Addressing barriers to engagement - Working with challenging behaviour
There is no universal definition of challenging behaviour, this is partly because whether or not a behaviour is seen to be ‘challenging’ is subjective. Whether a person perceives a young person’s behaviour to be challenging depends on many factors. These may include their social and cultural background,1 role (e.g. a clinician, teacher), previous exposure to the behaviour, relationship with the young person, confidence in their ability to respond in an appropriate way, available support (e.g. clinical management), and the context in which the behaviour presents (e.g. a classroom, an inpatient unit). It is also important to consider whether or not a behaviour is developmentally appropriate.