5.1.1 Behaviour Management

Contents

1. Encouraging and Rewarding Children:
2. Planning for success
3. Reminders and Reprimands
4. Sanctions
5. Physical Interventions (including Restraint)
6. Flowchart:  Encouraging and Rewarding Success
7. Flowchart: Reminders and Reprimands

1. Encouraging and Rewarding Children

Also see Flowchart on Encouraging and Rewarding Success.

Whilst children bring their own values and behaviours to placements, staff and carers play a key role in influencing children.

The culture of the home, generated by the adults living or working there, is crucial.

A restrictive, unsupportive, discouraging and punishing culture will result in instability, hostility and possibly severe disruption.

Where children live in homes which have clear, fair boundaries, where they feel safe, encouraged and appropriately rewarded, they will thrive and do well.  Such homes will also experience less instability and disruption.

It is for each home, primarily the people working or living in them, to create their own culture, but the following may be helpful.

1.	Listen to and empathise with children, respect their thoughts and feelings and take their wishes into consideration.
2.	Look for things that are going well, or any step in the right direction, and appropriately reward it.
3.	Rewards should be used in a creative and diverse way, specific to children's needs, capabilities and interests.
4.	This may mean that children are rewarded with toys, games, activities or monetary rewards.
5.	But all 'tangible' rewards should be accompanied by use of 'non tangible' encouragement and support - by staff and carers demonstrating to children that they have done well.
6.	Such 'non tangible' rewards include praising, smiling, touching and hugging children.
7.	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.
	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 expensive present or activity for getting up on time for a few days. However, it should also be born 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.
8.	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.

2. Planning for Success

Also see Flowchart on Encouraging and Rewarding Success.

Where behaviour is the cause for concern it is critical that plans are established to manage and hopefully change the behaviour.

Consistency is the key, where staff/carers manage behaviour inconsistently, little if any progress will be made; it may result in more disruption.

Where staff/carers work together, improvements will be made.

The setting of objectives or expectations must not be ad hoc or unplanned.  It should be part of a Strategy, depending on children's assessed needs, interests and capabilities.

Planning is critical; particularly where children's behavioural needs are complex or where behaviours give rise to serious concern, such as violence, drug or substance misuse, self harming, bullying.

In such situations a Behaviour Management Plan must be drawn up and incorporated into children's Placement Plans. 

Behaviour Management Plans should summarise how behaviours should be managed, including the Strategies that will be adopting in managing the behaviours;  they should also state how acceptable behaviours will be encouraged and promoted. 

These Strategies can include Therapeutic Interventions, Physical Interventions, Sanctions and other measures; for example the use of incentive or reward programmes, charts etc.

If the Behaviour Management Plan can not be incorporated into the Placement Plans, it can be formulated separately and be an addendum of it.

Children should be involved drawing up of Behaviour Management Plans and should understand there the relevance of them; though this may not always be possible, for example, where the child has severe learning disabilities.

Children should be also be capable of achieving what is expected; maybe with help or support from an adult or mentor, which may include another child.

Expectations placed upon children should never be beyond their capabilities;  start small and encourage steps in the right direction.

Over time, children should be encouraged and supported to acquire the skills and level of responsibility and freedom which is within their capabilities and understanding; in turn, this will improve their self image and confidence. 

If children are capable of it, they must be involved in monitoring and reviewing their plans - and in agreeing new objectives and strategies.

3. Reminders and Reprimands

3.1 Reminders

Whilst it is critical to notice and reward acceptable behaviour, it is also important to manage unacceptable or disruptive behaviour; in the same, positive and consistent, manner.

Matters of concern must be raised and discussed with the child, with a view to giving the child a fresh start - with support and encouragement.

If misbehaviour is persistent or serious, other strategies may have to be adopted; but minor or non persistent behaviours should result in staff/carers reminding or cautioned children.

This is a strategy adopted successfully by the criminal justice system, assuming that children respond positively to cautions accompanied by active encouragement and support to put things right.

