Promote Positive Behaviour Support – Unit Code: D/617/8141

Unit 2C15 – Unit Code: D/617/8141

RQF Level: 3

Unit Aim

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

Learning Outcomes and Assessment Criteria

Learning Outcomes: To achieve this unit, the learner will:	Assessment Criteria: Assessment of these outcomes demonstrates the learner can:
1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support.	1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice.
2. Be able to promote positive behaviour.	2.1 Explain a range of factors associated with challenging behaviours. 2.2 Highlight, praise and support positive aspects of an individual’s behaviour in order to reinforce positive behaviour. 2.3 Demonstrate how to model to others best practice in promoting positive behaviour. 2.4 Evaluate the effectiveness of proactive strategies on promoting positive behaviour.
3. Understand the context and use of proactive and reactive strategies.	3.1 Explain the difference between proactive and reactive strategies. 3.2 Identify the proactive and reactive strategies. 3.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour. 3.4 Explain the importance of maintaining a person or child centred approach when using proactive strategies. 3.5 Explain the importance of reinforcing positive behaviour with individuals. 3.6 Evaluate the impact of using reactive rather than proactive strategies on an individual’s well-being.
4. Understand the use of restrictive interventions.	4.1 Define restrictive interventions. 4.2 Explain when restrictive interventions may and may not be used. 4.3 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour. 4.4 Describe safeguards that must be in place if restrictive interventions are used. 4.5 Explain reporting and recording requirements of incidents where restrictive interventions have been used.
5. Be able to respond appropriately to incidents of behaviour of concern.	5.1 Identify types of challenging behaviours. 5.2 Respond to incidents of challenging behaviour following behaviour support plans, agreed ways of working or organisational guidelines. 5.3 Explain the steps that are taken to maintain the dignity of and respect for an individual when responding to an incident of challenging behaviour. 5.4 Complete records following an incident of challenging behaviour.
6. Be able to support individuals and others following an incident of behaviour of concern.	6.1 Support an individual to return to a calm state following an incident of challenging behaviour. 6.2 Describe how to support an individual to reflect on an incident, to include: How they were feeling at the time prior to and directly before the incident; Their behaviour; The consequences of their behaviour; How they were feeling after the incident. 6.3 Describe the complex feelings that may be experienced by others involved or witnessing an incident of challenging behaviour. Others may include: Team members; Other colleagues; Those who use or commission their own health or social care services; Families, carers and advocates. 6.4 Debrief others involved in an incident of challenging behaviour. 6.5 Describe the steps that should be taken to check for injuries following an incident of challenging behaviour.
7. Be able to review and revise approaches to promoting positive behaviour.	7.1 Work with others to analyse the antecedent, behaviour and consequences of an incident of challenging behaviour. 7.2 Work with others to review the approaches to promoting positive behaviour using information from records, de-briefing and support activities. 7.3 Demonstrate how reflection on own role in an incident of challenging behaviour can improve the promotion of positive behaviour.