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136 <h1>
136 Behaviour Management and Safe Caring
136 </h1>
141 <div class="well">
142 <p class="bold">
142 RELATED GUIDANCE
143 </p>
144 <p>
144 See also
144 <a href="p_phys_int.html">
144 Restrictive Physical Intervention Procedure
144 </a>
144 .
144 </p>
145 </div>
152 <div class="section">
152 <h2 id="encouraging">
152 1. Encouraging and Rewarding Children
152 </h2>
153 <p>
153 Whilst children bring their own values and behaviours to placements, foster carers and
residential staff play a key role in influencing children.
153 </p>
154 <p>
154 The culture of the home, generated by the carers/staff, is crucial. Foster carers/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.
154 </p>
155 <p>
155 All looked after placements should have clear, fair boundaries, where children feel safe,
encouraged and appropriately rewarded, so that they will thrive and do well. Foster
carers/staff who adopt this approach will also experience less instability and disruption.
155 </p>
156 <p>
156 Foster carers/residential staff should at all times endeavour to:
156 </p>
157 <ol>
158 <li>
158 Listen to and empathise with children, respect their thoughts and feelings and take their
wishes into consideration;
158 </li>
159 <li>
159 Look for things that are going well, or any step in the right direction, and appropriately
reward it;
159 </li>
160 <li>
160 Use rewards in a creative and diverse way, specific to children's needs, capabilities and
interests. This may mean that children are rewarded with toys, games, activities or
monetary rewards. But all 'tangible' rewards should be accompanied by use of 'non
tangible' encouragement and support - by carers/staff demonstrating to children that they
have done well. Such 'non tangible' rewards include praising, smiling, touching and
hugging children.
160 <br />
161 <br />
162 Children usually benefit, early on, from rewards which may appear to outweigh that which
is expected. This is normal; over time rewards can be more relevant as children's self
esteem and skills improve;
162 <br />
163 <br />
164 For example:
165 <ul>
166 <li>
166 Children who have few social or life skills and whose self esteem and confidence is
low may require forms of encouragement and reward which are intensive, frequent or
even excessive in order to help/remind them that they are doing well and appreciated;
166 </li>
167 <li>
167 A child who has previously been unable to get up for school may be offered a present
or activity for getting up on time for a few days;
167 </li>
168 <li>
168 However, it should also be borne in mind that some children cannot tolerate praise as
it undermines the low perception they have of themselves. For these children smaller
more specific praise is needed.
168 </li>
169 </ul>
170 </li>
171 </ol>
172 <p>
172 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.
172 </p>
173 </div>
174 <div class="section1">
174 </div>
180 <div class="section">
180 <h2 id="minimum_house_rules">
180 2. Minimum House Rules
180 </h2>
181 <p>
181 All carers/residential staff should have a safe caring policy for their own household. 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.
181 </p>
182 <ol>
183 <li>
183 No smoking;
183 </li>
184 <li>
184 Keep own bedroom clean and tidy;
184 </li>
185 <li>
185 Do not go into any other bedroom;
185 </li>
186 <li>
186 Be dressed all the time;
186 </li>
187 <li>
187 If you have gone out, return home at the time your carer has said;
187 </li>
188 <li>
188 Always be where you say you will;
188 </li>
189 <li>
189 If you want to change your plans when you are out ask permission from your carer first;
189 </li>
190 <li>
190 Do not hurt any member of your foster family or residential staff;
190 </li>
191 <li>
191 Do not hurt any pet of the foster family;
191 </li>
192 <li>
192 Homework must be done;
192 </li>
193 <li>
193 If you have been excluded from school, school work will be done at home;
193 </li>
194 <li>
194 When you use the bathroom or toilet always close the door;
194 </li>
195 <li>
195 If you have any problems try and talk to your carer/residential staff;
195 </li>
196 <li>
196 Try to consider other people's feelings.
196 </li>
197 </ol>
198 </div>
199 <div class="section1">
199 </div>
205 <div class="section">
205 <h2 id="sanctions">
205 3. Sanctions
205 </h2>
206 <h3>
206 3.1 Guidance on use of Sanctions
206 </h3>
207 <p>
207 Sanctions can be very effective but, before imposing them, think about it.
207 </p>
208 <p>
208 Most Children in Care 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.
208 </p>
209 <p>
209 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.
209 </p>
210 <p>
210 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!
210 </p>
211 <p>
211 The former is discouraging and causes resentment; the latter is encouraging, can improve
self esteem and relationships between children and carers.
211 </p>
212 <h4>
212 Be creative, think outside the box!
212 </h4>
213 <p>
213 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.
213 </p>
214 <p>
214 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.
214 </p>
215 <p>
215 If sanctions are imposed, carers should apply the following principles:
215 </p>
216 <ol style="list-style-type:lower-alpha">
217 <li>
217 Sanctions must be the exception, not the rule. A Last Resort;
217 </li>
218 <li>
218 Sanctions must not be imposed as acts of revenge or retaliation;
218 </li>
219 <li>
219 Think before imposing the sanctions; don't apply it in the heat of the moment;
219 </li>
220 <li>
220 Sanctions may only be imposed upon children for persistent or serious misbehaviour where
reminders and reprimands have already failed or are likely to fail;
220 </li>
221 <li>
221 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;
221 </li>
222 <li>
222 Before applying any sanction, make sure the child is aware that their behaviour is
unacceptable and, if possible, warn them that sanctions will be applied if the
unacceptable behaviour continues;
222 </li>
223 <li>
223 It is the certainty not the severity of sanctions that is important;
223 </li>
224 <li>
224 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.
