POLICY 4: BEHAVIOUR MANAGEMENT - Catch22 and rights of children and young people and the belief that positive behaviour support is the most effective way of working with children and

POLICY 4: BEHAVIOUR MANAGEMENT

1 February, 2015 © include 2015

Positive Behaviour Support and Management

including the Use of Reasonable Force

Introduction: Purpose and Scope

This is a policy for use within services operated by and delivered under the auspices of include and employees of the organisation. Services operated can be defined, but is not exclusively limited to, those areas whereby include operates as the primary or sub-contracted delivery provider. include supports children and young people within a range of service settings, and aims to engage them in education, leisure and lifestyle opportunities.

The purpose of the policy is to:

Provide a positive and proactive framework for supporting children and young people who may be at risk from exhibiting behaviour that may be regarded as ‘challenging’.

Define and articulate the values and principles of the organisation.

Ensure the health safety, security and welfare of the children and young people supported by the organisation and the employees of the organisation.

Provide a framework for employees and enable them to dispense their duty of care accordingly.

This policy is written in the context of national documents and initiatives; these are listed in appendix 1 and were current at the time of publication.

include believes in providing services for children and young people, in which they feel safe, secure and in an environment free from abuse, bullying, and violence.

include believes that children and young people have a right to the lives they wish for and the opportunity to maximise their potential.

include believes in working with children and young children and young people in a positive and proactive manner, it believes in fostering appropriate adult child relationships in which children and young children and young people feel valued as a partner.

The scope of this policy is to address assessed need within include, all staff working within the organisation has a responsibility to be aware of this policy and dispense their care towards children and young people, colleagues and the public in accordance with the principles within it. Partner organisations will be made aware of this policy.

To reflect the principle that include believes that emphasis must be afforded to the welfare and rights of children and young people and the belief that positive behaviour support is the most effective way of working with children and young people the policy is divided in to two distinct parts:



Part 1 Positive Behaviour Support Part 2 Use of Restrictive Physical Interventions; in line with the Department for Education Use of Force Guidance 2011

Addendum: for Primary provision in Suffolk ONLY –Conflict Resolution and Positive Handling Strategies



Part 1 Positive Behaviour Support

Section 1: Values & Principles

1.1 include believes that it provides excellent opportunities to individual children and young people through:

Appropriate assessment and effective support

Individualised packages of education, support and inclusion

Flexible approaches to educating and supporting children and young people

Enabling each child and young person to achieve their full potential

The development of appropriately trained staff

Involvement and discussion with children, young people and their families or carers

The development and delivery of a unique ethos. 1.2 There is an expectation that:

Managers and staff are aware of this policy and operate within the guidance associated with it

Managers and staff are aware of national initiatives and guidance and operate within guidance, statutory or otherwise as it is issued by the relevant agencies and departments (please see the appendices of references for guidance that was current at the time of adopting this policy)

There is a process for assessing, reducing and managing risk in the context of behaviour support

There are robust recording and reporting systems, these systems must be current and all staff should make good and appropriate use of them

In all circumstances people must have access to appropriate support following an incident; this includes staff, children and young people, visitors and others who may have witnessed an incident which has an effect on them.

1.3 All children and young people should have access to:

Appropriate support

Education and the curriculum

Opportunities to maintain interests and develop new interests

Appropriate opportunities for sustaining and developing a range of relationships with other children and young people, their families and friends

Documentation in a format they understand and articulate a preference for

Information that is accessible

A service that is sensitive to culture, ethnicity and spiritual need.

Attend appropriate meetings where their behaviour is discussed



1.4 include supports many children and young people. We offer support based on assessed need, with due regard for gender issues, culture, personal identity, and spiritual expression.



Section 2: Positive Behaviour Support

2.1 Positive behaviour support is achieved by ensuring that include works positively and proactively with children and young people. For this to be achieved staff will view behaviour in the wider context and understand that:

Behaviour is experienced, expressed and used within the context and dynamics of human relationships

Behaviour is most often used to communicate unmet need

Human behaviour can be experienced and expressed through a range of emotional expressions, all of which are observable

Most human behaviour is acceptable within certain environmental constraints, it is most often the environment that increases risk

It is often the environmental setting that creates behaviours which are viewed as socially unacceptable by others

Some children and young people will have experienced environments in which a range of behaviours may have been supported as appropriate and reinforced by adults in their life

It is accepted that experiences of abuse and trauma can impact on behaviour

Children and young people experiencing periods of uncertainty, bereavement, illness or chaos in their life may also use behaviour to communicate how they are feeling.

include will implement Supporting Positive Interventions in Education (SPINE) to support the organisation to:

Identify personal and environmental factors which impact on individual children and young people

Assess the reasons why a child/young person may use particular challenging behaviours and the function the behaviour(s) serve for the individual

Ensure that we develop strategies that help prevent challenging behaviour through effective support, therapeutic input and identified professional support

Ensure access to appropriate professional support for children and young people

Enable access to services and support on an equal basis for all children and young people

Support opportunities for inclusion where practicable and appropriate

Monitor and evaluate behaviour and continue to review interventions accordingly

Develop individual behaviour support plans.

Evidence base: elements of the SPINE package have been reviewed externally by Annik van Toledo a student of Professor Mutford NZ. The package has also been used by East Sussex services for children and



young people with a reduction in behaviours that challenge and use of restraint associated with the implementation of the approach.

