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HSC 3045: Promote positive behaviour

HSC 3045: Promote positive behaviour
Unit reference Credit value Unit aim F/601/3764 6 Level GLH 3 44

The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour.

Learner name: CACHE PIN:

CACHE Centre no: ULN:

Learning outcomes
The learner will:

Assessment criteria
The learner can:

Evidence record
e.g. page number & method

Assessor judgement achieved
Initial and date

1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support.

1.1. Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice. 1.2. Define what is meant by restrictive interventions. 1.3. Explain when restrictive interventions may and may not be used. 1.4. Explain who needs to be informed of any incidents where restrictive interventions have been used. 1.5. Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour. 1.6. Describe safeguards that must be in place if restrictive physical interventions are used.

© CACHE 2011

Version 2.0

239

HSC 3045: Promote positive behaviour

Learning outcomes
The learner will:

Assessment criteria
The learner can:

Evidence record
e.g. page number & method

Assessor judgement achieved
Initial and date

2. Understand the context and use of proactive and reactive strategies.

2.1. Explain the difference between proactive and reactive strategies. 2.2. Identify the proactive and reactive strategies that are used within own work role. 2.3. Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used. 2.4. Explain the importance of maintaining a person or child centred approach when establishing proactive strategies. 2.5. Explain the importance of reinforcing positive behaviour with individuals. 2.6. Evaluate the impact on an individual’s well being of using reactive rather than proactive strategies.

3. Be able to promote positive behaviour.

3.1. Explain how a range of factors may be associated with challenging behaviours. 3.2. Evaluate the effectiveness of proactive strategies on mitigating challenging behaviours. 3.3. Highlight, praise and support positive aspects of an individual’s behaviour in order to reinforce positive behaviour.

© CACHE 2011

Version 2.0

240

HSC 3045: Promote positive behaviour

Learning outcomes
The learner will:

Assessment criteria
The learner can:

Evidence record
e.g. page number & method

Assessor judgement achieved
Initial and date

3.4. Demonstrate how to model to others best practice in promoting positive behaviour. 4. Be able to respond appropriately to incidents of challenging behaviour. 4.1. Identify types of challenging behaviours. 4.2. Demonstrate how to respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines. 4.3. Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. 4.4. Demonstrate how to complete records accurately and objectively in line with work setting requirements following an incident of challenging behaviour. 5. Be able to support individuals and others following an incident of challenging behaviour. 5.1. Demonstrate methods to support an individual to return to a calm state following an incident of challenging behaviour.

© CACHE 2011

Version 2.0

241

HSC 3045: Promote positive behaviour

Learning outcomes
The learner will:

Assessment criteria
The learner can:

Evidence record
e.g. page number & method

Assessor judgement achieved...
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