View Unit : Promote positive behaviour

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

. Define what is meant by restrictive interventions.

. Explain when restrictive interventions may and may not be used.

. Explain who needs to be informed of any incidents where restrictive interventions have been used.

. Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour.

. Describe safeguards that must be in place if restrictive physical interventions are used.

. Explain the difference between proactive and reactive strategies.

. Identify the proactive and reactive strategies that are used within own work role.

. Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive or reactive strategies to be used.

. Explain the importance of maintaining a person or child centred approach when establishing proactive strategies.

. Explain the importance of reinforcing positive behaviour with individuals.

. Evaluate the impact on an individual's well being of using reactive rather than proactive strategies.

. Explain how a range of factors may be associated with challenging behaviours.

. Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours.

. Highlight, praise and support positive aspects of an individual's behaviour in order to reinforce positive behaviour.

. Demonstrate how to model to others best practice in promoting positive behaviour.

. Identify types of challenging behaviours.

. Demonstrate how to respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines.

. Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour.

. Demonstrate how to complete records accurately and objectively in line with work setting requirements following an incident of challenging behaviour.

. Demonstrate methods to support an individual to return to a calm state following an incident of challenging behaviour.

. Describe how an individual can be supported to reflect on an incident including:

• How they were feeling at the time prior to and directly before the incident

• Their behaviour

• The consequence of their behaviour

• How they were feeling after the incident

. Describe the complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour.

. Demonstrate how to debrief others involved in an incident of challenging behaviour.

. Describe the steps that should be taken to check for injuries following an incident of challenging behaviour.

. Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour.

. Work with others to review the approaches to promoting positive behaviour using information from records, de-briefing and support activities.

. Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour.