\u003Cbr\u003E\u003Cbr\u003E4. Meanwhile, the judge should keep order in the courtroom, and the jury should listen attentively.\u003Cbr\u003E5. Ask the jury to consider what the most appropriate method to respond to the behaviour is. Which preventative measures could be introduced in the future?\u003Cbr\u003E6. Rotate the group so everyone has the chance to try different roles. If ESYLs are struggling to make their case or to come to a decision, you could include more witness testimonies.\u003C/li\u003E\n\u003C/ul\u003E\n\u003Ch4\u003EWhat is my role as an ESYL in behaviour management?\u003C/h4\u003E\n\u003Cp\u003EExplain that ESYLs play a role in helping to create and foster a positive environment in their section. Scouting provides a space where young people can be themselves. They will undoubtedly come across challenging behaviour throughout their role, and it\u0027s important that they know how to deal with it. Setting expectations from the start will help to create a positive environment.\u003C/p\u003E","label":"Mock trial"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Example Code of Conduct\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to: \u003C/strong\u003E3. Demonstrate a number of tools or methods that could be used to manage behaviour\u0026nbsp;\u003Cbr\u003E4. Explain how ESYLs can assist with managing behaviour in the section\u003Cbr\u003E5. Explain where they can get further assistance, and when to involve adults\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EExplain that one way ESYLs can provide a positive environment is by creating a Code of Conduct in partnership with their section. How can they ensure that everyone in the section buys into the agreement and understands exactly what it means?\u003C/li\u003E\n\u003Cli\u003EExplain that a Code of Conduct is not just a list of rules for young people to follow. It can include rules for the leadership team to follow, too. You could consider how the leadership team should respond if a young person is having a bad day, for example.\u003C/li\u003E\n\u003Cli\u003EIn small groups, ask ESYLs to come up with some creative ideas to generate a Code of Conduct.\u003C/li\u003E\n\u003Cli\u003ERegroup and discuss the following points:\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003EWhat is the ESYL\u2019s role in managing behaviour?\u003C/li\u003E\n\u003Cli\u003EWhen should an adult become involved?\u003C/li\u003E\n\u003Cli\u003EHow can the ESYL influence behaviour as a role model?\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp style=\u0022padding-left: 40px;\u0022\u003E5. Create a central list or spider diagram of the group\u2019s responses You can link back to the methods you currently use, as well as to any new methods ESYLs would like to introduce.\u003Cbr\u003E6. In small groups, ask ESYLs to list ways to recognise and reward positive behaviour and set standards. How can they introduce their ideas to the section? What are the advantages of focusing on positive behaviour instead of reacting to disruptive behaviour? When they\u2019re finished, they should feed back to the wider group.\u003C/p\u003E","label":"Creating a Code of Conduct with your section"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EConclusion of Module D\u003C/h3\u003E\n\u003Cp\u003E\u003Cstrong\u003EDuration:\u0026nbsp;\u003C/strong\u003E5 minutes\u003C/p\u003E\n\u003Cp\u003ESummarise the module by revisiting the objectives. Ask the ESYLs whether they feel they have covered all of the objectives satisfactorily. Before they go, carry out a review or an evaluation of the session.\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"searchDescription":"Discover Module D - Understanding behaviour of the Explorer Scout Young Leader\u0027s Scheme.","pageType":null,"location":null,"browserTitle":"","versionDate":"30 August 2024","reviewDate":"01/09/2025","redirectUrl":"","id":81284,"nodeName":"Module D","title":"Module D","type":"contentPage","image":{"url":"/media/2923/young-leader-explorer-with-beaver-scout-jpg.jpg?cc=0,0.1316880537446079,0,0.02456194625539225\u0026width=800\u0026height=450\u0026v=1dafa1c845a0010","caption":"Explorer Young Leader with Beaver helping","type":"jpg","size":6087665,"width":5616,"height":3744,"altText":"An Explorer Young Leader helps a Beaver with an activity."},"assets":null,"headerOptions":{"headerTitle":"Module D - Understanding behaviour","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"003982","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Discover Module D - Understanding behaviour of the Explorer Scout Young Leader\u0027s Scheme.","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84MTI4NCJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/running-an-explorer-unit/explorer-scout-young-leaders-scheme/the-modules/module-d/"}