1.3.2 Behaviour Management

Contents

1. Introduction
2. Behaviour Assessments and Agreements
3. Positive Reinforcements and Sanctions
4. Physical Intervention
5. Toolbox for Modifying, Preventing and Changing Behaviour

1. Introduction

The following is general guidance relating to the positive management of young people at Clifford House.

At Clifford House we endeavour to assist the young people placed with us to develop socially acceptable behaviour through encouragement of acceptable behaviour and constructive staff responses to inappropriate behaviours.

Our approach is based on the premise that almost all behaviours are learnt and can therefore be unlearned and replaced by appropriate behaviours. In order to achieve this our staff predominantly use two specific techniques, role modelling and the use of positive re-enforcement.

At Clifford House we believe that it's not sufficient to tell young people that their behaviour is unacceptable. They need to be informed why that behaviour is unacceptable and constructively given suggestions as to what the acceptable responses to that situation might be and again why those responses are appropriate. Where a young person displays positive behaviour, that behaviour is noticed and acknowledged by a 'reward', which can take the form of anything from a smile, to praise, to material gain. The principle of positive re-enforcement being that behaviours, which are rewarded, will be repeated and adopted over time as the young person's own responses.

By using a written contract check-list we are able to formalise the concept of measuring the effects of re-enforcement on specifically targeted behaviours and allow for the adaptation of the check-list as achievements are made and the young people's behaviour changes over time.

It is essential to the success of our approach that Clifford House staff not only verbally guide our young people in relation to unacceptable and acceptable behaviours they must also demonstrate on a day to day basis their role modelling responsibilities through their personal practice.

At Clifford House we believe that if young people are cared for in well managed resources that have a clear purpose and by staff who are aware of what is expected of them, control is less likely to be a problem.

There will be occasions when young people challenge the boundaries and sometimes when they put their safety or the safety of others at risk. Clifford House staff will if appropriate respond by taking disciplinary measures designed to maintain good order, encourage self control and positive behaviour and safeguard the welfare of the young person. But such measures will only be successful if both the staff and the young people understand why they are necessary. It is therefore important that staff discuss the need for disciplinary measures with the young people in a manner which they are able to understand both at the time of any incident but also and perhaps more importantly prior to any sanction needing to be applied.

Any measure taken to respond to unacceptable behaviour should be fairly and consistently applied appropriate to the age, understanding and individual needs of the young person and take into account that certain behaviours may be the result of illness, Bullying, certain disabilities such as autism, or communication difficulties.

As we work to establish and maintain positive relationships with the young people we look after we realise that for them to play an empowered role in that relationship they must be encouraged to develop a proper awareness of their rights and responsibilities in relation to those other young people who live with them, their staff teams and people in the community.

To ensure that this process is fully understood by all concerned young people at Clifford House are given the opportunity to discuss incidents and express their views either individually or in the weekly house meeting where unacceptable behaviour can be discussed by the young people and the staff that look after them. Staff meetings are also used to address specific and general issues of control and discuss Strategies of appropriately responding to any behavioural management issues, which have or may arise.

All Clifford House staff have comprehensive practice related training in areas relating to behavioural management and the application of appropriate rewards and sanctions as well as regular training in the appropriate use of physical intervention and restraint.

2. Behaviour Assessments and Agreements

The resource Manager must ensure that a Behaviour Risk Assessments is completed upon each young person upon admission, and the outcomes/decisions incorporated into Placement Plans. If it seems appropriate a Behaviour Agreement can be formulated.

A caring and positive environment should be created within our homes and families, which should seek to enable each young person to thrive and develop more socially acceptable behaviour. There are many tools that staff can use to help young people to do this, one of which is the use of Behaviour Risk Assessments and Behaviour Agreements. These are aimed to assist a young person to make changes in their own behaviour, that they themselves recognise as in need of improvement.

Behaviour Agreements can be used for young people, providing a 'positive' framework within which young people can develop some areas of their behaviour to make them more socially acceptable. We are not trying to remedy the underlying reasons why children behave as they do through the use of Behaviour Agreements. The underlying causes may or may not be repairable, or partly repairable through other means i.e. therapy, counselling, improved relations with family, security in placement, medical intervention etc.

