Behaviour Management Policy & Procedures

Behaviour Management Policy and Procedure for Supported Accommodation

Summary	This policy shows how INDEPENDENCE-DEVELOPMENT LTD exercises support staff and people who use our service to manage behaviour that challenge and the use of least restrictive force. Physical restraint will only be used as a last resort as per the company guidance. The policy gives guidance of what action to take.
Scope	The following people may be affected by this policy: All staff. Whether temporary or permanent, Local Authorities, Commissioners. Families, NHS, Young people and young people.
Document Type	Policy & Procedure
Verified By	Dr Michael Olyedemi
Issued Date	06-10-2023
Review Date	06-10-2024

Policy Statement

We at INDEPENDENCE-DEVELOPMENT LTD recognise the importance of promoting acceptable behaviour and methods of discipline within the home. We believe that all young people have the right to expect positive approaches to discipline, which foster self-esteem, respect, tolerance, and self-control. INDEPENDENCE-DEVELOPMENT LTD will endeavour to ensure the home is safe, fair and considerate to all. All staff must work to ensure young people can experience and develop positive relationships based on mutual trust and respect and a clear understanding of acceptable behaviour. It is the duty of all staff and those in management positions to model positive behaviour.

At INDEPENDENCE-DEVELOPMENT LTD, we adopt a behaviour management approach rooted in the principles of unconditional positive regard, a strength-based perspective, and a no-blame culture. Recognising that all young people are in a phase of transition and growth, we strive to provide them with a supportive environment where they feel safe to explore and experiment.

We firmly believe in creating an atmosphere where young people do not fear failure or mistakes but rather view them as valuable learning experiences. Our ethos of “fail-forward” emphasises that setbacks and challenges are opportunities for growth and development. Young people are encouraged to take risks, try new things, and learn from their experiences without fearing being judged or punished.

Through unconditional positive regard, we demonstrate unwavering acceptance, respect, and empathy towards young people, fostering a sense of trust and safety. This approach allows them to freely express themselves, learn from their actions, and develop a strong sense of self-worth.

Moreover, our strength-based perspective focuses on identifying and nurturing the unique talents, strengths, and capabilities of each young person. By emphasising their positive attributes and building on their strengths, we empower them to overcome obstacles, develop resilience, and achieve their full potential.

In our no-blame culture, we shift the focus from assigning blame to understanding the underlying factors contributing to the behaviour. Instead of punitive measures, we prioritise support, guidance, and open communication to address any challenges that arise. This approach encourages personal responsibility and accountability while fostering a sense of collective responsibility and cooperation among young people and staff members.

By embracing these principles, INDEPENDENCE-DEVELOPMENT LTD creates an environment that encourages growth, self-discovery, and positive development, enabling young people to navigate their transition period with confidence and resilience.

Currently, the law views the use of physical intervention as a trespass against a person on the basis of assault and battery or false imprisonment.

An “assault” takes place when a person is in reasonable fear of the use of force. No physical contact is necessary for an assault to have been deemed to have taken place.
“Battery” takes place where the direct and intentional use of force is used on another without legal justification.
False “imprisonment” occurs when a person is either compelled to move or prevented from moving without lawful justification.
Whilst assault and battery and false imprisonment can be seen as a trespass against the person, the use of physical intervention (including restraint) can be lawful where the circumstances allow for a reasonable defence. Examples of reasonable defence would include:
Consent – Providing a person freely gives consent without unfair or undue pressure, then physical intervention can be used. Consent is never given once and for all, or for all situations. Consent does not have to be verbalised and can be implied from gestures. If an individual cannot give consent, arrangements can be made to seek consent from an advocate or next of kin. Circumstances will vary from person to person, but it should be remembered that each person can indicate some consent in some circumstances depending on the issue being addressed.
Necessity – In certain circumstances, such as the prevention of significant harm to the individual, others or property, a duty of care may mean touching a person without their consent.
Duty of Care – Staff have a duty of care towards young people that requires that reasonable measures are taken to prevent harm to young people. In some circumstances, it may be appropriate to employ certain kinds of physical intervention to prevent a significant risk of harm. For example:
to prevent a child or young person from running into a busy road
to prevent a child or young person from self-injuring
to prevent a child or young person from injuring another person
to prevent a child or young person from causing serious damage to property
Self Defence – Self defence can be used to prevent the unlawful use of force, to rescue another from attack, or to escape from unlawful detention. However, staff are seen to be in a privileged position and are expected to anticipate and plan for events, and to retreat at the earliest possibility.
Prevention of a crime – Reasonable force can be used in the prevention of a crime, or the prevention of a breach of the peace. The physical intervention must be relative to the actual or perceived harm and must cease as soon as possible.

Definition of Challenging Behaviour

The term “challenging behaviour” has a variety of definitions. The most commonly used is:

“Severe challenging behaviour refers to behaviour with such an intensity, frequency or duration that the physical safety of the person or others is likely to be placed in serious jeopardy, or behaviour which is likely to seriously limit or delay access to and use of ordinary community facilities.” Emerson et al (1987).

Behaviours such as physical and verbal aggression, self-injury, or which result in damage to property are commonly, but not exclusively, associated with the term “challenging behaviour”. Whether someone is described as having challenging behaviour depends on the situation they find themselves in and the perception of others. A person described as having challenging behaviour by one person may not be similarly described by another person. This is not to deny the real difficulties often being experienced by the person.