224 </li>
225 </ol>
226 <h3>
226 3.2 Non Approved Sanctions
226 </h3>
227 <p>
227 The following sanctions are Non Approved, which means they may never be imposed upon
children:
227 </p>
228 <ol style="list-style-type:lower-alpha">
229 <li>
229 Any form of corporal punishment; i.e. any intentional application of force as punishment,
including slapping, punching, rough handling and throwing missiles;
229 </li>
230 <li>
230 Any sanction relating to the consumption or deprivation of food or drink;
230 </li>
231 <li>
231 Any restriction on a child's contact with their parents, relatives or friends; visits to
the child by their parents, relatives or friends; a child's communications with any of the
persons listed below*; or their 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);
231 </li>
232 <li>
232 Any requirement that a child wear distinctive or inappropriate clothes;
232 </li>
233 <li>
233 The use or withholding of medication or medical or dental treatment;
233 </li>
234 <li>
234 The intentional deprivation of sleep;
234 </li>
235 <li>
235 The modification of a child's behaviour through bribery or the use of threats;
235 </li>
236 <li>
236 Any sanction used intentionally or unintentionally which may humiliate a child or could
cause them to be ridiculed;
236 </li>
237 <li>
237 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.);
237 </li>
238 <li>
238 Any intimate physical examination of a child;
238 </li>
239 <li>
239 The withholding of aids/equipment needed by a disabled child;
239 </li>
240 <li>
240 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;
240 </li>
241 <li>
241 Swearing at or the use of foul, demeaning or humiliating language or measures.
241 </li>
242 </ol>
243 <p>
243 *The persons with whom the child may have contact, in relation to c. above, are:
243 </p>
244 <ol style="list-style-type:lower-alpha">
245 <li>
245 Any officer of the children and family court advisory and support service appointed for
the child;
245 </li>
246 <li>
246 Any social worker for the time being assigned to the child by their placing authority;
246 </li>
247 <li>
247 Any person appointed in respect of any requirement of the procedure specified in the
Representations Procedure (Children) Regulations 1991;
247 </li>
248 <li>
248 An independent visitor;
248 </li>
249 <li>
249 Any person authorised by the Regulatory Authority e.g. Ofsted;
249 </li>
250 <li>
250 Any person authorised by the local authority in whose area the children's home is
situated;
250 </li>
251 <li>
251 Any person authorised by the Secretary of State to conduct an inspection of the
children's home and the children there.
251 </li>
252 </ol>
253 <h3>
253 3.3 Approved Sanctions
253 </h3>
254 <p>
254 The following sanctions may be imposed upon children:
254 </p>
255 <ol style="list-style-type:lower-alpha">
256 <li>
256 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;
256 </li>
257 <li>
257 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;
257 </li>
258 <li>
258 Reparation, involving the child doing something to put right the wrong they have done;
e.g.: repairing damage or returning stolen property;
258 </li>
259 <li>
259 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;
259 </li>
260 <li>
260 Curtailment of leisure activities, involving a child being prevented from participating in
such activities;
260 </li>
261 <li>
261 Additional chores, involving a child undertaking additional chores over and above those
they would normally be expected to do;
261 </li>
262 <li>
262 Early bedtimes, by up to half an hour or as agreed with the child's Social Worker;
262 </li>
263 <li>
263 Removal of equipment, for example the use of a TV or video/DVD player;
263 </li>
264 <li>
264 Loss of privileges, for example the withdrawal of the privilege of staying up late;
264 </li>
265 <li>
265 Suspension of pocket money for short periods.
265 </li>
266 </ol>
267 <h3>
267 3.4 Recording of Sanctions
267 </h3>
268 If a child receives a sanction it should be recorded by the foster carer/residential staff on
their daily recording log.
268 </div>
269 <div class="section1">
269 </div>
275 <div class="section">
275 <h2 id="searching">
275 4. Searching
275 </h2>
276 <p>
276 Carers/residential staff are not permitted to conduct body searches, searches of clothing
worn by children or of their bedrooms.
276 </p>
277 <p>
277 Should carers suspect that a child is carrying or has concealed an item which may place the
child or another person at risk, they should try to obtain the item by
co-operation/negotiation.
277 </p>
278 If carers/staff suspect that a child is concealing an item which may place themselves or
another person at risk, they must notify the agency or, in an emergency, the Police.
278 </div>
279 <div class="section1">
279 </div>
285 <div class="section">
285 <h2 id="serious_incidents">
285 5. Serious Incidents and use of Physical Intervention
285 </h2>
286 <p>
286 In the event of any serious incident (e.g. accident, violence or assault, damage to
property), carers/residential staff should take what actions they deem to be necessary to
protect children/themselves from immediate harm or injury; and then notify the agency
immediately.
286 </p>
287 <p>
287 If there is a risk of serious injury/harm, carers/residential staff should not use any form
or physical intervention except as a last resort to prevent themselves or others from being
injured or to prevent serious damage to property. If any form of Physical Intervention is
used, it must be the least intrusive necessary to protect the child, carer(s)/residential
staff or others.
287 </p>
288 <p>
288 At no time should carer(s) residential staff act unless they are confident of managing the
situation safely, without escalation or further injury.
288 </p>
289 <p>
289 The carers/ residential staff should endeavour to deal with as many of the challenges that
are involved in caring for children without recourse to the involvement of the Police, who
should only be involved in two circumstances;
289 </p>
290 <ul>
291 <li>
291 An emergency necessitating their immediate involvement to protect the child or others;
291 </li>
292 <li>
292 Following discussion with the child's social worker and/or relevant senior manager from
the local authority.
292 </li>
293 </ul>
294 If any serious incident occurs or the Police are called, the child's social worker must be
notified without delay and will then notify the relevant senior manager within the local
authority and arrange for a full report to be made of the incident and actions taken. The
Regulatory Authority must also be notified.
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361 </html>