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Assignment Briefs 10-18-2024

1.1. Critically analyse how socially aware behaviour and positive relationships interlink.

RCC 5.10: Implement a Positive Relationship Policy in residential childcare

Unit reference

R/506/8192

Unit level

5

Credit value

6

Guided Learning (hours)

41

Unit aim

This unit provides the knowledge and skills required to implement a Positive Relationship Policy in residential childcare.

Learner name:

Centre no:

PIN:

ULN:

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

1. Understand the interconnection between relationships and behaviour.

1.1. Critically analyse how socially aware behaviour and positive relationships interlink.

 

 

1.2. Explain why the link between behaviour and relationships is relevant to supporting children and young people in residential childcare.

 

 

1.3. Explain how strategies can be used to develop socially aware behaviour in children and young people by strengthening relationships.

 

 

1.4. Compare the impact on relationships of restorative approaches and other responses to socially unacceptable behaviour.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

2. Be able to develop a positive relationship policy that promotes good behaviour and positive outcomes for children and young people.

2.1. Research elements required in a Positive Relationship Policy and the rationale for each.

 

 

2.2. Work with children or young people and others to evaluate existing policies relating to positive relationships and behaviour management.

 

 

2.3. Develop a Positive Relationship Policy that meets legal, ethical and statutory requirements for promoting socially aware behaviour using reflection and findings from the evaluation.

 

 

3. Be able to establish systems to implement the positive relationship policy.

3.1. Review systems for risk management and record keeping to ensure they reflect the Positive Relationship Policy.

 

 

3.2. Ensure systems are in place for children or young people to have access to support and the opportunity to feedback after any use of physical intervention or restraint.

 

 

3.3. Establish timeframes for regular review of the Positive Relationship Policy and associated systems.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

4. Be able to equip team members to implement the positive relationship policy.

4.1. Evaluate the knowledge and skills team members have for:

  • building trusting and enduring relationships with vulnerable children or young people
  • supporting children or young people to develop socially aware behaviour.

 

 

4.2. Address gaps identified in knowledge and skills.

 

 

4.3. Arrange training in restraint that meets statutory requirements for team members.

 

 

4.4. Implement systems that allow team members to reflect on their own practice and emotional responses after addressing an instance of negative behaviour.

 

 

5. Be able to review a Positive Relationship Policy.

5.1. Review the impact of the Positive Relationship Policy on relationships and behaviour in the setting.

 

 

5.2. Propose improvements to the Positive Relationship Policy and systems.

 

 

6. Understand the context for use of physical intervention and restraint.

6.1. Explain principles for the use of physical intervention and restraint with children and young people in residential childcare.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

 

6.2. Analyse how understanding of child development and individual needs relate to the use of physical intervention and restraint.

 

 

6.3. Analyse how the culture of the setting and the approach to support for socially aware behaviour affect the use of physical intervention and restraint.

 

 

6.4. Review the range of checks needed to ensure that training in restraint addresses all legal, ethical and statutory requirements.

 

 

For e-portfolio a signature is not required, providing the learner has a personalised and secure login.

Additional information about the unit:

Relationship to occupational standards

SCDLMCB8

Additional unit assessment requirements

Units need to be assessed in line with the Skills for Care & Development Assessment Principles.

Guidance for developing assessment arrangements for the unit:

Guidance for developing unit assessment arrangements – provided with the unit

Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment.

Unit assessment guidance – provided by the sector

Positive Relationship Policy may previously have been called a Behaviour Management Strategy.

Others may include:

  • team members
  • other professionals
  • family members
  • advocates
  • independent visitors.

To develop a policy may be to develop directly or to propose developments to others (e.g. in a larger organisation) for consideration.

Physical intervention refers to methods of controlling children and young people that do not involve any use of force, e.g. offering a ‘guiding hand’ to lead away from a harmful situation, or to block the way to prevent a child or young person putting themselves in danger.

Restraint is the use of, or threat to use, force, or the restriction of a child’s liberty of movement (whether or not they resist), to prevent injury to any person or serious damage to property. A definition of restraint can be found in the children’s homes regulations.

Children and young people may be vulnerable due to factors such as:

  • social, economic, physical, emotional or family circumstances
  • previous experience of traumatic or dysfunctional relationships disability or specific conditions.

Review may involve children or young people, families and carers, team members and other professionals.

Sample Answer

Learning Outcome 1: Understanding the Interconnection Between Relationships and Behaviour

1.1. Critically Analyse How Socially Aware Behaviour and Positive Relationships Interlink

Socially aware behaviour refers to the ability to understand and respond to the feelings and needs of others, which is foundational in developing positive relationships. Positive relationships, characterised by trust, respect, and understanding, foster an environment where children and young people feel safe and valued. The interconnection between socially aware behaviour and positive relationships can be illustrated through various examples, such as collaborative activities where children learn to communicate effectively, resolving conflicts through empathy, and supporting each other emotionally. In essence, when children engage in socially aware behaviours, they contribute to the creation and maintenance of positive relationships, which in turn reinforces their social awareness.

1.2. Explain Why the Link Between Behaviour and Relationships is Relevant to Supporting Children and Young People in Residential Childcare

The link between behaviour and relationships is particularly relevant in residential childcare settings, where children often have complex emotional and behavioural needs. A nurturing relationship can significantly influence a child`s behaviour; when children feel secure and understood, they are more likely to exhibit positive behaviours. Conversely, negative relationships can lead to maladaptive behaviours, such as aggression or withdrawal. Understanding this link allows caregivers to develop targeted interventions that not only address behavioural issues but also promote positive relational experiences, ultimately enhancing the overall well-being of children and young people in their care.

1.3. Explain How Strategies Can Be Used to Develop Socially Aware Behaviour in Children and Young People by Strengthening Relationships

Several strategies can be employed to develop socially aware behaviour through strengthening relationships. These include:

  • Active Listening: Caregivers can model and teach active listening skills, helping children understand the importance of empathy and consideration for others` perspectives.
  • Role-Playing: Engaging children in role-playing scenarios can enhance their understanding of social cues and appropriate responses in various situations.
  • Collaborative Activities: Team-building exercises that require cooperation can foster connections and enhance social awareness among children.
  • Feedback Mechanisms: Providing regular opportunities for children to reflect on their interactions can reinforce positive behaviour and deepen their understanding of social dynamics.

By implementing these strategies, caregivers can create an environment where socially aware behaviour is nurtured and reinforced through positive relationships.

Continued...

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