1.1 Critically analyse how socially aware behaviour and positive relationships interlink

Unit Guide

Unit 510 Implement a Positive Relationship Policy in residential childcare

UAN	R/506/8192
Unit level:	5
Credit value:	6
GLH:	41
Unit aim:	This unit provides the knowledge and skills required to implement a Positive Relationship Policy in residential childcare
Relationship to NOS:	SCDLMCB8
Endorsed by	Skills for Care and Development and Department for Education
Assessment type:	Portfolio of evidence

 

Learning outcome

The learner will:

• LO1 Understand the interconnection between relationships and behaviour

Assessment criteria

The learner can:

• AC1.1 Critically analyse how socially aware behaviour and positive relationships interlink
• AC1.2 Explain why the link between behaviour and relationships is relevant to supporting children and young people in residential childcare
• AC1.3 Explain how strategies can be used to develop socially aware behaviour in children and young people by strengthening relationships
• AC1.4 Compare the impact on relationships of restorative approaches and other responses to socially unacceptable behaviour

Learning outcome

The learner will:

• LO2 Be able to develop a positive relationship policy that promotes good behaviour and positive outcomes for children and young people

Assessment criteria

The learner can:

• AC2.1 Research elements required in a Positive Relationship Policy and the rationale for each
• AC2.2 Work with children or young people and others to evaluate existing policies relating to positive relationships and behaviour management
• AC2.3 Develop a Positive Relationship Policy that meets legal, ethical and statutory requirements for promoting socially aware behaviour using reflection and findings from the evaluation.

Range

• AC2.1 Positive Relationship Policy may previously have been called a Behaviour Management Strategy
• AC2.2 Others may include:
  • Team members
  • Other professionals
  • Family members
  • Advocates
  • Independent visitors
• AC2.3 Develop: to develop a policy may be to develop directly or to propose developments to others (eg in a larger organisation) for consideration

Learning outcome

The learner will:

• LO3 Be able to establish systems to implement the positive relationship policy

Assessment criteria

The learner can:

• AC3.1 Review systems for risk management and record keeping to ensure they reflect the Positive Relationship Policy
• AC3.2 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
• AC3.3 Establish timeframes for regular review of the Positive Relationship Policy and associated systems.

Learning outcome

The learner will:

• LO4 Be able to equip team members to implement the positive relationship policy

Assessment criteria

The learner can:

• AC4.1 Evaluate the knowledge and skills team members have for
  1. building trusting and enduring relationships with vulnerable children or young people
  2. supporting children or young people to develop socially aware behaviour AC4.2 Address gaps identified in knowledge and skills
• AC4.3 Arrange training in restraint that meets statutory requirements for team members
• AC4.4 Implement systems that allow team members to reflect on their own practice and emotional responses after addressing an instance of negative behaviour

Range

AC4.1 Vulnerable: 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

Learning outcome

The learner will:

• LO5 Be able to review a Positive Relationship Policy

Assessment criteria

The learner can:

• AC5.1 Review the impact of the Positive Relationship Policy on relationships and behaviour in the setting
• AC5.2 Propose improvements to the Positive Relationship Policy and systems.

Range

• AC5.1 Review may involve children or young people, families and carers, team members and other professionals

Learning outcome

The learner will:

• LO6 Understand the context for use of physical intervention and restraint

Assessment criteria

The learner can:

• AC6.1 Explain principles for the use of physical intervention and restraint with children and young people in residential childcare
• AC6.2 Analyse how understanding of child development and individual needs relate to the use of physical intervention and restraint.
• AC6.3 Analyse how the culture of the setting and the approach to support for socially aware behaviour affect the use of physical intervention and restraint
• AC6.4 Review the range of checks needed to ensure that training in restraint addresses all legal, ethical and statutory requirements

Range

• AC6.1 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
• AC6.4 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. From April 2015, a definition of restraint can be found in the children’s homes regulations

Expert Help With This Assignment — On Your Terms