Legislation Frameworks, Codes of Practice and Policies of Positive Behaviour - Assignment Example

Legislation Frameworks, Codes of Practice and Policies of Positive Behaviour Table of Contents 1.1 Explanation of Legislation Frameworks, Codes of Practice and Policies 3 Repetitive/ Obsessive 3 Aggressive 4 Withdraw 4 Self-injurious 4 Disruptive 5 Anti-social or Illegal 5 Verbally Abusive 5 1.2 Restrictive Intervention 6 1.3 Restrictive Intervention May and May Not be Used 8 May be Used 8 May not be Used 8 1.4 Needs to be Informed of Incidents Where Restrictive Interventions Have Been Used 10 Parents 10 Carers 10 Service Providers 11 1.5 Use of Least Restrictive Intervention when Dealing with Challenging Behaviour 11 Emotional 11 Psychological 11 Physical 11 1.6 Safeguards Taken if Restrictive Physical Interventions are Used 12 Setting Police if Restrictive Physical Intervention used 12 Physical Intervention 12 Safeguarding Related To Physical Intervention 12 2.1 Difference between Proactive and Reactive Strategies 13 Notion of Proactive Strategy and its use in Children 13 The Notion of Reactive and Reactive Strategies 13 Differences between Proactive and Reactive 13 2.2 Proactive and Reactive Strategies Used Within Own Work Role 14 Proactive and Reactive Strategies Use in Workplace Setting 14 Proactive Strategies Use in Childcare Setting 14 Reactive Strategies Use in Nursery 14 2.3 Importance of Identifying Pattern of Behaviour or Triggers to Challenging Behaviour 15 Patterns of Behaviour 15 Establish Proactive Paradigm in Children’s Behaviour 15 Strategies used in the Setting 15 2.4 Importance of Maintaining a Person or Child-Centred Approach 16 Child-Centred Approach 16 Maintain Person or Child-Centred Approach 16 Importance of Maintaining Child-Centred or Person 16 2.5 Importance of Reinforcing Positive Behaviour with Individuals 17 Reinforcing Positive Behaviour 17 Positive Behaviour and its Promotion 17 Reinforcement and Promotion of Positive Behaviour used in the Setting 17 2.6 Impact on an Individual’s Well-Being of Using Reactive rather Than Proactive Strategies 18 Children Well-Being Using Reactive Strategies 18 Children Well-Being Using Proactive Strategies 18 References 19 1.1 Explanation of Legislation Frameworks, Codes of Practice and Policies Positive behaviour support is a behavioural system used to comprehend the skill of maintaining the challenging behaviour of the children at various stages. Legislation frameworks, codes of practice and policies have been framed by the legal authorities of the country for promoting positive practices among the people supporting positive behaviour among the children. Legislation frameworks, codes of practice and policies encourage the feeling that the people working for promotion of positive behaviour are within the law and working to their best principles. In the United Kingdom, Mental Capacity Act 2005 and Mental Health Act 1983 have been designed to support positive behaviour among the individuals. These Acts state that all individuals have the full right to take their own decision regarding the treatment and care and it is also a crime to discriminate a mentally challenged individual. The codes of practice designed by the UK government have facilitated the social care workers and persons responsible for looking after the challenging behaviour with the best working practices and care. The codes and policies have taught the promoter of positive behaviour to be honest and reliable towards the children with challenging behaviour and young people (Paley, 2012). Hence, it is ascertained that the legislation frameworks and codes of practices in the UK have enabled the workers to provide best care and services to the children and young people with challenging behaviour. A few of the challenging behaviours and its associated legislation frameworks and policies are explained hereunder: Repetitive/ Obsessive Repetitive behaviour among the children can be dealt in with the kind and understanding behaviour of the carers and also going through constant verbal and nonverbal communication along with social interaction. Doing these activities will also aid in promoting positive behaviour among the children along with the young people. For instance, if a child is obsessed with the pattern of reading through the pictures, the carers must allow him/her to do so as it will enhance the child’s reading skill. According to the UK legislation, the Children Acts (1989 and 2004) support repetitive/ obsessive behaviour (Youth Justice Board for England and Wales, 2012). Aggressive Aggressive nature usually happens among the children whenever their wishes are unidentified or fulfilled. It is necessary that this behaviour is being dealt in very carefully and thus, positive behaviour can be promoted through the provision of safer and secure environment to the child. This behaviour is also supported by the Children Act 1989 (Autism Speaks Inc, 2012). Withdraw Withdrawn behaviour among children takes place when there is a lack of social responsiveness among them. Usually, it is observed that the birth of sibling instigates withdrawn behaviour among the child. In this case, positive behaviour can be promoted through the great support of the parents and carers. The parents must spend much of the time with their children and cultivate the feeling that they are always with them. This behaviour is similar to that of the aggression among the child (Tassoni, 2004). Self-injurious Self-injurious behaviour is mostly observed among