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8 Promoting Positive Behaviour | Haringey Foster Carer Handbook
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47 <div id="content_frame_overflow">
47 <div class="content_text">
48 <h1>
48 Promoting Positive Behaviour
48 </h1>
49 <div class="scope_box_blue">
50 <p style="font-weight:500; font-size: 140%;">
50 Standards & Regulations
50 </p>
51 <p>
51 Fostering Services National Minimum Standards (England) 2011:
51 </p>
52 <ul>
53 <li>
53 <a href="http://www.minimumstandards.org/fost_three.html" target="_blank">
53 Standard 3 - Promoting Positive Behaviour and Relationships
53 </a>
53 .
53 </li>
54 </ul>
55 <p>
55 Training, Support and Development Standards for Foster Care:
55 </p>
56 <ul>
57 <li>
57 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
57 Standard 2 - Understand your role as a foster carer
57 </a>
57 .
57 </li>
58 <li>
58 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
58 Standard 3 - Understand health and safety, and healthy care
58 </a>
58 .
58 </li>
59 <li>
59 <a href="files/foster_care_tsd_standards_guidance.pdf" target="_blank">
59 Standard 5 - Understand the development of children and young people
59 </a>
59 .
59 </li>
60 </ul>
61 </div>
62 <p>
62 <br />
63 </p>
64 <h2 class="h2_underlined">
64 Contents
64 </h2>
65 <ol>
66 <li>
66 <a href="#intro">
66 Introduction
66 </a>
66 </li>
67 <li>
67 <a href="#helping">
67 Helping the Child/Young Person to Settle in
67 </a>
67 </li>
68 <li>
68 <a href="#encourage">
68 Ways to Encourage Positive Behaviour
68 </a>
68 </li>
69 <li>
69 <a href="#understand">
69 Understanding Challenging Behaviour
69 </a>
69 </li>
70 <li>
70 <a href="#dealing">
70 Dealing with Unacceptable Behaviour
70 </a>
70 </li>
71 <li>
71 <a href="#calming">
71 Calming a Distressed Child/Young Person
71 </a>
71 </li>
72 <li>
72 <a href="#serious">
72 Serious Incidents and Physical Intervention
72 </a>
72 </li>
73 <li>
73 <a href="#behaviour_management">
73 Behaviour Management Policy for Foster Carers, Kinship Carers and Family Link Carers
73 </a>
74 <ul>
75 <li>
75 <a href="#underlying_principles">
75 Underlying Principles
75 </a>
75 </li>
76 <li>
76 <a href="#legal">
76 Legal
76 </a>
76 </li>
77 <li>
77 <a href="#risk_assess">
77 Risk Assessment
77 </a>
77 </li>
78 <li>
78 <a href="#general">
78 General
78 </a>
78 </li>
79 <li>
79 <a href="#behav_manag">
79 Behaviour Management
79 </a>
79 </li>
80 <li>
80 <a href="#physical_restraint">
80 Physical Restraint
80 </a>
80 </li>
81 <li>
81 <a href="#physical_care">
81 Physical Care and Control
81 </a>
81 </li>
82 <li>
82 <a href="#prohibited_forms">
82 Prohibited Forms of Control and Restraint
82 </a>
82 </li>
83 <li>
83 <a href="#following_incident">
83 Following Each Incident
83 </a>
83 </li>
84 <li>
84 <a href="#complaints">
84 Complaints
84 </a>
84 </li>
85 <li>
85 <a href="#review">
85 Review of Behaviour Management Policy
85 </a>
85 </li>
86 <li>
86 <a href="#forms">
86 Forms
86 </a>
86 </li>
87 </ul>
88 </li>
89 </ol>
90 <h2 class="h2_underlined">
90 <br />
91 1.
91 <a name="intro" id="intro">
91 </a>
91 Introduction
91 </h2>
92 <p>
92 Children learn how to behave by watching, listening and talking to the adults who care for
them. Children develop their morals and values from what they observe of how adults treat others.