2.2 Primary prevention will be achieved by:

Holding positive views of children and young people and building on the relationships

Developing appropriate positive relationships with children and young people based on appropriate values base and professional boundaries

Creating an environment in which children and young people feel safe and secure

Ensuring staff have the appropriate skills to effectively support children and young people

Supporting children and young people, as far as is possible, to understand their behaviour and learn alternative ways of expressing themselves or achieving their desired aim through alternative methods

Involving, listening and taking account of the views held by the child/young person.

2.3 Secondary prevention should be used where primary prevention has been ineffective and is achieved by:

Ensuring staff have clear guidance and appropriate skills to implement the guidance

Recognising the personal indicators exhibited by individual children and young people when they are having difficulty in managing their emotional state or are reaching crisis

Identifying and implementing previously successful diversion and de-escalation strategies, these must be incorporated in to the individual behaviour support plan

Identifying emerging risk indicators and ensuring there is a written record.

2.4 Sanctions/Rewards/Exclusions: Below is a list of recognised and authorised Sanctions and Rewards within the Primary and Secondary Strategies, which should be used in within the Primary and Secondary behavioural strategies identified above.:

Classroom Rewards:

Verbal praise

Written praise in work books and letters home

Golden time minutes or stars

Golden time activity (max of 15 minutes per day of time on the tablet, computer, educational board game)

Positive phone call with parents

Additional minutes in break (maximum, of 5 minutes)

Points towards weekly activity

Student of the week award



Classroom Sanctions/De-Escalation:

verbal challenge

change task

additional work

group discussion

planned ignoring

diversion task

3 strike on the board

additional support

Buzz word (an agreed word you use with YP to indicate that that young person is close to being asked to leave the classroom)

Point System: Points won and Points deducted

time out within class

time out from classroom (in another classroom with supervision)

phone home to parents

Recording Sanctions:

Records of the Sanctions used must be included within the Behaviour Incident Form (F4.1 (3)).

Formal Sanction: Written Warning; Temporary Exclusion; Permanent Exclusion (All these require staff to adhere to the Inclusion and Diversity / Exclusion policy and will require the Operations Managers authorisation. (NB see Inclusion and Diversity Policy P8 - Exclusions WP8.3 procedure).

2.5 Prevention of critical incidents and appropriate support of Individual children and young people are paramount to include. Effective individualised support of children and young people can prevent challenging behaviour and reduce the likelihood of incidents escalating. include adopts a graduated response in relation to behaviour support and management. The use of restrictive physical interventions is viewed as a last resort response; see section 2 of this policy.

Section 3: Risk Assessment

3.1 When assessing risk the following must be considered: The environmental context of the behaviour and the relative effect this may have on the element of risk and potential outcomes of the behaviour

Personal vulnerability factors affecting individual children and young people and the impact this may have in contributing to their behaviour and how they express them selves

The probability of emerging risk and the seriousness of potential outcomes

How preventative and proactive measures may effectively reduce the level of risk



The implementation of risk reduction strategies within the primary and secondary behaviour support plan, as detailed in part 1 sections 2.2 and 2.3 of the policy.

3.2 All children and young people who have behaviour support plans must have an appropriate written behavioural risk assessment which dovetails with the written behaviour support plan and details:

The target behaviour(s)

The environments in which the behaviour is displayed

The objective assessment of the level of risk the behaviour presents to the person and/or others

If possible/ relevant an identification of who is at risk

The primary risk reduction strategies as behavioural interventions

The secondary risk reduction strategies as behavioural interventions

Short and long-term goals of the risk reduction strategies

Short-term aims of the behaviour support plan (BSP)

Long-term aim of the BSP

Section 4: Reporting and Recording

4.1 It is important that in achieving consistent standards of support staff use appropriate reporting recording tools. include has a robust set of appropriate reporting and recording tools. This will enable staff to record:

The context of the incident, time of day, location, environmental issues

Who was present including other children and young people staff, members of the public or family members

Type of incident and relative risk

Antecedent factors, what happened before the incident

What alternative actions had been tried to prevent the escalation of the incident

How the behaviour was effectively managed and the outcomes of the situation.

4.2 All incidents will be reviewed every half term to ensure that the information can be used to update BSPs and ensure that behavioural risk assessment is being implemented appropriately.



Part 2 Use of Restrictive Physical Interventions

Section 1: Introduction

include believes in providing a safe and secure environment in which children and young people can flourish and reach their potential through the delivery of a curriculum which promotes motivation.

It is accepted that in certain circumstances, where there are levels of exceptional risk to the child/young person them self, their peers or others, it may be necessary to use a restrictive physical intervention. It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary.

include does not use physical interventions or restrictive practices as part of a planned response. There has been an audit of presenting behaviours and risk which concluded that the use of restrictive practice is rare and only ever used as an emergency response in exceptional circumstances.

Any emergency intervention must be based on the assessed presenting risk at that time which would take into account the age, developmental level and needs of the child or young person. The immediate dynamic risk assessment must also take account of the environment and immediate risk to other people.

Section 2: Defining Restrictive Physical Interventions

2.1 Restrictive physical interventions may include:

Environmental Change: applying a change within the environment for example, changing the layout of a room to reduce the triggers within it

Bodily Contact: where the physical presence of one or more people is used to control a person; this may include two adults holding a child/young person so as to restrict their mobility

Within include either of the above may be assessed as appropriate emergency interventions where there is significant risk associated with behaviour. In terms of a gradient response, where the risk assessment will allow it will be appropriate to exhaust all environmental options before resorting to physical interventions.

2.2 Emergency physical intervention is the use of physical intervention in a situation of significant risk that is unforeseeable.



