I particularly liked this social flow diagram to help the child with their negative fixation on a peer: I pick this example as it is currently being discussed as a major concern when tackling our review of the EHCP.Īs a parent, it was extremely empowering to produce this book in the meeting and share resources that could help. You would have to work deeply with a child of this nature to understand how this can be a very challenging component to educating them within a school environment. What I like in the book, is that it has been produced having come from a great wealth of expetise of working with a range of PDA children, which helps the reader understand that different strategies will work with different pupils.Īnd with that knowledge also comes observations that really do identify the challenges faced by children with this presenting profile.Īn example of this is when pupils have negative ‘social fixations’ on staff or peers. There is a resource included in the book with reflective, practice questions that may help staff with their learning process, this small following section gives you some idea:
It is essential that staff also work in unison by supporting, observing and guiding each other, as well as by learning from each other when both positive and negative experiences occur.
It looks at maintaining a clear leadership model – something I have found to be a positive aspect in our current school placement.
#PATHOLOGICAL DEMAND AVOIDANCE STRATEGIES SCHOOL HOW TO#
The book has practical strategies on how to support staff – especially focussing on needing enough space and time to reflect on incidents that might have happened.Ī structure that might work, for example, is to use a strong rotation of staff and to provide access to specialist training and guidance on PDA. I guess the book acts like an independent support party, helping to bridge the gap between school challenges and those that impact on the family, so that both teams can be understood and work better together as a result. I think this approach is well researched and gives a great deal of emphasis towards the impact it may have on staff when trying to accomodate a child, who may have extreme emotional disregulation, and places the importance of staff wellbeing at the core.Īs parents, we can ofen focus on our own child and their immediate needs, without incorporating the viewpoint of the teacher who will often be challenged and exhausted in much the same way as parents are. However, as a small aside, I question whether it could be a way of working across an entire school as it could be a style that suits many others too. What I do appreciate also is that it focusses on the difficult implications this may have on staff and the usual restrictions that schools will have trying to implement a different appraoch for one pupil. This resource moves on to introduce a Collaborative Approach to Learning and how this would actually play out realistically within an educational provision. The book begins with an overview of Pathological Demand avoidance (PDA) to give the reader a better understanding towards the condition.Īs a parent this section resonates with me as I find it extremely accurate when describing the key features, and in turn, the barriers to my child accessing a school environment. Just in time for the annual review of my daughter’s Education, Health and Care Plan (EHCP), a book coincidentally arrived for me in the post!Ĭollaborative Approaches to Learning for Pupils with PDA, by Ruth Fidler and Phil Christie, is a useful resource providing strategies for education professionals and is published by Jessica Kinglsey Publishers (click here if you would like to purchase a copy).
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