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If your document has structure then you should add a skip navigation link to make it easier for accessible users to get to the page's content. To ensure detection, skip navigation links should point to a <main> element, or an element with role='main'. See Understanding 2.4.1, and Skip Navigation. <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
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8 Behaviour Management | Next Stage 4Life
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63 <h1 class="h1">
63 Behaviour Management
63 </h1>
64 <div class="scope_box" style="padding-bottom: 0px; padding-top: 15px;">
65 <h2 class="h3">
65 REGULATIONS AND STANDARDS
65 </h2>
66 <p>
66 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#positive
" target="_blank">
66 The Positive Relationships Standard
66 </a>
66 <br />
67 Regulation 11
67 </p>
68 <p>
68 <a
href="http://qualitystandards.proceduresonline.com/homes/p_quality_standards.html#protection_c
h" target="_blank">
68 The Protection of Children Standard
68 </a>
68 </p>
69 <p>
69 <a href="http://www.legislation.gov.uk/uksi/2015/541/regulation/19/made" target="_blank">
69 Regulation 19 – Behaviour Management and Discipline
69 </a>
69 </p>
70 <p>
70 <a href="http://www.legislation.gov.uk/uksi/2015/541/regulation/20/made" target="_blank">
70 Regulation 20 – Restraint and Deprivation of Liberty
70 </a>
70 </p>
71 <h3 class="h3">
71 RELATED CHAPTER
71 </h3>
72 <p>
72 <a href="p_phys_inter.html">
72 Use of Restraint and Physical Intervention Procedure
72 </a>
72 </p>
73 </div>
74 <h2 class="h2_underlined">
74 <br />
75 Contents
75 </h2>
76 <ol>
77 <li>
77 <a href="#encouraging">
77 Encouraging and Rewarding Children
77 </a>
77 </li>
78 <li>
78 <a href="#minimum_house_rules">
78 Minimum House Rules
78 </a>
78 </li>
79 <li>
79 <a href="#sanctions">
79 Sanctions
79 </a>
79 </li>
80 </ol>
81 <h2 class="h2_underlined">
81 <br />
82 1.
82 <a name="encouraging" id="encouraging">
82 </a>
82 Encouraging and Rewarding Children
82 </h2>
83 <p>
83 Whilst children bring their own values and behaviours to placements, residential staff play a
key role in influencing children.
83 </p>
84 <p>
84 The culture of the home, generated by the staff, is crucial. Staff are expected to understand,
manage and deal with young people's behaviour including encouraging children to take
responsibility for their behaviour and help them to learn how to resolve conflict. A
restrictive, unsupportive, discouraging and punishing culture will result in instability,
hostility and possibly severe disruption.
84 </p>
85 <p>
85 The home should have clear, fair boundaries, where children feel safe, encouraged and
appropriately rewarded, so that they will thrive and do well. Staff who adopt this approach will
also experience less instability and disruption.
85 </p>
86 <p>
86 Rewards consequences and sanctions form a small part of the tools available to staff to support
and encourage positive behaviour.
86 </p>
87 <p>
87 The Positive Relationship Standard (Reg 11.1) states that:
87 </p>
88 <p>
88 "Children are helped to develop, and benefit from relationships based on:
88 </p>
89 <ol type="a">
90 <li>
90 Mutual trust and respect;
90 </li>
91 <li>
91 An understanding about acceptable behaviour; and
91 </li>
92 <li>
92 Positive responses to other children and adults."
92 </li>
93 </ol>
94 <p>
94 Reg 11.2 sets out the expectations on staff to support the social, emotional and behavioural
needs of the children and young people whom we care for. For this policy the significant issues
include:
94 </p>
95 <p>
95 That staff:
95 </p>
96 <ul>
97 <li>
97 Help children to develop socially aware behaviour;
97 </li>
98 <li>
98 Encourage each child to take responsibility for their behaviour, in accordance with their age
and understanding;
98 </li>
99 <li>
99 Help each child to develop and practice skills to resolve conflicts positively and without
harm to anyone;
99 </li>
100 <li>
100 Communicate to each child expectations about children's behaviour and ensure that each child
understands those expectations in accordance with the child's age and understanding;
100 </li>
101 <li>
101 Understand how children's previous experiences and present emotions can be communicated
through behaviour and ensure that staff have the competence and skills to interpret these and
develop positive relationships;
101 </li>
102 <li>
102 Are provided with supervision (see supervision policy) and support to enable them to
understand and manage their own feelings and responses to the behaviour and emotions of the
children, and help the children do the same;
102 </li>
103 <li>
103 Deescalate confrontations with or between children, or potentially violent behaviour by
children (see policy on Dealing with violence and aggression);
103 </li>
104 <li>
104 That each child is encouraged to build and maintain positive relations with others.
104 </li>
105 </ul>
106 <p>
106 Over time, as children achieve what is expected, such rewards should be reduced or children
should be expected to achieve more for the same or a similar reward.
