Promote Positive Behaviour

Topics: The Incident, Proactive, Risk assessment Pages: 14 (5579 words) Published: March 21, 2015
 Promote Positive Behaviour
In this assignment I am going to explain my understanding about, legislation, frameworks, codes of practice and policies relate to positive behaviour support. Understand the context and use of proactive and reactive strategies. Be able to promote positive Behaviour

Be able to Respond Appropriately to Incidents of Challenging Behaviour. People with learning disabilities show behaviours which present a significant challenge for those caring for them. Such behaviours may include aggression, destructive behaviours or self-harm. Individuals with more severe disabilities and those with additional disabilities such as sensory impairment’s and communication disorders are more likely to demonstrate challenging behaviour. Many forms of challenging behaviour are thought of as being functional and adaptive responses to challenging situations, in that they serve as a way of communication with the people with whom they interact (e.g. stopping unwanted attention, attracting attention or attempting to explain they are experiencing pain). Some forms of challenging behaviour may be linked to mental health problems, such as depression. The most important way in the reduction of challenging behaviour is for the individual to have a thorough assessment to find out the function of the behaviour. This is known as a functional behavioural assessment and is used to create an individual’s support plan. Positive behaviour support aims to teach the individual new behaviours and enable them to achieve what they want to achieve. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support. In all aspects of my role I am regulated by my company’s policies and government legislation. The human rights act 1998, the disabled person act 1986, disability and discrimination act 1996, Health and safety at work act 1974, the equality act 2010. I have been trained in Mandatory courses, for example protecting vulnerable adults(safeguarding) Strategies for Crisis intervention and prevention (S.C.I.P) Autism Awareness, and working safely, making sure I understand the legal policies put in place to provide the best care for the people who I support. S.C.I.P focuses on positive techniques and how to deescalate behaviour. This allows staff to be consistent in their approach when dealing with challenging behaviour. By following the S.C.I.P policy I am able to reinforce positive behaviour and good skills in listening and learning as well as helping the individuals that I support feel safe and secure knowing that I am able to deal with their behaviours if they occur. Restrictive interventions are defined as any method which restricts the movement of an individual by physical means, including mechanical means (using straps) physical (holding) chemical restraint (using drugs). For example I support an individual who is prescribed medication (Lorazepam) by his physiatrist, to be used when he starts to become agitated. This is given to the customer as a last resort, when we have explored all other options for example is he in pain? Restrictive interventions should only be used as a matter of urgency to prevent imminent and serious harm to the individual or other people, be used in the best interests of the person with learning disabilities, and only used alongside other strategies to help people learn to behave in non-challenging ways. Interventions need to be used in a context of a risk assessment. Incidents should be investigated and followed up, ensuring staff and customers get sufficient post-intervention support, risk assessments should be reviewed regularly to identify factors contributing to incidents, and associated action must be taken, to reduce those risks. Planned interventions should be agreed in advance at a multi-disciplinary meeting by relevant professionals working in consultation with the customer, his or her carers, and an independent advocate if...
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