Positive Relationships and Behaviour Support
REGULATIONS AND STANDARDS
The Fostering Services (England) Regulations 2011:
Regulation 11 - Independent fostering agencies—duty to secure welfare
Regulation 13 - Behaviour management and children missing from foster parent's home
Regulation 17 - Support, training and information for foster parents
Fostering Services: National Minimum Standards
STANDARD 3 - Promoting positive behaviour and relationships
RELEVANT GUIDANCE
RELATED CHAPTER
Restrictive Physical Intervention and Restraint Procedure
SCOPE OF THIS CHAPTER
This chapter provides guidance for carers and staff on supporting behaviour, which includes supporting positive behaviour, de-escalation of conflicts and any consequences to behaviour. This procedure is made clear to the responsible authority/placing authority, child, parent(s) and foster carers before the placement begins or, in an emergency placement, at the time of the placement.
Contents
- Introduction
- Positive Behaviour Support
- House Rules, Appropriate Boundaries, Routines and Rituals
- Supporting Behaviour that Challenges and De-escalation of Conflicts
- Consequences
- Searching
- Serious Incidents and use of Physical Intervention
1. Introduction
The Fostering Agency are committed to a holistic approach that draws on established theoretical bases, research, best practice and guidance in order to promote and develop positive behaviours. We believe in a multi-disciplinary approach to understanding and supporting children. There is an acknowledgment and commitment that our foster carers cannot and should not be expected to manage what can be behaviour that challenges in isolation in the absence of guidance and a shared understanding and agreement with regards to the strategies of support available.
The Fostering Agency are committed to gaining and sharing a robust assessment of need that determines the approach to be taken and the most effective matching of foster carers. The referral information, Placement Plan and reviews are central to the ongoing planning and evaluation of the support in relation to behaviour. The Agency ensures that, in relation to any child placed or to be placed with a foster carer, the foster carer is given such information, which is kept up to date, as to enable them to provide appropriate care and support for the child, and in particular that each foster carer is provided with a copy of the most recent version of the child's care plan. Each foster carer is aware of all the necessary information available to the Agency about a child's circumstances, including any significant recent events, to help the foster carer understand and predict the child's needs and behaviours and supports the child within their household. The Agency follows up with the responsible authority where all such necessary information has not been provided by the authority.
The Fostering Agency's approach to behaviour support:
- Aims to create a safe, caring environment;
- Ensures that all children have opportunities to become confident and achieve their full potential;
- Encourages the child's consultation and participation in setting rules and consequences;
- Recognises that some behaviours can present as aggressive, violent or destructive at times and that foster carers will be supported to regulate, understand and support the child with these behaviours whilst providing the child with continuing acceptance and emotional support;
- Focuses on building a good relationship with the child based on mutual respect, trust and an unconditional acceptance of the child;
- Establishes house rules and boundaries with the child which are consistent, explicit and where possible, applicable to all children in the household;
- Understands and acknowledges the past life experiences which children bring into the home;
- Uses age and developmental stage appropriate consequences but only as necessary and not as routine. Consequences will be logical and linked to behaviour. Children will be supported to complete these consequences;
- Provides support and training to the foster carer/s to support them in their role;
- Encourages foster carers to celebrate success with the child so that the child can experience joy in their relationships and reward the child appropriately;
- Accepts the individuality of children and young people and celebrates the diversity of their backgrounds;
- Recognises that placements are different, unique and represent many notions of family, yet they share a common value base.
2. Positive Behaviour Support
Foster carers play an important part in the day-to-day life of a child, therefore good parenting, supported by training on managing behaviour will enable them to achieve and develop a more positive relationship with the child and a more harmonious life and will enable the child to feel good about themselves.
The Fostering Agency's approach to positive behaviour support ensures that:
Foster carers provide an environment and culture that promotes, models and supports positive behaviour.
A healthy dialogue is in place so changes to rules can happen as the child matures or if these rules are no longer needed for example being left on their own in the house, later bed times etc.
Children are enabled to build trusted and secure relationships with their foster carers, who know them well, listen to them, spend time with them, protect them and promote their welfare.
Children are enabled to develop an appropriate sense of permanence and belonging and are fully included in their foster carers' family lives.
The care and help from foster carers assists children placed with them to develop a positive self-view and to increase their ability to form and sustain attachments and build emotional resilience and a sense of their own identity.
This care and help also supports them to overcome any previous experiences of neglect and trauma.
Foster carers are prepared and supported by the Agency to manage the behaviour of children placed with them and situations arising from and leading to this behaviour.
Foster carers are expected to understand, manage and deal with children's behaviour including encouraging them to take responsibility for their behaviour and helping them to learn how to resolve conflict. Foster carers have positive strategies for effectively supporting children where they encounter discrimination or bullying wherever this occurs.
Children are able to develop and practice skills to build and maintain positive relationships, be assertive and to resolve conflicts positively. Children are encouraged to take responsibility for their behaviour in a way that is appropriate to their age and abilities. Foster carers respect the child's privacy and confidentiality, in a manner that is consistent with good parenting.
All foster carers receive training in positive care and behavioural support of children, including training in de-escalating problems and disputes.
