A warm welcome to silkysteps, please take a look around at all the available resources

Resource links ..
  View forum posts from the past 3 days
  Sign up for site newsletters
  Shop for resource titles
  Read mark making suggestions & ideas

Home | Store | Forum | What's New | Contact | About | Terms | Links | Storytime | UNCRC
Mischief Mouse's collection of craft activities for preschool and early years.
Printable resources to help support play - colouring, mark making, labelling, promoting, engaging and extending..
Magical Mammoth's recipes to play with and recipes to eat ..
Stitch Squirrel provides a little tree space for some needle and thread projects  - handmade resources to support learning and development.
Calculator Caterpillar's range of activity ideas to support math, reasoning and problem solving.
Hope Hedgehog invites visitors to take a look through some articles of interest ...
Navigator Narwhal's outdoor - in activity ideas for preschool and early years play.

   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

yellow star  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  

yellow star Supportive forum thread finding guides to legislation

1.2 Define what is meant by restrictive interventions
yellow star Helpful forum thread: about the least restrictive principle

1.3 Explain when restrictive interventions may and may not be used
yellow star 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
yellow star 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:
Self-injurious - on CBF and self-harm on NSPCC.org.uk
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
yellow star 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
yellow star  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
Power imbalance
Excessive demands
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
Families or carers
Other professionals
Members of the public

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

Return to main CYPW page