Reminders and cautions should be clear and to the point, with clarity about:

• the behaviours which are unacceptable;
• the impact or influence that the behaviour is having on the child or others;
• clarity about what is accepted;
• help, advice and encouragement to put things right;
• and a Fresh Start with no recriminations or further reminders.

Staff/carers should employ a range of non-verbal and verbal techniques to show their disapproval; but they must avoid moody looks, innuendo and public scoldings. 

Any step in the right direction must be approved of and rewarded whilst mistakes or problems should be openly discussed and strategies for change identified and encouraged. 

The overall strategy should be to help the child do well.

3.2 Reprimands

Where behaviour is persistently or seriously unacceptable, it may be appropriate to reprimand children.

However reprimands may only be used in the following circumstances:

• If children are capable of behaving acceptably and, preferably, understand what is expected;
• Where children have persistently or seriously failed to do as required/expected;
• Where nothing else can be done to change the behaviour; for example, by encouraging and rewarding acceptable behaviour rather than noticing and reprimanding unacceptable behaviour.

If it appears that a Reprimand is justified, it should preferably be delivered in private, on the spot or as soon after the misbehaviour as possible.

Reprimands don't have to be loud but the person delivering them should appear 'in charge' or 'in control' and it should be said with feeling, with the adult stating clearly what is wrong, how s/he and others are affected by the misbehaviour and - critically - what should be done to put things right.

The person delivering the reprimand should provide the child with an opportunity to explain but should not necessarily expect an apology.  However, there should be

clarity for the child that improvement is expected - and as necessary the adult should discuss what support and encouragement will be given to put things right.

An effective reprimand is over and done with in a few minutes - and then the child should be given a fresh start.

4. Sanctions

This guidance should be read in conjunction with Sanctions Procedure.

4.1 Guidance on use of Sanctions

Sanctions can be very effective but, before imposing them, think about it.

Before imposing sanctions, adults 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.

Rather than noticing and sanctioning misbehaviour it is always better to notice and reward good behaviour - or to praise any efforts made to 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!

The former is discouraging and causes resentment; the latter is encouraging, can improve self esteem and relationships between children and staff/carers.

Be creative, think outside the box!

If children behave in unacceptable ways, they should be reminded about what behaviour is expected and given further encouragement to get it right.

If misbehaviour persists or is serious, reprimands or firm reminder's can be effective. If this does not work, or would not be of any beneficial effect, sanctions may be considered.

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.

When a sanction is used the Sanctions Procedure must be adhered to.

4.2 Non-Approved Sanctions

The following Sanctions are Non Approved, which means they are prohibited and may never be imposed upon children:

1. Any form of corporal punishment.
2. Any punishment relating to the consumption or deprivation of food or drink.
3. Any restriction, other than one imposed by a court, on a young person's contact with or visits to/from their parents, relatives or friends. Young people must be allowed access to a telephone help-line providing counselling for children and restriction may also not be made on communication with:
   • Any solicitor or other adviser or Advocate acting for the child;
   • Any officer of the Children and Family Court Advisory and Support Service appointed for them;
   • Any social worker for the time being assigned to the young person by their Placing Authority;
   • Any person appointed in respect of a Complaints or Child Protection Investigation;
   • Any person appointed as an Independent Visitor for a young person;
   • Any person undertaking an inspection on behalf of the Regulatory Authority or authorised by them to visit/meet the young person;
   • Any person authorised by the local authority in whose area the children's home is situated.
4. Withholding basic items of clothing or requiring that the young person wear distinctive or inappropriate clothes (except when required for educational purposes or special activities).
5. The use or withholding of medication, medical or dental treatment.
6. The intentional deprivation of sleep.
7. The imposition of financial penalty (except by way of reparation).
8. Any intimate physical examination of the young person.
9. The withholding of any aids or equipment needed by a Disabled Child
10. Any measure which involves another young person in the imposition of any measure against another young person or the punishment of a group of young people for the behaviour of an individual.

