Theories of communication; barriers to communication; and functional communication difficulties Behaviour as communication; challenging behaviour within diverse health and social care contexts. Behaviour as manifestation of unmet needs. Functional assessment of behaviour; positive behaviour support

Typologies of complex behaviour including aggression and violence within health and social care contexts. Contextual understanding of factors associated with different manifestations of complex behaviours including aggression and violence, specifically within care contexts. Role of stress, frustration and cognition associated with complex behaviours. Application of contextual understanding to proactively prevent potential conflict and behavioural escalation. Relationship between trauma and complex behaviours: trauma informed care

Theories of stress, appraisal and coping. Conflict management and negotiation: definition, recognition and assessment of conflict stages Stage specific interventions to resolve/manage conflict. Negotiation as a process, approaches, strategies and effective negotiation skills. Psychosocial perspectives on aggression and violence : Instinct theory, frustration-aggression hypothesis, aggressive cue theory, excitation-transfer theory, social learning theory, deindividuation theory, social constructivist explanation of aggression. Instrumental aggression; Group and team dynamics: Group dynamics and group cohesion, stages of group formation and development of group cohesion. Use of team interventions, role of team leader and team members, communication within the team. Therapeutic use of self: Self awareness, attribution theory, attitude formation and influence, stereotyping, and prejudice, Management of personal fear. Transferential/countertransferential issues, Importance of reflective practice and role of clinical supervision. Staff and service user support: recognition of stressors, impact of victimization, and role as witness.

'Stage' models of behavioural escalation. Verbal and non-verbal manifestations of each phase. Cognitive and physiological alterations during escalation. Needs of the individual during each phase and stage specific interventions that may support the person to ameliorate their distress, and/or to behaviourally deescalate. Employing a trauma informed approach and strategies in responding to escalation. Evidence based methods of risk appraisal and dynamic risk assessment.

Communication as interventions and skills: Non verbal communication including acknowledging alterations in perception, need for personal space, use of body posture and facial expression, positioning, and proximity that may be employed to deescalate aggression and violence. Verbal and paraverbal communication including purposeful and effective use of volume, tone, rhythm, clarity, brevity, and simplicity De-escalation as intervention: theories and practice. Role purpose and function of assisting others in attempts to de-escalate. Experiences of verbal de-escalation and physical containment interventions as perceived by service users and the implication of these perceptions on practice Debriefing: role and function of ‘therapeutic, stress, and operational debrief(s)’ Management of impact, stress, and burnout associated with encountering complex behaviours.

Dynamic versus actuarial risk assessment; Risk appraisal client specific cognitive, communicative, verbal; postural, motor activity, spatial behaviours. Principles of prevention/spatial awareness/position/posture/proximity in preservation of personal safety Service specific policies and procedures for preservation of personal safety.

Application of course learning in situations of ‘lone working’ including dynamic risk assessment/appraisal policies procedures protocols and practice of proactive and responsive personal safety strategies.