The agreements should always focus on a positive outcome and are voluntary for the young people to agree to. Remember, Behaviour Agreements are based on motivation and achievement that raises the self-esteem of children, not punishment.

To achieve change in a young person's behaviour an agreement should be set up between the child and the staff team. It is important that this is a voluntary agreement and one target area should be identified at a time. It is more achievable to start off with small steps than trying to achieve giant leaps.

3. Positive Reinforcements and Sanctions

In the normal day to day running of a Resource young people will be encouraged to behave appropriately by frequent expressions of approval from staff and the use of positive reinforcements and rewards rather than the extensive imposition of sanctions.

Most young people in residential care have come to expect punishment because this is the way that they have been treated in the past. They have experienced mostly negative feedback. Whilst they may more easily recognise and accept a punitive approach, it is not necessarily the best or only strategy for staff to adopt.

At Clifford House we believe that although sanctions in general only temporarily repress behaviour and have limited effect, especially if frequently given, there are inevitably times when they have to be used.

If a sanction is used it must be appropriate to the age of the young person and the circumstances. It must be administered as quickly as possible, it must be relevant to the offence and above all it must be fair and achievable. There is no point in making decisions, which cannot be carried out.

Sanctions must never be used that degrade or humiliate a young person or deprive them of any of their basic rights as a human being such as withholding food, clothing, shelter, warmth or company of other human beings. In general, sanctions will be used only when it is deemed necessary. The use of force, mental or physical is not permitted under any circumstances.

Approved Sanctions

Approved/permitted sanctions are:

• Reparation - Helping towards the cost of repair or performing a task that makes amends.
• Restitution - Repairing or replacing.
• Loss of privileges.
• Loss of leisure activities.
• Additional household tasks.
• Increased supervision.

Non Approved Sanctions

The following sanctions are not approved/prohibited:-

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.
Sanctions Approved at Clifford House must:
be administered as soon as is practicably possible. be relevant to the offence and the young person's understanding of the offence. be fair and not prolonged. be negotiated and agreed with the young person. not include the deprivation of food or clothing. not include any form of a child being locked up.

Recording Sanctions

Sanctions must be record in The Sanctions Hardback Book, Sanctions Sheet and Daily Summary Significant Events Box.

4. Physical Intervention

Duty to Protect

Staff are charged with a duty to protect children by taking all reasonable steps to prevent them from harming themselves, others or from damaging property.

Staff are prohibited from using any intentional application of physical force upon children as a punishment. Where staff have reasonable cause to believe it is necessary to prevent the risk of injury to any person or serious damage to property, staff are permitted to use physical intervention and, as a last resort, Physical

Intervention. Clifford House uses the P.R.I.C.E. techniques (Protecting Rights in A Caring Environment) as a framework for managing challenging and difficult behaviour.

Staff are also permitted to use reasonable force in self-defence. Permitted self-defence techniques are those adopted by the P.R.I.C.E. Training Package.

Planning

As part of the assessment and planning process for all young people, consideration must be given to whether Physical Intervention may be necessary in managing behaviour.

If Physical Intervention may be necessary, the circumstances that give rise to it and the Strategies for managing it should be outlined in a Placement Plan (see note at end of this section).

This Placement Plan should outline the circumstances that may give rise to the use of Physical Intervention, the methods which are known or likely to be effective and other arrangements for its use.

It is also important to determine whether there are any medical conditions or disabilities which might place the child at risk should particular techniques or methods of physical intervention be used. If so, this must be drawn to the attention of those working with or looking after the child and it must be stated in the child's plan. If in doubt, medical advice must be sought.

The techniques that are used must comply with the P.R.I.C.E Principles (See P.R.I.C.E. Principles) and procedures/guidance set out in this Chapter.

NOTE: Re Placement Plans

The existence or absence of a Placement Plan does not prevent staff from acting as they see fit in the management of highly confrontational or potentially harmful behaviour. However, staff may only deviate from agreed plans where they are able to demonstrate that that the plan would not be sufficient to prevent injury or damage to property and the alternative actions they take are consistent with the principles contained in this Chapter.