It is important that staff recognise that challenging behaviour is often defined in service terms rather than personal terms, i.e. a person is deemed to have challenging behaviour mainly if the behaviour is a challenge to others. Behaviours that may severely impair a person’s ability to interact with others and limit community activity will not be described as challenging if they do not challenge others apart from themselves.

The aim of INDEPENDENCE-DEVELOPMENT LTD’s Managing Challenging Behaviour Policy is to ensure that;

Staff and young people’s risks of injury are kept to a minimum
The Behaviour Support policy aims to avoid and improve the quality of a young person’s life.
All staff are expected to promote the social, physical, and emotional well-being of all of the young people within our services by reinforcing the positive and discouraging the negative behaviour.
Effective behaviour support helps young people lead a meaningful lifeand learn new skills while promoting self-discipline.
To treat everyone with dignity and respect, developing an appreciation of others and their feelings within each young person.
To increase young people’s understanding of the consequences of their behaviour on others and themselves.
To maintain the safety of the individuals, the staff working with them, others, and the environment.
To encourage the young person’s ability to socialise and get along with others.
Respect personal space and the environment
To adhere to the following legislation;

Health and Safety at Work Act

The Health and Safety at Work Act 1974 places duties upon INDEPENDENCE-DEVELOPMENT LTD as an employer. Those that are applicable to this procedure are:

ensuring, so far as is reasonably practicable, the health, safety, and welfare at work of all employees
conducting our undertakings so as to ensure, so far as is reasonably practicable, that people other than employees (e.g. young people, visitors, members of the public and trespassers) who could be affected are not exposed to health or safety risks.
The Management of Health and Safety at Work Regulations 1999 (MHSWR) places a duty on employers to make a suitable and sufficient assessment of the risks to the health and safety of employees whilst they are at work.
The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) requires that injuries that fall into the list of reportable categories, and are a result of a violent act, be reported.
Violence and aggression in the workplace fall under the remit of the Health and Safety at Work Act and requires you as employers to create a safe working environment and safe processes. The intention is for all staff who are supporting someone with challenging behaviour to know:
how to work safely and properly with the person
the reporting processes
how they themselves will be supported.

EQUALITY AND HUMAN RIGHTS

INDEPENDENCE-DEVELOPMENT LTD recognises that some sections of our society experience prejudice and discrimination. The Equality Act 2010 specifically recognises the protected characteristics of age, disability, gender, race, religion or belief, sexual orientation, and transgender.

The Equality Act also requires regard to socio-economic factors including pregnancy /maternity and marriage/civil partnership.

INDEPENDENCE-DEVELOPMENT LTD

is committed to equality of opportunity and anti-discriminatory practice both in the provision of services and in our role as an employer.

INDEPENDENCE-DEVELOPMENT LTD

believes that all people have the right to be treated with dignity and respect and is committed to the elimination of unfair and unlawful discriminatory practices.

INDEPENDENCE-DEVELOPMENT LTD

also is aware of its legal duties under the Human Rights Act 1998. Section 6 of the Human Rights Act requires organisations to uphold and promote Human Rights in everything they do. It is unlawful for an organisation to perform any act which contravenes the Human Rights Act.

INDEPENDENCE-DEVELOPMENT LTD

is committed to carrying out its functions and service

References to Legislation and Quality Standards
Children’s Homes (England) Regulations 2015	Regulation 5
Quality Standard	Protection Standard

Legal Considerations

Anti-Social Behaviour policy and procedure
Crime and Policing Act 2014
Crime and Victims Act 2004
Human Rights Act 1998,
Skills for Care guidance, (2013) Work Smart, Work Safe: Combating Violence Against Care (Support) Staff — A Guide for Employers
The Supported Accommodation (England) Regulations 2023
The HMSO publication “Working Together to Safeguard Children 2018” (updated December 2020)

Regulation Context and Principles

The protection standard
(1) — (1) The protection standard is that children are enabled to feel safe and that their needs are met.
(2) In particular, the standard in paragraph (1) requires the registered person to—
(a) ensure that children—
(i) are protected from harm;
(ii) are enabled to keep themselves safe;
(iii) have their individual needs met;
(iv) have 24-hour access to help in a crisis or emergency situation;
(b) prepare and implement child protection policies;
(c) ensure that the effectiveness of child protection policies is kept under review and ensure that, where appropriate, those policies are revised;
(d) comply with requests from a local authority to provide it with information relating to a child for which it is the accommodating authority;
(e) ensure that there is a suitable person representing the supported accommodation undertaking available to attend any meeting the accommodating authority may hold about a child;
(f) ensure that staff—
(i) are familiar and act in accordance with child protection policies;
(ii) have the skills to identify and act upon signs that a child is at risk of abuse, neglect, exploitation or any other harm, and act to reduce such risk;
(iii) work collaboratively with children to help them understand how to keep safe, by offering guidance and support on how to minimise any potential risk of harm;
(iv) work collaboratively with other professionals and agencies, and share information where relevant to keep children safe;
(v) support children to maintain appropriate and safe relationships with family, friends and other people who are important to them;
(vi) understand the relevant roles and responsibilities assigned to them by the registered person in relation to protecting children.

Policy:

This procedure should be reviewed every 12 months by a designated individual. A copy of the policy should be available to all staff, and the Registered Manager of the service should ensure that a record is kept showing that staff have read, understood, and agreed to abide within its guidelines.