92 </p>
93 <p>
93 Children need clear boundaries and consistent rules. You should have high aspirations of a child/
young person placed with you and be clear about what is acceptable and not.
93 </p>
94 <p>
94 You are expected to understand, manage and deal with young people’s behaviour including
encouraging children to take responsibility for their behaviour and helping them to learn how to
resolve conflict.
94 </p>
95 <h2 class="h2_underlined">
95 <br />
96 2.
96 <a name="helping" id="helping">
96 </a>
96 Helping the Child/Young Person to Settle in
96 </h2>
97 <p>
97 Since your foster child is new to your home they will not know or understand your rules unless you
explain them. You will need to be mindful of the child's background and early life experiences
when setting boundaries and expectations.
97 </p>
98 <p>
98 It is important that the child is treated consistently by everyone who is dealing with them,
particularly when there are two carers.
98 </p>
99 <p>
99 Everyone needs to agree on an approach and stick to it. Depending on the age of the child it is
useful for them to be involved in conversations about what behaviour is accepted and when
appropriate to consider possible consequences. Ongoing communication is really important and can
be helpful as you start to get to know each other.
99 </p>
100 <h2 class="h2_underlined">
100 <br />
101 3.
101 <a name="encourage" id="encourage">
101 </a>
101 Ways to Encourage Positive Behaviour
101 </h2>
102 <p>
102 It is easy to only notice difficult behaviour, but by praising good behaviour it encourages the
child/young person to do this more. This is an effective method of managing behaviour used by
childcare professionals.
102 </p>
103 <p>
103 The child needs to be aware of what they did well and when and should be told as it is happening,
not later or after the event.
103 </p>
104 <p>
104 You should record behaviour to help you and other professionals understand it.
104 </p>
105 <p>
105 There are many techniques for helping to manage children’s behaviour but remember, children and
young people respond best to people that they like and respect and regardless of which technique
you use, a positive relationship is the key to helping them to behave positively.
105 </p>
106 <p>
106 One technique is the use of star charts which can be effective for young children. They must be
set up as a reward for the hard work a child puts in. They must also be geared to a child’s age.
106 </p>
107 <p>
107 Older children and teenagers can have similar systems. It may be useful to talk to them about what
they would really like and set something up that rewards them for positive behaviour.
107 </p>
108 <p>
108 As a child/young person gets older they need to understand the consequences of their behaviour and
take some responsibility for it. You might find that giving rewards at both agreed and less
specified times when you think that they are deserved can be the most effective way to encourage
good behaviour. It is also useful to try and talk to a child when they are calm about a situation
that may of happened, to not only try and understand it but agree how it may be different in the
future.
108 </p>
109 <h2 class="h2_underlined">
109 <br />
110 4.
110 <a name="understand" id="understand">
110 </a>
110 Understanding Challenging Behaviour
110 </h2>
111 <p>
111 A child/young person placed with you may be at a low point in their lives. They are vulnerable and
may 'act out' their feelings.
111 </p>
112 <p>
112 This may show itself in ways such as bed-wetting, stealing food or money, being rude or
aggressive, destructive or running away.
112 </p>
113 <p>
113 You should talk to the child/young person to check out their reasons for the behaviour and discuss
the situation with the child’s social worker and your Supervising Social Worker to agree how
the behaviour can be best managed.
113 </p>
114 <p>
114 Sometimes the child or young person might not understand the reasons that things are going wrong
for them and they might need your help to make sense of what is happening. Children who
experienced emotional trauma may not respond to reasoning or guidance in a positive way. Patience,
acceptance and consistency by the foster carer is the most important
114 </p>
115 <p>
115 Remember that children and young people often do things wrong because of their age and
understanding and these things are hard to help or to iron out. Examples of this might be
clumsiness, sleeping in and being grumpy. On the other hand, their experiences might leave them
behaving badly and until you both recognise this, it will be hard to change.