Any deviation from an agreed plan or from the principles contained in this Chapter must be reported to the manager and child's social worker as soon as practicable thereafter.

4.3 Prevention/Confronting Unacceptable Behaviour

This procedure addresses the use of Physical Intervention but it is important to note that children are less likely to behave in unacceptable ways if they live in a quality environment where a sense of direction and purpose is maintained and where their rights are promoted and protected. In such situations staff will use a range of techniques to predict and divert conflicts short of physical intervention.

Although not exhaustive, the notes below summarize the principles of such techniques:

• Set and maintain clear boundaries.
• Work together.
• Be truthful, consistent and reliable.
• Make time to listen, talk and take a real interest in residents.
• Take the young person seriously.
• Encourage and reward positive behaviour.
• Involve residents in decision making.
• Communicate clearly.
• Always know where your colleagues and young people are.
• Think and plan ahead.
• Don't say 'Yes' when you mean 'Maybe'; don't say 'Maybe' when you mean 'No'.
• Don't hide in the office.
• Don't make promises you can't keep.
• Anger is not the same as aggression, and aggression is not the same as violence
• Don't abdicate your responsibilities to the young people.
• Don't save face at the expense of the young people.
• Back down gracefully and apologize when appropriate.
• Humour defuses; making fun frustrates.
• Body language and volume and tone of voice can give important clues to what you want.
• Be calm, be assertive and be confident.
• Be aware and acknowledge your own feelings. Notice when things are going well, show your appreciation, award and reward.
  
  Also notice when things are not going well.

The principles of confronting unacceptable behaviour are:

• Always act positively.
• Don't avoid the issue, don't delay.
• Ensure that the young person knows what is expected
• Explain what is wrong and the impact on the young person / others or the organization.
• Don't dwell - reprimands are more effective if concise.
• Restate expected behaviours / standards.
• Offer / provide support, counselling, advice or coaching.
• Set a reasonable time limit for change.
• Discuss with your colleagues and Record.
• Monitor and review the situation as circumstances change

Circumstances which warrant Physical Intervention

P.R.I.C.E. Training focuses on the 'phasing up and down' of techniques as a response to the level of incident.

The onus is on the Care Worker to determine the degree of Physical Intervention appropriate, and when it should be used.

The degree and duration of any force applied must be proportional to the circumstances.

In situations where a young person's behaviour provokes intervention, communication is the essential response. However, staff may reinforce communication with physical intervention where it is necessary to protect the child or others, or in protection of property from serious damage but never as a form of punishment or oppression.

It is not possible to set out here the circumstances, which warrant physical intervention because situations change by the minute and may demand different responses.

If, for example, a child is kicking a door it may not automatically be a cause for physical intervention. If, on the other hand, it is a serious effort to damage or to gain entry to attack another person, physical intervention would be justified if there was nothing else that could be done to prevent the attack.

Specific issues arise when young people attempt to run away or leave without permission. Staff must decide whether, as a result, the young person or others will be placed at risk of harm / injury or whether there is a risk that a criminal offence would be committed. If it is considered that a young person will be placing him / herself at risk by leaving the building without supervision / permission, physical intervention including restraint is justifiable as a last resort.

In all cases, the use of physical intervention is based upon an assessment of risk. This should be achieved with colleagues but it is accepted that sometimes immediate action may be necessary to avert injury (see next paragraph) or serious damage to property.

'Injury' is meant significant injury including actual or grievous bodily harm, physical or sexual assault, risking the lives of, or injury to, the self or others by wilful or reckless behaviour and self-poisoning"

It must be possible to demonstrate that, unless immediate physical intervention is taken, there are strong indicators that injury or damage to property would follow and that they are taken such action as a Last Resort, in that It is necessary to act immediately to prevent a child from injuring themselves, others or from seriously damaging property, or that all other non-physical methods of persuasion or control have been tried and failed; or staff honestly reasonably and instinctively believe other non-physical methods would not work in the circumstances.

Levels of Physical Intervention

Where staff decide to use physical intervention, they must use the minimum force necessary.

In doing so, they should consider that there are at least three levels of physical control which they should use flexibly depending on the circumstances: (Please refer to P.R.I.C.E. 'Key Principles' and the specific use of Phases 1, 2 and 3 of P.R.I.C.E. Training Techniques later in this document.)

