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Home | Store | Forum | What's New | Contact | About | Terms | Links | Storytime | UNCRC    CYPW children and young people's workforce    HSC 3045 Promote positive nehaviour - also known as CYPOP 41 and Unit 115    Suggestions for places to research and professional books to try and access These will support  your study   Your level 3 course handbook or textbook link to amazon.co.uk   Why promote positive behaviour and behavioural policy information   Positive behaviour support from Challenging Behaviour Foundation.org.uk   Encouraging better behaviour - NSPCC.org.uk   Understanding child behaviour 0 - 11 years professional's book on amazon   Behaviour and understanding what's being said - CAFamily.org.uk     Forum search page for locating information on specific criteria   Verb list - know how to analyse by researching, comparing and contrasting        The following is based on the HSC 3045 OCR unit content © OCR 2010 pdf Outcome 1 expects you to .. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice Depending on your area of work examine how frameworks detail behavioural support .. -- home nation early years frameworks -- school curriculum frameworks -- SEN code of practice -- Equality act 2010 -- UNCRC and human rights     Supportive forum thread:  finding guides to legislation 1.2 Define what is meant by restrictive interventions   Helpful forum thread: about the least restrictive principle 1.3 Explain when restrictive interventions may and may not be used   Check your organisation's policies and procedures for specifc details on when interventions are and are not appropriate. 1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used   Is this parents, senior management, local authorities? what does your organisation's policy & procedure say? 1.5 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour 1.6 Describe safeguards that must be in place if restrictive physical interventions are used Challenging behaviour may include behaviours that are:   Repetitive/obsessive   Withdrawn   Aggressive   Self-injurious - on CBF and self-harm on NSPCC.org.uk   Disruptive   Anti-social or illegal   Verbally abusive   Outcome 2 expects you to ..  Understand the context and use of proactive and reactive strategies 2.1 Explain the difference between proactive and reactive strategies   Helpful forum thread: exploring pro and reactive strategies 2.2 Identify the proactive and reactive strategies that are used within own work role  What happens in your setting? 2.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive or reactive strategies to be used  Consider how interventions can be implemented if triggers are known. 2.4 Explain the importance of maintaining a person or child centred approach when establishing proactive strategies. 2.5 Explain the importance of reinforcing positive behaviour with individuals 2.6 Evaluate the impact on an individual’s well being of using reactive rather than proactive strategies Individual might be: Child, young person or adult accessing a service Well Being eg    Emotional    Psychological    Physical    Examining the fight or flight response - Nottingham.ac.uk Outcome 3 expects you to ..  Be able to promote positive behaviour 3.1 Explain how a range of factors may be associated with challenging behaviours Factors include   Communication   Environment   Power imbalance   Excessive demands   Boredom   Inconsistent approaches   Lack of boundaries or goals   Emotional expression   Sensory needs   Physical Health   Mental Health   An individual’s past experiences Age and gender 3.2 Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours ie. do the proactive strategies in place at your setting work? do they remove, avoid, reduce or minimise the risk of  challenging behaviour happening? 3.3 Highlight, praise and support positive aspects of an individual’s behaviour in order to reinforce positive behaviour 3.4 Demonstrate how to model to others’ best practice in promoting positive behaviour Others may include:   The individual   Colleagues   Families or carers   Other professionals   Members of the public   Advocates Outcome 4 expects you to ..  Be able to respond appropriately to incidents of challenging behaviour 4.1 Identify types of challenging behaviours 4.2 Demonstrate how to respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines 4.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour 4.4 Demonstrate how to complete records accurately and objectively in line with work setting requirements following an incident of challenging behaviour Outcome 5 expects you to ..  Be able to support individuals and others following an incident of challenging behaviour 5.1 Demonstrate methods to support an individual to return to a calm state following an incident of challenging behaviour 5.2 Describe how an individual can be supported to reflect on an incident including:   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 5.3 Describe the complex feelings that may be experienced by others involved in or witnessing an incident of challenging behaviour 5.4 Demonstrate how to debrief others involved in an incident of challenging behaviour 5.5 Describe the steps that should be taken to check for injuries following an incident of challenging behaviour Outcome 6 expects you to ..  Be able to review and revise approaches to promoting positive behaviour 6.1 Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour 6.2 Work with others to review the approaches to promoting positive behaviour using information from records, de-briefing and support activities 6.3 Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour Antecedent, behaviour and consequences Antecedent is what happens before the behaviour Behaviour is the actions that are perceived as challenging behaviour or unwanted Consequences are what happened as a result of the behaviour  ABC's of behaviour  - event observation & chart