This policy should be reviewed every 12 months or sooner if dictated by changes in operational circumstances by the Registered Manager. The policy should give due regard to:

the support management assessment/Support Plan
Young person plans and young person risk assessments
a functional approach to assessing behaviour
the purpose and function of the service
Supported Accommodation’s registration category
staffing structure
skills and training of staff
design and location of the service
outside agencies and other local guidelines for working with people with challenging behaviour

Guiding principles in the management of behaviour:

We adopt the following principles and approaches to underpin our behaviour management strategy:

Positive behaviour is reinforced and praised.
Good behaviour is rewarded in a way that is appropriate to the needs, capabilities. and interests of the young person.
Negative or inappropriate behaviour is dealt with fairly and proportionately by staff.
Young people cannot be expected to be ‘well-behaved’ all the time

Respect

We respect the rights, dignity and diversity of all young people. We treat them with kindness, compassion and courtesy. We listen to their views and opinions, and where possible, involve them in devising their own individual behaviour management plans and value their feedback. We respect their choices and preferences, as long as they do not harm themselves or others.

Empowerment

We empower young people to take responsibility for their own behaviour. We support them to identify their strengths, interests and talents. We encourage them to set realistic and achievable goals, and to work towards them. We enable them to make informed decisions about their lives.

Participation

We involve young people in the development and review of this policy and procedure. We consult them on the rules and expectations of the service. We seek their consent before implementing any interventions or actions. We invite them to participate in activities, events and opportunities that promote positive behaviour.

Safeguarding

We safeguard young people from harm and abuse. We follow our safeguarding policy and procedure when dealing with any incidents or allegations of harm or abuse. We report any concerns to the relevant authorities. We provide young people with information and advice on how to keep themselves safe.

Positive Reinforcement

We use positive reinforcement to promote positive behaviour. We praise young people for their achievements and efforts. We reward young people for their good behaviour with incentives such as vouchers, certificates or privileges. We celebrate young people’s successes with recognition events such as parties or ceremonies.

De-Escalation

We use de-escalation techniques to prevent or reduce challenging behaviour. We remain calm and composed when dealing with challenging situations. We use active listening skills to understand the young person’s perspective. We use verbal and non-verbal communication skills to convey empathy and reassurance. We use negotiation skills to find a mutually acceptable solution.

A copy of the policy should be available to all staff, and the Registered Manager should ensure that a record is kept showing that staff have read, understood, and agreed to abide within any guidelines.

Procedure

Identifying Needs Prior To Entry into The Service

Prospective young people’s needs must be fully assessed prior to entry into the service. This will normally be done by social services support and where young people are referred under support management arrangements, i.e. those who require funding by local authorities. a summary of the support management assessment/support plan produced for support management purposes will be made available to the Registered Manager.

The support management assessment/support plan will need careful consideration with regard to any aspect of the management of challenging behaviour. The Registered Manager will need to determine whether the needs of a prospective young person can be met at our service.

The following should be considered:

Are the stated aims and objectives of the service applicable to the young person?
Will it be possible to meet the person’s developmental, and support requirements?
Will the level of staff support be commensurate with the support needs of the prospective young person and the young person group?
Will the accommodation and environment meet the needs of the prospective young person?
What influence will the current young person group likely to have on the potential young person and vice versa? The service must demonstrate its capacity to meet the assessed needs. This includes:
staff have the experience and skills necessary to deliver the services and support offered
how the specific needs of individuals are met, e.g. challenging behaviour.

Meeting Needs After Entry into The Service

If the needs of the young person change after admission, then the Registered Manager must reassess the needs and review whether the service still has the capacity to meet the revised assessed needs. If behaviour changes, the Service must use the Mapping Tool form to capture and formulate a plan of effectively supporting the staff and the young person to manage the behaviour.

“Behaviour that challenges”: assessment and positive behaviour development tools ( under forms section of this policy).

Based on Individual Understanding and active implementation.

Any assessment would take into account the person’s history and their unique and individual characteristics, including their strengths, any cognitive differences, emotional and physical needs and any traumatic life events. Staff will work with young people to learn new skills. Any restrictions deemed necessary restrictions would be kept under continual review, and the least restrictive approach would always be taken.

Roles and Responsibilities

The following roles and responsibilities are assigned in relation to behaviour management:

Young People

Young people are expected to:

Follow the rules and expectations of the service, as agreed with staff and other young people
Behave in a respectful, responsible, and cooperative manner towards themselves, other young people, staff, visitors and property
Seek help from staff or other sources of support when they are experiencing difficulties or challenges that may affect their behaviour
Participate in any interventions or actions that are agreed with staff to address their behaviour
Apologise and make amends to anyone who is affected by their behaviour, as agreed with staff

Staff

Staff are responsible for:

Providing young people with clear guidance, boundaries, incentives and consequences for their behaviour
Providing young people with appropriate support, interventions and referrals to address their behaviour
Providing young people with opportunities to participate in activities, events and opportunities that promote positive behaviour
Recording, reporting, reviewing and evaluating incidents of challenging behaviour and the actions taken
Providing support and training to each other on behaviour management issues

Expectations of staff

We expect the staff to set a positive example to the young people by:

Regularly examining and reflecting upon their own conduct.
Listening carefully to young people and valuing what they have to say.
Give the young people clear and consistent explanations of the limits required in the setting.
Acknowledge young people’s feelings and encourage them to express them verbally or creatively.
Remembering that young people learn by example.