PHYSICAL PROXIMITY: Control by the use of physical presence involving no actual contact, such as emphasizing verbal instructions and standing in front of or obstructing a doorway to prevent exit. Don't underestimate your authority. At its simplest level, your presence in a room, a look or gesture can send out powerful signals to young people to help them keep behaviour within acceptable limits. Such action can also provide opportunities to express concern and remonstrate with young people.

TOUCHING OR HOLDING: Touching or holding can help to encourage, discourage or persuade young people to comply. An example would be laying hands on shoulders to gain a young person's attention or taking a young person by the hand or arm to lead them away from a situation.

RESTRAINT: Physical restraint is defined as the positive application of force with the intention of overpowering the child. This occurs when it is deemed necessary to hold or hold down a young person, probably against their will, with the intention of restricting their movement. Such action should only be used as a last resort where other physical interventions have already failed or that you reasonably believe would fail.

It is for the staff on the spot to decide what level of Physical Intervention is appropriate in the circumstances taking account of the procedures and guidance contained in this Chapter.

Please remember: -

• Don't use Restraint if holding would work.
• Don't hold if touch would work.
• Don't touch if your presence would work.
• Keep reassessing the position.
• Seek to reduce and calm the situation.
• Use the minimum force necessary to regain or stay in control.

If it is impossible to regain or stay in control or if the physical safety of staff is ever seriously compromised, they should retreat to a safe place and summon assistance from colleagues / managers or if criminal behaviour is occurring, the Police.

Who May use Physical Intervention

Staff may only use Physical Intervention if they have undertaken approved P.R.I.C.E. training. Where staff have not undertaken such training, the use of physical intervention may still be justified if it is the only way to prevent injury or damage to property. In these circumstances, staff must always act in a manner consistent with the procedures set out in this manual and should preferably be undertaken in the presence of a colleague. Physical Intervention should only be used if it is safe to do so and as a Last Resort. If staff believe their actions may escalate the situation or place anyone at unacceptable risk, they must seek assistance from a colleague/manager or the Police.

Locking Doors

It is acceptable to use mechanisms or modifications to a children's home or foster home which are necessary for security, for example on external exits or windows, so long as this does not restrict children's mobility or ability to leave the premises if they wish to do so. It is also acceptable to lock office or storage areas to which children are not normally expected to gain access.

If such mechanisms are used in Resources they must be set out in the relevant Statements of Purpose.

Apart from this, it may be reasonable to temporarily (see next paragraph) bolt or lock a door to contain a child or prevent a child from leaving. Such action would be a Restraint and therefore may only be used if there was a risk of Significant Injury or Serious Damage to Property.

Temporarily means that the child may only be contained or prevented from leaving until the risk of Significant Injury or Serious Damage to Property has diminished. As soon as the risk diminishes, the door must be unlocked or unbolted. However, staff may still impose less intrusive forms of Physical damage to property.

For example, staff may closely supervise or otherwise use their presence whilst remonstrating with or using other de-escalating techniques to calm a child sufficiently to re-join a group or activity or to block a child's exit to give other staff time to remove a group or other stimulus.

Where the locking or bolting of a door extends beyond a reasonable timescales or the risks to the child, staff or others become too great, staff should consider asking the Police for assistance. See Contacting the Police Procedure

Remanded Young People

The circumstances which led to a child being remanded or subject to another court order must be taken into consideration when planning for accommodation or in deciding what actions to take in protecting them, other people or property.

However, a remand or other order alone is not a justification for physical intervention or restraint.

As before, staff must ask themselves if it is necessary to act immediately to prevent a child from injuring themselves, others or from seriously damaging property, or that all other non-physical methods of persuasion or control have been tried and failed; or staff honestly reasonably and instinctively believe other non-physical methods would not work in the circumstances. If there is a risk to the young person or others, staff must take reasonable measures to prevent the young person from leaving or otherwise placing him/herself/others at risk; this may include the use of Physical Intervention.

Permissible Physical Intervention (P.R.I.C.E. Key Principles)

Please see additional guidance in Section 5, Toolbox for Modifying, Preventing and Changing Behaviour.

