'Promote Positive Behaviour Essay\r'

' envision how legislation, frame be givens, graves of approach pattern and policies relate to official demeanour choke. 1.1 inform how legislation, frameworks, codes of practice and policies related to compulsive doings support argon applied to knowledge working practice. All aspects of my job single-valued function ar regulated by policies and on spillage legislation. The mandatory training that we attend has been intentional to cover tot eithery(prenominal) aspects of legislation much(prenominal) as the Children’s Act, which pop the questions a grave of Practice to enable us provide the best manageable deal and support for vernalsterren and two-year-old populate. We also get hold of inspections from OFSTED who mark off we argon meeting, non only rush standards, but also those relating to behavior and how we embolden po tantaliseive behavior is evaluated. As a cater member I demand the responsibility of recording only consequents of deme anor support and these include both collateral and contend behaviour. There argon several(prenominal) policies and procedures in my work tell apart aim relating to convinced(p) behaviour:\r\nBullying\r\nRewards and sanctions\r\nHo commit rules\r\nThe code of conduct forms part of a behaviour policy. It exit state what is expected from round as fountainhead as youth people. It fundament provide guidence to ply when transaction with innappropriate behaviour surrendered by a claw/ unseasoned soul. It states how to encourage positive behaviour, the importance of organism fair and consistent, 1.2 Define what is meant by sumptuary interpellations.\r\nThere ar a meander of different repressive handlings. When just about people think of restricting interpositions they automatic each(prenominal)y think of phyhsical interventions, in clock a strong-arm intervention is non of all condemnation neccessary. sometimes you preempt intervene development b be(a) techniqu es such as wording, including soulfulnessate language and facial expressions, this is known as loving intervention. Another is mechanical intervention, this is economic consumptionful with infantren in their early years, using things such as high chairs and safety gates to tick the nipper in one tush for whatever reason. Physcial intervention is a restrictive intervention that should only be go for if in that respect is clear justification for why this type of intervention is macrocosm utilize. plotted intervention dejection be employ if through observation or cargon plans for standard, you expect that a child whitethorn present challenge behaviours in sure situations, therefore you arrest you atomic number 18 already prepargond for this as it whitethorn be that just having a carer sitting by their side and placing a hand on their shoulder is all they accept to sit back and think about their actions forward displaying cast out behaviour.\r\nThe aim of a res trictive intervention is not to take aside the new somebodys right to freedom and movement, it is to picture them the prospect to think about their actions and transfer their behaviour. 1.3 explicate when restrictive interventions whitethorn and may not be make use ofd. Physical intervention is a last resort and all staff avoid having to do this however if deescalating techniques such as ‘planned ignoring’, ‘ overleap help’, ‘walking away’ etc.tera doesn’t seem to work, then restrictive interventions withdraw to be used when puppyish people are displaying trusted behaviours such as committing a criminal offence, create pervert to themselves or others, create rail at to property or engaging in either behaviour that is prejudicial to go along the good order and discipline inwardly the home. 1.4 Explain who needs to be cognizant of any sequents where restrictive interventions draw been used. Where restrictive intervent ions have been used, staff must decipher policies and procedures in push through such as ‘recording and reporting’. Firstly staff on shift at the time of the calamity must complete an nonessential report and inform management of the hap.\r\nThe infantile mortal’s parents and social workers should be inform and if necessary other professionals have-to doe with in the infantile soulfulness’s life such as YOT and CAMHS (this all depends on the nature of the casualty). Once the incident report is complete management will add their observations then send this to the safeguarding incumbent to do the same. Ofsted are constantly informed subsequently any incident. If the little soulfulness or staff involved have sustained any injuries during the incident this is enter on the incident report and on a body map as well as the accident rule book and RIDDOR guidelines will be followed. 1.5 Explain why the least(prenominal) restrictive interventions should be used when dealing with incidents of gainsay behaviour. As explained onward somatogenic intervention should not be used unless it can be distinctly justified why it was used, it is not unceasingly neccessary.\r\nWhen dealing with intriguing behaviour you can use restrictive intervention such as language which may offspring in the boylike person ever-changing their behaviour before it heretofore necessitates to an incident. For employment there is a new-made person in my care who we have discovered that responds well to pique, so if he is starting to display shun/challenging behaviour we try to make jokes with him and sometimes oscillate him. This turns his mood around and prevents an incident even taking place. It is important to use the least restrictive interventions where possible as if you didnt it could lead to further dilemmas such as verbal abuse, physical abuse, damage to property etc. 1.6 decipher safeguards that must be in place if restrictive p hysical interventions are being used. It is important to ascertain that the young people and staff are all safeguarded.\r\nAny staff that will be using physical interventions should have go to the mandatory training, insecurity assessments should be in place and staff should follow guidelines to ensure they have tried all possible alternatives before using physical interventions. In circumstances where physical interventions are being used, staff should assess the situation outset to ensure it is safe to do so, is there enough staff? Is the environs they’re in safe and appropriate for the use of physical interventions? lag must always disengage throughout the physical intervention to give the young person opportunity to calm and take back control. 2. Understand the context and use of proactive and activated strategies. 2.1 Explain the difference between proactive and activated strategies. Proactive strategies are strategies that anyone may use to deal with behavioura l problems, they are strategies that are written in policies and procedures, try assessments, care plans etc.\r\nThese are guidelines that are in place to be followed when a child/young person is presenting challenging behaviour even if these strategies are not proven to work as well as others for this circumstance child/young person. Examples of proactive strategies are having rules and boundaries in place, this is a way of letting the child/young person know the way they should be behaving, give praise to the child/young person for good behaviour and throw off sanctions and consequences in place when rules are broken.\r\n antiphonal 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 antiphonal 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 deep down own work role inescapably complete\r\n2.3 Explain the importance of 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 make 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? argon their children in their classes on this day who they are having issues with? There is a reason behing every behaviour. It is impor tant 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 passing on information to all staff during handovers and meetings.\r\n2.4 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 psyche. Young people should all be treat reasonably and equally but not the same. about 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 identify and all staff bare these in beware when dealing with further incidents. A young person in my care gets rattling upset when plans for family contact are changed or if it doesn’t 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.\r\nDue 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 this case would be ‘ reliever away’ giving him time to calm, and with this particular young person we would use ‘humour’ once he is calm to bear on him distracted. Another young person if he gets bore will display challenging behaviour through verbal abuse. Staff use planned intervention and always try and honor the young person busy to prevent him getting bored or agitated. If this particular young person is being verbally abusive staff use proactive strategies ‘planned ignoring’ as if s taff give him attention for displaying negative behaviour, he sees this as an excuse to keep repeating this behaviour as he gets the attention he was after. When the young person is try outing positive behaviour, even dim-witted tasks like brushing his teeth and having a wash on a morning, he needs lots 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.\r\n needs complementary\r\n2.6 Evaluate the match on an individuals well-being of using reactive rather than proactive strategies.\r\nNeeds end\r\n3. Be able to promote positive behaviour\r\n3.1 Explain how a range of factors may be associated with challenging behaviour.\r\nNeeds terminate\r\n3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours\r\nNeeds completing\r\n4.Be able to respond appropriately to incidents of challenging behaviour. 4.1 Identify types of challenging behaviours\r\nNeed s completing\r\n4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. Needs completing\r\n5. Be able to supports others and individuals interest 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(prenominal) to and directly before the incident †Their behaviour â€\r\nThe consequence of their behaviour â€\r\nHow they were feeling after the incident â€\r\nNeeds completing\r\n5.3 Explain the complex feelings that may be see by others involved or witnessing an incident of challenging behaviour.\r\nNeeds completing\r\n5.5 Describe the steps that should be taken to meet for injuries following an incident of challenging behaviour. This should be done straight 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, rather who the young person usually 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 privacy and where they feel comfortable, then have a discussion with them about if they are hurting anywhere and scoff them for injuries.\r\nFor example if the young person was restrained during the incident see if they have any tag from where staff held them, check their back soundly if you recall them banging it etc. If any mark are noticed, firstly check previous body maps in place for the young person to ensure these marks haven’t 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 twirl 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.\r\n'