HOW LEGISLATION,FRAMEWORKS CODES OF PRACTICE AND POLICIES SUPPORT POSITIVE BEHAVIOUR ARE APPLIED TO OWN WORKING PRACTICE.
SAMSON MAGARA
17/09/2014 at 22:50
Legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice.All adults who work within in a working practice environment have a responsibility to themselves and the practice to model a high standard of behaviour, both in their dealings with the children and with every other adult within the practice as their example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between adults will encourage good behaviour in children. Each working practice has a behaviour policy that staff should be aware of and adhere to; all new staff follows an induction programme to guarantee a dependable approach to behaviour management within my own workplace.Depending on the nature and the severity of the challenging incident the personal response may vary from trying to support and guide the child that is upset to being frustrated, sad, angry and shocked or in extreme case to be in fear and unable to
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A relationship between carers and the children, the positive strategies that are used, together with setting displays that have been done with the input of children have a bearing on a child’s behaviour. The whole ethos at Linden House is built around our emphasis on rewards (VIVO POINTS) that strengthen good behaviour and by showing children that they are highly valued. By giving children praise, whether it is informal or formal, in groups or individually will reinforce their feeling of belonging to the setting which in return produces good behaviour. The setting rewards system consists of;
• Positive and appropriate praise.
• vivo points rewards.These types of rewards are intended to increase the motivation in a child and by recognising their success will lead to their good behaviour and a positive work ethic. However, where there is praise there must also be sanctions, this will teach children that unacceptable behaviour will not be accepted. Behaviour that may include; bullying, disrespect to adults,disruptive behaviour and racism, the use of sanctions in these instances are;
• It is made clear to the child why the sanction has been used in order for them to understand.
• That change in their behaviour is required in order for further sanctions not to be used.
• Group sanctions are avoided.
• There is a clear difference made between minor and major offences.
• The focus is on the behaviour rather than the young person as an individual.
In our setting we also have a set of ‘Golden rules’; these are our codes of conduct and are designed to show children how
they can achieve acceptable standards of behaviour, rules encourage children to behave in a thoughtful and considerate
manner which will produce a positive behaviour. These rules are displayed kitchen notice board and are referred to
continuously by staff[1].
[1] http://www.silkysteps.com/forum/showthread.php?t=15118
What is meant by restrictive interventions
Restrictive interventions is defined in The Disability Act 2006 (‘the Act’) commenced on 1 July 2007 to mean ’any
intervention that is used to restrict the rights or freedom of movement of a person with a disability including chemical
restraint, mechanical restraint and seclusion’[1].
Restrictive intervention is an intervention that restricts purposeful or confrontational movement in contrast to physical
intervention that involves actual bodily contact. It may apply to containment, barrier erection or enforcement and social
restriction where, with the intervention of language it contains and restricts possibly explosive, destructive or harmful
behaviour - to self and others. e.g. placing a hand, arm, body within an instance of conflict or confrontation with the aim of
diffusing & deflecting the situation without contact, use of facial expression or words that helps an individual to reassess what
they are doing.
There are a range of different restrictive interventions. When some people think of restrictive interventions they
automatically think of physical interventions, however a physical intervention is not always neccessary. Sometimes you can
intervene using simple techniques such as language, including body language and facial expressions, this is known as social
intervention[2].
[1] http://www.dhs.vic.gov.au/
[2] http://www.weegy.com/Home.aspx?
When restrictive interventions may and may not be used
The least restrictive interventions must be used as it is very intimidating to someone who is vulnerable and unable to get control of themselves. It can feel like violation. Going in 'heavy handed' can escalate a situation and end up doing more
damage. We must keep to using minimum intervention to encourage trust and relationship with Service User so we are not
feared[1].
Restrictive Intervention which is the act of any intervention which restricts a person’s right and freedom of movement can be
used in the following situations:
• Social intervention is used where harmful or destructive behaviour can be contained and moderated with the use of
language including facial expressions and words, this intervention may be and should be used as a primary action.
• Mechanical intervention is the use of devices to prevent or contain a person’s movement such as highchairs, stair gates,
barrier erection, locked doors.
• Physical intervention is used when actual bodily contact is used. This should only be used with clear justification and in
guidance of the settings policies and procedures and staff training. Physical intervention may only be used upon ensuring
safeguards are in place for the member of staff and also the person involved and when social and mechanical intervention is
not sufficient. Moderate risk to prevent danger to others should be expected but physical intervention may not be used if
there is a substantial risk of injury or it conflicts with any individual care plans in place.
• Planned Intervention - using evidence from observations, assessments, care plans and risk assessments. A planned
intervention may be ensuring that a member of staff sits with a child at group times to support, facilitate and moderate their
behaviour towards the other children.
• Emergency intervention – actions taken to diffuse/deflect unpredicted events[2].
[1] http://www.weegy.com/?ConversationId=6BAT9OSI
[2] http://www.silkysteps.com/forum/showthread.php?t=15333
Who needs to be informed of any incidents where restrictive interventions have been used
In case of the use of any measure of control, the staff must record the incident as per company policy. The following need to
be informed of any incidents where restrictive interventions have been used within 24 hours:
a) Manager: The registered manager of the home should be informed. This is because he has the overall responsibility in the
implementation of company policies. He is responsible to make sure that the policies are implemented as per the National
legislations. The Manager will interview (debrief) the members of staff and the child involved and record all details. Then
report the incident to the safety manager through the company incident reporting process, Parents and carers.
b) The child’s parents: The parent of the child should be informed immediately. He has a right to know what is happening to
his child.
c) Carers must be informed as soon as possible.
d) Social services: If a child is in care their social worker must be informed immediately[1].
e) Inclusion Manager: if the child has a behaviour management plan in place, or has been involved in a number of
challenging behaviour situations or is having their behaviour monitored, the inclusion manager must be informed so that all
appropriate paperwork and records can be completed and updated to ensure the child receives maximum targeted support.
All the above persons are involved in the welfare of the child. So it is important that they all know what is happening to that
particular child. Communication between these groups in information sharing is important. The ways in which a lack of
communication can cause problems can be seen in the case of Victoria Climbed. As we know the systems that were involved
such as social services and other agencies did not communicate with each other and so therefore tragically, Victoria died in a
gruesome way due to the fact there was a lack of information being passed on from one agency to another. Good aspects
that have come out of this terrible situation though include ECM (Every Child Matters) and also the Children Act 2004.
[1] www.silkysteps.com/forum/showthread.php?t=15508 ]
Why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour
Restrictive interventions are used when dealing with incidents of challenging behaviour. It is important to note that it is
beneficial to use least restrictive interventions. The least restrictive interventions must be used as it is very intimidating to
someone who is vulnerable. The least restrictive interventions should always be used when dealing with incidents of
challenging behaviour in order to prevent injury and maintain safety. Going in 'heavy handed' can escalate a situation and
end up doing more damage. We must keep to using minimum intervention to encourage trust and relationship with Service
Users so we are not feared[1].
[1] http://www.weegy.com/?ConversationId=6BAT9OSI
The safeguards that must be in place if restrictive physical interventions are used
To control any individual with a learning disability may, at some point in their life, undergo physical restraint to minimise risk of harm to either themselves or another person. Physical intervention is only used in response to challenging behaviour and
restricts the movement and mobility of the person concerned. Each social care facility, as part of best practice, should have in place policies which reflect current legislation and case law, as well as government guidance and professional codes, as to when an individual will be subjected to physical intervention[1].
Safeguards are the actions a practitioner knows are suitable and take in response to challenging behaviour; this will be based on the information contained in the setting's policies and procedures. It's also the training a practitioner has had in dealing with challenging behaviour, knowledge of his expected professional code of conduct/practice as detailed in a job contract or description/work expectations .This means that the practitioner is expected to follow the guidance contained in the setting's policies & procedures so that he is acting within the law and the child/young person's rights are respected and protected. A personal or professional understanding of the legal obligation that is duty to care ensures these rights and the best interest of the individual are at the core of any intervention[2]. Staff using restrictive physical interventions must ensure safeguards are in place for both themselves and the child involved. If there is an incident of biting, scratching, head banging against wall/floor then there is a danger of bleeding as well as cuts and lacerations. There is a risk of contamination from blood fluids.[3].