Whilst there are different levels of physical intervention as described above, staff must always apply the following principles in taking such action:

1. Use of physical restraint must be a last resort. Physical intervention must be used only to save injury to any person or serious damage to property. Physical restraint used for the wrong reason could be seen as personal assault or at the very least against any care policy and practice.
2. Acknowledgement of the client's rights and dignity.
3. Pain must not be used to achieve compliance.
4. Do not impede the process of breathing
5. Not be used in a way which may be interpreted as sexual
6. Not intentionally inflict pain or injury
7. Attempt to avoid vulnerable parts of the body, e.g. the neck, chest and sexual areas
8. Avoid hyperextension, hyper flexion, positional asphyxia and pressure on or across the joints
9. Not employ potentially dangerous positions
10. Never attempt any holds with children who are on the floor, or not upright
11. Level of response must be minimal use of force considering the level of violence and the client's physical and psychological state: consider this format: create space, avoid flash points, use physical presence, use the voice, use Phase I hold and guide away. If you have no choice, restrain using Phase I, II or III whichever level is minimal requirement to prevent injury, de-escalate and phase down the technique ASAP. Staff must consider their own safety and capabilities.
12. No sexual connotation within the technique.
13. No harmful techniques both physically and psychologically.
14. Techniques to be phased up if necessary and down A.S.A.P .
15. No policy of taking a person down to the floor deliberately.
16. Staff safety, awareness and communication.
17. Individual and team approaches to manage difficult behaviour.

Remember:

• Adopt a DEFENSIVE not offensive approach.
• Act in a way which DEFENDS or protects the child's and your own and other people's safety.
• Be aware of the young person's age, level of understanding and background.
• Be aware of issues arising from young people's previous experiences and sexuality;
• Holding a young person should not arouse any sexual expectations or feelings.
• Be sensitive to the size and maturity of the young person.
• Be sensitive to the state of the young person's physical or mental health;
• For example, young people who are pregnant, under the influence of alcohol or drugs.
• Use minimum force necessary.
• Don't restrain when a hold will do, don't hold when a touch will do.
• Repeatedly and calmly tell the young person you will cease as soon as it is safe to do so.
• Communicate with and reassure the young person.
• Release when the young person is calm and it is safe to do so.
• Release in a gradually relaxed and controlled way.

If possible......

• Consult your colleagues or a manager before you act.
• Consult the young person's social worker and parents before you act. . .
• A verbal warning and / or instruction should be given before you act.
• Move other young people away or divert their attention before you act.
• Two adults are better than one preferably of the same gender as the young person.
• Remove or avoid objects which could cause injury or be used as weapons.
• Avoid straddling or bearing down on the young person.

Stay away from 'No Go Areas' such as:

• The eyes, nose, the mouth or ears.
• The neck and throat.
• The chest, kidney's, groin and genitals.
• The knee, heels and instep.

Avoid placing young people on the floor but if you have to......

• Try to exclude other young people from watching / being involved.
• Remove or avoid objects which could cause injury or be used as weapons.
• Do so in a slow and controlled fashion.
• Try to place a young person on a soft surface e.g. carpet or cushions.
• Hold the young person in a safe way, don't restrict their breathing or blood supply.
• Keep communicating and reassuring.

Don't

• Act under the influence of your anger.
• Overreact.
• Use physical restraint as a form of punishment.
• Inflict pain.
• Be afraid to back down, but don't abdicate your responsibilities.
• Use sarcasm to gain control.
• Talk if it aggravates the situation.
• Initiate restraint unless you believe it is safe to do so.
• Use Physical Intervention in a way that could be viewed as sexual.
• Restrict the young person's breathing or blood supply.
• Force the young person to lose face.
• Reinforce racial, sexual or other stereotypes.
• Release in an unplanned way or unless it is safe to do so.
• Think it's over when you let go! Be prepared.

After the Incident

As soon as it is safe to do so:

• The young person should be released in a planned, calm and controlled manner.
• Stay close to and reassure the young person. Stay in control.
• Make sure nobody is injured; if there are injuries apply first aid or seek medical advice. (If medical advice is required, contact a manager prior to making arrangements - see end of this section)
• Provide support and reassurance for each other (staff and young people).
• At this early stage, listen, reassure, offer support and dispel self-blame.