115 </p>
116 <p>
116 All children need rules and boundaries but these should be focused on keeping them safe.
116 </p>
117 <p>
117 Try not to burn your bridges with threats and sanctions - use these little and often and when you
feel they will be most effective.
117 </p>
118 <p>
118 Praise and positive responses often go a lot further than sanctions. Remember that body language
and the tone of your voice can sometimes make things worse, e.g. if you raise your voice they may
also.
118 </p>
119 <h2 class="h2_underlined">
119 <br />
120 5.
120 <a name="dealing" id="dealing">
120 </a>
120 Dealing with unacceptable Behaviour
120 </h2>
121 <p>
121 Most children present behaviour that needs to be responded to with some form of discipline at some
point. Because of their formative experiences, some children may display very challenging
behaviour.
121 </p>
122 <p>
122 Foster carer training, support and care planning should equip you with a range of positive
strategies for managing challenging behaviour and discipline that is appropriate. Remember, in
managing any unacceptable behaviour, it is the behaviour that is not acceptable and not the child.
122 </p>
123 <p>
123 Within the Foster Care Agreement signed by you, you have agreed not to use any form of corporal
punishment The term ‘corporal punishment’ should be taken to cover any intentional
application of force as punishment including smacking, slapping, pinching, squeezing, shaking,
throwing missiles, rough handling and all other humiliating forms of treatment or punishment.
123 </p>
124 <p>
124 Similarly, restriction of contact visits to and from the birth family and friends must not be used
as a punishment, nor withholding receipt or sending of letters or phone calls.
124 </p>
125 <p>
125 Children and young people must not be stopped from getting in touch with their social worker,
Children’s Guardian or Solicitor.
125 </p>
126 <p>
126 There are many different techniques used to help children and young people with behavioural
problems. Examples such as positive reinforcement and contracts are all based on some sort of
negotiated agreement between a carer and child or young person.
126 </p>
127 <p>
127 In order for the technique to work the adult must give clear messages, be consistent, be
persistent, watch what happens, draw conclusions, and decide what must change.
127 </p>
128 <p>
128 This guidance does not prevent a person taking necessary physical action, where any other course
of action would be likely to fail to avert an immediate danger of personal injury to the child or
another person, or to avoid immediate danger to property.
128 </p>
129 <h2 class="h2_underlined">
129 <br />
130 6.
130 <a name="calming" id="calming">
130 </a>
130 Calming a Distressed Child/Young Person
130 </h2>
131 <p>
131 Sometimes children become so excited that it affects their behaviour. You may need to take them to
one side and tell them that they are going to remain there until they feel able to behave
properly. Time-out must be age appropriate and should not be used to increase distress in a child.
131 </p>
132 <p>
132 A bedroom is not an appropriate place to use for punishment or time out.
132 </p>
133 <p>
133 With many older children it is sometimes easier to remove yourself from a situation to prevent
further escalation and promise to return when they have calmed down.
133 </p>
134 <p>
134 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/looked_after_child.html"
target="_blank">
134 Looked After Children
134 </a>
134 should not receive any physical/corporal punishment. The
134 <a href="fc_agreement.html" target="_blank">
134 Foster Care Agreement
134 </a>
134 you sign when you became a foster carer says that this is not acceptable. The children you will
care for have frequently suffered
134 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/sexual_abuse.html"
target="_blank">
134 Sexual
134 </a>
134 ,
134 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/physical_abuse.html"
target="_blank">
134 Physical
134 </a>
134 and
134 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/emotional_abuse.html"
target="_blank">
134 Emotional
134 </a>
134 abuse. Therefore it is important that you teach children about love and care rather than anger and
violence. It is the behaviour that is not acceptable not the child/young person.
134 </p>
135 <h2 class="h2_underlined">
135 <br />
136 7.
136 <a name="serious" id="serious">
136 </a>
136 Serious Incidents and Physical Intervention
136 </h2>
137 <p>
137 If a serious incident such as an accident, violence, assault or damage to property takes place,
you should do what is needed to protect children/yourself from immediate harm, and then notify
the fostering service immediately.
