1. 1 – Explain how legislation,frameworks,codes of practice and policies relating to positive behavior support are applied to own working practice?
All aspects of my job are regulated by policies and current legislation,and policies have been designed to cover all aspects of legislation such as the children’s act,which provides a code of practice to enable us to provide the best possible care and support for children and young people,we have inspections from ofsted who ensure we are meeting not only care standards,but also those relating to behaviour and how we encourage positive behaviour is evaluated,I have the responsibility of recording all incidents of behaviour support and these include both positive and negative behaviour.
Within the setting we work under the early years foundation stage framework,we follow many school policies that we are given to read and it is our responsibility to familiarize ourselves with them,in particular we must act in accordance to one which is our promoting good behaviour policy.
The policy for promoting good behaviour we have is reviewed and signed by staff bi-annually as a school we aim to develop a school behaviour policy based on a sense of community and shared values which is understood,supported and followed by parents,teachers,children and governors,creating a caring family atmosphere in which teaching and learning can take place in a safe and happy environment for all,in house training/courses maybe given to promote positive behaviour if new research has been found then this will be passed onto all members of staff,copies of policies are available at all times and all staff have access to them.
All staff who work within in a school environment have a responsibility to themselves and the school to model a high standard of behaviour,both in their dealings with the children and with every other adult within the school 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,classroom organization and teaching methods have a major influence on children’s behaviour as in classroom environments children are aware of the degree to which they and their efforts are valued, a relationship between
a teacher/teaching assistant and the children,the positive strategies that are sed,together with classroom displays that the children have done by themselves all have a bearing on a child’s behaviour,by showing children that they are highly valued as a pupil,by giving children praise,whether it is informal or formal,in groups or individually will reinforce their feeling of belonging to the school which in return produces good behaviour. 1. 2 – Define what is meant by restrictive interventions? An intervention that is used to restrict the rights or freedom of movement of a person including physical restraint or seclusion,restrictive intervention is an intervention that restricts purposeful/confrontational movement in contrast to physical intervention that involves actual bodily contact.
It may apply to containment,social restriction where, with the intervention of language it contains and restricts possibly destructive or harmful behaviour to oneself or others,placing a hand, arm, body within an instance of conflict/confrontation with the aim of diffusing & deflecting the situation without contact, use of facial expression/words that helps an individual to reassess what they are doing. 1. 3 – Explain when restrictive interventions may and may not be used? When a verbal warning can be given and when the risk of injury or damage is very little,it is best not to use intervention,when the child/young person has had (and you are aware) some sort of physical,emotional abuse,has a disability or no understanding of the concept.
1. 4 – Explain who needs to be informed of any incidents where restrictive interventions have been used? Head/deputy head teacher,manager,childs keyworker,they will speak to the member of staff involved writing down and making a record of everything that is said,if there was other staff present they will be spoken too,if age appropriate the will child/young person concerned will be spoken too. – Parents/carers will be advised of the situation as soon as possible Social services,if the child concerned is in care their social worker must be informed immediately. Inclusion officer/manager,the child may have a behavior management plan in place,has been involved in a number of challenging behaviour situations or is having their behavior monitored the inclusion manager must be informed so that all appropriate paperwork and records can be completed and updated to ensure the child is receiving the correct support.
School governors,the head teacher will report incidents to the governors as they have a responsibility of reviewing school policies and behaviours. 1. 5 – Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behavior? – prevent a child from getting injured. – help to promote positive behaviour. – a child’s human dignity should be respected. – will help to avoid the situation escalating and prevent further aggressive behavior. – can help to prevent a break down of relationship. restrictive interventions may be inappropriate for some children, for example those who have been sexually abused.
as a higher risk of negative side effects, such as becoming more aggressive or disruptive. – its potential to provoke more anger and hostility. at time it could take two members of staff for restrictive interventions, which may cause staffing shortages. 2. 2. 1 – Explain the difference between proactive and reactive strategies? Proactive strategies are – the strategies that are already in place to deal with behavioral problems,how you plan to prevent inappropriate behaviour. Reactive strategies are – how you would deal with an incidence of inappropriate behavior at the time it occurs. 2. 2 – Identify the proactive and reactive strategies that are used within own work role?
Proactive strategies that we use within the setting are additional support for individual children where needed,some children may have to have an individual care plan which will be drawn up for any child who needs to be physically controlled this is signed by the nursery teacher,head of the school,additional support person and the child’s parents,if necessary this care plan may include the involvement of outside agencies such as – social services,psychological service,this has been put into force due to the nature of the child being disruptive of harming themselves or others around him/her,any incident where physical restraint is used will be recorded and the situation discussed with the head teacher/senco,we will watch/
support a child and record down information on the start,trigger and reaction of any negative behaviour so that we can identify what or which situation might trigger off unwanted negative behavior and come up with a new solutions on how we can make this impact less on the child/young person involved,for example a child may become very negative,disruptive or begin to harm others around them when it is tidy up time once we have recorded and noticed this is the pattern we may begin to give a warning before tidy up time ie – 10,5,21 minute warnings so that the child understands and realizes that they will soon begin to tidy up,if this solution did not work we may take to child to one side at tidy up times to do a one to one activity.
Positive praise is essential and most children respond well to this realizing they are being praised by their peers for something they have done well/good even if its something that has come naturally to them the more positive praise they have the more they will realize to behave like that again and enjoying the feeling they get when they have been praised,rewards sometimes as stickers or sticker charts may be given. At times a child may be redirected to a another activity (in an inviting way) if we think we have seen some interaction that may become negative,we always try to encourage positive behaviour and in general we tend to use sentences of encouragements eg – thank you,i like the way you … ,well done thats very kind….
Reactive strategies that we may use would be to take the child/young person away from the activity where in which the incident of inappropriate behaviour occurred to have a 2 minute time out on a chair or stand with their peer for 2 minutes,once the 2 minutes was up it would be explained to them why they were taken for the activity and that that is not the type of behavior expected all the while still praising them for how well they did for listening to you and standing with you or for sitting on the chair for the 2 minutes,we inform parents of any reactive strategies we have used,when attention is given to negative behaviour,we will always comment on the behaviour,never the chlld,reactive strategies are always dealt with in a caring,supportive manner,and each case is treated individually. 2. 3 – Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive or reactive strategies to be used?
It is important to identifying patterns of behavior or triggers that result in challenging behavior so that early warning signs can be spotted and acted upon before the behavior happens or escalates. Some identifications of a precursor to challenging behavior are 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 behavior or mood. Situations that could trigger or lead to challenging behavior could be – – Lack of choice of activities – 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,language – ensure you engage children in conversation,use of visuals. Over stimulation through noise and general disruption to routine – a calm/quiet environment is needed Overcrowding – if too many children around one activity then redirect some to another activity 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 cannot do a certain activity,an adult can diffuse this situation by helping and showing the child how to do the activity. – Physical illness – the child will need extra support if they are unwell. – Emotional upset – the child will need extra support. .
4 – Explain the importance of maintaining a person or child centered approach when establishing proactive strategies? – It can reveal what the child or young person gets (what need is being met) through their behavior. – Allows you to learn about the child before you intervene. – It can identify the reasons behind their change in behavior and what triggers it. Can reveal whether the same trigger is being experienced by more than one child. Can help identify the situations where challenging or negative behavior doesn’t occur and provide possible areas of solution. 2. 5 Explain the importance of reinforcing positive behaviour with individuals?
Children have a 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,praising positive behaviour you are encouraging children to seek attention as a result of appropriate rather than inappropriate behaviour, by focusing on reinforcing positive behaviour you are therefore modeling the kind of behaviour you feel is appropriate because you are calm, focused and feeling positive,within the setting your team should all be showing positive behaviour towards each other as this can reflect on the children/young people. 2. – Evaluate the impact on an individuals well being of using reactive rather than proactive strategies?
If you use proactive strategies then you can stop the behaviour before it starts. Therefore the child feels calm and relaxed and everyone is happy. If reactive strategies are used then the behaviour has already happened and the child may be experiencing remorse, be ashamed,confused, humiliated about the incident/outburst. Whereas Proactive strategies identify triggers and early indicators that help to stop the behaviour before it starts, reactive strategies deal with the behaviour once it is done. If rules or boundaries are not known then the child will not know what is expected from them.