All foster placements will have clear, consistent and fair boundaries, to enable children to feel safe, encouraged and appropriately rewarded, to help ensure that they will thrive and do well and to contribute to a feeling of well-being and security for children.
The culture of the household, generated by the carers, is crucial.
When caring for foster children, foster carers should at all times endeavour to:
- Listen to and empathise with children, respect their thoughts and feelings and take their wishes into consideration;
- Look for things that are going well, or any step in the right direction, and appropriately reward it;
- Use rewards in a creative and diverse way, specific to children's needs, capabilities and interests. This may mean that children are rewarded with activities or rewards that they enjoy. But all 'tangible' rewards should be accompanied by use of 'non tangible' encouragement and support – by carers demonstrating to children that they have done well. Such 'non tangible' rewards include smiling and praising children;
- Make sure that children are aware of the things that they have done well. This should involve prompt verbal feedback, along with clear recording in the child or young person’s file. All ‘tangible’ rewards should be clearly identified.
Children usually benefit, early on, from rewards which may appear to outweigh that of what is expected. This is normal; over time rewards can be more relevant as children's self-esteem and skills improve.
For example:
- 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;
- A child who has previously been unable to get up for school may be offered an incentive for getting up on time for a few days.
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.
The PACE model can help a foster carer work successfully with a child.PACE stands for:
| Playfulness | Using a light-hearted, reassuring tone – similar to parent-infant interactions – to creating an atmosphere of safety and reassurance where no one feels judged and your child feels able to cope with positive feelings. |
| Acceptance | Acceptance is about actively communicating that you accept the feelings, thoughts and internal struggles that are underneath the child's outward behaviour. It is not about accepting the behaviour itself but helping to teach the child to not feel ashamed by their inner turmoil. |
| Curiosity | Curiosity, without judgement, is how we help children become aware of their inner life. It's about wondering out loud without necessarily expecting an answer in return. Phrases like "I wonder if"…" will help the child to put a name to their emotions and thoughts. |
| Empathy | Feeling a child's sadness of distress with them, being emotionally available to them during times of difficulty shows the child that they are not alone and that the adult are strong enough to support them both through it. |
(Sometimes 'L' for Love is included, making PLACE).
3. House Rules, Appropriate Boundaries, Routines and Rituals
the expectations for how things are managed within the home. Helping the child understand these rules, routines and rituals helps the child have a sense of understanding, belonging and safety.
These house rules should be recorded on the placement plan and in the safe caring document.
4. Supporting Behaviour that Challenges and De-escalation of Conflicts
The Agency's approach means that:
All foster carers receive training to support children with behaviour that challenges, including training in de-escalating techniques.
The use of restorative practices can help improve relationships, increase children's sense of personal responsibility and reduce the need for formal police intervention. The Agency's approach to care is designed to minimise the need for police involvement to deal with behaviour that challenges and avoid criminalising children unnecessarily. Proactive and effective working relationships with the police help to support and protect children. The Agency and carers work with the police to protect children from any unnecessary involvement in the criminal justice system.
Children are encouraged and helped to develop skills and strategies to manage their own conflicts and difficult feelings through developing positive relationships with carers.
Children should receive help to manage their behaviour and feelings safely.
Positive behaviour is promoted consistently. Foster carers use effective de-escalation techniques and creative alternative strategies that are specific to the needs of each child and planned in consultation with them where possible.
Foster carers receive support on how to manage their responses and feelings arising from caring for children, particularly where children display behaviour that challenges, and understand how children's previous experiences can manifest in behaviour.
Difficult behaviour in children can occur for a number of reasons, for example:
- As a way of expressing emotions;
- As a result of developmental delays or learning disability;
- As a result of attachment/relationship difficulties with family and carers;
- Learned behaviours/past experiences in which challenging responses have become habit in the face of frustration or anxiety.
It is helpful if staff and carers can understand the causes of the child's behaviour and provide the child with help and support.
When working with, or caring for, children with behaviour that challenges it is useful to bear in mind the following:
- The age and emotional maturity of the child including any disabilities;
- That the aim of any positive behaviour approach is to help the child learn how to behave more appropriately and not to punish or to purely keep the child under control;
- Difficult behaviour should not result in emotional distance between the child and the carer;
- No matter how difficult or challenging a child's behaviour, carers should never resort to similar behaviour;
- The more carers are able to understand a child's behaviour and are able to meet their needs in a consistent manner, the less likely they are to encounter difficulties in the future.
Children need consistency and acceptance and to know what is expected of them.
The key points of a positive behaviour approach are:
- The rules are discussed with the child and their family/carers so that their views can be taken into account;
- A healthy dialogue is in place so changes to rules can happen as the child matures or if these rules are no longer needed for example being left on their own in the house, later bed times etc;
- Foster carers should be honest about any non-negotiable issues, such as smoking on the premises;
- Rules need to be realistic and positive and make sense to everyone concerned for example ideally phrased as a "do" rather than a "do not";
- Children may need to be reminded in a supportive way of the expectations we have regarding their behaviour and of why we have rules.
