Essay
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
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