5. Physical Interventions (including Restraint)

This guidance should be read in conjunction with Physical Interventions Procedure.

Physical Interventions are interventions that employ a level of physical force to protect a child or others from injury or to protect property from being damaged.

5.1	Definition of Physical Intervention
5.2	Who May use Physical Intervention
5.3	Planning Ahead - Care and Placement Planning
5.4	Justification for Restraint and other Physical Interventions
5.5	The meaning of (Significant) Injury and (Serious) Damage to Property
5.6	The meaning of 'Predictable Future'
5.7	The meaning of 'Immediately'
5.8	The meaning of 'Last Resort'
5.9	The meaning of 'Minimum Necessary
5.10	Use of Physical Intervention as a Sanction
5.11	Using Physical Interventions to prevent children being Absent
5.12	Forcing Compliance

5.1 Definition of Physical Intervention

There are four broad categories of Physical Intervention. 

1.	Restraint: Defined as the positive application of force with the intention of overpowering a child.  Practically, this means any measure or technique designed to completely restrict a child's mobility or prevent a child from leaving, for example: any technique which involves a child being held on the floor; any technique involving the child being held by two or more people; any technique involving a child being held by one person if the balance of power is so great that the child is effectively overpowered; e.g. where a child under the age of ten is held firmly by an adult. the locking or bolting a door in order to contain or prevent a child from leaving.
The significant distinction between the first category, Restraint, and the others (Holding, Touch and Presence), is that Restraint is defined as the positive application of force with the intention of overpowering a child.  The intention is to overpower the child, completely restricting the child's mobility.  The other categories of Physical Intervention provide the child with varying degrees of freedom and mobility.
2.	Holding: This includes any measure or technique which involves the child being held firmly by one person, so long as the child retains a degree of mobility and can leave if determined enough.
3.	Touching:  This includes minimum contact in order to lead, guide, usher or block a child; applied in a manner which permits the child quite a lot of freedom and mobility.
4.	Presence:  A form of control using no contact, such as standing in front of a child or obstructing a doorway to negotiate with a child; but allowing the child the freedom to leave if they wish.

5.2 Who may use Physical Intervention

Under normal circumstances, only staff/carers who have been trained to an appropriate level may use Physical Intervention. 

However, in an emergency, the use of force by other people may be justified if it is the only way to prevent Injury or Damage to property (see Section 5.5).

In these circumstances, the use of force must be consistent with the procedures outlined in this manual - and the guidance set out in this chapter. 

Whenever possible, the techniques used should reflect the person's previous training in the appropriate use of physical interventions.

In any case, the techniques used should:

1. not impede the process of breathing
2. not intentionally inflict pain
3. avoid vulnerable parts of the body, e.g. the neck, chest and sexual areas
4. avoid hyperextension, hyper flexion and pressure on or across the joints
5. not employ potentially dangerous positions

5.3 Planning Ahead - Care and Placement Planning

It is accepted that Physical Interventions will often be used reactively, by adults faced with situations which pose potential risks of injury or damage to property.

However, research evidence shows that injuries to adults and service users are more likely to occur when physical interventions are used to manage unforeseen events, and for this reason great care should be taken to avoid situations where unplanned physical interventions might be needed.

PLAN AHEAD!

As a matter of routine, preferably at point of referral or placement or as soon as possible thereafter, Managers must conduct Risk Assessments to tease out whether the child's placement poses any risk of injury or damage to property - to the subject child or others living in the home. 

Alternatively, such risk assessment and planning should occur after incidents where physical intervention may have been applied.

If continuing risks exist, Managers must establish a plan outlining the Strategies which will be adopted to reduce or prevent the behaviour occurring.

As far as possible, as described elsewhere in this manual, those strategies must avoid the use of Physical Interventions. 