137 </p>
138 <p>
138 You should not use any form of
138 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/phys_intervention.html"
target="_blank">
138 Physical Intervention
138 </a>
138 except as a last resort to prevent you or others from being injured or to prevent serious damage
to property. Some carers receive training on understanding behaviour and physical intervention but
the rule above still applies in these situations.
138 </p>
139 <p>
139 If any form of
139 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/phys_intervention.html"
target="_blank">
139 Physical Intervention
139 </a>
139 is used, it must be the least intrusive to protect the child, you or others.
139 </p>
140 <p>
140 At no time should you act unless you are confident of managing the situation safely, without
escalation or further injury.
140 </p>
141 <p>
141 You should endeavour to deal with as many as possible of the challenges that are involved in
caring for children without the involvement of the Police, who should only be involved if:
141 </p>
142 <ul>
143 <li>
143 An emergency occurs that requires their immediate involvement to protect the child or others.
143 </li>
144 </ul>
145 <blockquote>
146 <p>
146 Or
146 </p>
147 </blockquote>
148 <ul>
149 <li>
149 Following discussion with a Local Authority Manager.
149 </li>
150 <li>
150 Fostering Out of Hours Service/Local Authority Emergency Duty Team.
150 </li>
151 </ul>
152 <p>
152 If any serious incident occurs or the Police are called, the child’s social worker and your
Supervising Social Worker must be notified without delay and you may be asked to provide a full
written report of the incident and actions taken.
152 </p>
153 <h2 class="h2_underlined">
153 <br />
154 8.
154 <a name="behaviour_management" id="behaviour_management">
154 </a>
154 Behaviour Management Policy for Foster Carers, Kinship Carers and Family Link carers
154 </h2>
155 <p>
155 This is the revised policy and will replace all previous policies.
155 </p>
156 <h3 class="h3">
156 <a name="underlying_principles" id="underlying_principles">
156 </a>
156 Underlying Principles
156 </h3>
157 <ul>
158 <li>
158 To provide a set of unifying principles governing the use of physical intervention and restraint
by Foster Carers who work with children and young people who exhibit behaviours that could
jeopardise their own or another’s safety.
158 </li>
159 <li>
159 To enable children and young people to participate fully in activities.
159 </li>
160 <li>
160 To enable children and young people to be safe and secure within their setting.
160 </li>
161 <li>
161 To ensure that carers look for preventative strategies to find the most effective way to manage
challenging behaviour and to positively reinforce acceptable behaviour.
161 </li>
162 <li>
162 To ensure that good behaviour strategies are fully employed before using any form of physical
intervention.
162 </li>
163 <li>
163 To ensure that social workers, children and young people and their families are fully aware and
involved in behaviour management strategies, including notification about any occasions when
physical intervention had to be used.
163 </li>
164 <li>
164 To ensure that Foster Carers are mindful of safeguarding procedures in positive handling of
behaviour.
164 </li>
165 <li>
165 To understand that challenging behaviour may be a result of a child’s trauma or disability and
that carer’s will need detailed information and training to enable them to successfully manage
this and to ensure that the children and young people are enjoying and achieving, and are being
kept safe.
165 </li>
166 </ul>
167 <h3 class="h3">
167 <a name="legal" id="legal">
167 </a>
167 Legal
167 </h3>
168 <p class="bold">
168 Section 3 Children Act 1989
168 <br />
169 Parental Responsibility
169 </p>
170 <p>
170 A person who —
170 </p>
171 <ol type="a">
172 <li>
172 does not have Parental Responsibility for a particular child; but
172 </li>
173 <li>
173 has care of the child,
173 </li>
174 </ol>
175 <p>
175 may (subject to the provisions of this Act) do what is reasonable in all the circumstances of the
case for the purpose of safeguarding or promoting the child's welfare.
176 </p>
177 <p>
177 The use of reasonable physical intervention is permissible only in certain defined situations as
defined in 1 and 2 below.