106 </p>
107 <h2 class="h2_underlined">
107 <br />
108 2.
108 <a name="minimum_house_rules" id="minimum_house_rules">
108 </a>
108 Minimum House Rules
108 </h2>
109 <p>
109 The Children's Guide and statement of purpose should set out the homes 'house rules'. This
should be explained to children, with the reasons for the rules and they should also know that
that there are rules for everyone. They should not feel that they are being treated with less
regard than other members of the household. Ideally these expectations should be known to
children before they are placed.
109 </p>
110 <p>
110 An example of house rules:
110 </p>
111 <ol>
112 <li>
112 No smoking;
112 </li>
113 <li>
113 Keep own bedroom clean and tidy;
113 </li>
114 <li>
114 Do not go into any other bedroom;
114 </li>
115 <li>
115 Be dressed all the time;
115 </li>
116 <li>
116 If you have gone out, return home at the time your carer has said;
116 </li>
117 <li>
117 Always be where you say you will;
117 </li>
118 <li>
118 If you want to change your plans when you are out ask permission from your carer first;
118 </li>
119 <li>
119 Do not hurt any member of the residential staff;
119 </li>
120 <li>
120 Do not hurt any pet;
120 </li>
121 <li>
121 Homework must be done;
121 </li>
122 <li>
122 If you have been excluded from school, school work will be done at home;
122 </li>
123 <li>
123 When you use the bathroom or toilet always close the door;
123 </li>
124 <li>
124 If you have any problems try and talk to your carer/residential staff;
124 </li>
125 <li>
125 Try to consider other people's feelings.
125 </li>
126 </ol>
127 <h2 class="h2_underlined">
127 <br />
128 3.
128 <a name="sanctions" id="sanctions">
128 </a>
128 Sanctions
128 </h2>
129 <h3 class="h3">
129 3.1 Guidance on use of Sanctions
129 </h3>
130 <p>
130 Sanctions can be very effective but, before imposing them, think about it.
130 </p>
131 <p>
131 Most looked after children have come to view themselves, and are viewed, as failures. They have
had their fill of sanctions, usually imposed inconsistently, unfairly or as acts of revenge.
131 </p>
132 <p>
132 Before imposing sanctions, carers/residential staff should do all they can to support and
encourage children to do well. If children do not behave acceptably, strategies should be
adopted that are encouraging and rewarding.
132 </p>
133 <p>
133 Rather than noticing and sanctioning misbehaviour it is always better to notice and reward good
behaviour - or any step in the right direction. For example, it may be more effective to allow a
child to have use of a video or TV at bedtime for getting up on time; rather than taking the TV
away for getting up late. Same deal, different meaning!
133 </p>
134 <p>
134 The former is discouraging and causes resentment; the latter is encouraging, can improve self
esteem and relationships between children and carers.
134 </p>
135 <p>
135 If children continue to behave in unacceptable ways, they should be reminded about what is
expected and given further encouragement to get it right. If misbehaviour persists or is
serious, effective use of reprimands can act as a disincentive or firm reminder. If this does
not work, or may not, sanctions may be effective.
135 </p>
136 <p>
136 Where sanctions are used they must be reasonable and the minimum necessary to achieve the
objective. Also, there should be a belief that the sanction will have the desired outcome -
increasing the possibility that acceptable behaviour will follow.
136 </p>
137 <p>
137 If sanctions are imposed, carers should apply the following principles:
137 </p>
138 <ol type="a">
139 <li>
139 Sanctions must be the exception, not the rule. A Last Resort;
139 </li>
140 <li>
140 Sanctions must not be imposed as acts of revenge or retaliation;
140 </li>
141 <li>
141 Think before imposing the sanctions; don't apply it in the heat of the moment;
141 </li>
142 <li>
142 Sanctions may only be imposed upon children for persistent or serious misbehaviour where
reminders and reprimands have already failed or are likely to fail;
142 </li>
143 <li>
143 Sanctions should only be used if there is a reasonable chance they will have the desired
effect of making the point and in reducing or preventing further unacceptable behaviour;
143 </li>
144 <li>
144 Before applying any sanction, make sure the child is aware that his/her behaviour is
unacceptable and, if possible, warn him/her that sanctions will be applied if the unacceptable
behaviour continues;
144 </li>
145 <li>
145 It is the certainty not the severity of sanctions that is important;
145 </li>
146 <li>
146 Sanctions should only last as long as they need to and allow the child the opportunity to make
a fresh start as quickly as possible.