the children with autism and brain disorder. For example, banging of head is commonly observed among the young children in case of anger, which is termed as self-injurious. Due to the reason that self-injurious behaviour is harmful, it needs great attention from the clinicians in order to promote positive behaviour among them. In this behaviour, there are certain codes applicable for the carers such as communicating with the child in an open and straightforward manner (Carr, 1974). Disruptive Disruptive behaviour is one of the most challenging behaviours among the children with mental health or any kind of disorder. It has been evidently observed that the disruptive behaviour among the children can be challenged at the early stage of the pre-school. It is also the responsibility of the teachers and the carers to promote positive behaviour through the proper counselling and support. The children must be made aware of the harmful effects of such behaviour (Wakschlag & et. al., 2005). Anti-social or Illegal In many of the cases, it has been largely observed that due to the mental health disorder or disabilities, children become aggressive and involve within various anti-social or illegal activities. In this context, it is quite important that they must be provided with positive behaviour through the proper education and special trainings. This challenging behaviour can be framed under the legislation of Children Act 1989 (Coaker, n.d.). Verbally Abusive It is also one of the harmful behaviour among the young children and the positive behaviour must be cultivated in them from the earlier stage itself. This type of behaviour is dealt with by the parents and the carers themselves, including the teachers at education centre. A good practice developed or practiced by the teachers will definitely help to promote positive behaviour among the children with the habit of verbal abuse (Roffey, 2010). 1.2 Restrictive Intervention Restrictive intervention can be explained as any interposition that is being used to confine the freedom and rights of the people with various kinds of disabilities such as physical disability or mental disability (State of Victoria, 2011). In the modern day context, many of the children and young people are going through numerous restrictive interventions. The major restrictive interventions that are being faced by the children and young people with disability are the system of locking them in the rooms and confining them within the home. Usually, the parents of the children with disability do not allow them to move around the social surroundings in order to hide their disability from others. On the other hand, the young people with disability or mental disorder are told to remain within a particular area of the house and do so until said to leave. It is also observable that these kinds of children and young people are not allowed to interact with anyone, which again restricts the freedom of the children. Hence, these aforesaid activities of the parents and carers provide proof of the restrictive intervention in the process of child care (Webber & et. al., 2010). Restricting the freedom of children with disability or learning problems can be regarded as one of the unkind natures of many of the people or carers. It is wise to promote positive behaviour among those kinds of child and young people in order to encourage them to be independent and also acquire the proper care and education. Promotion of positive behaviour among the children with disability is very important. Often these types of children feel lonely at home and school. They must be provided with ample support and chances to develop social competencies among themselves so that they can interact with the other normal people of the society. Learning is another tool, which helps the children and young people with disability to develop their physical and mental growth and abilities. The child care settings must decorate the study area of the children so that they will feel interested to learn and understand the things in a more comprehensive manner. The classrooms of the child care settings must be filled with numerous fun activities and also be decorated with all the lighting items. In these types of environment, the child will be motivated towards the learning process and also feel free to express their feelings to the carers. The teachers or the carers must also plan for the development of the physical growth of the child so that he/she can cope up with their disability along with having required mental growth (Maxwell, 1998). The children and young people might have to experience a lot of restrictive intervention in the modern day context. It was also mentioned in the earlier description that the children and young people are restricted from the social interaction and undergo a lack of education in few of the places. It is also often observable that they are restricted from the social acceptance and their freedom and rights are interrupted. The children with disability are often discriminated in many of the societies believing that due to their involvement the other normal people will be adversely affected. Thus, it can be ascertained that the child and young people with various kinds of mental and physical disability might have to face restrictive interventions at their home and also in the schools (Webber & et. al., 2010). 