177 </p>
178 <ol>
179 <li>
179 Where there is a likelihood of a child injuring themselves and other people;
179 </li>
180 <li>
180 To prevent a child running off if it is judged that they would be at risk by so doing
(specifically children with additional needs).
180 </li>
181 </ol>
182 <p>
182 There is no legal definition of ‘reasonable force’ – what is reasonable - will depend on the
circumstances. If force is to be used, it must be reasonable, proportionate to the risk and action
absolutely necessary and carried out in good faith, in line with policy, by those authorised and
competent to do so.
182 </p>
183 <p>
183 It should be noted that the use of any degree of force is unlawful if the particular circumstances
do not warrant it. The degree of force should be in proportion to the circumstances and
seriousness of the behaviour or consequences it is intended to prevent. The level and duration of
the force used should be the minimum necessary to achieve the desired result, such as to restore
safety.
183 </p>
184 <h3 class="h3">
184 <a name="risk_assess" id="risk_assess">
184 </a>
184 Risk Assessment
184 </h3>
185 <p>
185 Some children behave in ways that make it necessary to consider the use of restrictive physical
intervention as part of a behaviour management plan. All identified behaviours necessitating use
of physical intervention should be formally risk assessed. The resulting risk management strategy
must be compatible with positive behaviour management approach. Planned use of physical
intervention must be clearly shown to be in keeping with the child or young person’s behaviour
management plan. This plan should also be properly documented within the Local Authority’s
records. (FWI)
185 </p>
186 <p>
186 All Foster Carers should be aware of the distinction between physical contact or touch, used
appropriately in everyday situations to support, encourage, guide or comfort a child or young
person and the use of physical intervention to restrict movement or to disengage from a child or
young person whose behaviour presents a clear risk of injury.
186 </p>
187 <p>
187 A risk assessment needs to be undertaken for every child and young person before they commence a
foster carer placement. This should be started at the planning stages and can be supplemented at
the placement planning meeting as the experiences of other people working with the young person
will provide valuable information about the child or young person’s behaviour, triggers and
motivators.
187 </p>
188 <p>
188 The risk assessment should include:
188 </p>
189 <ol>
190 <li>
190 What are the child and young person’s likes and dislikes.
190 </li>
191 <li>
191 How do those that know the child and young person well, communicate with them.
191 </li>
192 <li>
192 What is stressful for the child or young person and how to avoid these experiences, or where
unavoidable, how to plan for them.
192 </li>
193 <li>
193 What are the signs that indicate the child or young person is under stress and what are the
accepted ways to de-escalate it.
193 </li>
194 <li>
194 What diversionary techniques work for the child or young person?
194 </li>
195 </ol>
196 <p>
196 The risk assessment should be recorded on the young person’s file to form part of their care plan
and a copy should also be given to the foster carer.
196 </p>
197 <p>
197 It is essential that the child or young person or their parent / carer is involved in completing
the risk assessment. They should be aware of and agree to, the strategies the Foster Carer will
employ to manage the child’s or young person’s behaviour. In particular if a child or young person
is likely to need some form of physical restraint, this should be recorded on the risk assessment
and care plan, and agreed by the parent / carer in writing.
197 </p>
198 <h3 class="h3">
198 <a name="general" id="general">
198 </a>
198 General
198 </h3>
199 <p>
199 The foster carer owes a ’duty of care’ to “act as a reasonable prudent parent” “The Welfare of the
Child is paramount” (Children Act 1989). It needs also to be kept in mind that the “duty of care”
that applies to all those working with children means that “doing nothing” may be construed as
“negligence” in terms of this duty.
199 </p>
200 <p>
200 As far as possible, take steps in advance to avoid the need for restraint e.g. by providing a safe
environment, by talking to the child or young person and by distracting her/him. The child or
young person should also be warned verbally, where appropriate, that physical intervention will be
used unless s/he resists.
