Essay about Hsc 3045 Promote Positive Behaviour (Not Fully Complete)

1.1 explain how legislation, frameworks, codes of practice and policies relating to positive behaviour are applied to own working practice

1.5 It is important when dealing with challenging behaviour whilst still trying to promote positive behaviour that an incidents are dealt with accordingly and appropriately. When a challenging situation requires you to use a restrictive intervention then the least restrictive option should be used. This is because be using excessive force or reacting over the top could cause a the situation to get worse, for example if a child is causing disruptions and you don’t use the least restrictive intervention it could cause the child’s attitude to get worse and cause more disruptions.

1.1 Explain how legislation, frameworks, codes of practise and policies relating to positive behaviour support are applied to own working practise.

A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a care setting a professional can protect themselves by:

All of these policies legislations and codes of practice relate to my job as a nursery nurse as it sets the expected standards to which I must abide by and provides a legal framework in which to work. The government legislation sets out the guidelines to which the setting where I work Little Acorns Nursery School must follow it protect me as an employee, those who I work with and the children from discrimination. The codes of practice are in place for guidelines to which to work by. It is my responsibility to update my training and ensure that my standards are high, that I respect the individuality of the children that we are responsible for. The policies and procedures at Little Acorns are set out to protect staff and children and to have

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to

Explain how current and relevant legislation and policy affects work with children and young people.

Ofsted give clear guidelines on how the setting should run on a daily basis. This is evaluated by ongoing paperwork and meeting targets. Policies and procedures put into place guidelines on all care standards and regulations that all staff should adhere too. This is evaluated through appraisals and reflective practice. For example: When starting in the setting, I observed a staff member ‘doing for’ the children, rather than encouraging them. This was regarding the children’s independence and found that rather than staff giving out the children’s cutlery and cups during lunch- the children help each other to hand it out. I enforced this by having an informal chat with my Manager after careful observation.

The government, local authority and independent organisations are making every effort to safeguard vulnerable adults, children and young people by introducing new policies and procedures in workplace. With no exemption in care home setting, company policies and procedures are reviewed and updated regularly as a result of the change of laws, regulations and quite commonly from recommendations after serious case reviews and inquiries particularly. There are few serious case reviews and inquiries have had impact on the change of policies and procedure in recruitment process.

This may be achieved by adopting a functional approach. (Department of Education and Early Childhood Development, 2013 ; Ducharme, & Shecter, 2011) In fact, functional assessment is an important element of a school-based positive behaviour program. It involves three steps: collecting data about the child’s behaviour in a variety of classroom contexts, identifying ways to address challenging behaviours and developing a positive behavioural intervention plan. In the case of the focus child teachers would first need to carefully observe and record instances of disruptive behaviour such as biting, swearing and spitting. The second step would be to identify likely triggers for these behaviours. For instance, does the children bite or spit at other children because he/she wants to play with a certain toy? The final step is the development of an intervention

In a previous role as Senior Youth Worker, I adhered to a approximately over 20 departmental and organisational policy and Service practice frameworks , guidelines, agreements and practices when competing daily task . Several include Implementation the service level agreement for case management , duty of care, drugs testing policy , internal , Work Place Health and Safety Policy, and Leave and Scheduling Policy, state and federal legislation. Within the framework of Department of Children’s safety a Western Australia. It is important I follow these guidelines for several reasons, including , transparency, service reviews , auditing to name but a few. This ensure the Youth Worker is aware of responsibilities and legal obligations as

There is no one piece of legislation that underpins the safeguarding of children and young people in the United Kingdom but there are countless that are constantly being reviewed, changed or updated. From these many legislations, child care settings develop policies, according to the Oxford online dictionary a policy is ‘A course or principle of action adopted or proposed by an organisation or individual’.

Information should always be recorded clearly and accurately and should be signed and dated by the first aider. Some accident report forms use body diagrams to help in the descriptions of specific injuries, for example, showing exactly where bruising appeared or the particular area where a child feels pain.

I will like to comment on your post as I have brought attention of using a wraparound method to implement interventions/strategies to target the behaviors and modify them in order to help the student become successful. It is important to understand a student with an aggressive, defiant, and/or disruptive behavior, the teacher is not going to eliminating the behavior, as a therapist, I am not able to eliminate a behavior. Regardless, of the effort, the only strategy a teacher is capable of doing is modifying the behavior for the student to understand the reason behind their action. This will take the teacher communicating with the student’s parents to get a background history, researching information of an atypical versus typical student to

Students with severe mental health issues or developmental disorders display problem behaviors that put themselves and/or others at risk of injury. In these cases should restrictive interventions such as restraint or seclusion be implemented? The prevalence rate of these behaviors among students with developmental disabilities has been reported to range from 2-28% for aggression and 10-31% for self-injury (Borthwick-Duffy, 1994). When all less restrictive interventions have failed and students are at risk of injuring themselves or others can we justify restrictive treatment method? Restrictive treatment methods such as restraint