[1] http://www.weegy.com/?ConversationId=7AA630FC
[2] http://silkysteps.com/forum/showthread.php?t=17757
[3] http://boardreader.com/thread/Diploma_Level_3_CU1571_1_6_cyi9Xa7e.html
The differences between proactive and reactive strategies
Proactive strategy would be put in place to avoid problematic or other foreseeable situations. Reactive strategy would be in
response to a situation that has already happened[1].
Proactive Strategies
Proactive strategies are the strategies that are already in place to deal with behavioural problems. Proactive behaviour
management is about sharing what strategies are with the children to make sure they know what's expected of them.
Reasons children behave as expected could be that they simply ‘know’ what is expected of them or they ‘know’ the
consequences for not behaving appropriately. Praise is the best way of promoting a proactive behaviour management plan.
We need to give lots of praise for positive behaviour and logical consequences for inappropriate behaviour. The best way to
let children know what you expect of them is to remind them every day, tell them the rules of the setting discuss choices
with them and don’t forget to praise them when they are behaving appropriately. The strategies include: Rule making and
boundary setting, undertaking observations that identify events and triggers, Knowing policies and procedures; and celebrate
and praise all children's accomplishments.
Reactive Strategies
Reactive strategies are how you deal with an incidence of inappropriate behaviour at the time it occurs. We respond to the
child’s choice and implement a consequence for inappropriate behaviour. No matter how good our proactive strategies are we
will at some time need to use a reactive strategy. Consequences that are reinforced to children on a daily basis as part of
proactive strategies will be carried out in reactive strategies. If a child makes an inappropriate choice then we must redirect
their behaviour. Reactive strategies include:
Using knowledge to manage an incident of conflict and Supporting children to achieve a positive resolution and agree ways to
avoid conflict in the future[2].
[1] http://www.weegy.com/?ConversationId=8IAM8YCG
[2] http://www.silkysteps.com/forum/showthread.php?t=13227
The proactive and reactive strategies that are used in your own work role
Proactive
In my work place whatever strategy in place takes into considerations the national legislations such as: The Human Rights
Act, the Disability Discrimination Act, the Race Relations Act and the Mental Capacity Act .This legislation inform us of the
rights of individuals and tell us what we must/must not do. Also Codes of Practice such as the Code of Practice for Social Care
Workers, Guidance on restrictive physical interventions for people with learning disability and autistic spectrum disorder, in
health, education and social care settings ( see here:
http://www.dh.gov.uk/en/Publicationsandstatistics/Lettersandcirculars/Dearcolleagueletters/DH_4015317 ) and frameworks such as the BILD Code of Practice for the use and reduction of restrictive physical intervention also give use guidance on how to respond to difficult behaviour and promote positive behaviour. Through observations and recording of information we come to recognise events, situations and behaviours that lead to difficult behaviour. This is recorded in an individual risk assessment. Then we are able to formulate strategies by using the knowledge to stop and avoid escalation (proactive strategies). For each behaviour we also formulate our own procedures on how we react or respond to difficult behaviour when it occurs (reactive strategies).This is in and individual positive handling plan. In our work setting we formulate strategies for each individual. For what triggers behaviour in each individual is different from the other[1].
[1] http://thenvqman.smfforfree3.com/index.php?topic=1754.0
Reactive
In my work place we have strategies in place that are used to protect everyone. These strategies are recorded down in form of policies and procedures. We also hold regular or planned meetings to do assessments - for individual needs and for risk,
reporting, updating, feedback systems, planned occasions that help set rules & boundaries, discuss as a groups expectations ahead of events[1].
[1] http://silkysteps.com/forum/showthread.php?t=14233
The importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used .The importance of identifying patterns of behaviour or triggers that result in challenging behaviour is that early warning signs can be spotted and acted upon before the behaviour happens or escalates. Some identifications of a precursor to challenging
behaviour are tense muscles, pacing, sweating, facial expressions and increased rate of breathing. These can be difficult to spot in young children. A young person may exhibit changes in their baseline behaviour or mood[1]. Factors that can lead to
mood changes are:-
• Lack of choice – ensure there are plenty of activities to choose from
• Boredom through lack of environment – ensure a good, well set out environment
• Limited communication and understanding – ensure you engage children in conversation
• Over stimulation through noise and general disruption to routine – a calm environment is needed
• Overcrowding – if too many children around one activity then redirect some to another activity
• Antagonism, aggression or provocation by others – the child causing the disruption needs to be removed from the situation
before it escalates
• Frustration – a child may get frustrated if they can’t do a certain activity, adult intervention will diffuse this situation as the
activity can be shown to the child
• Physical illness – the child will need extra support if they are unwell
• Emotional upset due to bereavement – the child will need extra support[2].
[1] http://www.weegy.com/?ConversationId=4DCC65B0
[2] http://www.silkysteps.com/forum/showthread.php?t=13229
The importance of maintaining a person or child-centered approach when establishing proactive strategies.
Challenging behaviour is a very individual thing, the causes and triggers differ according to each individual, as do the reactions and their degrees of severity. It is therefore important that when planning strategies for dealing with challenging
behaviour we ensure that they are just as individual as the triggers.No two people will respond in the same way to established strategies. Rather than attempting a ‘one size fits all’ approach you are showing an ability to adapt and respond. This shows that you can identify and recognise each individual’s strengths,incorporate them into your planning and build on them. It tells the child or young person you are supporting that they have recognisable value and worth and that no matter how challenging their behaviour may be there is always something positive to build on[1].
Taking a child centred approach means consistently putting the needs of young people first, and always putting them before a member of staff's own convenience. It involves recognising the worth of each young person no matter what the behaviour.
To be child centred, staff must do what is in the young person's best interests and aim to see things from that child's point of view. This can be particularly challenging in the face of violence and aggression. To safeguard and promote the welfare of
young people, staff must have a shared understanding of what young people need in order to thrive. The National Framework for change is based on the five outcomes, which young people have said are central to their well being in childhood (Every
Child Matters: Change for Children, 2003). The important ones in respect of this policy are:
• Stay safe-this means young people are safe from maltreatment, neglect, violence and sexual exploitation; safe from
bullying and discrimination; secure, stable and are cared for;
• Enjoy and achieve-this means young people achieve personal and social development and enjoy recreation;
• Make a positive contribution-this means young people engage in law abiding and positive behaviour; develop positive
relationships and choose not to bully and discriminate; develop self-confidence and successfully deal with significant
life changes and challenges; develop enterprising behaviour.
Young people cannot reach their potential unless they feel safe. This does not mean that young people are simply on the
receiving end of care and protection by adults. When young people have been asked about their views they clearly want to be
active partners in the process of keeping safe[2]
[1] http://www.silkysteps.com/forum/showthread.php?t=15841
[2] http://wakefieldchildcare.proceduresonline.com/chapters/p_sanc_phy_inter.html#take_child_cent_app
The importance of reinforcing positive behaviour with individuals
The importance of reinforcing positive behaviour with individuals are as follows: -It can be successfully used to increase the frequency of a wide range of behaviours (positive and negative). It can be used to produce new behaviours. It can be effectively used in the classroom to help students identify their strengths and to put them to optimum use to accomplish tasks allotted to them. Positive communication is an important tool of positive reinforcement. Using positive communication helps build self-esteem which, in turn, is the basis of self-confidence and independence. At this point, it may be useful to know that individual’s self-esteem is greatly influenced by the quality of interaction and the kind of relationship they share at home and in the workplace. Motivation is another factor that highly impacts the use of positive reinforcement. Motivation affects all aspects of living. Being positively motivated in life is essential for growth, success and the overall well-being of a person. It can also be successfully used for motivating people. Consistency is of utmost importance. A particular behaviour which may be considered positive or desirable and which has been rewarded should stay in that category. Something that is considered good behaviour today should not be labelled otherwise tomorrow. Such inconsistency can be counterproductive,lead to confusion in the child’s mind and indecisiveness about acceptable behaviour in future[1].
Children have an inborn desire to please people and gain approval, if they don’t get this through the acknowledgement of positive behaviour they are more likely to use negative or challenging behaviour. By reinforcing positive behaviour you are
encouraging children to seek attention as a result of appropriate rather than inappropriate behaviour.Focusing on negative behaviour will only trigger your own frustrations and aggression causing you to exhibit exactly the behaviour you are striving to stop. By focusing on reinforcing positive behaviour you are therefore modelling the kind of behaviour you feel is appropriate because you are calm, focused and feeling positive[2].