200 </p>
201 <p>
201 There must be care about the way in which a child is held, to avoid any contact with intimate
parts of the body.
201 </p>
202 <p>
202 Only the minimum force necessary to prevent injury or damage should be used. As soon as it is
safe, the physical intervention should be gradually relaxed.
202 </p>
203 <p>
203 Physical control of children should never be viewed as a form of punishment, and should never be
carried out in anger or frustration, to humiliate or induce pain. Use of physical force that is
unwarranted, excessive or punitive is not acceptable. Failure to comply with this principle, when
considering or using physical intervention, should be dealt with under safeguarding and
disciplinary procedures.
203 </p>
204 <h3 class="h3">
204 <a name="behav_manag" id="behav_manag">
204 </a>
204 Behaviour Management
204 </h3>
205 <p>
205 The emphasis is on positively encouraging the children and young people who are in foster care to
behave in a respectful and appropriate manner. All foster carers should adopt a positive approach
to improving behaviour in order to reward effort and application, and build self-esteem.
205 </p>
206 <p>
206 This approach will help to ensure that early and preventative intervention is the norm. It should
reduce the incidence of extreme behaviours and make sure that the use of physical intervention is
rare.
206 </p>
207 <p>
207 Carers will become familiar with how the child and young person ‘communicates’ and how they
communicate distress or frustration. Carers will attempt to divert the young person and diffuse
any difficult situations, often using the behaviour management techniques and strategies shared
from parents and school staff as part of the child’s behaviour management plan.
207 </p>
208 <p>
208 Behaviour Programmes summarise key strategies known to work with particular children so that all
those concerned can adopt a consistency of approach to ensuring that the child and young person is
not only behaving well but is happy and engages effectively.
208 </p>
209 <p>
209 Behaviour Programmes can also be helpful in breaking an established pattern of behaviour.
209 </p>
210 <p>
210 All behaviour management plans should be formally agreed and ratified before implementing them.
210 </p>
211 <p>
211 If appropriate take the child or young person into another room, to give the young person the
opportunity to calm down.
211 </p>
212 <p>
212 Any sanction should be recorded and reported to the child’s or young person parents, and the
child’s or young person’s social worker. This should be completed as soon as possible after the
incident.
212 </p>
213 <p>
213 If a child or young person’s behaviour continues to give cause for concern, a risk assessment
meeting will take place with all professionals involved with the child or young person, including
their parents to try to understand why the behaviour is happening, whether it is happening
elsewhere, and to agree a plan as to how to manage the behaviour, whether a referral is needed to
another service and what further support can be put in place.
213 </p>
214 <h3 class="h3">
214 <a name="physical_restraint" id="physical_restraint">
214 </a>
214 Physical Restraint
214 </h3>
215 <p>
215 Physical restraint is only one form of behaviour management to be used when other techniques such
as distraction, de-escalation and conflict management have been exhausted, unless the situation is
urgent. Communicating calmly with the child or young person, using non-threatening verbal and body
language and helping them to see a way out of a situation are examples of this approach.
215 </p>
216 <p>
216 Physical restraint is only used to prevent likely injury to the child or young person concerned or
to others. Restraint is not used as a punishment, or as a means to enforce compliance with
instructions, or in response to challenging behaviour where there is not a concern of injury.
216 </p>
217 <p>
217 All Foster Carers will be made aware of the policy about physical restraint. All Foster Carers
will read the policy and sign to say that they have read it. This is to be kept on carer’s
personal files.
217 </p>
218 <p>
218 Any physical restraint incidents should be recorded on an incident report sheet and passed on as
soon as is possible to the child’s or young person’s social worker or the foster carers
supervising social worker. The recording should include details of the behaviour requiring the use
of the restraint, the date and time, duration of the restraint and location, the name of the
person using restraint and any witnesses, and the effectiveness and any consequences including any
injury. This should be written as soon after the incident as possible.