Inform colleagues and a Manager (On Call Manager if out of office hours) without delay. Where there has been a physical intervention and an injury is evident (or the child claims to be injured), the young person will have the right to be examined by a registered nurse or an appropriate medical practitioner within 24 hours.

The manager, responsible for receiving the information in conjunction with others, will advise on the most appropriate course of action in such circumstances.

The Registered Nurse or Medical Practitioner, if seen, must be informed that any injuries may have been caused from an incident involving Physical Intervention. Whether or not the child or others decide to see a Registered Nurse or Medical Practitioner must be recorded, together with the outcome. Before the end of the shift, staff must talk to the young person about what happened and why, complete the relevant records: Physical Intervention/Incident

Form (Duplicate Books), Physical Intervention Hardback Book, (Guidance on the completion of reports is provided in Incidents Guidance) daily logs, young person's Daily Summary Significant Events Box, Report Code Book. If appropriate, complete Sanctions Records as set out in 'Recording Sanctions'. If there have been any injuries they must be recorded as set out in Accidents Procedure

Staff should reassure the young people not involved.

Within 24 hours (or one working day) of the Incident, the Resource Manager must ensure that the report of the intervention/incident is read through with the young person.

Manager Responsibilities

Where there has been a physical intervention and an injury is evident (or the child claims to be injured), the young person will have the right to be examined by a registered nurse or an appropriate medical practitioner within 24 hours. The manager must also check:

1. Has anyone sustained any injuries; if so, arrange medical attention.
2. Are the appropriate records complete?
3. Are there any Child Protection or Disciplinary matters which require immediate attention?
4. Has the Social Worker been informed?
5. Does the Regulatory Authority or other agencies need to be notified (See Notifiable Events Procedure)
6. Does the local Social Services Duty Office need to be notified?
7. Is it necessary to inform the Police?
8. Do the staff or young people require any immediate support?
9. Does the young person (or staff) wish to make any representation or complaint?
10. Are there any other immediate actions which should be taken
11. The manager should conduct a Management Review, as set out in Incidents Guidance

Whilst staff have a clear duty to protect young people and others, they must not do so in a way which seriously compromises their own safety and well being. Clifford House have instructed staff in methods of self-defence, which are within the framework of P.R.I.C.E. Training.

Physical intervention should never be used if you do not believe you cannot achieve a positive or successful outcome, or the degree of danger to yourself or others is unacceptable. When faced with violence, either suddenly or as the end product of a spiral of aggression, the immediate task of the staff member is to ensure them and other people, including the young person, are not injured.

To this end staff can defend themselves if it is safe to do so, or they may withdraw/retreat and summon support from a colleague, manager or, in exceptional circumstances, from the Police. In circumstances where you cannot withdraw because, for example, you are cornered and you reasonably believe your physical safety to be compromised, normal priorities may have to be suspended in these cases: -

• Stay as calm as possible.
• Stay confident, but don't aggravate the situation.
• Reassure the aggressor.
• Don't insist on maintaining your authority; don't be afraid to lose face.
• Say and promise anything in order to escape the situation
• Try to keep the aggressor at arm's length.
• If you are physically attacked or overpowered shout for help.
• If necessary, protect yourself to avoid injury and to gain a few seconds.

Staff Discipline

Whilst the use of physical intervention is sometimes unavoidable to protect children or others from harm, such action may lead to complaints and/or allegations of misconduct. Such complaints/allegations must always be thoroughly reviewed and, if necessary, investigated and may lead to child protection or disciplinary proceedings. However, staff will always be supported where they have used any minimum action reasonably believed to be immediately necessary in response to a physical attack which endangers staff, children or others; and have acted in accordance with the procedures/guidelines in this Chapter.

The following may, however, be regarded as a criminal or disciplinary matter:

• Any non-accidental injuries inflicted on a young person (including emotional, physical or sexual abuse).
• Deliberately or maliciously injuring or inflicting pain on a young person.
• The use of racist or other discriminatory language or initiating or provoking

Unnecessary conflict or confrontation, Bullying, intimidating or humiliating a young person or the use of Non Approved/Permissible sanctions (See Section 3, Positive Reinforcements and Sanctions).