2.3 Seclusion and isolation or any practice, which ‘restricts liberty’, will infringe the rights of a person if sufficient risk cannot be identified and proved or the person is subject to detention by a court or to a section under the Mental Health Act 1983. As such the practice of seclusion is not supported by include under any circumstances. That is:

‘’the confinement of a person into a space or room from which they are prevented from leaving; the door may be locked, their exit blocked or they may not understand how to leave the area of their own free will.’’

Section 3: Legal Issues and Responsibilities

3.1 Recent DfE guidance suggests an employee may have lawful excuse for the use of restrictive physical interventions to:

remove disruptive children from the classroom where they have refused to follow an instruction to do so;

prevent a pupil behaving in a way that disrupts a school event or a school trip or visit;

prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or lead to behaviour that disrupts the behaviour of others;

prevent a pupil from attacking a member of staff or another pupil, or to

stop a fight in the playground;

restrain a pupil at risk of harming themselves through physical outbursts.

In any event employees must be acting within the law and policies of include. They will also have regard for the training they have received and act within their level of knowledge, skills and relative experience. Individuals will be responsible for ensuring they act with due regard for the concept of reasonableness, see section 1 of the DfE guidance 2011; ‘‘Reasonable in the circumstances means using no more force than is needed.’’

3.2 The decision to use restrictive physical interventions must be taken in the context of:

The level of risk presented by the behaviour

The seriousness of the incident

The relative risks of the use of any physical intervention compared with any available alternative.

3.3 All staff should be aware that physical interventions which may cause significant risk are to be avoided. Recent guidance states that a panel of experts identified that certain restraint techniques presented an unacceptable risk when used on children and young people. The techniques in question are:



the ‘seated double embrace’ which involves two members of staff forcing a person into a sitting position and leaning them forward, while a third monitors breathing;

the ‘double basket-hold’ which involves holding a person’s arms across their chest;

the ‘nose distraction technique’ which involves a sharp upward jab under the nose.

3.4 It will be important that employees are aware that all incidents which result in the use of a physical intervention ensure that the incident is recorded and reported upon in line with Health and Safety at Work Act 1974, 2000.

Section 4: Emergency Physical Interventions

4.1 On occasions it may be judged by a member of staff or team that the use of a physical intervention may be appropriate given a level of relative risk in a situation that could be described as unforeseeable. Staff will be responsible and accountable for their actions or inaction and must still act within current legislation and guidance and their duty of care towards the child/young person.

Section 5: Supporting Prevention of Restrictive Practices

5.1 include believes that physical interventions are a last resort and have developed a behavioural approach that primarily focuses on understanding the individual child/young person and responding to their needs. Primary and secondary behaviour support strategies will reduce the use of restrictive physical interventions and staff are expected to follow a gradient approach to the support, prevention and management of behaviour.

Section: 6 De-brief

6.1 Following the use of emergency restrictive physical interventions de-brief should be offered to the child/young person and anyone present including other children and young people or visitors as well as the staff involved in holding the child/young person.

6.2 De-brief may be offered in a formal or informal manner it is the responsibility of

managers to ensure that de-brief is offered to children and young people, employees and others affected by incidents.

6.3 Where it is identified that children and young people require more ongoing

support include will act responsibly in sourcing effective support for children



and young people. It will be important to work with other agencies in achieving this.



Section 7: Training

7.1. In line with section 6 of DfE non-statutory guidance include has assessed the level of current risk and training need across the service.

include offers in-house training in behaviour prevention, support and

management through the SPINE™ approach delivered by CBN Ltd. The SPINE approach uses the principles of Positive Behaviour Support to encourage staff to work in proactive supportive ways with young people. It is based upon a belief system that values individuals and their ability to contribute effectively to their society and places value upon therapeutic relationships where aversive techniques are not appropriate. All staff are required to attend training and apply the policy in their practise.

This training emphasises the importance of:

Effective child centred support

Good communication and interaction

The development of appropriate adult child relationship

Creating an environment in which positive behaviours are effectively supported and valued

Developing behaviour support plans that emphasise primary and secondary prevention of behaviour

Understanding that all behaviour is functional

SPINE training will be attended by all employees at intervals of no more than 18 months apart.

Section 8: Complaints about the use of force

8.1 All complaints about the use of force should be thoroughly, speedily and appropriately investigated.

8.2 Where a member of staff has acted within the law – that is, they have used reasonable force in order to prevent injury, damage to property or disorder – this will provide a defence to any criminal prosecution or other civil or public law action.

8.3 As employers, include recognises that the organisation has a duty of care towards their employees. As such include will make available appropriate pastoral care to any member of staff who is subject to a formal allegation made by a pupil or colleague.



Appendix 1

National Guidance and Related Documents

Department of Education (2011) Use of Reasonable Force: advice for head teachers and governing bodies London: DfE. Available at: http://media.education.gov.uk/assets/files/pdf/u/use%20of%20reasonable%20force%20advice%20for%20headteachers%20and%20governors.pdf

Department of Health (2002) Guidance for the Use of Restrictive Physical Interventions. London: HMSO.

Advice for headteachers, staff and governing bodies (DfE 2013)

Guidance on the Use of Restrictive Physical Interventions for Pupils with Severe Behavioural Difficulties (2003).

Department of Health and Welsh Office (1999) Mental Health Act 1983 Code of Practice. London: The Stationery Office.

Education and Inspections Act 2006. Available at: http://www.legislation.gov.uk/ukpga/2006/40/contents

Education & Inspections Act 2006, (Section 93)

Harris, J., Cornick, M., Jefferson, A. and Mills, R. (2008) Physical Interventions: A Policy Framework. Kidderminster: BILD Publications.

