Functional Fluency is making a difference in schools

Functional Fluency is making a difference in schools

Steve Russell from 'Beyond Behaviour' says:

I’ve been sharing Functional Fluency with staff in schools for over 6 years now.  I have many highlights of how it has illuminated their understanding as to how they carry themselves as they teach and look after their pupils.

One of the main areas I work within is that of behaviour and wellbeing. A significant challenge staff face is striking a healthy balance between providing structure and nurture for their most challenging pupils. These youngsters are often very vulnerable, many having experienced trauma and are acting out their pain. There are also often attachment-related needs, some of which are more obvious to staff, others which can be masked.

The different modes in the Functional Fluency model offer a powerful way to frame these challenges, enabling staff to talk honestly from their hearts, about how it feels that some youngsters seem to ‘push them’ into using the Dominating mode; or of how for some staff there’s an understandable tension between providing the care these youngsters are in such need of, without slipping into being over-tolerant of inappropriate behaviours – and/or becoming overly punitive and blaming as staff reach exhaustion point.

jumping in sunsetWhole staff groups have had invigorating discussions as we’ve considered the phrase ‘We hold fast to our principles and are flexible in our approaches’, using the modes as a road map to create a route to principle-based inclusive practice.

Steve Russell, Beyond Behaviour

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We use our blog to refect on how Functional Fluency and TIFF is being used, and how it can be developed further, across the broad spectrum of situations where building more effective relationships is valuable.

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