HSC 3045 - least restrictive principle?
================================================== ===============
Help and guidance for HSC 3045 - Unit CYP 3.2 - CYPOP 41 behaviour and discussion thread: http://www.silkysteps.com/forum/showthread.php?t=15333 ================================================== =============== If anybody has done this unit i would be grateful for any help. I am really struggling with my last 4 option units and need to hand it all in on Monday 25th July. Thanks Sheila |
CYPW unit known as: CU1571 - HSC 3045 - Unit 115 - CYPOP 41 - promote positive behaviour - restrictive intervention
So far I have found these web pages useful for 1.1 and 1.6
http://www.thedustonschool.northants...ils%202010.pdf http://www.teamteach-tutors.co.uk/gu...728,16,Parents & PHP’s http://www.teamteach-tutors.co.uk/gu.../DFEE_1O98.pdf Only just really started it today though. Hope this gives you something to start on Elsa |
Promotive positive Behaviour
Thanks Elsa those were useful.
Sheila |
Hi
How are you getting on with this, I have done most apart from 1.5 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour, which I am struggling with Elsa |
Hsc 3045 1.5
Hi,
This is what i've put, hope it helps. Have you got any tips for 2.6, 5.5, 6.1, 6.2 or 6.3 I'd be grateful for any pointers cos i've got to get it in for Monday!!!!! The least restrictive principle, interventions should always be used when dealing with challenging behaviour to try and promote positive behaviour and inclusion. At my setting whenever any challenging behaviour occurs we act as appropriate to the incident. An example is if a child hits, smacks or bites another child then they are removed from the activity immediately. One member of staff will check the child who has been injured and apply first aid as necessary. Another member of staff will remove the child who has acted inappropriately, speak to them about the incident, explaining our golden rules again, the child is then directed to a different activity. If the behaviour occurred again in a short space of time the child will be reminded again of the rules and directed to another activity. If there was a third incident then detailed observations would be carried out to see if there is any pattern or common trigger. The child’s parents would also be approached to see if they could share any information from home. Below are some of the challenging behaviours we may see and what interventions to use to try and sort out the problem and stop it escalating into a situation where physical interventions may be needed. Repetitive/Obsessive • Give responsibilities to the child for them to engage in (this helps build up self-esteem) • Side step any confrontations • Agree a response plan if any confrontations develop • Give choices to the child Withdrawn • Ensure the child is included in all activities • Encourage the child to try new situations with support from an adult • Develop a circle of friends Aggressive • Try to calm the child by talking with them, explaining it is not nice to be aggressive • Remove from situation using distraction techniques • Provide support Self-injurious • Remove the child from the situation • Provide support Disruptive • Remove the child from the situation by encouraging them to choose another activity • Reward positive behaviour Anti-social or illegal • Remove the child from the situation • Give the child support Verbally abusive • Explain that verbal abuse is not acceptable • Remove the child from the situation |
Hi
for 1.5 I have put • will prevent the child or young person from getting hurt • will help to promote positive behaviour • a child’s human dignity should be respected • will help to avoid the situation escalating and prevent further aggressive behaviour • 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 • has a higher risk of negative side effects, such as becoming more aggressive or disruptive • its potential to provoke more anger, opposition and hostility • often takes two members of staff for restrictive interventions, which may cause staffing shortages Hope this helps Elsa |
this is what i put.. it could be wrong cz ive been just going through to units as questions and doing my best, and it hasnt been marked yet..
'The key to the effective use of proactive and reactive strategies is a good understanding the children’s individual behaviour patterns and any possible triggers to their behaviour, this is important so you can establish proactive strategies that will prevent these triggers or patterns of behaviour occurring. However if their challenging behaviour does get triggered understanding the child as an individual will mean you will be ale to spot early signs of behavioural agitation so you can then react to these and defuse the situation before it can turn into an incident of challenging behaviour. If this does not happen and an incident occurs it will also be useful to understand the child as this could help in defusing the situation.' |
So just to be clear.....does least restrictive principle mean restraining children??
I work in the community in family homes wondering how I would realte |
Hi, no it means taking the least restrictive measure possible so that it helps resolve a situation and ensures everyone still remains safe. The act of restraining a child is the most extreme form of restraint and would not be the least restrictive. It would be the strategy to use if all others have failed and if your setting has policies, procedures and recording practices in place so that staff know what they are doing, why and when restraint might be used. It will also state what is to happen after an incident.
As situations vary considerably eg. age of child, young person, adult, the behaviour being shown. any known and unknown reasons for the behaviour the measure that would be implemented will differ. If you have the cache level 3 handbook on amazon pages 110 & 111 are helpful. It refers to this as an approach, one that takes the ethos of a setting/home into consideration and then manages times of challenging behaviour in a 'scaling type response. eg. how everyone is a continual role model for their & others behaviour, remaining calm & discussing emotions & responses as part of each days activities, using negotiation, distraction, boundary setting, providing choice, looking for triggers & reasons for behaviour eg. a transition, want or need, helping children to reflect on behaviour and any consequences that occured. HSC 3045 unit and CYP3.2 also examines supporting positive behaviour Would your role involve any of these? Supporting parents to understand a least restictive principle - how they can identify triggers in children's behaviour & manage it with the least amount of conflict whilst still ensuring the safety of each child and themselves. If you find your visit ever heightens excitement & causes unexpected arguments between children. This principle would ask how you'd manage the rush for your atttention/the disruption that a visit brings and then what you would do in reaction to any aggressive, challenging behaviour. Explaining to your family/parents how a setting that their child attends manages expectations for behaviour. You may also find you need or are asked by a parent to help resolve challenging behaviour. This article on communitycare examines the least restictive priciple/option within the mental capacity act - least restrictive principle means If possible can you access any policies that details behaviour & the procedures you're legally covered to take in response to challenging behaviour? Hth xx |
Wow that's amazing thank you so much!!! I totally get it now I'll be off to a good start on this now!! Thank you thank you thank you xx
|
All times are GMT +1. The time now is 05:18 AM. |
Powered by vBulletin® Version 3.6.8
Copyright ©2000 - 2024, Jelsoft Enterprises Ltd.