1.3 Restrictive Intervention May and May Not be Used May be Used There are a few of the circumstances wherein the restrictive interventions may and may not be used. It is often described that restrictive intervention must be used in cases where the safety of the staff members taking care of the child including the child itself is ensured. There are essentially three of the interventions which can be termed useful in case if the restriction is to be used i.e. mechanical intervention, physical intervention and social intervention. Social intervention can be used with the help of positive languages or expressions to make the child understand the situation. Mechanical intervention is the use of certain instruments to make the child explain the value of the materials. Similarly, physical intervention is the use of the positive behaviour for making the learning ability of the individual clearer. As a practitioner, I have been using the social and mechanical intervention for making use of the restrictive intervention. Through the use of these, I have observed that the children and even the young people are more responsive and understand the contents of the learning materials as well. May not be Used Restrictive intervention must not be used in cases wherein the child is aggressive and might cause harm to the staff members and the other children at school as well. The restrictive intervention shall not be in the complete interest of the care givers. It may not be used in cases which affect the dignity and respect of the care givers. According to the legal perspective, it is also stated that the implementation of unplanned intervention shall be restricted so that the child and the care givers go through the mental stress. In this regard, I have noticed that the use of the restrictions in the freedom of the disabled child hampers the psychological balance of that child leading to a huge disaster. In this scenario, it is often advisable that the restrictive intervention must be implemented in situations wherein the use of non-physical instruments would be effective. 1.4 Needs to be Informed of Incidents Where Restrictive Interventions Have Been Used Restrictive intervention is often termed to be the action wherein the rights and freedom of the child with disability are disrupted. Thus, it is much advisable that the occurrence of any kind of incidents within the learning area or the home of the child must be informed in order to avoid any kind of discrepancies. In this context, the role of the below mentioned people will be discussed in relation to the use of restrictive interventions. Parents Parents are the overall guardian or the caretakers of the child with certain disabilities. In other words, it can also be quoted that parents must be informed of all kinds of incidents regarding the use of restrictive intervention. If the service providers are making use of the restrictive intervention, it is always advisable that the parents must be informed as if in any case the child is harmed; the parents possess the ethical rights to be informed (The Grange School, n.d.). Consequently, it can also be termed that the parents must be provided with the information regarding the use of physical intervention. Carers The use of restrictive intervention is always considered as a reaction of the care. In the context of this, it can also be determined that carers have the complete authority to be aware of the use of restrictive intervention against the child with learning disability (The Grange School, n.d.). Service Providers In case of service provider, it can be quoted that it is necessary to inform the service providers regarding the incidents of intervention as they are authorised to take care of the disabled child. These are the groups of people or institutions assigned to take care of the child by the parents (Obiakor & et. al., 2010). In such case, it is important to inform the service providers regarding all the incidents related with restrictive intervention (The Grange School, n.d.). 1.5 Use of Least Restrictive Intervention when Dealing with Challenging Behaviour Emotional Least restrictive intervention must follow the best principles for dealing with the challenging behaviour. In this case, the emotional aspects must be taken into consideration so that the child is protected from all kind of physical risks while dealing with the child with challenging behaviour (Paley, 2012). Psychological Psychological interventions are necessary for dealing with the people suffering from mental illnesses or disabilities. It can also be stated that the disabled child must be provided with least restrictive interventions such as psychological intervention as they possess a high chance of getting harm or falling into risk (Ford & et. al., 2010). Physical The physical safety of the child is much important in case of the use of restrictive intervention. The physical contact between the child and the service provider is allowed in case if the child is trying to harm any other person (Paley, 2012). Thus, it can be said that physical contact is necessary for handling the challenging behaviour. 