The vocational school programme “Positive Behavioural Support” (PAS) gives developmentally disabled, autistic and other vulnerable groups a new lease of life. AOF Vestlandet-Agder offers the programme and is happy to facilitate it for municipalities.
Unfortunately, people with various forms of intellectual disabilities often experience challenging situations that affect their behaviour and are sometimes excluded from certain arenas in society.
Positive Behavioural Support (PAS) is a framework that aims to gain an understanding of the behaviour in these people’s environment – and take action accordingly. AOF Vestlandet-Agder is starting up another year of vocational training in PAS from the autumn. The programme starts in September and offers 30 credits.
The PAS programme is suitable for professionals who work with people with intellectual disabilities, autism and other disabilities. “The aim of the programme is to ensure a good quality of life for service recipients and their families by preventing and changing some of the conditions that contribute to undesirable behaviour,” explains Katrine E. Høgestøl, advisor at AOF Vestlandet-Agder.
Long-term focus
PAS is all about emphasising the surroundings and the environment, facilitating and focusing on what gives the individual the best possible quality of life. All people are unique and must be seen and met in their own way. What are the person’s interests, values, wishes and problem perceptions?
It’s about creating environments that promote a good life and changing environments that contribute to challenging behaviour.
The goal is therefore to work broadly with quality of life improvement measures, where the person’s voice is crucial.
PAS starts with key people such as the person, family, service providers and others coming together in a close partnership. PAS is not a short-term measure, but something that should take place all the time.
To achieve this, you need to improve the systems, settings and skills of everyone to create an environment that encourages positive behaviour and proactive strategies.
– “It’s a comprehensive and binding programme, but a framework that works,” comments Høgestøl.
Documented effect
Research from the last 15 years has shown that PAS has a documented positive effect on people’s quality of life.
– “PAS is very important for the users, and it’s great to see adults taking this programme. They are committed and add valuable experience. Our classes have had good discussions and benefited greatly from the PAS programme,” says Høgestøl.
It is clear that the work to prevent challenging behaviour requires a wide range of partners. From community health and social care services to specialist health services, schools, GPs and housing providers – all play a crucial role in supporting individuals through PAS.
Municipalities are increasingly focussing on this type of education, care and follow-up, including in Karmøy.
– “Karmøy Municipality contacted us to offer PAS training to its employees. We organised the training during the day in Karmøy according to the municipality’s wishes,” says Høgestøl.
AOF Vestlandet-Agder is happy to collaborate with municipalities by facilitating programmes such as PAS. In this case, the Karmøy students completed the programme in March 2024, and this year the vocational school programme is planned in Haugesund.
Great importance
Marit Elin Hansen, business manager for the housing and environmental worker service in Karmøy municipality, says that PAS has been a focus area for them since 2017, and a topic at their annual professional days since 2016.
– Our company took the initiative for the vocational school programme PAS, which was developed by AOF Vestlandet-Agder. We are actively working to implement PAS throughout the organisation, and we recommend that our healthcare professionals take this vocational school programme.
Hansen is in no doubt about the positive effect the vocational school programme has had.
– “We can see that increased knowledge of PAS has had a major impact on the provision of services to several of our service recipients. Among other things, this has led to a greater focus on a low affective approach, which in turn has significantly reduced the use of coercion and force,” she concludes.
Photo: Truls Dahl / AOF Vestlandet-Agder
Experience is important
The public education programmes offered by AOF Vestlandet-Agder are often state-subsidised, which means that the teaching is free for participants. If the programme is arranged through the workplace, adaptation is naturally required.
When it comes to the lecturers chosen by AOF Vestlandet-Agder, advisor Katrine E. Høgestøl emphasises that experience is a key factor.
– It’s crucial. Experience weighs heavily. To teach PAS, you need to have a degree in health, preferably as a social worker or nurse, and further training in PAS,” she says.
The students at Karmøy had Frode as their tutor. Frode is a social worker with further education in PAS.
– Being part of the PAS programme, either as a teacher or a student, is a journey of shared learning and growth. It’s fascinating to see how students’ values and attitudes evolve throughout the programme. Positive Behaviour Support encourages us to look beyond the surface and understand the deeper messages that behaviour conveys. It reminds us that challenges are often rooted in the environment, not the individual,” says Frode Lie.
Photo: Truls Dahl / AOF Vestlandet-Agder
The big goal
Lie points out that PAS is about creating supportive environments that promote strength and independence.
– Internships give students a unique opportunity to apply theory in practice. Here, they can explore creative solutions and customise interventions to improve the quality of life for the people they serve. These experiences are invaluable as they allow students to experiment with innovative ideas that may not have previously been considered in their workplaces. Often this leads to lasting positive changes for staff, residents and their families,” he comments.
Lie also emphasises the long-term aspect of the PAS approach.
– The PAS programme is more than just an academic achievement; it’s a process of change that enriches both those who learn and those who teach. This mutual growth and improvement is the essence of what we strive for – to create a more inclusive and supportive society, where everyone has the opportunity to thrive.