Staff are also expected to

a) Attend and apply all relevant positive behaviour support training provided for them.
b) Raise concerns and ask questions in relation to positive behaviour support if they are worried or uncertain.
c) Follow the advice, and attend debriefs as required following incidents.

Managers

Managers are accountable for:

Developing, implementing and reviewing this policy and procedure in consultation with young people, staff and other stakeholders
Ensuring that staff are trained, supervised and supported on behaviour management issues
Ensuring that young people are involved in the development and review of this policy and procedure
Ensuring that incidents of challenging behaviour are recorded, reported, reviewed and evaluated in accordance with this policy and procedure
Ensuring that complaints, appeals and allegations related to behaviour management are handled in accordance with this policy and procedure

Other Stakeholders

Other stakeholders such as parents, carers, social workers, health professionals, education providers, police or other agencies may be involved in behaviour management issues as appropriate. They may be consulted, informed or invited to participate in any interventions or actions that are agreed with the young person and staff.

Managing Challenging Behaviour

Since challenging behaviour can manifest itself for several reasons, managing such behaviour can often be complex. For management purposes, challenging behaviour can be viewed as occurring in a cycle:

Trigger
Escalation
Crisis
Recovery

It follows that great emphasis should be placed on training staff to recognise possible “flashpoint” (trigger) situations and minimise any potential confrontations. In this way, handling challenging behaviour situations will be pro-active rather than reactive,

When you are unsure of what action to take:-
• Do not go it alone: Ask for help, ideas or advice, or just talk things over with someone.
• Do not offer alternatives or promise something unless you are sure you can follow through.
• Do not smack or threaten or use any physical punishment.
• Do not use sarcasm, tease, belittle or shame a young person.
• Do not inhibit a young person’s freedom of movement unless they or others are at risk, or there is risk of
serious damage to property.
• Do not expect a young person to communicate when they are upset; be patient and wait until they are calm.
Once the situation has resolved, it is usually best to avoid discussing the incident further with the child. Discuss with senior staff strategies to avoid the situation recurring.
• Do not leave the young person alone when they are upset unless you are sure they are safe.
• Always ensure an incident record sheet is completed. This may be completed by a senior staff member for you to sign.

Risk Assessment:

Based on Individual Understanding and active implementation.

Whenever it is identified from the needs assessment/support planning process that a young person might require physical intervention, a young person risk assessment must be carried out. This will identify the benefits and risks associated with different intervention strategies and ways of supporting the person concerned. Therefore:

all identified hazards/risks and the corresponding risk reduction actions must be recorded using young person risk assessment.
consideration must be given to any previous management of the hazard/risk(s) and how successful any previous control measures have been in managing and reducing any hazard/risk(s)
it will also be necessary as part of the young person plan to identify the level of support and intervention the individual will require to manage their behaviour that challenges. It is important that appropriate steps are taken to minimise the risk to staff, the individual young person, and others.
Among the main risks to the young people is that a physical intervention will:
be used unnecessarily, when other less intrusive methods could have achieved the desired outcome
cause injury
cause pain or distress
become routine, rather than exceptional methods of management
increase the risk of abuse
undermine the dignity of the staff or young people or otherwise humiliate or degrade those involved
create distrust and undermine personal relationships.
The main risks to staff include the following:
As a result of applying a physical intervention, they suffer injury.
As a result of applying a physical intervention, they experience distress.
The legal justification for the use of physical intervention is challenged in the courts.
The main risks to others include:
causing injury
causing pain or distress
increasing the risk of abuse
undermining the dignity of the staff or young people, or otherwise humiliating or degrading those involved.
creating distrust and undermining personal relationships.

Multicomponent interventions

We would see proactive strategies to prevent or reduce the triggers and events that evoke or maintain the behaviours of concern. Interventions would be designed to support personal development and the learning and maintaining maintenance of new skills. Coping strategies would be prioritised, and there would be evidence that the environment had been altered to ensure it will be the best possible fit for the person.

Evidence-based interventions and approaches

Any approaches used will aim to be evidence based. This may be from previous care providers, information from the social worker or other professionals about what works for the young person. Young people themselves are encouraged to contribute to their plan and what approaches they feel are effective. We aim for young people to contribute to developing their own coping strategies as part of the journey to independence.

Praise and Encouragement

We will praise and encourage the positive behaviours so that qualities such as kindness, thoughtfulness, tolerance, perseverance, and concentration are appreciated and acknowledged.

Reasoning

We will reason and discuss with the young person why they should or should not do something. This should help them to relate the behaviour to the consequences.

Phrasing

We will endeavour to phrase directions, as far as possible, in a clear and positive manner clearly and positively. For example, instead of saying ‘don’t’ we will endeavour to explain why they should not do something.

Layouts

We will endeavour to set out INDEPENDENCE-DEVELOPMENT LTD in such a way as to promote positive behaviours and reduce the possibility of problems occurring by:

Providing a friendly and homely living environment
Ensure young people feel safe.
Providing each young person with home rules and ensuring they understand.
Allowing young people to have choice.
Providing a range of stimulating activities, which will require concentration and perseverance, for example boxing, bike riding, indoor rock climbing and/or any other sport/activity that the young person is interested in.

Restorative Justice

We use restorative justice principles to resolve conflicts and repair harm. We facilitate dialogue between the young person and the person(s) affected by their behaviour. We help them to understand the impact of their behaviour, and to express their feelings and needs. We support them to agree on a plan of action to make amends and prevent recurrence.