218 </p>
219 <p>
219 Before the foster carer carries out the positive handling process, they need to assess and
consider the particular circumstances as follows:
219 </p>
220 <ul>
221 <li>
221 The potential risk to the child and themselves.
221 </li>
222 <li>
222 The particular behaviour and the emotional state of the child or young person.
222 </li>
223 <li>
223 The child or young persons age and level of understanding.
223 </li>
224 <li>
224 The child or young persons perception of the situation.
224 </li>
225 <li>
225 The child or young persons health and personal history.
225 </li>
226 <li>
226 The antecedents to the behaviour.
226 </li>
227 <li>
227 Foster carer’s relationship with the child or young person.
227 </li>
228 <li>
228 Foster carer’s own health, skills and expertise.
228 </li>
229 <li>
229 The availability of other foster carers or responsible adults.
229 </li>
230 <li>
230 The likely consequences of non-intervention.
230 </li>
231 </ul>
232 <p>
232 The decision to intervene using physical intervention should be a professional judgment taken
calmly and in full knowledge of the desired outcome. Though likely to be a last resort it should
not be an act of desperation but a conscious decision to act in the child or other’s best
interest.
232 </p>
233 <h3 class="h3">
233 <a name="physical_care" id="physical_care">
233 </a>
233 Physical Care and Control
233 </h3>
234 <p>
234 Physical intervention can take a variety of forms, but must be appropriate to the age,
understanding and behaviour of the child or young person.
234 </p>
235 <p>
235 A reasonable response involves choosing an option which reduces rather than increases the risk;
these options might be:
235 </p>
236 <ul>
237 <li>
237 Physically interposing between a child and other persons.
237 </li>
238 <li>
238 Blocking a child or young person’s path.
238 </li>
239 <li>
239 Holding.
239 </li>
240 <li>
240 Pushing.
240 </li>
241 <li>
241 Pulling.
241 </li>
242 <li>
242 Leading a child or young person by the hand or arm.
242 </li>
243 <li>
243 Guiding a child or young person by placing the palm of a hand in the centre of their back or
(only in extreme circumstances) using more restrictive holds (holding only to be used following
training).
243 </li>
244 </ul>
245 <p>
245 All these actions should be ‘guides’ to the child or young person and ‘controlled’ in nature.
245 </p>
246 <p>
246 Training in physical intervention methods that are acceptable within the Local Authority is
available and foster carers are required to complete this training. This training is intended to
help Foster Carers to link meeting children’s and young people’s needs with positive behaviour
management. On successful completion of training, Foster Carers should be expected to practice
their skills and periodically attend updates.
246 </p>
247 <h3 class="h3">
247 <a name="prohibited_forms" id="prohibited_forms">
247 </a>
247 Prohibited Forms of Control and Restraint
247 </h3>
248 <ul>
249 <li>
249 Corporal punishment (or threat of it) is prohibited. Examples that fall into this category are:
hitting, slapping, kicking, punching, poking, prodding, biting, throwing an object etc, carried
out deliberately to cause or threaten harm to a child or young person.
249 </li>
250 <li>
250 Children should not be held around the neck, or by the collar, hyperflexion i.e. bent over and
pressure applied or in any way that might restrict their ability to breathe.
250 </li>
251 <li>
251 Twisting or forcing limbs against a joint, is not permitted. Holding children by the waist can
damage bones that are not fully developed - it is better to hold by the forearm.
251 </li>
252 <li>
252 The tripping up of a child is prohibited.
252 </li>
253 <li>
253 Holding or pulling by the ear or hair is not allowed
253 </li>
254 <li>
254 Children should not be held face down to the ground.
254 </li>
255 <li>
255 Children should not be deprived of food or drink (unless medically specified) that would
normally be available to other children within the home (or be forced to eat foods against their
will).
255 </li>
256 <li>
256 Children should not be deprived of their liberty by being locked in a room unsupervised. The
locking of external doors to protect younger children from leaving the premises is permitted.