Lyon, C. and Pimor, A. (2004) Physical Interventions and the Law. Kidderminster: BILD Publications.

Mental Capacity Act (2005). London: HMSO.

http://www.legislation.gov.uk/ukpga/2006/40/contents





Purpose of the Procedure

To support include’s P4 Behaviour Management Policy and identify the steps needed to be taken of all young people on include projects as part of the Behaviour Management Policy.

Who should apply the Procedure and When

All staff

Permitted Variations

In the event of any inconsistency between this Guidance and the Policy on Behaviour Management, the Policy shall always take precedence.

Monitoring Arrangements

It is the responsibility of all staff to implement the Behaviour Management Policy and Procedure. Behaviour Incident Forms F4.1(3) and Injury Report Forms F7.1(3) must be forwarded to the Operations Manager following the incident, and these are recorded on the Accidents and Incidents Log F7.1(1) which is forwarded to the Senior Manager – Operations and Resources on a monthly basis.

The Procedure This Guidance has been developed to support include’s Policy on Behaviour Management. In no way does it replace or override the Policy and in the event of any inconsistency between this Guidance and the Policy, the Policy shall always take precedence.

WP4.1 BEHAVIOUR MANAGEMENT


The flow chart below sets out the steps that need to be taken for all young people on include projects as part of the Behaviour Management Policy.

All young people will be risk assessed using F4.1(1) Risk Assessment as part of the starter paperwork completed by the Project Manager or nominated staff member.

Information from Referring Agency prior to Young Person starting on an

include Project

Young Person starts on include Project

As part of starter paperwork complete

F4.1(1) Risk Assessment

If specific issues are highlighted in the Risk

Assessment that require it, then…

…complete (or update) F4.1(2) Assessment and

Individual Behaviour Support Plan

Pro-formas A- D

If specific issues are highlighted that

require it, then…

If the Young Person is involved in an Incident while on include project

Complete F4.1(3) Behaviour Incident Form (and F7.1(3)

Injury Report Form if necessary)

Pass copies to

Operations Manager to put on F7.1(1)

Accident and Incident Log to

send to Senior Manager: Operations and Resources and

retain copies locally and…

Continue to review F4.1(1) Risk Assessment and

F4.1(2) Assessment and Individual Behaviour Support Plan at least

once a month, and update as appropriate following

any incident

Young Person leaves include Project

…complete F4.1(2) Assessment and

Individual Behaviour Support

Plan Pro-formas A- D



The descriptors at the back of F4.1(1) should be used in order to ascertain the appropriate scorings

If the scoring on the Risk Assessment is 1 (High) in any one of the areas or 1 to 4 in the Behaviour Category, then F4.1(2) Assessment and Individual Behaviour Support Plan must be completed for the specific risk/behaviour and kept on the young person’s file for review once a month or earlier if the circumstances require it. F4.1(2) should also be completed if the referral form highlights specific issues for which a behaviour support plan may be necessary or there is an incident involving a young person’s behaviour.

To reflect the principle that include believes that emphasis must be afforded to the welfare and rights of young people and the belief that positive behaviour support is the most effective way of working with young people the guidance is divided into two distinct parts:

Part 1: Positive Behaviour Support

Part 2: Use of Restrictive Physical Interventions

Please note that for these two parts mirror P4 Behaviour Management Policy. Part 1: Positive Behaviour Support Young people who access include projects often have multiple and complex needs. Anti-social behaviour may well be a feature of their lives to date. include’s Behavioural Management Policy is based on the concept of positive reinforcement. At the heart of the Policy is the principle of respect for oneself and others, involving a range of strategies and techniques which are supported by verbal and positive communication. Strategy

include aims to turn difficult and disruptive behaviour into more positive attitudes and socially appropriate behaviour. include’s approach to Positive Behaviour Support has several key facets:

Appropriate assessment and effective support.

Individualised packages of education, support and inclusion.

Clear and appropriate boundaries.

Divergent, exciting and enthusiastic delivery of curriculum.

Flexible approaches to educating and supporting young people.

Aiming to enable each young person to achieve their full potential.

The development of appropriately trained staff.

Involvement and discussion with young people and their families or carers.

The development and delivery of a unique ethos.

include systematically monitor individual behaviour and personal development issues. During the initial discussion stage, prior to the commencement of the course,



young people discuss with the Project Manager attitudes to such issues as physical violence, threatening behaviour, defiance, disruption, racism and sexism.

.



Positive Behaviour Support

Positive behaviour support is achieved by ensuring that include works positively and proactively with children and young people. For this to be achieved staff will view behaviour in the wider context and understand that:

Behaviour is experienced, expressed and used within the context and dynamics of human relationships

Behaviour is most often used to communicate unmet need

Human behaviour can be experienced and expressed through a range of emotional expressions, all of which are observable

Most human behaviour is acceptable within certain environmental constraints, it is most often the environment that increases risk

It is often the environmental setting that creates behaviours which are viewed as socially unacceptable by others

Some children and young people will have experienced environments in which a range of behaviours may have been supported as appropriate and reinforced by adults in their life.

It is accepted that experiences of abuse and trauma can impact on behaviour

Children and young people experiencing periods of uncertainty, bereavement, illness or chaos in their life may also use behaviour to communicate how they are feeling.

The include Assessment requires staff to record a young person’s involvement with other agencies such as Social Services or YOTs. The APR also records details of behaviours in the following areas:

Listening

Staying on task

Working independently

Self-esteem

Tolerance toward others

Dealing with anger

Dealing with praise

Asking for help

Dealing with disappointment

Developing and maintaining friendships

Relating to adults

Disruptive behaviour. Project Managers are also required to record evidence of the following types of behaviour:

Bullying

Violence

Inappropriate sexual

Inappropriate sexual verbal

Substance misuse

Self-harm

Group disruption



Verbal aggression.



A Behavioural Sequence (an assessment tool) Are behavioural strategies are based on the premise that any behavioural incident will have the following elements, which appear in a linear sequence. All include staff should have access to the underpinning information (see Associated Documents) which will enable them to understand the Behavioural Approach and employ the appropriate behaviour management responses. More detail on the Behavioural Approach is also included in the Behaviour Management Training and Hints and Tips Section of the Staff Handbook. Strategies All staff will employ a three stage strategy to support positive behaviour as defined in sections 2.2, 2.3 and 2.4 of the Policy on Behaviour Management. The elements are:

Primary Strategies

Secondary Strategies

Reactive Strategies Primary Strategies are the daily techniques used by include staff to positively engage young people. As a means of explanation, these can include:

A warm and welcoming environment

Holding positive views of young people

Developing healthy and positive relationships

Using negotiated and non-negotiated boundaries

Appropriate communication techniques

Differentiated learning tasks.

Reactive Strategies

Trigger

Post Emotional Dip

Crisis Behaviour

Primary Strategies

Secondary Strategies



Positive language

Fun and exciting delivery

Active listening

Humour

Respect

Planned ignoring Adopting these strategies for all young people in all environments will effectively enable a culture of positive behaviour. Secondary Strategies are used when behaviours that challenge present and fall outside the Primary Strategies. It is important that all practitioners develop a range of strategies that are:

Individualised

Planned

De-escalate (for example: calm, reassurance, effective and appropriate communication)

Diversionary (for example: change of task, change of dynamics, change environment)

Time Out

Change of staff Reactive Strategies are used in relation to keeping the individual and others safe and defined in Part 2. Reviewing Behaviour Project managers and project staff must review young people’s incidents reports every half term, as a minimum standard. Additionally, the personal tutorials and ongoing reviews that every include young person receives also serves to monitor behaviour and address problems as they occur by discussing and recording the appropriate actions required. The Review documentation is a further checking mechanism on individual behaviour and personal development. Behaviour issues need to be dealt with promptly by Project Managers and their Line Managers. Regular contact is maintained between Project Managers, young people, parents and carers. Regular home visits should be made to ensure best practice and provide opportunities for discussions over appropriate behaviour. Where there are persistent or serious concerns over a young person’s behaviour include works with other outside agencies. These may specialise in issues such as substance misuse and anger management, etc. Working as part of a team and taking responsibility for personal actions are the key building block of all include projects. Personal development criteria, which is one of the major components of include projects, is designed to support young people in developing and sustaining more positive behaviour patterns:

Working together



Tolerance of others

Self-monitoring

Decision-making

Self-respect and motivation. External Provision requires a sustained period of appropriate behaviour and commitment to task. Responsibility for the behaviour of students when in a mainstream setting lies with that particular agency, its staff and include’s Project Manager. Young people are subject to the disciplinary code applied to all students within the external provider’s setting. SPECIFIC INTERVENTION:

Cognitive Behavioural Approach The Cognitive Behavioural Approach (CBA) – is an approach to help change unhelpful attitudes, beliefs/assumptions and behaviours with respect to peers, adults and society in general. CBA is a combination of a cognitive, behavioural and environment models, which, for include, concentrates on helping young people with behavioural and substance misuse issues (see Associated Documents).

Training on the Cognitive Behavioural Approach is available for include staff via the Senior Manager – Operations and Resources. Part 2: Restrictive Physical Intervention

include does not use physical interventions or restrictive practices as part of a planned response. There has been an audit of presenting behaviours and risk which concluded that the use of restrictive practice is rare and only ever used as an emergency response in exceptional circumstances.

However, it is accepted that in certain circumstances, where there are levels of exceptional risk to the child/young person them self, their peers or others it may be necessary to use a restrictive physical intervention. It is not illegal to touch a pupil. There are occasions when physical contact, other than reasonable force, with a pupil is proper and necessary. Restrictive physical interventions may include:

Environmental Change: applying a change within the environment for example, changing the layout of a room to reduce the triggers within it

Bodily Contact: where the physical presence of one or more people is used to control a person; this may include two adults holding a child/young person so as to restrict their mobility.

Within include either of the above may be assessed as appropriate emergency interventions where there is significant risk associated with behaviour. In terms of a gradient response, where the risk assessment will allow it will be



appropriate to exhaust all environmental options before resorting to physical interventions. In a situation where restrictive physical intervention is needed, staff should:

Calmly but clearly and firmly warn the young person of the likelihood of an emergency restrictive physical intervention.

Protect the dignity of the young person.

Wherever possible, more than one member of staff should be included, thus engendering team work, minimising the possibility of damage or injury and preventing the situation from escalating.

Repeatedly offer the young person the opportunity of exercising their own self-control.

Instigate the emergency restrictive physical interventions at the earliest opportunity.

At the conclusion of an incident:

The Line Manager of the member of staff involved must be informed of the incident.

The staff member involved in the incident must complete F4.1(3) Behaviour Incident Form (and if the incident has resulted in an injury then the staff member should also complete F7.1(3) Injury Report Form) within 24 hours of the incident, discuss it with their Line Manager and forward a copy of the form(s) to their Operations Manager as soon as possible. The Operations Manager will then record the incident on F7.1(1) Accidents and Incidents Log and forward to Senior Manager – Operations and Resources on a monthly basis.