[1] http://blog.commlabindia.com/elearning/positive-reinforcement ]
[2] http://www.silkysteps.com/forum/showthread.php?t=15841
How a range of factors may be associated with challenging behaviours
There are many potential reasons or combination of reasons for challenging behaviour. In some cases the reasons may be quite simple – a person cannot cope with crowds so runs away. Or there may be a complex mix of factors involved.
• It can stem from biological causes. For instance, Lesch-Nyhan syndrome is linked to self-injuring behaviour due to differences in how the brain handles chemicals and hormones.
• Stereotyped behaviour, such as rocking, may be the way a person maintains the level of stimulation or arousal they want.
• It is a means of communication. The need for food, drink or comfort may be the reason for the behaviour. It may be possible to teach more socially acceptable ways of communicating a need.
• It can be a sign of abuse, distress, anger, frustration, discomfort or pain. Withdrawal of co-operation (for
example, at mealtimes) may be the only means available to a highly physically dependent person of showing emotions.
• Challenging behaviour can be a response to the environment. This could include under- or over-stimulation, poor physical environment - such as extremes in temperature or noise levels - inconsistencies in staff including staffing levels, awareness, approach and training.
Challenging behaviour is not the same as psychiatric disturbance. A mental health problem may exist and this should be explored by appropriate professionals. Communication difficulties can have significant impact on diagnosis[1].
[1] http://www.scope.org.uk/Support/Parents/Behaviour/Reasons-for-challenging-behaviour
Much can be done to reduce or prevent challenging behaviours by examining all areas accessed by the young person and developing both proactive and reactive strategies. General measures include:
a) Identification of precursor behaviours i.e. tense muscles, pacing, sweating, facial expression, increased rate of breathing.
b) Ensuring children and young people have personal space and privacy.
c) Providing structured activities.
d) Through planning and preparation help young people to achieve appropriate levels of autonomy, personal identity and,where appropriate, take control of their lives. To achieve this, carers will need the knowledge, training and experience to adapt their communication skills to use the appropriate total communication approach
e) Completion of an Intervention plan[1].
Proactive strategies are ways you've already got in place to deal with behaviour. Challenging behaviour can be lots, hitting,kicking, spitting, and pulling hair or anything that is aggressive, confrontational and also children that don't want to take part where a teacher thinks they should.
Some proactive strategies are as follows:
1.Reinforcing positive behaviour is following B.F. Skinner’s theories of positive enforcement. This works as children respond
more to positive enforcement than to punishment. Children need not be given a reward each time so making the child strive
for a reward but with this approach there needs to be a threat of punishment to keep the child from reverting to their old
behaviour.
2. Modellingfollows bandura’s theories that a child will model or copy behaviour. This works if the child has a good role model but if the child see’s bad behaviour they will copy that too.
3. Speech, language and communication covered in unit 097 and 022. By improving the child’s ability to communicate we can help the child’s behaviour. Following management plans which has preventative practice trying to redirect child attention
elsewhere. Specific instructions can make it easier for the child to understand the language used. Complex or ambiguous instructions might not be understood, meaning communication needs to be at the age and ability of the child.
4. Ignoring– giving positive attention to those who do well can get a child to notice, 'if I behave like that I can get more attention'.
5. Older children can draw up contracts with teachers. This helps the child want to improve their behaviour especially if backed up with positive reinforcement. Children are encouraged to reflect on their own behaviour this encourages them to take responsibility for their behaviour this can be useful to focus on the positive behaviour rather than just on negative behaviour this can help children think about what they need to do in the future and about other people’s feelings.
When children start to bully other children or exclude them from playing these needs to be handled quickly children need to understand this is not acceptable behaviour this can be done with the children then and there explaining to the child how
they think the other child feels. Then have a discussion over circle time so all the children can learn positive behaviour and not to bully other children. older children needs more in depth material and may need to have specialist support this can help
a child overcome the problem which has made the child feel they have to bully others.
