Contribute to the prevention and management of challenging behaviour in children and young people
Overview
Who is this unit for?
This unit is for those who work with pupils who present with challenging behaviour.
What is this unit about?
This unit is about negotiating boundaries to minimise challenging behaviour in children and young people.
This unit contains three elements:
- Work with children and young people to identify goals and boundaries for acceptable behaviour
- Support children and young people to manage challenging behaviour
- Enable children and young people to recognise and understand their behaviour and its consequences
Performance criteria
You must be able to:
Work with children and young people to identify goals and boundaries for acceptable behaviour
P1 communicate with children and young people in ways which are appropriate to their age, abilities, level of development and understanding:
P1.1 why you need to set goals and boundaries for behaviour P1.2 the expectations of their behaviour
P2 work with the children and young people, parents, families, carers and others to identify and set achievable goals and boundaries for children and young people
P3 support children and young people, parents, families and carers to understand the goals and boundaries that have been set and to ensure that they are consistently applied
P4 work with parents, families and carers to ensure that their behaviour is appropriate when dealing with children and young people, even when their behaviour is challenging
P5 act as a role model for children and young people ensuring that your own actions and behaviour are appropriate and comply with the boundaries set for children and young people
P6 modify goals and boundaries to take account of feedback from children and young people, their parents, families, carers and others within and outside your organisation
P7 ensure that the goals and boundaries contribute to the social, emotional and physical well-being of children and young people
P8 record and report on the boundaries set within confidentiality agreements and according to legal and organisational requirements
Support children and young people to manage challenging behaviour
P9 provide activities and experiences that are sufficiently attractive and varied to minimise boredom and frustration
P10 apply rules and boundaries fairly and consistently across all children and young people
P11 support children and young people to identify the benefits of positive behaviour to themselves, their parents, families, carers and others, in ways that are appropriate to children and young people's age, abilities and level of development and understanding
P12 highlight and praise positive aspects of children and young people's
behaviour
P13 highlight and share positive aspects of children and young people's behaviour with parents, families, carers and others in ways that enhance the children's self-esteem and promote positive expectations for their future behaviour
P14 use praise and rewards to reinforce positive behaviour and constructive feedback for children and young people's unwanted behaviour
Enable children and young people to recognise and understand their behaviour and its consequences
P15 handle incidents of unwanted behaviour in a calm and controlled manner, supporting children and young people to understand why the behaviour was not acceptable
P16 ensure your timing and method of intervention for incidents of unwanted behaviour are appropriate to the situation and event, and support children and young people to cease the unwanted behaviour
P17 work with children and young people to understand when and why any sanctions have been applied
P18 ensure that any sanctions applied are consistent with the policy of the organisation and clearly distinguish between disapproval of the behaviour from rejection of the child
P19 identify and support children and young people to identify patterns of behaviour which are inconsistent with progressive development
P20 observe and identify factors which may provoke and contribute to unwanted behaviour and support children and young people to recognise and understand these
P21 use information about the child/young person's background and recent experiences to identify factors that may cause and contribute to unwanted behaviour
P22 use naturally occurring events and situations to support children and young people to understand their unwanted behaviour and its consequences
P23 never use physical punishment and where physical restraint is unavoidable, use the minimum amount that is:
P23.1 consistent with legal and organisational policies, procedures and practices
P23.2 required to maintain the safety of the child/young person and others
P24 report concerns to the appropriate people and seek additional help and advice for problem and persistent unwanted behaviour
P25 record, report and share information with parents, families, carers, others and specialists within confidentiality agreements and according to organisational and legal requirements
Knowledge and Understanding
You need to know and understand:
Values
K1 legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality and sharing of information when contributing to the prevention and management of challenging behaviour in children and young people
K2 how to provide active support and place the preferences and best interests of children and young people at the centre of everything you do when contributing to the prevention and management of challenging behaviour in children and young people
K3 the concept of socially acceptable/desirable behaviour and how this may vary across organisations and cultures
K4 dilemmas between:
K4.1 the children and young people's views, preferences, aspirations and expectations, and your role and responsibilities for their care and protection
K4.2 your own values and those of the children and young people, their parents, family, carers and others with whom the child/young person has a relationship
K4.3 your own professional values and those of others within and outside your organisations
Legislation and organisational policy and procedures
K5 codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others when contributing to the prevention and management of challenging behaviour in children and young people
K6 current local, UK and European legislation and organisational requirements, procedures and practices for:
K6.1 data protection, including recording, reporting, storage, security and sharing of information
K6.2 health and safety
K6.3 risk assessment and management K6.4 dealing with comments and complaints
K6.5 protecting and safeguarding children and young people from danger, harm and abuse
K6.6 parental rights and responsibilities K6.7 restraining children and young people
K6.8 the promotion and safeguarding of children and young people
K6.9 managing challenging behaviour in children and young people K7 frameworks and guidance:
K7.1 assessment K7.2 education K7.3 health
K8 how to access records and information on:
K8.1 the needs, views, wishes and preferences of children and young people, parents, families and carers
K8.2 children and young people's needs, behaviour conditions and any communication and language needs and preferences
K9 the purpose of, and arrangements for, your supervision and support
Theory and practice
K10 how and where to access information and support that can inform your practice when supporting children and young people to manage challenging behaviour
K11 government reports, inquiries and research reports into serious failures to deal with challenging behaviour and to protect children and young people
K12 theories relevant to children and young people with whom you work, about:
K12.1 human growth, development and behaviour including:
i) the impact that all forms of abuse, neglect, bullying, persecution and violence has on development and behaviour
ii) the importance of stable adult and peer relationships and the impact of disruption, including placement disruption, on development and behaviour
iii) factors and conditions that can benefit and/or inhibit development
K12.2 observing children and young people's behaviour
K12.3 dealing with distress and stress and the frustration it may cause in children and young people
K12.4 conflicts and dilemmas when working with children and young people with unwanted behaviour
K12.5 power and influence and how they can be used and abused when working with children and young people with unwanted behaviour
K13 working in integrated ways that promote children and young people's well-being
K14 key indicators of development and problem behaviour: emotional,
physical, intellectual, social, communication
K15 behavioural signs of regression, withdrawal, attention seeking, anti-social behaviour and self-damaging behaviour
K16 human growth and development related to children and young people K17 positive and negative sources and reinforcement that can affect the
child/young person's confidence, identity and self-esteem and lead to unwanted behaviour
K18 methods of effective communication and engagement of children and young people, their parents, families and carers
K19 factors that cause risks and those that ensure safe and effective care for children and young people
K20 type of support for disabled children, young people and parents
K21 role of relationships and support networks in promoting the well-being of children and young people with whom you work
K22 conditions and issues you are likely to face in your work with children and young people and parents, families and carers
K23 the responsibilities and limits of your relationships with children and young people and parents, families and carers
K24 principles for selecting reward system to be used, the factors and circumstances which may support or provoke changes in the usual behaviour pattern of children
K25 the basic principles of influencing behaviour, why it is important actively to promote positive aspects of behaviour and the principles of positive reinforcement
K26 how to construct a recording system for children and young people's behaviour
K27 methods of diffusing situations that might lead to unwanted behaviour K28 techniques for observing and monitoring children's and young peoples'
behaviour individually and in groups
K29 the reasons why frameworks for children's and young people's behaviour are necessary
K30 a range of possible sanctions appropriate for varying situations, including time out and removal from activities
K31 how to work with children and young people to enable them to understand what socially desirable behaviour is and how they can achieve it
K32 the importance of boundary setting and consistency of application by others involved with children and young people
Scope/range
- Communicate using:
1.1. the individual’s preferred spoken language
1.2. signs
1.3. symbols
1.4. pictures
1.5. writing
1.6. objects of reference
1.7. communication passports
1.8. other non-verbal forms of communication
1.9. human and technological aids to communication
Scope Performance
Scope Knowledge
Values
Behaviours
Skills
Glossary
Active support
support that encourages individuals to do as much for themselves as possible to maintain their independence and physical ability and encourages people with disabilities to maximise their own potential and independence
Carers
any person who cares for the physical, social and mental well-being of the children
Children and young people
children and young people from birth to 18 years of age who require health and care services and where the children and young people are ‘looked after’ or still eligible to receive children/young people’s services until they reach 21. If still in the educational provision this age range can raise to 25. Where children and young people use advocates to enable them to express their views, wishes or feelings and to speak on their behalf, the term child/young person within this standard covers the children and young people and their advocate
Families
include the people who are biologically related to children and young people and those who through relationships have become an accepted part of their family
Level of development and understanding
covers the cognitive, physical, social, emotional and intellectual level of children and young people. It can be related to chronological age but where children and young people have disabilities one or more aspect of
development may be delayed
Life chances
aspects of children and young people’s life that can inhibit or promote the chance they have to maximise and realise their full potential, educationally and socially
Others
are other people within and outside your organisation that are necessary for you to fulfil your job role
Parents
the biological and step parents of the children and young people
Rights
the rights that children and young people have to:
- be respected
- be treated equally and not be discriminated against
- be treated as an individual
- be treated in a dignified way
- privacy
- be protected from danger and harm
- be cared for in the way that meets their needs, takes account of their choices and also protects them
- access information about themselves
- communicate using their preferred methods of
- communication and language
Unwanted behaviour
challenging behaviour can include verbal abuse (racist comments, threats, bullying others), physical abuse (such as assault of others, damaging property), behaviour which is destructive to the child/young person and behaviour which is illegal
Links To Other NOS
TDASTL19 Promote positive behaviour
TDASTL41 Support pupils with behaviour, emotional and social development needs
TDASTL50 Facilitate children and young people's learning and development
through mentoring
Origin of this unit
This unit is taken from the National Occupational Standards for Health and Social Care where it appears as unit HSC326.