The staff member should be offered the opportunity to talk through the incident with their Line Manager as soon as is practicable.

The parent/carer/guardian of the young person must be informed of the incident.

The young person should be offered the opportunity to talk through the incident as soon as possible. Where appropriate WP4.1(2) Behaviour Support Plan should be put in place. For serious incidents, the Project Manager must adhere to the Disciplinary Procedure set out in the student contract.



Addendum

Conflict Resolution and Positive Handling - for Primary Provisions ONLY

Purpose and Scope

This addendum has been prepared in response to the specific needs of include’s Primary provision in Suffolk where, due to the social and emotional underdevelopment of the younger children, it is considered an additional supplementary approach to conflict resolution, positive handling and physical intervention is required.

It remains the case, however, that include believes physical restraint is to be the last resort and that this is true for all pupils, regardless of age. The addition of this addendum, therefore, should not be regarded as a change in policy but as an extension to the existing include Behaviour Policy (P 4.1), which embraces the notion of physical contact being a natural and supportive way to de-escalate and successfully manage the behaviour of primary children. Furthermore, include responds to the belief that physical presence and non-restrictive touch control, used effectively, is more likely to reduce the need for restraint later in the incident cycle.

Finally, conflict resolution and positive handling should be seen as a continuum that fits with the law, national guidance and include’s overarching Behaviour Management policy (Ref 4.1). It should not in any way be seen as a substitute or alternative methodology and will only be applied in conjunction with the organisation’s use of SPINE ™ and other agreed strategies.

Professional Development

On an annual basis, all staff in the primary department receive the following training that covers:

1. The Law

2. Positive Behaviour Management

3. The Incident Cycle

4. Positive Handling Strategies

Health Warning

The professional development staff receive does not constitute a full package of British Institute of Learning Disabilities (BILD) accredited training, which is the ‘gold standard’ typically offered to a limited number of key staff within an organisation. In the case of include the training is designed to provide all staff with a basic level of



knowledge and practice to meet the specific demands of children at the school and acknowledges that:

There is no single ‘approved’ method for resolving conflict in schools or physically managing children.

Guidance and training is drawn from a range of ‘good practice’ developed through first hand experience of managing challenging children.

It is not exhaustive and should only be adopted as part of a positive and proactive approach to behaviour management as set out in the school’s behaviour policy.

The Law

It is important for staff to understand the following legal definitions:

Everyone has the right to defend themselves against an attack provided they do not use a disproportionate degree of force to do so.

Similarly, if a pupil were at immediate risk of injury or on the point of inflicting injury on someone else, any member of staff would be entitled to intervene.

The Law and Schools

Section 93 of the Education & Inspections Act 2006* enables school staff to use such force as is reasonable in the circumstances to prevent a pupil from doing, or continuing to do, any of the following:

Committing any offence (or, for a pupil under age of criminal responsibility, what would be an offence for an older pupil);

Causing personal injury to, or damage to the property of, any person (including the pupil himself); or

Prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during a teaching session or otherwise.

Reasonable Force

On this it is important to note that:

There is no clear legal definition.

Needs to be in proportion to the consequences it is intended to prevent.

Minimum needed to achieve the desired result.

Not reasonable if the misbehaviour is trivial.

Unlawful if used as a punishment.

Guidance

To understand the law the government has issued guidance, the latest of which is; The Use of Reasonable Force – Advice for headteachers, staff and governing bodies (DfE 2013) They have also issued Guidance on the Use of Restrictive



Physical Interventions for Pupils with Severe Behavioural Difficulties (2003). The key features are:

School staff have a power to use force and lawful use of the power will provide a defence to any related criminal prosecutions or other legal action.

Suspension should not be an automatic response when a member of staff has been accused of using excessive force.

Senior school leaders should support their staff when they use this power.

Other aspects include:

What is reasonable force?

Who can use reasonable force?

When can reasonable force be used?

Power to search pupils without consent.

Communicating the school’s approach.

Using force – unacceptable risk techniques.

Staff training.

Informing parents.

Complaints procedures.

Other forms of physical contact.

Positive Behaviour Management

As a prerequisite to physically intervening all staff should be able to place their actions with the broad contact of positive behaviour management that might be described as centring on everyone being encouraged to express positive emotions and behaviours as an antidote to negative ones. Moreover, at its core, are likely to be a range of verbal, non-verbal and systemic interactions designed to reinforce the healthy and desirable that in practice will involve monitoring and adapting our language and actions so they empower the people around us, not undermine them.

Essential Behaviours

Within a productive learning community the following might be considered essential:

Speaking in a way that promotes emotional wellbeing

Acting in a way that maintains physical safety

Being in the right place at the right time

Completing tasks to the best possible standard

Engaging with activities aimed at personal development

Desirable Behaviours

By way of development all adults should be capable of:



Using language and tone that is compassionate and empowering

Being tolerant and supportive to those who are challenging

Promoting the school’s natural order and balance

Being creative and resourceful towards tasks and activities

Taking time to reflect upon and achieve personal goals

Day-to-Day Strategies

Positive behaviour management typically involves a range of practical strategies including:

Least intrusive to most intrusive approaches

Dealing with the ‘primary’ behaviour

Tactically ignoring ‘secondary’ behaviours

Rewarding and praising desirable behaviours

Teaching new or ‘substitute’ behaviours

Giving choices

Being consistent

Other de-escalations techniques include ‘PALMS’, which stands for:

Position – Allow exist routes and don't block

Attitude – Be positive and helpful

Look & Listen – Use normal eye contact and actively engage in listening

Make Space – Maintain a comfortable distance

Stance – Keep body relaxed and stand to the side

Crisis Intervention

When faced with an emerging crisis it is critical for adults to be able to remain calm and recognise and respond to warning signs. To help with this it is important to manage the stress of the situation and understand that:

Stress is Emotional Pressure.