Setting Rules

We will set rules in INDEPENDENCE-DEVELOPMENT LTD for the young people. Rules will be set out clearly to ensure that the young person understands expectations of themselves and INDEPENDENCE-DEVELOPMENT LTD as a care provider.

Applying the Rules

We will apply these rules consistently and fairly. This will be done by:

Informing the young people of the rules.
Informing the young people why we have the rules.
Informing the staff of the rules and how to apply them.
Informing the parents of the rules.

Valuing and promoting the partnership between young people and parents.

We value the partnership with parents in INDEPENDENCE-DEVELOPMENT LTD and will endeavour to inform and discuss with them.

DON’TS

Physical punishment in any form will NEVER be used
Adults should not shout or raise their voices.
Staff should avoid labelling young people as ‘naughty’ or ‘good’. Labels can have undesirable long-term effects.

DO’S

Staff must act promptly to identify and stop aggressive or bullying behaviour and make clear that this type of behaviour is unacceptable. This is to be done by explanation.
When necessary, staff should outline the problems for young people and encourage them to think out of solutions.
Staff should help young people to take responsibility for the their actions. For example, wiping up spills and helping repair equipment.
Staff members are reminded to be vigilant and that it is their duty to report any unacceptable/inappropriate behaviours from other staff members to either the Registered Manager or Team Leader.

In the case of consistent inappropriate behaviour:

Only in exceptional cases where restraints are proportionate and necessary must they be used. Any restraint must be carried out to prevent harm to staff and the young person or other young people . If a restraint takes place the Manager or Deputy Manager must be made aware as soon as is practicable. This is to ensure enquiries can be made to ensure all practices were safe, lawful and proportionate. As unregulated provision physical restraint will be used as the last resort and this will be discussed with young person’s social worker and recorded on his/her support plan.

Sanctions:

When a sanction is given, it must be recorded in the young person’s file, and information sent to their Social Worker at the earliest opportunity.

Permitted sanctions are;

Additional household chores
Use of increased supervision.
Payment by way of reparation towards replacement of damaged items
Missing out on a group outing

Punishments, which will NOT be given;

Being deprived of visits from the young person’s family
Searching the young person’s body or clothing
Any form of physical punishment

Criminality:

If a young person is suspected of committing a criminal offence or bringing illegal substances or items onto the premises, staff should immediately contact the police and make a clear record of this.

If a young person continues to misuse the placement, break rules and/ or put themselves or other people at significant risk, we may discuss and consider with the social worker if a new placement is needed. Initially, this may be for a timeout period to allow time for the young person, placement, social worker and all others involved to think about and discuss the future of the placement. Preferably this discussion would take place at a review, if not, a Professionals meeting will be convened as soon as possible. Decisions and agreements will be made as to whether the placement should continue. The timescale of the move, whether it is for timeout or permanent, would depend on the severity of the young person’s behaviour, the degree of risk and what could be put into place to manage the risk in the interim.

INDEPENDENCE-DEVELOPMENT LTD reserves the right to end a placement immediately if it is not felt that risks can be managed to the young person and others. This is only in exceptional circumstances, and we will endeavour to collaborate with the social worker to ensure that the placement can continue, or a planned placement mover can take place.

Listening and Learning:

Debrief meetings following any consequences being put in place. Debriefing is a core source of information and communication with the young person and staff members. It is important that young people feel listened toto, and that their opinion is valued.

Supporting

Regular staff supervision meetings are used to ensure that staff are supported to understand, reflect on and manage their own feelings and responses to the behaviour and emotions of young people. Staff must attend and participate in such meetings.

Prevention Of Challenging Behaviour – General Life Situation

The first priority for staff is to prevent a challenging situation from either occurring or worsening. There are essentially 3 ways of addressing the prevention of behaviour that challenges:

addressing a person’s general life situation
acting to defuse a challenging situation at its earliest stage
managing one’s own behaviour appropriately.

People whose behaviour challenges often have control of their environment taken away by others. Staff need to be sensitive to this and to consider, both individually and as a team, how best to provide an environment that offers the greatest control possible for an individual whose behaviour challenges. Staff also need to provide the best possible opportunities for an individual to communicate their needs and feelings in all aspects of their life. It is also important that a balance is maintained when considering a person’s general lifestyle. Too much stimulation can be as damaging to the individual as a lack of stimulation. This is the same in all areas, e.g. social contact, and task requirements. However, by giving as much thought to a person’s lifestyle as possible, many instances of challenging behaviour will be eradicated or diminished.

Prevention of Challenging Behaviour – Diffusing The Challenging Situation

One of the most effective ways of preventing a challenging situation is through ensuring that effective needs assessment, young person planning and risk assessment are in place to prevent and minimise such situations. Should a challenging situation occur, there are a number of techniques and approaches that can be used to diffuse the situation and reduce the possible consequences of any challenging behaviour. Some of these are identified below; the list is not exhaustive. Any technique should not be done without first having it agreed upon as part of a planned management strategy.