For example, the best way of helping a child to tolerate other children without being violent may be for an adult or mentor (another child, for example) to 'Shadow' the child to help him/her.

However, such plans should include contingencies outlining whether Physical Intervention should be used; and advising the adults which techniques may be beneficial.

These plans and strategies, if possible, should be shared with the child concerned and should be reviewed - either routinely or after serious incidents have occurred.

5.4 Justification for using Physical Intervention

There are different justifications for Restraint, intended to overpower a child, and other, less intrusive forms of Physical Intervention.

Restraint is the intentional use of force with a view to overpowering a child, and therefore may only be justified where the likely injury is SIGNIFICANT or the likely damage to property is SERIOUS. These terms are defined in Section 5.5, The meaning of (Significant) Injury and (Serious) Damage to Property.

Other forms of Physical Intervention, which are less intrusive by degrees, such as Holding, Touching and Presence, may be justified to prevent Injury or damage to property which is less than significant or serious; which is also defined below.

However, for any form of Physical Intervention to be justified, the person applying it must be satisfied of the following (more detailed guidance is contained below): 

1. That injury or damage to property is likely to happen in the Predictable future (see Section 5.6, The meaning of 'Predictable Future');
2. And that immediate necessary action to reduce or prevent the likelihood of the injury or damage, (see Section 5.7, The meaning of 'Immediately');
3. And that the use of physical intervention is a Last Resort, (see Section 5.8, The meaning of 'Last Resort');
4. And that the amount of force used is the Minimum Necessary to achieve the objective, (see Section 5.9, The meaning of 'Minimum Necessary').

5.5 The meaning of (Significant) Injury and (Serious) Damage to Property

There are differing justifications for the use of Restraint and other Physical Interventions.

Restraint is a form of Physical Intervention used to overpower a child, and should therefore only be used where the likely injury is SIGNIFICANT or the likely damage to property is SERIOUS.

Other forms of Physical Intervention, which are less intrusive by degrees, such as Presence, Touching and Holding, may be justified where the likely injury or damage to property is less significant or serious.

It is not possible to provide an exhaustive definition given the variety of situations that adults may face or how they should act.  It is for the adult(s) on the spot to decide themselves and act accordingly - in keeping with procedures and guidance set out in this manual and the training they have received. 

However, Injury and Damage (which is not significant or serious) which may justify less intrusive Physical Interventions such as Presence, Touching or Holding include the following:

1. minor injuries caused to the child or others;
2. wilful or reckless behaviour which may result in the child/others being at risk of harm;
3. the likelihood of criminal offences not involving violence or potential risk of injury;
4. minor drug or alcohol misuse
5. minor damage to property belonging to the child, the authority or others

For Restraint to be justified (the use of Physical Intervention with the intention of overpowering the child) the likely injury must be significant and the likely damage must be serious. 

Significant Injury is broadly defined as actual or grievous bodily harm, physical or sexual abuse, risking lives of or injury to, the self or others by wilful or reckless behaviour and self-poisoning. This may include the following:

1. abduction
2. actual and grievous bodily harm or more serious violent offences
3. attempted suicide or death
4. contact with known or suspected Schedule One Offender
5. poisoning
6. injury requires medical attention
7. serious drug or alcohol misuse
8. sexual exploitation, including sexual abuse, child pornography or prostitution
9. theft/being carried in a stolen vehicle, or other criminal offences of a serious nature
10. serious damage to property

For any form of Physical Intervention to be justified those using it must firstly believe that injury or damage is likely in the predictable future.

5.6 The meaning of 'Predictable Future'

For any form of Physical Intervention to be justified, there must be a risk the injury or damage is likely in the predictable future.

The fact that injury or damage has already occurred would not be a justification for Physical Intervention UNLESS there is a risk that further injury or damage would follow if adults did not act.  For example, a child may break a small window, which may be interpreted as a minor misdemeanour and unlikely to be repeated; therefore physical intervention may not be justified. 