1.6 Safeguards Taken if Restrictive Physical Interventions are Used Setting Police if Restrictive Physical Intervention used Safeguarding of the restrictive physical intervention is necessary as it comprises the safety of the child along with the prevention of any kind of risks. In the course of implementation of restrictive physical intervention, it is necessary to identify the environmental factors that might give rise to risk. The child must be kept away from any kind of instruments so that he/she is unable to make use of it in situations where they become violent. The disabled child must be handled with love and affection so that he/she does not become violent and aggressive in any situations (Paley, 2012). Physical Intervention Restrictive physical intervention is explained as the physical contact between the disabled child and the carer wherein adequate force is positively required for limiting the movement of the individual in cases where the child becomes violent and causes harm to others (Royal College of Nursing, 2010). Safeguarding Related To Physical Intervention At the beginning, the carers must identify the probable factors that can cause the risk while using restrictive intervention. The carers must also keep all the evidences of the information that were being used for the prevention of risk and harm in case of physical intervention. The carers must also give the child regular counselling and training on the prevention of aggression and violence so that he/she does not feel the necessity of implementing physical intervention (Paley, 2012). 2.1 Difference between Proactive and Reactive Strategies Notion of Proactive Strategy and its use in Children Proactive strategies are those interventions which are used for the reduction of the challenging behaviour among the individual. It is used in the children to counsel them in a manner that the challenging behaviour does not occur in the coming future. For instance, the teachers must always use positive language while explaining the children and praising their work so that they get inspired and prevent any kind of harm. This will promote positive support among the children and help them to prevent aggression and violence (Autism Speaks Inc, 2012). The Notion of Reactive and Reactive Strategies Reactive strategies are those interventions which are used temporarily during the challenging behaviour with an intention to minimise the physical harm or damage. Punishment is the best example of reactive strategy as it minimises the risk of damage for the time being only (Champlin, n.d.). Differences between Proactive and Reactive The major difference between the proactive and reactive strategy is that the proactive notion believes in the avoidance of challenging behaviour for a long period of time whereas reactive strategy tries to resolve it for a limited period only. Proactive strategy also determines promotion of positive support to the child in case of violent behaviour so that such behaviour does not occur in the future. On the contrary, reactive strategy makes the quicker use of the physical interventions to create a fear among the child (Leicestershire County Council, n.d.). 2.2 Proactive and Reactive Strategies Used Within Own Work Role Proactive and Reactive Strategies Use in Workplace Setting In my work role, it is advisable to make use of the proactive strategies more than that of the reactive strategies. I always make use of the positive languages while interacting with the children so that they appreciate it and get motivated towards their task. However, at times, I also punish those children who often create nuisance and affect the behaviour of the other child as well. Proactive Strategies Use in Childcare Setting In the course of childcare setting, it is necessary to implement proactive strategies as it also promotes positive support to the child. Long-term planning of the activities that are to be held in the care centres also promotes for proactive strategy among the children. It also gives the carers an opportunity to be proactive and ensure that all the resources are in place for the children. The carers must be cooperative and friendly with the children so that they can learn all the positive behaviours (Tassoni & et. al., 2010). Reactive Strategies Use in Nursery In the nursery level, often three types of reactive strategies are used i.e. redirection, avoiding the behaviour and ignoring from the situation. Redirection involves giving direct punishment to the child. Avoiding the behaviour determines giving threats to the child instead of making him/her understand about the matter. On the other hand, ignoring the situation refers to the temporary cooling down of the situation to prevent damage (Autism Speaks Inc, 2012). 2.3 Importance of Identifying Pattern of Behaviour or Triggers to Challenging Behaviour Patterns of Behaviour Proper recording of all the behaviours is a major element for identifying patterns of behaviour. In other words, it can be determined that understanding of the methods of recording and a complete observation or supervision of the child’s behaviour will help in triggering the challenging behaviour (Paley, 2012). Establish Proactive Paradigm in Children’s Behaviour It is often regarded that proactive strategies promote for the positive reinforcement of the behaviour of the person. In this case, it can be ascertained that proactive behaviour can be established through the encouragement and love along with affection. The activities which are being enjoyed by the child must always be encouraged in order to develop proactive strategies. The child must be taught of the ways of communication and interaction to develop proactive strategy among them (Paley, 2012). Strategies used in the Setting In the childcare setting, it is necessary to equally use both the proactive and reactive strategy. However, more of the proactive strategies are being used as they are built on the “person centred values and approaches” (Paley, 2012). It helps in developing healthy relationship between the