Talk to the person – Speak with the person and try to find out what they are thinking or feeling. Find out if the person is hurt, upset, annoyed or in pain. Try to discover from the person what has happened to trigger the behaviour.
Comfort the person – Often the person will be upset. Seek to comfort the person both verbally and, if appropriate, by gentle physical contact. It is important that touching is appropriate and not interpreted as an invasion of space. Some people hate being touched and will react adversely.
Ignore the behaviour, but not the person – Treat the person as if the behaviour is not occurring. There is a risk that this approach will lead to an escalation of the challenging behaviour or additional challenging behaviours.
Interrupting and deflecting – Try to get the person to focus on another person, task, or situation. Use humour or introduce something new to the situation. Doing something different can often be enough to deflect behaviour and to change the focus of a person’s attention. This technique cannot be used too often without the underlying functions of the behaviour being addressed, or it will lose its impact.
Rewarding positive behaviour – Try to reward appropriately, with praise or attention, any positive behaviour the person may be showing.
Allow the person time – Access to a quiet place and giving the person some time to recover themselves can be helpful.
Use the physical environment – Make sure that the type and layout of furniture and space enhance positive behaviours – neither too cluttered nor too sparse. If a person is being aggressive and it is safe to do so, place a table or chair to act as a natural barrier.
Monitor others’ behaviour – Challenging situations often happen with others around. There is a need to clearly manage them as well in challenging situations, and to ensure that they do not make the situation worse.
Monitor and review – Try to constantly monitor and review the situation. Subtle changes in behaviour or the environment can be used to deflect attention.

Prevention of Challenging Behaviour – Managing Your Own Behaviour

How you appear and behave are key variables in preventing the onset and escalation of challenging behaviour. Try to be aware of yourself and in control. In short, when faced with a challenging situation try to:

acknowledge personal prejudices, emotions and feelings
appear calm and confident
be aware of not appearing arrogant, challenging or aggressive
consider the causes of previous episodes of challenging behaviour
move slowly and purposely
identify a safe exit
keep proper space and distance
speak clearly and calmly
remain relaxed and breathing normally
maintain eye contact but do not stare or show anger.

Physical Intervention/restraint

Physical restraint must only be used as a last resort, to take control of a dangerous situation, where there is a serious risk to the child, others or property. (See also physical restraint policy and procedure).

Staff are only authorised to physically intervene after they have undertaken appropriate training. Only in extreme emergencies are non-trained staff permitted to assist in physical intervention, and the reasons for this being necessary must be recorded in the accompanying records.

In exceptional circumstances, an episode of challenging behaviour may occur that requires physical intervention in order to prevent likely injury to the person or to others. All physical interventions should be properly planned, recorded, and agreed upon in advance. Staff and Registered Manager should be aware that team or multidisciplinary decision-making does not absolve a person of individual responsibility for their actions in this situation. However, where proper consideration, risk assessment and planning have taken place then any individual intervention should be justified and supported.

Definition of Physical Intervention

Physical intervention refers to the use of force to restrict or restrain movement or mobility, or the use of force to disengage from dangerous or harmful physical contact initiated by a young person. Physical intervention differs from manual guidance or physical prompting in so far as it implies the use of force against resistance. The main difference between “holding” and “physical intervention” is the manner of the intervention and the degree of force applied.

A physical intervention involves the application of the minimum degree of force needed to prevent injury or serious damage to property.

Some incidents of challenging behaviour may require physical intervention. The following guidelines should be applied in all situations:

Physical intervention will always be a last resort, except where the person, staff or others are in immediate and serious physical danger.
The least restrictive procedures will be used at all times, with the minimum force for the shortest period of time.
The physical intervention will seek to maintain the dignity of the young person, staff and others as far as possible.
The physical intervention will take into account the person’s physical characteristics, behaviour, and location, as well as the wider context and location of the event.

Planned Physical Intervention

Planned physical intervention, where staff employ pre-arranged strategies and methods, is differentiated from emergency or unplanned physical intervention. Planned interventions should be:
agreed in advance by a multidisciplinary team working in consultation with the young person, their support staff and, in the case of a child, those with parental responsibility
implemented under the supervision of an identified member of staff who has relevant qualifications and experience
recorded in writing so that the method of physical intervention and the circumstances when it is sanctioned for use are clearly understood
included as part of a young person plan. Where planned physical interventions are employed they should be one component of a broader approach to treatment or therapy. For some people, physical intervention will form part of their young person plan. The process of drawing up the young person plan, if undertaken properly, will ensure many of the safeguards needed for young people and staff

It should be noted that seclusion, to the extent that it involves restricting a person’s freedom of movement, should also be considered a form of physical intervention. The use of seclusion is for people detained under the Mental Health Act 1983, and strict criteria for its use is laid out in the Code of Practice (1999).

Planned Physical Intervention

Planned physical intervention, including restraint, can only be agreed upon as part of a full multidisciplinary young person planning meeting. The meeting will involve the Registered Manager, key worker, the young person (given their capacity to understand and agree) and/or their representative, who should be involved as far as practically possible. In the case of a child (under the age of 18), the person with parental responsibility must be involved.

Significant professional input should also be involved in the planning process, e.g. social worker, or community nurse. Any guidelines set out by statutory agencies with policies in place for conducting such meetings and developing plans should be complied with.