256 </li>
257 <li>
257 No child should be deprived of medical care as a means of punishment/control.
257 </li>
258 <li>
258 No child should be expected to wear any item of clothing, badge or other mark intended to act as
punishment, or to wear any clothing inappropriate to the time of day or year and type of
activity being undertaken. If items of clothing are removed from the child, e.g. shoes from
younger children to prevent kicking, the social worker’s agreement should be sought beforehand.
258 </li>
259 <li>
259 No child should be deprived of sleep as a means to manage their behaviour.
259 </li>
260 <li>
260 It would be unacceptable to withdraw aids or adaptations, or to use them as a means of
restraint.
260 </li>
261 <li>
261 No child should be left in a locked room
261 </li>
262 <li>
262 No child should be subjected to sarcasm or belittling.
262 </li>
263 </ul>
264 <h3 class="h3">
264 <a name="following_incident" id="following_incident">
264 </a>
264 Following Each Incident
264 </h3>
265 <p>
265 As soon as is practicable, following each incident:
265 </p>
266 <ul>
267 <li>
267 The foster carer should be offered supportive debriefing discussion with their supervising
social worker.
267 </li>
268 <li>
268 Incidents should be recorded (on the
268 <a href="forms.html">
268 Physical Intervention Incident Report Sheet
268 </a>
268 ) and forwarded to the supervising social worker and child or young person’s social worker.
268 </li>
269 <li>
269 Parents need to be informed, the child’s or young person’s social worker should ensure that this
happens.
269 </li>
270 </ul>
271 <p>
271 After the use of positive handling, a meeting should be held with the child or young person to
reflect on what has happened, to talk about why the positive handling was necessary. This enables
better understanding for both parties, (adult and child), and learn from the experience and to try
to avoid this happening again in the future.
271 </p>
272 <h3 class="h3">
272 <a name="complaints" id="complaints">
272 </a>
272 Complaints
272 </h3>
273 <p>
273 All foster carers should carry their identification card to explain that they are providing care
to children on behalf of the London Borough of Haringey and that this can be verified to members
of the Public.
273 </p>
274 <p>
274 Where physical control is used that is appropriate to the task, to the size, age and understanding
of children, by Foster Carers, authorised and competent to do so, in good faith, in line with
policy and guidance, this should help minimise complaints. It will not necessarily prevent all
complaints. In any dispute regarding the use of physical intervention, there may need to be
further investigation.
274 </p>
275 <p>
275 The use of restrictive physical intervention can lead to allegations of inappropriate or excessive
use. In the event of a complaint being received by a school in relation to use of force by staff,
the matter should be dealt with in accordance with agreed procedures for handling allegations
against members of staff.
275 </p>
276 <h3 class="h3">
276 <a name="review" id="review">
276 </a>
276 Review of Behaviour Management Policy
276 </h3>
277 <p>
277 It is the responsibility of the Children in Care managers and Fostering Service senior manager to
review the incident report forms to establish whether there are implications for practice or the
safety of the child / carer. If this is the case the policy will be revised in consultation with
staff, parents and young people where possible.
277 </p>
278 <p>
278 This policy it to be reviewed.
278 </p>
279 <h3 class="h3">
279 <a name="forms" id="forms">
279 </a>
279 Forms
279 </h3>
280 <p>
280 <a href="forms.html">
280 Physical Intervention Incident Report Sheet
280 </a>
280 </p>
281 <p>
281 <a href="forms.html">
281 Behaviour Management Risk Assessment Form
281 </a>
281 </p>
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296 Home
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298 Being a Foster Carer
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299 <a href="safeguarding.html">
299 Safeguarding Everyone in our Household
299 </a>
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300 The Placement
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301 Caring for Children
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302 <a href="http://www.haringey.gov.uk/fostering" target="_blank">
302 Want to become a Foster Carer
302 </a>
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303 London Child Protection Procedures
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304 Haringey Children's Services Fostering Procedures
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305 Family and Friends Carers Policy
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306 Useful Resources
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308 Forms and Records
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309 Training & Support
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