However, if the child is likely to use fragments of the glass as a weapon to cause significant injury to themselves or another person, the use of physical intervention, even restraint, may be justified in order to protect the person(s) and confiscate the glass.

Adults must not only believe that the injury or damage is likely in the predictable future but also that their actions are immediately necessary.

5.7 The meaning of 'Immediately Necessary'

Immediately Necessary means  that staff/carers believe it is necessary to act, at the time, to prevent a child or others from being injured or to prevent property from being damaged at some time in the Predictable Future (see Section 5.6, The meaning of 'Predictable Future')

If at all possible, all the adults caring or the child should consult each other before acting; even if there is an agreed plan or strategy in place to manage the behaviour.

However, if this is not possible, the adults must act as they see fit on the spot - as far as possible within the parameters of the child's Care Plan, Placement Plan or other plan in place.

If no plan/strategy is in place, the adults must act as they see fit within the procedures and guidance in this manual and the training they have received.

Before acting, the adults must satisfy themselves that their actions are necessary as a Last Resort.

5.8 The meaning of 'last resort'

Last resort means;

• that all other non-physical methods of persuasion or control failed;

or

• that all available non-physical methods would not work in the circumstances.

The other methods, which may work in the circumstances, can include less intrusive physical interventions.  However, adults may not use any physical interventions unless they are satisfied that non-physical interventions have failed or would not work in the circumstances.

If possible, adults must use verbal and non-verbal skills, engaging children, calming, reaching, using humour, the intervention of colleagues, negotiating, listening, ignoring or leaving the situation if it works.

If these actions are not working (or adults believe they would not work if tried) they may use physical interventions.

However, adults who use physical intervention before trying or considering non physical methods leave themselves open to criticism and could be subject to complaint, disciplinary action, involvement of the Police or Child Protection agencies. 

Also, if physical intervention is required, adults may only use the minimum force necessary to achieve the objective

5.9 The meaning of Minimum Force

If physical intervention is Immediately necessary (see Section 5.7, The meaning of 'Immediately'), as a Last Resort (see Section 5.8, The meaning of 'Last Resort'), the force used must be the minimum necessary to achieve the objective.

The minimum necessary means exactly that: 

The amount of force used must be commensurate with the desired outcome and the specific circumstances in terms of intensity and duration. 

For example, it may be necessary to hold or restrain a child for a short period whilst s/he calms down sufficiently to re-join a group or activity;  or to temporarily block or prevent a child from leaving the home to give staff/carers time to divert the child's attention from absconding.

It may also be appropriate for a person to block or prevent a child's mobility or movement using Restraint whilst help is summoned, then giving the opportunity for the intervention to be reduced when they arrive.

In all cases, the measures must be used for the minimum or shortest time necessary;  and the amount of force used must be the minimum that is necessary. The possible adverse affects associated with the measures used be less severe that the adverse consequences which may have occurred without it.

The minimum necessary may mean that proximity or use of physical presence will work in the circumstances; and that it will not be necessary to use more intrusive forms of Physical Intervention.

However, where the risks are greater, and other less intrusive interventions have failed or would not work, holding or restraint may be the minimum that is necessary to achieve the objective.

In any case, caution should be exercised in releasing or reducing interventions too early; to do so may escalate rather than calm the situation.  Disengagement should normally be undertaken in a planned and controlled manner.

If it is not possible to consult others before acting, the onus is on adults, on the spot, to decide what level of intervention is appropriate in the circumstances; considering, for example:

1. any agreed strategy or plan that may exist for managing a given situation;
2. the age, size and ability of the child and person managing the behaviour;
3. the understanding of the child and ability to make informed decisions;
4. any disabilities or medical conditions the child may be suffering;
5. the abilities, skills of the person(s) managing the incident, and the training they have undertaken;
6. the emotional and mental state of the child; and whether the child is under the influence of alcohol, drugs or other substances;
7. the child's background, history of using violence etc.