6. The use of physical intervention is a last resort and should only be used if the child is in danger of hurting themselves or others. If in immediate danger staff can react and explain once they are safe. This can upset the child but then the children and staff are safe and no injuries have occurred. This occasions have to be recorded on paper and parents informed on the same day.
7. Diversion is another approach for young children to distract them from the behaviour they are or about to display[2].
These strategies do work. They reduce the severely of the behaviour. Not all strategies work for every young person. Each young person has strategies which well with them. When supporting positive behaviour it very much depends on the child,their age and existing knowledge of their behaviour as to which method you use.
[1] http://www.weegy.com/?ConversationId=905464B4
[2] http://www.silkysteps.com/forum/showthread.php?t=13108
Types of challenging behaviour
Challenging behaviour used to be described as ‘problem behaviour’ or ‘difficult behaviour’ or ‘socially unacceptable behaviour’. But in recent years, the term challenging behaviour reflects the fact that some of the behaviours are a challenge
to professionals, teachers, carers and parents.
That means the person showing these behaviours is not a ‘problem’ to be fixed, or someone doing something ‘wrong’, but that the behaviour is a sign that something isn’t working. it shows that there is some need being unfulfilled, or a problem
with communication. In essence it is that there is something going wrong that needs to be addressed, not that there is a person doing something wrong who needs to be stopped[1].
There are many categories of challenging behaviour and actions can range from moderate to severe. Common types of challenging behaviour include self-injurious behaviour (such as hitting, head butting, biting, scratching), aggressive
behaviour (such as hitting others, head butting, screaming, scratching others, spitting, biting, punching, kicking),inappropriate sexualised behaviour (such as public masturbation or groping), behaviour directed at property (such as
throwing objects and stealing) and stereotyped behaviours (such as repetitive rocking or echolalia).[2]
[1] http://www.scope.org.uk/support/families/diagnosis/behaviour
[2] http://en.wikipedia.org/wiki/Challenging_behaviour
The steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour (Please reflect on an example of workbased practice)
No one ordinarily likes to be blamed, judged, held up as an example, be made the focus of negative attention or have their reasoning and actions questioned publically. Steps to protect and respect an individual's dignity could be asking to go somewhere private, asking spectators to move on, having an approach that doesn't sensationalise a situation, be unbiased when listening and making decisions[1].For example in my work setting, if two students who were all in the computer room have a fight there, it is recommendable that I separate them and when they have calmed down, separately ask them to explain what happened. Then when I find
the aggressor, talk to him and tell them their mistake and agree with them the next course of action. That should not be done publicly.
[1] http://silkysteps.com/forum/showthread.php?t=18841
How an individual can be supported to reflect on an incident (Please explain how you would do this and provide examples for each)
Feelings before and during an incident
When a young person in my setting displays a challenging behaviour such as hitting another young person after having
stopped the event I reassure the other child and I find a quite area were the child can calm down and talk about what has
happened.
I can support the young person by:
• remaining or modelling patience and calm.
• ask the questions calmly, using the same open ended approach - how and what
• maintain eye contact as a means of reassurance and ensuring the individual can be confident in my commitment.
• where felt safe, lower bodily to be at the same height as the individual e.g. sitting together or kneeling.
• Be aware of confidentiality finding somewhere quieter to discuss the incident when felt appropriate.
• Be aware of my body language, my verbal language, tone, volume of voice and facial expressions.
• Be aware of the individual's body language, verbal language, tone, volume and facial expressions.
• Know how to respond calmly if a voice rises, individual stands quickly, becomes agitated, aggressive or withdraws.
• Provide time, emotional and physical space for the individual to reflect and express themselves.
• Know ongoing planning takes descriptive and naming language into consideration to help children find appropriate
ways to communicate their thoughts and feelings.
• Be aware of not making premature judgements, lead communication, incriminate or condemn.
• Remember that both/all parties do what they do for their own valid reasons.
• Praise whenever possible, maybe when an individual visibly keeps their cool, implements a breathing deeply strategy,
counts slowly to 10, recognises they are managing anger or conflict, diffuses or resolves a situation independently,
communicates the difficulty or problem to another without frustration or aggression.
I will make reference to behavioural policy & procedures to remind myself what my setting expects of me in dealing with
conflict, resolution and challenging situations.[1].