Final agreement to any planned physical intervention must be sought from the placing authority and the Registered Manager. Any planning meeting considering physical intervention for challenging behaviour should also discuss the following areas:

policy and law duties owed to the person, staff, community
code of practice, local authority/health authority guidelines
aims of the service
ethical issues of autonomy, protection, duty of care/support
If it is foreseeable that a person will require some form of physical intervention, then for that person there must be instructions or a written record that includes:
the names and responsibilities of the people present at the planning meeting
a description of the behaviour sequences and settings that may require physical intervention
the results of an assessment to determine any alternative actions to the use of physical intervention
details of previous methods that have been tried with or without success
a risk assessment that balances the risk of using a physical intervention against the risk of not using a physical intervention
a record of the views of those with parental responsibility in the case of a child, or family members in the case of an adult
a description of the specific physical intervention techniques that may be used
record of which staff are authorised and who are judged competent to use these methods with the person
the ways in which this approach will be reviewed, the frequency of the review meetings and members of the review team. An up-to-date copy of this record or these instructions must be included as part of the person’s young person plan.

Unplanned Physical Intervention

The unplanned use of physical intervention refers to the use of force by one or more persons to restrict movement or mobility, or the use of force to disengage from dangerous or harmful physical contact initiated by another person without there being an explicitly agreed plan permitting its use. Whilst there will be occasions where unplanned physical intervention is needed to protect a person or others from significant harm, physical intervention should ideally be planned as far as possible, and the different aspects discussed.

It should be exceedingly rare for staff to have to physically intervene in unplanned situations. In general, Service Managers will normally be aware of the possible need for intervention and should have plans in place to manage the situation. When physical intervention is required, regardless of whether the physical intervention is planned or unplanned, it should be undertaken within the guidelines stipulated in a physical intervention policy

Guidance Where Physical Intervention Is Required

When staff are required to physically intervene with a person they should always:
keep the person’s airways clear
not inflict pain on the person to gain control or use as punishment
use deflection and redirection over continuous contact with the person
hold clothing, not the person, wherever possible
consider their size, weight, and height relative to the individual
consider the behaviour of the individual and others
consider the location and context of the situation
take account of ethics and the law

Emergency/Crisis situations

INDEPENDENCE-DEVELOPMENT LTD has a clearly defined procedure which is to be followed in in emergency/crisis situations. The fundamental principle is to ensure the Health and Safety of young people and staff

ALERT STAFF ON CALL
DE-ESCALATE THE SITUATION

Remain calm, confident and in control of the situation

Do not make unnecessary demands of young person people in crisis

The primary aim is to calm the young person and reach a solution to the situation.

It is not a case of winner and losers.

STAFF CONSULT TO DETERMINE WHO FOLLOWS THE SITUATION THROUGH
INCIDENTINCIDENTS TO BE RECORDED ON THE BEHAVIOUR RECORDING SYSTEM
INCIDENT LOG TO BE DISCUSSED, REGISTERED MANAGER TO DETERMINE THE RELEVANT ACTION TO BE TAKEN

This will include completion of one or several of the following:

Restraint book, incident accident form, safeguarding forms.

ALL INCIDENTS MUST BE REPORTED TO THE REGISTERED MANAGER AND RELEVANT PAPERWORK TO BE COMPLETED ON THE SAME DAY
A REFERRAL MAY NEED TO BE MADE UNDER SAFEGUARDING PROCEDURES
CONSULTATION WITH OTHER PROFESSIONAL AGENCIES/PARENTS

Registered Manager to determine if there is a need to consult with other agencies in regard to allegations e.g. LADO to investigate

IT IS THE DUTY OF ALL STAFF TOALL STAFF MUST FOLLOW THIS PROCEDURE

Recording and Reporting:

Staff must report any incidents of challenging behaviour to their manager as soon as possible after the incident, preferably within 24 hours. The manager must review the Behaviour Incident Report Form and ensure that it is completed accurately and comprehensively. The manager must also ensure that any follow-up actions or referrals are carried out promptly and effectively.

The manager must report any incidents of challenging behaviour that meet the following criteria to the relevant authorities:

The incident involves harm or abuse to the young person or another person (e.g. physical injury, sexual assault, emotional distress)
The incident involves a criminal offence by the young person or another person (e.g. theft, vandalism, arson)
The incident involves a serious breach of the rules or expectations of the service by the young person or another person (e.g. substance misuse, non-compliance, absconding)

The manager must follow the reporting procedures of the relevant authorities (e.g. safeguarding team, police, social services) and provide them with any information or evidence they require

Full and comprehensive reporting is essential where an individual exhibits challenging behaviour, especially if it is potentially or actually physically harmful or has involved the use of the physical intervention.

After the use of physical intervention, the following actions should be taken:

Everyone involved should be checked for injury and treated accordingly.
A verbal report is made to the Service Manager within 24 hours. In some cases, the Service Manager should be notified immediately, depending on the severity of the situation. Staff should always contact the Service Manager if in doubt.
Within 24 hours a written record of the use of restraint, kept in a separate dedicated bound and numbered book, should be made that includes:
the name of the young person or child
the date, time, and location – details of the behaviour requiring the use of restraint
the nature of the restraint used
the duration of the restraint
the name of the staff member(s) using restraint
the name(s) of any other staff, young people/children or other people present
the effectiveness and any consequences of the restraint
any injuries caused to or reported by the child or any other person
the signature of a person authorised by the registered person to make the record.
Carry out a review of existing risk assessments and young person plan and update, as necessary.
Where applicable, the relevant incident and accident forms (AIRS) should also be completed and forwarded as required.
Check whether the incident is reportable under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulation 1995 (RIDDOR).
A meeting should be arranged by the Registered Manager of the service within 5 working days to discuss the need for future action. This meeting should be fully recorded and identify any future action and how such behaviours will be managed in the future. The Registered Manager will monitor the record books on restraint, and any other measures of control, to ensure compliance with national and local policies and procedures and to review current support practice.