child and carers along with growing positive learning for the carers as well. 2.4 Importance of Maintaining a Person or Child-Centred Approach Child-Centred Approach A child centred approach is the idea, which is being developed among the parents that the child must be safeguarded from the outer world and provided with love and affection (International workshop on Child Centred Community Development and Education, 2008). Maintain Person or Child-Centred Approach The major duty to be done in the course of maintaining person or child centred approach is to prevent the situation of aggression and violence along with minimising the chances of implementing restrictive physical intervention. It is also highly important that there must be person centred value, which provides ample support for promotion of positive support to the disabled people (Paley, 2012). Importance of Maintaining Child-Centred or Person The maintenance of person centred approach serves numerous importance such as treating the people with complete respect, promoting healthy and strong relationship, implementation of partnership approach, fighting for the rights of disabled people and giving them freedom of movement (Paley, 2012). 2.5 Importance of Reinforcing Positive Behaviour with Individuals Reinforcing Positive Behaviour Reinforcing positive behaviour is one of the methods adopted by the carers or parents to modify their children’s behaviour through the fulfilment of their desires (Georgia Business Internet Solutions, 2011). Positive Behaviour and its Promotion Positive behaviour is the development of certain good behaviour among the children by their parents or the caregivers. Parents can promote positive behaviour in their child by spending valuable time with them and complimenting for their good behaviour. The parents or caregivers must use simple and appreciating language in a clear manner so that the child feels easy to understand (Paley, 2012). Reinforcement and Promotion of Positive Behaviour used in the Setting In the child care setting, the positive behaviour is being reinforced through the cooperation of both the parents and carers. As mentioned in the earlier description, the similar techniques of using positive language and allowing for doing those activities being enjoyed by the child are done to reinforce positive behaviour. 2.6 Impact on an Individual’s Well-Being of Using Reactive rather Than Proactive Strategies Children Well-Being Using Reactive Strategies Essentially, there are two of the major functions served by reactive strategies in the process of wellbeing. It reduces the risk of any harmful incident and damage to the children. On the other hand, it also provides the opportunity for the carers to control the violent and aggressive behaviour of the child (Paley, 2012). Children Well-Being Using Proactive Strategies Proactive strategies help the child to develop strong and healthy relationship with the person taking care of him/her. It will help to deliver best quality care to the child. Similarly, it also promotes for positive support and behaviour to the child with disabilities and abolishes all the challenging behaviours for a longer period of time (Paley, 2012). References Autism Speaks Inc, 2012. Challenging Behaviour Tool Kits. Aggressive and Challenging Behaviors Tool Kit, pp. 1-71. Carr, E. G., 1974. The Motivation of Self-Injurious Behavior: A Review of Some Hypotheses. Psychological Bulletin, Vol. 84, No. 4, pp. 800-816. Champlin, G., No Date. Proactive & Reactive Strategies. Wyomissing Behavior Analysts, Ltd. [Online] Available at: http://www.wba2032.com/Topics7.pdf [Accessed June 19, 2014]. 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Current Issues and Trends in Special Education: Identification, Assessment and Instruction. Emerald Group Publishing. Paley, S., 2012. Promoting Positive Behaviour: When Supporting People with a Learning Disability and People with Autism. Learning Matters. Roffey, S., 2010. Changing Behaviour in Schools: Promoting Positive Relationships and Wellbeing. Sage. Royal College of Nursing, 2010. Restrictive Physical Intervention and Therapeutic Holding for Children and Young People. Guidance for Nursing Staff, pp. 1-5. State of Victoria, 2011. Restrictive interventions. Disability Act 2006. [Online] Available at: http://www.dhs.vic.gov.au/__data/assets/pdf_file/0003/610356/sp_disact_infosheet_14_restrictive_interventions.pdf [Accessed June 19, 2014]. Tassoni, P., 2004. Diploma in Pre-school Practice. Heinemann. Tassoni, P. & et. al., 2010. Children and Young People's Workforce: Early Learning and Childcare. Heinemann Educational Books. The Grange School, No Date. Policy on the Use of Restrictive Physical Intervention in Schools and Educational Establishments. Shropshire Council. [Online] Available at: http://www.thegrangeschool.info/pdf%20files/policies/Restrictive%20Physical%20Intervention.pdf [Accessed June 19, 2014]. Wakschlag, L. S. & et. al., 2005. Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us. Clinical Child and Family Psychology Review, Vol. 8, No. 3, pp. 183-201. Webber, L. & et. al., 2010. Other Restrictive Interventions: Locked Doors, Cupboards, Other Restrictions to Liberty and Practical Ideas to Move Away From These Practices. Supporting People to Achieve Dignity without Restraints, pp. 1-11. Youth Justice Board for England and Wales, 2012. Managing the Behaviour of Children and Young People in the Secure Estate. Context: The Secure Estate for Children and Young People, pp. 1-16. Read More