Then ask the young person the following questions:
a) how they were feeling at the time prior to and directly before the incident:
This is to identify the mood, emotion, level of stress. This helps the individual recognise what part their feelings may have
played within the incident.
[1] http://silkysteps.com/forum/showthread.php?t=15244
Behaviour
Following policy and procedure of the setting - I might give time, use body language and have a non-judgemental approach when finding out what happened through a time of conflict:The child can be supported to identify their actions. This helps to
critically analyse what went on, the physical contact that occurred, verbal language and body language. What the behaviour was eg. one child pushed another over, what that resulted in eg. a child crying, children's friends and other adults becoming
involved,Using the four steps noted above(Following policy and procedure of the setting - I might give time, use body language and have a non-judgemental approach ) I can help children understand what might contibuted to their behaviour eg. feeling angry over something that happened during lesson time that errupted at break time.
Consequences
Following policy and procedure of the setting - I might give time, use body language and have a non-judgemental approach when finding out what happened through a time of conflict.The child to be supported to see what arose from their actions,
who if anyone was hurt emotionally or physically, if an object broke, was part of the incident. If the consequences were negative or positive, a possible punishment or consequence being issued.
Feelings after an incident
Following policy and procedure of the setting - I might give time, use body language and have a non-judgemental approach when finding out what happened through a time of conflict.The child to be supported to give names to emotions and feelings,
with the possibility to explore alternative means of resolving differences, diffusing challenging behaviour. How the incident has made the child feel and how wherever possible, empower them so that they're able to see ways that avoid similar situations occurring again.
The complex feelings that may be experienced by others involved in or witnessing an incident of challenging behaviour
When one supports a child through an incident of challenging behaviour they may go through a ’fight or flight’ response (a release of adrenaline and other chemicals) and experience some other emotions (fear, anger). After the incident they may feel tired and upset, judgemental, shocked, surprised, angry, sad, glad it’s over[1].
Youngsters may well have experienced aggression, humiliation, or helplessness at home or school during their childhood.Circumstances that are threatening create feelings of fear and insecurity, and may well provoke an aggressive response. Fear
of humiliation or a sense of being ignored, undervalued or misunderstood, with feelings of low self esteem, may be countered by strong aggressive reactions. Other youngsters may respond by becoming withdrawn and uncommunicative. Youngstersmay have experienced adults who are not able to handle complex and difficult situations and have resorted to outbursts of temper, destructive behaviour or domineering means of control. Aggression is one of the identified products of frustration and helplessness. Carers should be aware that when faced by challenging behaviour, their own feelings of anger may result from not knowing what to do that is, frustration and helplessness. Sometimes, aggression is used to cover up feelings of
depression. In some rare cases, aggressive behaviour may have an organic cause, or may be evidence of a psychopathic disorder. Many youngsters who are looked after by Carers may be ill-equipped to recognise or express their feelings. A lack of success in achievement, being misunderstood or not valued by others can result in feelings of confusion and low self-esteem[2].
deal with it. If a child has a tantrum it is a situation we are used to deal with; we recognise children’s frustration for that specific situation and we are able to put in action reactive strategy to help the child[3].
[1] http://www.weegy.com/?ConversationId=854858F0
[2] http://www.weegy.com/Home.aspx?Id=ArchivePage&SpAccountId=DANIELLE&SpCategor
[3] http://www.studymode.com/
The steps that should be taken to check for injuries following an incident of challenging behaviour.
The child should be checked over by a member of staff who was not involved in the incident of challenging behaviour. A body map marked to show areas of injury if any. Immediate action should be taken to ensure medical help is sought if there areany injuries which require more than basic first aid. At our setting all injuries should be reported and recorded using the company’s systems[1].
Prompt medical attention should be given to any child or member of staff involved if significant injury or distress has been experienced. Carers and/or family members of a child should be informed of any incident and invited to contribute their views.
The line manager of the staff involved should ensure that all paperwork, including any necessary assault/incident reporting documentation, is completed accurately and in a timely manner and a de-briefing given to all those involved and other
relevant individuals[2].
[1] http://www.silkysteps.com/forum/showthread.php?t=16193
[2] http://silkysteps.com/forum/showthread.php?t=13715