146 </li>
147 </ol>
148 <h3 class="h3">
148 3.2 Non Approved Sanctions
148 </h3>
149 <p>
149 The following sanctions are Non Approved, which means they may never be imposed upon children:
149 </p>
150 <ol type="a">
151 <li>
151 Any form of corporal punishment; i.e. any intentional application of force as punishment,
including slapping, punching, rough handling and throwing missiles;
151 </li>
152 <li>
152 Any sanction relating to the consumption or deprivation of food or drink;
152 </li>
153 <li>
153 Any restriction on a child's contact with his or her parents, relatives or friends; visits to
the child by his or her parents, relatives or friends; a child's communications with any of
the persons listed below*; or his or her access to any telephone helpline providing
counselling or advice for children. (NB This does not prevent contact or communication being
restricted in exceptional circumstances, where it is necessary to do so to protect the child
or others - see Contact with Parents Procedure);
153 </li>
154 <li>
154 Any requirement that a child wear distinctive or inappropriate clothes;
154 </li>
155 <li>
155 The use or withholding of medication or medical or dental treatment;
155 </li>
156 <li>
156 The intentional deprivation of sleep;
156 </li>
157 <li>
157 The modification of a child's behaviour through bribery or the use of threats;
157 </li>
158 <li>
158 Any sanction used intentionally or unintentionally which may humiliate a child or could cause
them to be ridiculed;
158 </li>
159 <li>
159 The imposition of any fine or financial penalty, other than a requirement for the payment of a
reasonable sum by way of reparation. (NB The Court may impose fines upon children which staff
should encourage and support them to repay.);
159 </li>
160 <li>
160 Any intimate physical examination of a child;
160 </li>
161 <li>
161 The withholding of aids/equipment needed by a disabled child;
161 </li>
162 <li>
162 Any measure which involves a child in the imposition of any measure against any other child;
or the sanction of a group of children for the behaviour of an individual child;
162 </li>
163 <li>
163 Swearing at or the use of foul, demeaning or humiliating language or measures.
163 </li>
164 </ol>
165 <p>
165 *The persons with whom the child may have contact, in relation to c. above, are:
165 </p>
166 <ol type="a">
167 <li>
167 Any officer of the
167 <a href="http://trixresources.proceduresonline.com/nat_key/keywords/cafcass.html"
target="_blank">
167 Children and Family Court Advisory and Support Service
167 </a>
167 appointed for the child;
167 </li>
168 <li>
168 Any social worker for the time being assigned to the child by his or her placing authority;
168 </li>
169 <li>
169 Any person appointed in respect of any requirement of the procedure specified in the
Representations Procedure (Children) Regulations 1991;
169 </li>
170 <li>
170 An
170 <a
href="http://trixresources.proceduresonline.com/nat_key/keywords/independent_visitor.html"
target="_blank">
170 Independent Visitor
170 </a>
170 ;
170 </li>
171 <li>
171 Any person authorised by the Regulatory Authority e.g. Ofsted;
171 </li>
172 <li>
172 Any person authorised by the local authority in whose area the children's home is situated;
172 </li>
173 <li>
173 Any person authorised by the Secretary of State to conduct an inspection of the children's
home and the children there.
173 </li>
174 </ol>
175 <h3 class="h3">
175 3.3 Approved Sanctions
175 </h3>
176 <p>
176 The following sanctions may be imposed upon children:
176 </p>
177 <ol type="a">
178 <li>
178 Confiscation or withdrawal of a telephone or mobile phone in order to protect a child or
another person from harm, injury or to protect property from being damaged;
178 </li>
179 <li>
179 Restriction on sending or receiving letters or other correspondence (including the use of
electronic or internet correspondence) in order to protect a child or another person from
harm, injury or to protect property from being damaged;
179 </li>
180 <li>
180 Reparation, involving the child doing something to put right the wrong they have done; e.g.:
repairing damage or returning stolen property;
180 </li>
181 <li>
181 Restitution, involving the child paying for all or part of damage caused or the replacement of
misappropriated monies or goods. No more than two thirds of a child's pocket money may be
taken in these circumstances if the payment is small and withdrawn in a single weekly amount.
Larger amounts may be paid in restitution but must be of a fixed amount with a clear start and
end period. If the damage is serious or the size of payment particularly large then the
child's Social Worker should be informed of the matter;
181 </li>
182 <li>
182 Curtailment of leisure activities, involving a child being prevented from participating in
such activities;
182 </li>
183 <li>
183 Additional chores, involving a child undertaking additional chores over and above those they
would normally be expected to do;
183 </li>
184 <li>
184 Early bedtimes, by up to half an hour or as agreed with the child's Social Worker;
184 </li>
185 <li>
185 Removal of equipment, for example the use of a TV or video/DVD player;
185 </li>
186 <li>
186 Loss of privileges, for example the withdrawal of the privilege of staying up late;
186 </li>
187 <li>
187 Suspension of pocket money for short periods.
187 </li>
188 </ol>
189 <h3 class="h3">
189 3.4 Monitoring and Recording Use of Sanctions
189 </h3>
190 <p>
190 The Home Manager must monitor and review the use of sanctions and that the sanction used has
been appropriate.
190 </p>
191 <p>
191 The effectiveness of sanctions should be reviewed to ensure sanctions are an effective tool. If
the sanctions are not working alternative methods should be applied.
191 </p>
192 <p>
192 Sanctions to be recorded in the Sanctions Record and child's record.
192 </p>
193 <p>
193 <br />
194 <br />
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