Working in partnership with others:

INDEPENDENCE-DEVELOPMENT LTD works closely with the placing authority to understand the young person’s relationship history and the impact that the young person’s arrival may have on the group living in the home. Staff should understand, for each young person, what the placing authority has recorded in the relevant plan as an appropriate level of contact with family and friends.
INDEPENDENCE-DEVELOPMENT LTD works closely with health and education professionals to ensure outcomes identified, and progress made by children/young people in building relationships and achieving socially acceptable behaviours can be recorded and measured.
INDEPENDENCE-DEVELOPMENT LTD develops and maintain effective working relationships with local youth justice and police services where children/young people in their care have targets to achieve in reducing offending or socially unacceptable behaviour.

Reviewing:

Staff must review any incidents of challenging behaviour with the young person as soon as possible after the incident, preferably within 24 hours. The review must involve a discussion between the staff member and the young person about what happened before, during and after the incident; how they felt about it; what they learned from it; what they could have done differently;

Monitoring:

The registered manager will review all reports of aggression and violence or potential aggression and violence and look for any trends or patterns or lessons to be learned. This is done with reference to the service’s security policy and procedure and might require a review of security procedures and precautions.

Managers will carefully monitor all incident reports relating to violence or the use of restraint to ensure that both staff and young people are being appropriately protected. Any suspicion of abuse by staff or by others, or any whistleblowing by other staff, will be investigated and acted upon in accordance with the service’s safeguarding policies.

This policy, and policies on restraint and abuse are regularly reviewed. If all policies and procedures are working adequately and are being properly applied, the service would expect abusive behaviour and violent incidents to be rare and the appropriate use of restraint to be the last resort used only in exceptional circumstances. INDEPENDENCE-DEVELOPMENT LTD always requires regular and proactive review of support plans to ensure that the most appropriate level of support is being provided and the use of restraint avoided.

Training

Staff Training

Staff will undergo specialist training to ensure awareness of the types, causes and effects of challenging behaviour, and to ensure that they are able to work pro-actively in a person-centred way to respond effectively to triggers, signs and symptoms of challenging behaviour. Staff training will be built into Induction Training programmes and will be structured as a 3-stage strategy:

Stage 1:

All staff should receive training appropriate to their needs in developing the skills and knowledge necessary to support young people whose behaviour may challenge and may include but not limited to mental health disorders. Training should meet Learning Disability Advisory Framework requirements at Induction and Foundation levels. Training should also meet the Crisis Prevention Institute Framework. (Management of Actual or Potential Aggression)(MAPA)

How to respond appropriately to verbal abuse, aggressive or potentially violent behaviour is included in the induction training for all new staff. All staff are trained to recognise the early warning signs of potential aggression and how and where to seek support if needed, including in high-risk situations.

Stage 2:

More intensive training will be provided to support staff working with young people with a high expected level of challenging behaviour. It will be tailored to meet the specific needs of the individual whose behaviour has been identified as challenging.

Stage 3:

Training will address the management of complex situations, including the use of physical intervention in line with the British Institute of Learning Disabilities’ Code of Practice. (Refer also to Policy on Handling Challenging Behaviour – The Use of Physical Intervention – Restraint).

INDEPENDENCE-DEVELOPMENT LTD ensures that all staff are trained to show respect for others and to expect the same respect from others as described in this policy.

Frequency of training:.

In-house training sessions are conducted at least annually, and all relevant staff will attend.

Support staff training includes guidance in the use of physical interventions and restraint in the support of young people. Where required, staff are trained in a range of intervention strategies that have developed in respect of socially inappropriate behaviour. This training includes:

de-escalation techniques
the concept and use of “minimum force”
approved and acceptable breakaway techniques
inappropriate or unacceptable techniques.

Managers are trained in the management of abusive behaviour, violent or emergency situations and inappropriate post-incident follow-up.

Our training strategy is as follows:

All staff should receive skills training appropriate to their needs in how to best support and develop the skills, knowledge, and experiences of supporting young people who may exhibit behaviour that challenges.
Training should meet the Crisis Prevention Institute Framework. (Management of Actual or Potential Aggression)(MAPA)
More intensive training should be provided to those staff working in services where the expected level of challenging behaviour is high. It should be tailored to meet the specific needs of the individual whose behaviour is identified as being challenging. The basis for the provision of this training should be the support management assessment/support plan, young person plans and young person risk assessments.
Training should also include the management of complex situations including the use of physical intervention in line with the Crisis Prevention Institute code of practice for trainers in the use of physical intervention.
We as an organisation have our own train the trainer practitioners who delivery our de-escalaltion and physical intervention compliant to Restraint Reduction Network as guidance by British Instituie of Learning Disabilities (B.I.L.D.). Our restraint instructors are Duc An Vu, Kelly Kirk and Dr. Michael Olyedemi. Our restraint instructors undertake yearly refresher training to ensure compliance.

Associated Documents and References

Anti-Social Behaviour policy and procedure
Domestic Violence
Security policy and procedure
Skills for Care guidance, (2013) Work Smart, Work Safe: Combating Violence Against Care Staff — A Guide for Employers

Getting Help

If you require any help with any matters relating to this policy and procedure, please speak to your line manager or Senior Manager.

It is the responsibility of every member of staff to ensure that they are working within this policy and keep up-to-date with changes in policy that may affect their practice at work.