It is important to consider that a child may have disabilities that affect their behaviour, social skills, communication and understanding so require extra help with behaviour support.
Foster carers need to be aware that children under pressure can have strong feelings of frustration, distress or anger. For example, acknowledging that a child's feelings are legitimate may help them to understand that their behaviour e.g. hitting out or swearing is not OK.
It is important to work with the multi-disciplinary team to work out a positive approach to supporting the child with their behaviours. This plan should be followed by all to ensure that the child receives consistent messages around what is expected. Ongoing support around behaviours may be needed to keep the child safe and healthy.
5. Consequences
5.1 Guidance on use of Consequences
Sometimes children present behaviours that can be challenging because of previous experiences in their home environment or in other placements.
Consequences should be chosen after efforts have been made to understand the behaviour and anxiety the child may experience. Consequences should be worked out collaboratively with the child and multi- disciplinary team rather than applied coercively.
Carers should work from a therapeutic or PACE framework to support the child.
Repetition of the rules, humour and clear messages can avoid consequences being needed.
If Consequences are exercised foster carers should apply the following principles:
- Consequences must be the exception, not the rule, a last resort;
- Consequences must not be imposed as acts of revenge or retaliation;
- Consequences should follow a period of connection and regulation and should be collaborative between the child and the foster carer. Children should be supported to carry out the consequence;
- Foster carers should not use the withdrawal of the relationship as a consequence;
- Following an incident, foster carers need to take responsibility for relationship repair. Foster carers will let the child know that the relationship is still there for them following a period of difficulty;
- Foster carers will then help the child to repair any relationships that have ruptured during the behavioural difficulty. The best consequences also facilitate this repair process.
For a child of an appropriate age, it is important to discuss what they think is appropriate and fair such as not using their games console for a night, not going out with a friend etc.
The agency should be aware of what consequences are being used and what extra support is needed to support the placement for example from the local authority and/or Children and Young People's Mental Health Services (CYPMHS) worker.5.2 Non Approved Consequences
The following consequences are non-approved, which means they may never be imposed upon children:
- Any form of corporal punishment/physical abuse, i.e. any intentional application of force, including slapping, punching, rough handling and throwing objects;
- Any consequences relating to the consumption or deprivation of food or drink;
- 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. 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:
- Any officer of the Children and Family Court Advisory and Support Service appointed for the child;
- Any social worker assigned to the child by their placing authority;
- Any Independent Visitor;
- Any person authorised by the Regulatory Authority.
- Any requirement that a child wear distinctive or inappropriate clothes;
- The use or withholding of medication or medical or dental treatment;
- The intentional deprivation of sleep;
- The modification of a child's behaviour through bribery or the use of threats;
- Any consequence which may humiliate a child or could cause them to be ridiculed;
- The imposition of any fine or financial penalty, other than a requirement for the payment of a reasonable sum by way of reparation. (The court may impose fines upon children which staff should encourage and support them to repay);
- Any intimate physical examination of a child;
- The withholding of aids/equipment needed by a disabled child;
- 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;
- Swearing at the child or the use of foul, demeaning or humiliating language or measures.
5.3 Approved Consequences
Consequences should be proportionate, fair and be individually decided with the child.
These should be recorded and agreed with other professionals.
- Confiscation or withdrawal of a mobile phone in order to protect a child or another person from harm, injury or to protect property from being damaged;
- 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;
- Reparation, involving the child doing something to put right the wrong they have done; e.g. repairing damage or returning stolen property;
- 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;
- Curtailment of leisure activities, involving a child being prevented from participating in such activities;
- Early bedtimes, by up to half an hour or as agreed with the child's social worker;
- Removal of equipment, for example the use of a TV or games console;
- Loss of privileges, for example the withdrawal of the privilege of staying up late;
- Suspension of pocket money for short periods.
5.4 Recording of Consequences
All consequences should be recorded. The record should contain the opinions of the child. If they are not willing to give an opinion then the record should evidence the time and date that their opinion was sought.
6. Searching
Foster carers are not permitted to conduct body searches, pat down searches, searches of clothing worn by children or of their bedrooms.
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.
If foster carers 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.7. Serious Incidents and Use of Physical Intervention
In the event of any serious incident (e.g. accident, violence or assault, damage to property), foster carers should take what actions they deem to be necessary to protect children and themselves from immediate harm or injury and then notify the Agency immediately.
If there is a risk of serious injury/harm or damage to property, foster carers should not use any form of 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 restrictive necessary to protect the child, carer(s) or others. See also: Restrictive Physical Intervention and Restraint Procedure.
At no time should foster carers act unless they are confident of managing the situation safely, without escalation or further injury.
The Agency will endeavour to deal with as many as possible 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:
- An emergency necessitating their immediate involvement to protect the child or others;
- Following discussion with the Supervising Social Worker, fostering manager, or the fostering Agency Out of Hours.
If any serious incident occurs or the police are called, the Supervising Social Worker, fostering manager or the fostering Agency Out of Hours (if out of office hours) must be notified without delay and will then notify the relevant social worker(s) and arrange for a full report to be made of the incident and actions taken. The Regulatory Authority must also be notified.