5. Toolbox for Modifying, Preventing and Changing Behaviour

ROLE MODELLING

How we behave as adults/staff sets a standard that children and young people will aspire to. If we swear, then why should they not? If we shout at young people, why shouldn't they shout at us?

REWARDS

We link good behaviour / attitude to positive outcomes i.e. attending school regularly for one child is a success and we might reward them with a trip to the cinema. This is positive reinforcement.

GROUP PRESSURE (peers / family / significant others)

Living in a home with other children can generate opportunity for peers to positively influence behaviour i.e. table manners - the other young people can comment themselves as to what is appropriate. Similarly, getting children to think about what their parents might think about this situation can also bring about change.

IGNORING BEHAVIOUR

Sometimes we will not respond with direction to a child if they are misbehaving in a minor way i.e. if a child is repeatedly closing and you have asked them not to, you may choose to ignore it as opening the living room door experience with this young person shows the situation would escalate if you continue to address it.

POSITIVE PRAISE / REPRIMAND

We can say positive statements to a child when they are about to do something negative i.e. 'come on Joe, you're doing really well at school, you don't need to get involved with situations like that'.

A simple "Thank You" or "Well Done" can provide positive reinforcement. We can also be directive and reprimand a young person e.g. 'Joe that is not acceptable behaviour, do not do it again'.

SANCTIONS

We have a range of sanctions that can influence negative behaviours i.e. early beds, curtailment of leisure activities, reparation etc.

ADVICE AND INFORMATION

Often we can prevent certain behaviours or their re-occurrence by providing children and young people with factual information i.e. 'if you continue to smoke cannabis/drink alcohol the effects are ......'.

DISCUSSION

We can subconsciously shape the behaviour of young people through discussions about everyday issues. Young people are always looking for influences. The 'do's and don'ts' of life can be implicit through our daily 'chit chat'.

'REVERSE PSYCHOLOGY'

We all often 'call the bluff' of young people e.g. 'well go on then, if you are going to......... I am not going to stop you!' This is an example of saying the opposite of what you really mean. However, we need to be careful when using this technique as it can lead us into a more difficult situation than we were already in. Use with caution!

SHAPING

Shaping is about rewarding a series of behaviours that are successive approximations to the desired behaviour. For example, word substitution in swearing. The abusive words are replaced with fun words and the young person is praised for their use. The aim is then to 'wean' the young person completely off the need to use any substitute words. Another example would be to follow the pattern of helping the young person to punch a cushion instead of a person, keen to encourage the further removal of violence so that the young person slaps the cushion, then to simply clench the fists, keen to remove themselves from the situation, ultimately to talking about their feelings without the need to physically assault people or damage property. Success at each step is praised.

BODY LANGUAGE

Body Language often transmits more powerful messages than verbal communication. Body language communication can be used to reinforce both good behaviour and achievement.

Facial expressions a nod or a smile, gestures that may include physical contact i.e. approving hand on the arm or shoulder. We also need to be aware of how we look at the young people i.e. raised eyebrow can say more than words, by our stance and posture this can give out clear messages of support or disapproval.

HUMOUR

A joke a comment a funny story often diffuses volatile situations, provided that the humour is not directed at the young person. Humour directed at ourselves often diverts aggression.

AFFECTION

All young people need to know that they are accepted and respected by adults.

The respect shown by individuals can play a major part in building up feelings of self worth in an emotionally damaged child.

Hugs or physical contact can be positive provided that it is done safely i.e. side hugs and arm around the shoulder, staff should use touch with safety and sensitivity.

It is beneficial for young people to be involved in a positive relationship with staff, but exclusiveness and secrecy should be challenged.

NEGOTIATION

Sometimes we as the adult/staff may not get what we want out of all situations e.g. if a child wants to go out for two hours in the evening and we do not want them to go out, it may be realistic that we negotiate and allow the young person out for one hour only. Negotiation is a helpful realistic tool when working with children and young people who 'display challenging behaviour'.

End