Promote Positive Behaviour Essay

Understand how legislation, frame go bads, codes of institutionalize and policies relate to unconditional demeanor game. 1.1 explicate how legislation, frameworks, codes of practice and policies related to peremptory demeanour support atomic number 18 applied to sustain working practice. All aspects of my job role are regulated by policies and current legislation. The required training that we attend has been designed to cover every aspects of legislation much(prenominal) as the Childrens Act, which provides a Code of reading to enable us provide the best thinkable cope and support for children and teen people. We also acquire inspections from OFSTED who plug we are meeting, not hardly care standards, but also those relating to conduct and how we encourage po soulfulnessateive conduct is evaluated. As a cater member I keep the obligation of recording all(prenominal) concomitants of demeanour support and these include both supreme and challenging behavi our. at that direct are several policies and procedures in my work localise relating to positive behaviourBullyingRewards and sanctionsHo purpose rulesThe code of conduct forms carve up of a behaviour policy. It will state what is expected from staff as puff up as young people. It washbowl provide guidence to staff when relations with innappropriate behaviour presented by a child/young someone. It states how to encourage positive behaviour, the importance of being fair and consistent, 1.2 Define what is meant by sumptuary preventatives.There are a range of dissimilar restrictive interventions. When some people think of restrictive interventions they automatically think of phyhsical interventions, however a bodily intervention is not always neccessary. Some clippings you muckle intervene victimization simple techniques such as language, including body language and facial expressions, this is cognize as social intervention. Another is mechanical intervention, this is u seful with children in their earlyish years, using things such as high chairs and safety gates to turn back the child in one orchestrate for whatever reason. Physcial intervention is a restrictive intervention that should only be use if there is fetch justification for wherefore this type of intervention is being used. Planned intervention can be used if finished observation or care plans for example, you expect that a child whitethorn present challenging behaviours in certain situations, and then you retard you are already prepared for this as it may be that just having a carer sitting by their human face and placing a hand on their shoulder is all they lease to sit back and think about their actions onward displaying negative behaviour.The aim of a restrictive intervention is not to go through outdoor(a) the young individuals in force(p) to freedom and movement, it is to give way them the opportunity to think about their actions and change their behaviour. 1.3 beg off when restrictive interventions may and may not be used. Physical intervention is a last resort and all staff avoid having to do this however if deescalating techniques such as planned ignoring, hurdle help, walking away etc. doesnt seem to work, then restrictive interventions have to be used when young people are displaying certain behaviours such as committing a criminal offence, causing harm to themselves or others, causing damage to property or engaging in each behaviour that is prejudicial to maintain the good order and discipline within the home. 1.4 exempt who requirements to be sensible of any calamitys where restrictive interventions have been used. Where restrictive interventions have been used, staff must follow policies and procedures in place such as recording and fibing. Firstly staff on alternate at the judgment of conviction of the disaster must complete an contingency report and inform focussing of the incident.The young somebodys parents and social workers should be informed and if necessary other professionals mixed in the young somebodys life such as YOT and CAMHS (this all depends on the temperament of the incident). Once the incident report is complete management will carry their observations then send this to the safeguarding officer to do the same. Ofsted are always informed after any incident. If the young soul or staff involved have sustained any injuries during the incident this is recorded on the incident report and on a body map as s nearly up as the accident book and RIDDOR guidelines will be followed. 1.5 apologise why the least restrictive interventions should be used when transaction with incidents of challenging behaviour. As explained before tangible intervention should not be used unless it can be clearly justified why it was used, it is not always neccessary.When dealing with challenging behaviour you can use restrictive intervention such as language which may result in the young individual changing their behaviour before it even leads to an incident. For example there is a young soul in my care who we have discovered that responds well to wit, so if he is beginning to display negative/challenging behaviour we listen to make jokes with him and sometimes tickle him. This turns his mood around and prevents an incident even taking place. It is significant to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, corporal abuse, damage to property etc. 1.6 Describe safeguards that must be in place if restrictive somatic interventions are being used. It is important to ensure that the young people and staff are all safeguarded.Any staff that will be using physical interventions should have attended the mandatory training, risk judgements should be in place and staff should follow guidelines to ensure they have tried all possible alternatives before using physical interventions. In circumstances where phy sical interventions are being used, staff should assess the situation commencement to ensure it is safe to do so, is there bountiful staff? Is the environment theyre in safe and appropriate for the use of physical interventions? Staff must always disengage throughout the physical intervention to give the young mortal opportunity to calm and make full back control. 2. Understand the context and use of proactive and oxidizable strategies. 