The extent to which we can control emotional pressure will determine how well we manage stress.

How well we manage stress will determine how effectively we can apply the strategies available to us.

Furthermore adults in charge need to:

Manage their thoughts – the way in which they habitually perceive, think about and speak to themselves about stressful events.

Manage their reactions and responses – the way in which they habitually behave in stressful situations.



Use coaching.

Crisis Management Approach

‘RAPID’ is a simple but effective step-by-step approach:

1. Remain Calm: Recognise & respond to warning signs

2. Advise: Inform on consequences & give choices

3. Protect: Remove or defend the behaviour focus (Advise)

4. Intervene: Gradient in & out of strategies (Advise)

5. Debrief: Talk about the incident & re-educate participants

Effective Debriefing

For serious incidents the process of debriefing the participants should involve a review of the circumstances from beginning to end. At each stage consideration should be given to the options available and choices made. Effective questioning can help elicit this exploration but should be done with empathy and compassion to avoid any sense of fault or blame. Some sample questions might include:

Describe the main features of the incident?

What specific action did you take?

How did you feel at the time?

What worked well?

What did not work as well as you had hoped?

Given a similar incident what would you definitely do the same next time?

What would you now do differently?

How well do you think include’s policies and training were reflected your actions?

Are their any changes to these policies or training you would now want to recommend?



Intervention Principles

The main principles of physical contact with children and young people should be that it is:

Supportive

Non-threatening

Respects the rights of the child

Gradient response

Protects joints

Recognises natural body alignment

Summary of Positive Handling Strategies

Cradles, Hooks, Wedges, Roofs and Walls

Responding to Grips and Grabs (Taking a Drink & Telling the Time)

Touch control & guiding

Escorting

Wrapping

Detailed Descriptions

Core Techniques

Cradle – A ‘C’ shape made with the fingers to ‘cup’ either a forearm or upper arm, typically as part of an escorting process. N.B. This is not a ‘grip’ or ‘grab’ as fingers are kept open and passive.

Hook – A four-finger over-grasp made with the thumb on top to instantly redirect an arm away from interfering with a person or object. N.B. This is not a ‘grip’ or ‘grab’ as all fingers are place on top allowing an exit from below the hold.

Wedge – The placing of a straight arm across the chest of an individual to lever them away from interfering with another person or object. Can be a two-arm action for extra force. N.B. The hand/s should be flat with thumb uppermost so the arm’s can be slid into place.

Roof – The placing of a flat hand to prevent an individual raising a body part upwards (vertically), typically an arm coming towards a face. N.B. The hand should be firm but passive so that the action could not be perceived as a ‘strike’ downwards.

Wall – Effectively the same as a roof but a flat hand held outwards to prevent a body part moving towards (horizontally), typically stopping a whole person moving towards by placing hand outstretched onto chest or shoulder. N.B. As with the roof the hand should be firm but passive.



Grip and Grab Releases

Taking A Drink – Designed to release a grip on the forearm where the thumb has been placed on top and the ‘V’ between thumb and forefinger is inverted in relation to the victim. The action is to lift the hand sharply towards the same shoulder in a motion akin to ‘taking a drink’, which then levers the arm against the thumb joint to free the hold. N.B. The action should be swift but controlled.

Telling The Time – Designed to release a grip on the forearm where the fingers have been placed on top. The action is to pull the hand sharply across the body in a motion akin to ‘telling the time’, which then releases the arm through the gap between fingers and thumb. N.B. The action should be swift but controlled.

Touch Control

Description

Touch is a proactive intervention used as a support technique, a calming technique of a form of early intervention. It is an overhand touch on the shoulder or forearm of an individual. Touch may be used as a first step to assess if a more supportive intervention is necessary. Touch control is the least restrictive physical intervention technique.

Reasons For

To encourage verbal exchange

To assess the muscular tension of the individual.

To provide support without a more restrictive intervention.

May be all that is needed to let the individual know you are aware of the situation and willing to help resolve it.

To be in a good position to step back and reassess.

To be in a good position to offer greater support.

Reason Against

Individual does not like to be touched.

Steps to apply the technique

Approach the individual from the side and slightly behind (approximately 45° angle).

Bring your outside hand across your body and grasp the individual’s nearest arm at their forearm (palms down).

At the same time support shoulder/upper back area with an open palm as appropriate.

This ensures that the individual maintains an element of personal control in the situation.



Using gradient support as appropriate, touch can be applied as a simple touch and then moved to a grasp if necessary.

To prevent scratching, place your hand over the individual’s forearm.

Do’s and Don’ts

Do ensure good body alignment.

Do know the Individual!

Do use touch control along with other verbal and/or non-verbal calming techniques. Verbal calming techniques include: reassurance, humour, ventilation, understanding, one on one, natural consequences, compromise, redirection. Non-verbal calming techniques include: eye contact, facial expressions and body language.

Don’t use on some one who does not like to be touched.

One Person Escort

Description

This intervention may be used when an individual needs assistance in moving from one place to another or in maintaining a standing position (i.e. when s/he is weak, wobbly or unsteady for whatever reason).

Reasons For

To assist individual in moving from place to place if unsteady.

To prevent a possible injury (fall) of an individual because s/he is unsteady.

To offer physical support to assist an individual to regain control.

To avert a crisis by changing an individual’s environment.