Whatever interventions or measures are taken, the adults must not place themselves in a position where anyone's safety is seriously compromised.  In such circumstances they should call for help, maybe from the police, or retreat if that is the only safe option open to them.

5.10 Use of Physical Intervention as a Sanction

Physical Intervention may not be used as a sanction.

5.11 Using Physical Interventions to prevent children being Absent

Also see Absent Children Procedure

Using restraint to prevent a child from leaving

Restraint may be used to prevent a child from absenting him/herself in the following circumstances:

• to prevent any child from leaving where there is a likelihood of Significant Injury see Section 5.5, The meaning of (Significant) Injury and (Serious) Damage to Property at some time in the predictable future.
• to prevent a child who is Remanded or otherwise lawfully detained in local authority accommodation from leaving, if the offences for the remand/detention are serious,  for example, of a violent nature.

Restraint may include the locking of a door temporarily to prevent a child from leaving; further guidance on such measures, are contained in Physical Interventions Procedure.

Using other, less restrictive forms of Physical Intervention to prevent a child from leaving

Physical Interventions which fall short of Restraint, such as holding, touch or presence, may be used to prevent a child from leaving where the risk of injury is not significant or the risk of damage is not serious.

These measures can include the bolting of a door temporarily to restrict a child's mobility or win time to call for help from others.

Such measures may be appropriate in the following circumstances:

Where a child aged 11 or 12 persistently attempts to leave the home in the evening against the instructions of the adults, where these instructions are based on a considered and reasoned view that the child's welfare is likely to be prejudiced or s/he is likely to come to harm.

Where a teenager is known to be engaged in vice or criminal activity or otherwise known to come under negative influence or be at risk of harming him/herself or others.

In these and other similar circumstances which do not necessarily constitute Significant injury or Serious damage to property adults must first try persuasion and patient engagement in trying to prevent children from leaving;  but if these actions fail or it is believed they would fail adults can use their presence, touch or holding to prevent children in these circumstances from leaving. 

It may also be reasonable for adults to bolt a door temporarily to restrict a child's mobility, or in order to win time, slow a child's progress or call for help from others.

However, the physical intervention used must be used as a Last resort and must be proportional to the risks.

If the child persisted in the circumstances and there was no risk of Significant Injury or serious damage to property (see Section 5.5, The meaning of (Significant) Injury and (Serious) Damage to Property) the adult may have to allow the child to leave. 

See Absent Children Procedure

5.12 Forcing compliance

Physical intervention may not be used simply to enforce compliance or in response to challenging behaviour unless the behaviour gives rise to the expectation of injury or damage to property.   

For example, if a child was arguing or being offensive toward another child or others including the adults looking after them, it may be appropriate to remonstrate, caution or reprimand the child; it may be appropriate to impose a sanction.

It may also be appropriate to use such measures if a child was refusing to comply with a reasonable instruction, such as a request to leave the room, get up in the morning or retire at night.

Such measures as reprimands and sanctions may be appropriate if other, more encouraging measures are unlikely to work in the circumstances.

However, it would not be appropriate to use physical intervention unless injury or damage were also likely.

Therefore, if a child was refusing to leave a room, and the adults suspected that if the child did not leave, injury or damage to property would follow in the predictable future, they may be justified in using their presence or other less intrusive forms of physical intervention to guide or coerce the child into doing as required.

An alternative would be to ask colleagues to remove or withdraw the other children present.

The same principles may apply in getting a child up in the morning.  Physical intervention would not be justified simply to get a child out of bed if there were

no likelihood of injury or damage to property in the predictable future.  However, it may be reasonable to take such action if doing so prevented disruption leading to injury or damage to property within a predictable timescale.

In all these and other similar circumstances adults should discuss such issue and plan ahead;  preferably setting out the strategies to be used in the child's Placement Plan.

6. FLOWCHART:  Encouraging and  Rewarding Success

7. FLOWCHART: Reminders and Reprimands

End