2.1 apologize the difference between proactive and reactive strategies. Proactive strategies are strategies that everyone may use to deal with behavioural problems, they are strategies that are written in policies and procedures, risk assessments, care plans etc.These are guidelines that are in place to be followed when a child/young somebody is presenting challenging behaviour even if these strategies are not proven to work as well as others for this particular child/young person. Examples of proactive strategies are having rules and boundarie s in place, this is a way of letting the child/young person slam the way they should be behaving, give praise to the child/young person for good behaviour and put sanctions and consequences in place when rules are broken. unstable strategies are the behaviour management strategies that you use at the time of an incident when a child/young person is presenting challenging behaviour. Even though there are guidelines in place for proactiv strategies that should be used, if you have observed that a child/young person responds well to something else and it diverts their attention to something positive then you may use these reactive strategies to stop the incident escalating any further. When using reactive strategies you should still follow guidelines for proactive behaviour management strategies and put consequences in place for inappropriate behaviour. 2.2 Identify the proactive and reactive strategies that are used within own work role take complemental2.3 Explain the importance o f identifying patterns of behaviours or triggers to challenging behaviour when establishing proactive or reactive strategies to be used. With every child/young person you should be making observations of every aspect of their life. When they slow time before going to school or refuse to attend school, is there a pattern in the days they are behaving like this? Is there a certain lesson on these days they dont like? Are their children in their classes on this day who they are having issues with? There is a reason behing every behaviour. It is important to identify patterns of behaviours and triggers so that you can predict when an incident may take place and use planned intervention to deal with these situations. Also different strategies may work for different incidents and different young people. Staff need to ensure they are making these observations, updating care plans and risk assessments and acquittance on information to all staff during handovers and meetings.2.4 Explain the importance of maintaining a person or child-centred approach when establishing proactive strategies. Each young person is different, they need to be seen as an individual. Young people should all be treat fairly and equally but not the same. Some strategies that work on one child/young person may not work on another. Strategies have to be tried and tested, they wont all work but the ones that do, should be identified and all staff air these in mind when dealing with further incidents. A young person in my care gets really upset when plans for family contact are changed or if it doesnt go ahead. Staff ensure they tell the young person with at least 2 members of staff present incase they need to use physical restrictive interventions. The usual type of negative behaviour in instances like this is going to their room and slamming doors etc.Due to the young person not actually causing any damage or harm to property or himself, staff use proactive strategies we have in place which in t his case would be backing away giving him time to calm, and with this particular young person we would use humour once he is calm to keep him distracted. Another young person if he gets world-weary will display challenging behaviour through verbal abuse. Staff use planned intervention and always try and keep the young person busy to prevent him getting bored or agitated. If this particular young person is being verbally opprobrious staff use proactive strategies planned ignoring as if staff give him attention for displaying negative behaviour, he sees this as an excuse to keep restate this behaviour as he gets the attention he was after. When the young person is showing positive behaviour, even simple tasks like brushing his odontiasis and having a wash on a morning, he needs separate of praise to show him that he gets attention when he is being compliant. 2.5 Explain the importance of reinforcing positive behaviour with individuals. ask end2.6 Evaluate the impaction on an in dividuals well-being of using reactive rather than proactive strategies. inevitably completing3. Be able to promote positive behaviour3.1 Explain how a range of factors may be associated with challenging behaviour.Needs completing3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behavioursNeeds completing4.Be able to respond appropriately to incidents of challenging behaviour. 4.1 Identify types of challenging behavioursNeeds completing4.3 Explain the steps that are interpreted to maintain the self-worth of and respect for an individual when responding to an incident of challenging behaviour. Needs completing5. Be able to supports others and individuals following an incident of challenging behaviour. 5.2 Describe how an individual can be supported to reflect on an incident. How they were feeling at the time prior to and directly before the incident Their behaviour The consequence of their behaviour How they were feeling after the incident Needs compl eting5.3 Explain the abstruse feelings that may be experienced by others involved or witnessing an incident of challenging behaviour.Needs completing5.5 Describe the steps that should be taken to occlusive for injuries following an incident of challenging behaviour. This should be done now after the incident once the young person has calmed. If the young person directed their anger at a particular member of staff, then a different member of staff, preferably who the young person commonly has a good relationship with should approach the child/young person to see if they are ok. Get the young person into an environment with secrecy and where they feel comfortable, then have a discussion with them about if they are hurting anywhere and check them for injuries.For example if the young person was suppress during the incident see if they have any label from where staff held them, check their back thoroughly if you recall them banging it etc. If any marks are noticed, firstly check previous body maps in place for the young person to ensure these marks havent already been identified and recorded. If not then record the injuries on the incident report, on the young persons body map and daily observations. If needed offer first aid to the young person or medical attention. The young person should be checked for injuries again at a later time as bruising may show the following day.