Looks appropriate in the community.

Reasons Against

If an individual is physically out of control.

If an individual is much larger than you (recommend 2-person escort).


Bring your outside hand across your body and grasp the individual’s nearest forearm with an overhand grasp (palms down – as Touch Control).

Slide other hand across the individuals back and underneath their arm to grasp the forearm with an overhand grasp.

Tuck individual’s nearest elbow between his/her hip and yours.

Pull the individual close to your body (hip to hip, shoulder to shoulder contact). This prevents any unnecessary back strain. Slowly proceed forward maintaining close body contact with the individual.



Maintain a good stance throughout the intervention.

If the individual gains self-control and needs less support, you may release his/her outside arm moving your body from his/hers returning to touch control. (Gradient Support)

If the individual drops to the floor – DO NOT try to hold him/her up. Staff should carefully lower themselves with the individual to the floor to avoid back injury. Re-assess the situation.

Do’s and Don’ts

Do maintain good body alignment and close body contact.

Do continually evaluate the individual’s need for support.

Don’t try to prevent the individual from dropping to the floor.

Two Person Escort

Description

May be used if more support is needed to assist as an individual is moving from place to place or in maintaining a standing position. When a participant is weak, unsteady, sleepy, etc.

Reasons For

To assist an individual to move from place to place (i.e. fire drill, after a seizure, crowded situation).

To prevent possible fall of individual if s/he is unsteady.

Provide physical support to an individual who is losing control.

To avert a crisis by changing the individual’s environment.

Reasons Against

If individual is in need of greater support than this technique provides.

If the technique cannot be applied correctly for the situation (i.e. limitation of space).

If the individual is known to drop to the floor.


Staff member 1 implements a one-person escort as previously described. If staff 1 feels s/he needs assistance s/he asks for it. Staff 1 on the scene maintains rapport with the individual and directs the implementation of the technique.

Staff 2 on request, approaches the individual to mirror exactly the position of staff 1 who signals to the staff 2 to change their hand nearest to the individual’s wrist to an underhand grasp. (Communication should take place behind the individual).

Ensure good body alignment and close body contact.



If the individual refuses to move take half a step backwards and swiftly move forwards.

If the individual drops to floor, both staff should ease the individual down moving to the floor with the person to prevent possible back injury.

Use gradient support to move out of the intervention.

Do’s and Don’ts

Do remember head position (both staff) to avoid possible “head butt” situation.

Do communicate with your partner; it is vital to the success of the technique!

Do know where you are going.

Do move an individual to a safe place.

Don’t use with potentially aggressive individuals.

Don’t use on stairs (should there be no alternative walk up slowly and sideways with backs against the wall).

Standing Wrap

Description

To assist an individual who is losing control and prevent injury to self or others by wrapping arms around the individual in a standing position.

Reasons For

Individual is out of control endangering self, others or the environment.

To prevent self-injurious behaviour until the individual can be redirected to another activity.

Reasons Against

When other techniques, which are less intrusive, will work.

As a display of power.


Before attempting this intervention ensure that you have made note of the “Right, Right, Right, Left, Left, Left Rule” (RRR or LLL).

“The “Right, Right, Right, Left, Left, Left Rule” – when approaching an individual, be aware of your position e.g. if you are approaching the individual from his/her right you need to be leading with your right ear, right hand and right foot. Your right ear must remain in contact with his/her shoulder, right hand to his/her left forearm and your left hand supporting the same upper arm with an overhand grasp, and your right foot to make a “pair of feet” with his/her left foot. Adjust your stance to ensure your own body alignment is good. This will be reversed if approaching from their left.

Approach the individual from the side and slightly behind (about 45 degrees).



Keep your head down low “go for the hug” ensuring your arms are over the individuals - Do not interlock fingers! – remember the RRR,LLL rule and ensure your correct ear is to the individual’s shoulder.

Refer to the “RRR, LLL Rule” to adjust the position of your arms and feet. If approaching from the individuals right this will be as follows:

Grasp the forearm of the individual with your right hand (his/her arm should be diagonally across the front of his/her body towards the opposite hip) and support his/her upper arm of this same arm with the palm of the Left hand (reverse if approaching from the left).

Bring your right leg in to “make a pair of feet”.

Bring your left leg round so that your heel is at almost 90 degrees to their right heel – ensure a “good stance” (this is essentially the protective stance position). You should have close body contact from your head down to your toes.

Bring the individual into you slightly and tilt forward at the waist to form good body contact all the way down the body.

Do’s and Don’ts

Do continually monitor your stance. It is critical to this technique.

Do keep head down when doing technique.

Do maintain a firm grasp on the arms.

Do be aware of furniture, surroundings and exits.

Do keep your arms below the individual’s arms (which are being held at the hip level) to avoid being bitten.

Do continually assess the individual’s level of self-control.

Don’t continue if the individual removes their free arm. Instead reach across and grasp the free forearm and cross the arms low towards the hips.



Associated Form/Procedure Reference

Behaviour Management Policy P4

Risk Assessment F4.1(1)

Assessment and Individual Behaviour Support Plan F4.1(2)

Behaviour Incident Form F4.1(3)

Cognitive Behaviour Approach – Module 11 – Working with Young People at Risk of Social Inclusion (available on the include website)

Behavioural Management – Module 1 – Working with Young People at Risk of Social Inclusion (on the include website)

Behaviour Management Hints & Tips in the Staff Handbook

Behaviour Management Day 1 and Day 2 Training Modules

Anti-Bullying Procedure WP5.3

Student/Learner Contract and Disciplinary Procedure WP5.4

