DK6K 04 (HSC432)Enable families to address issues with individuals’ behaviour
Elements of competence
HSC432.1 / Negotiate and agree with families how they may help individuals address their behaviourHSC432.2 / Support families as they help individuals address their behaviour
HSC432.3 / Enable families to review the effectiveness of addressing individuals’ behaviour
About this Unit
For this Unit you need to enable families to address issues with individuals’ behaviour (such as aggression, behaviour that exposes the individual or others to risk, substance abuse, bullying). The main reason for undertaking this work is as a preventive measure to address behaviour before it becomes problematic and tending towards self-harm, harmful to others or triggers crisis situations within the family. It involves working with families to enable them to understand the reasons for the individual behaving in a certain way and the context of the behaviour. You enable families to support the individual to address their current ways of behaving and develop positive alternatives. You will have an important role in enabling families, and through them, the individual, to develop an insight into their behaviour.
The term ‘families’ has been used to encompass the parents, relatives and significant others who are centrally involved with the individual including those who are in loco parentis to children and young people (including local authorities).
Scope
The scope is here to give you guidance on possible areas to be covered in this unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area.
Changes in: the individual’s behaviour; the needs and circumstances of the family; the broader social context.
Factors in relation to: the individual’s personal beliefs and preferences (eg membership of a political group); the individual’s educational and employment background; the individual’s age and stage of development; the gender of the individual; the mental and physical health of the individual; social factors (eg peer group contact, discrimination; aspects of their personal circumstances (eg history of abuse, neglect, changes in the family structure or relationships, changes in social and other contexts outside the home; environmental and material aspects (eg social deprivation).
Others: education and training organisations; mental health agencies; voluntary agencies that the individual might engage with; self-help and/or community groups.
Support: training and development; coaching and mentoring; information, advice and guidance; material resources.
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf.
SPECIFIC Evidence Requirements for this unitSimulation:
- Simulation is NOT permitted for any part of this unit.
The following forms of evidence ARE mandatory:
- Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a significant amount of the performance criteria for most of the elements in this unit. For example you may be working with your assessor or another professional and they may be able to comment on your work with the family and the individual.
- Reflective Account/professional discussion: These will be a description of your practice in particular situations based on working practices. You could describe your actions in particular situation(s) and reflect on the reason(s) for you practising in that way. For example you could use your evaluation of the situation as a basis for analysing your actions using reading and wider research to inform your writing.
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
- Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
- Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion and feedback on reflective accounts.
- Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor has not seen. This could be provided by a work colleague, key people, the individual.
- Products: These can be any record that you would use within your normal role e.g. procedures and policies, minutes of meetings and records and reports, monitoring records, etc.
These may also be assignments/projects: For example from HNC, O.U. courses. You could also use evidence of previous in-house training courses/programmes you have completed showing professional development.
GENERAL GUIDANCE
- Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence.
- Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are relevant to your job role.
- The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work and the individuals you care for.
- All evidence must relate to your own work practice.
Knowledge specification for this unit
Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit.
When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role.
You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance.
You need to show that you know, understand and can apply in practice: / Enter Evidence NumbersValues
1How culture, gender and beliefs can affect attitudes and behaviour and how it may be perceived by others (eg it may be seen to be more acceptable for men to be assertive than women); why it is important to recognize and challenge this in oneself.
2Behaviours which demonstrate value for others and those which do not.
3How you have applied the principles of equality, diversity and anti-discriminatory practice to your work.
Legislation and organisational policy and procedures
4How to use legislation, guidelines of good practice, protocols, charters and service standards, in work with individuals and their families.
5The role of your agency and its services and how they relate to other agencies and services in the sector.
6The agency’s policy and procedures regarding confidentiality of information and the disclosure of information to third parties, and the specific circumstances under which disclosure may be made.
7Your own role and responsibilities and from whom assistance and advice should be sought if you are unsure.
Theory and practice
8The nature and structure of families and how these differ according to context and culture.
9The significance of the relationships within families.
10Family’s central role in the development and welfare of all family members including individuals with mental health needs.
11The impact of the broader social environment on families and individuals (eg area of material deprivation, poor housing, poverty).
12How others may be affected by individual’s behaviour — practically, emotionally, socially.
13Strategies to constructively challenge individual’s behaviour and promote pro-social alternatives.
14How to gauge families’ level of interest and willingness to address individual’s behaviour; the support, information and resources which people may need, what is available from your own agency and from other agencies, and how to access them.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
15Ways of encouraging and supporting families to take an active role to address an individual’s behaviour; the options for supporting families that you considered and the reasoning processes you used in determining the most appropriate options for the people and the individuals concerned.
16The conflicts of interest there may be between the needs of families and individual family members; methods of handling tensions between people and the individuals with whom you are working.
17Normal patterns of physical, social, psychological and emotional development and the ways in which such development can be affected by mental illness.
18The relationship between physical, social, psychological and emotional development and behaviour and associated patterns.
19The effect of family relationships on the physical, social, psychological and emotional development of individuals.
20The need for individuals to develop their own views and thoughts and become independent, especially children and young people and those with mental health needs.
21The effects of families on individuals, particularly when they have their own issues and needs (eg mental health, substance use).
22The options you considered in your work and the reasoning processes you used, in relating to different families and individuals within those families.
HSC432.1Negotiate and agree with families how they may help individuals address their behaviour
Performance criteriaDO / RA / EW / Q / P / WT
1You discuss with the family the concerns they have about the individual’s behaviour and the issues that the behaviour causes for them and for others.
2You enable families to understand:
(a)the nature of mental health problems within the family and how these may impact on relationships and behaviour
(b)how individuals are likely to behave at different stages of their development
(c)the benefits of different types of behaviour
(d)the factors that may have contributed to the individual’s behaviour
(e)the extent to which the behaviour is problematic or a natural part of development
3You evaluate the family’s and individual’s (within the family) understanding, willingness, confidence and commitment to address the behaviour of the individual.
4You evaluate the risks to the individual and their family of addressing or not addressing their behaviour.
5You discuss and agree with families:
(a)what they will have to do to address the behaviour of the individual
(b)the commitment to the process that they will need to make
(c)the impact that it may have on their own behaviour and how they relate to the individual
(d)the support that will be available to them
(e)when and how the progress will be reviewed
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC432.1Negotiate and agree with families how they may help individuals address their behaviour (cont)
Performance criteriaDO / RA / EW / Q / P / WT
6You record accurately, legibly and completely:
(a)the commitments that families make to addressing the behaviour of the individual
(b)the support that has been agreed to help them do so
(c)how the work will be reviewed
HSC432.2Support families as they help individuals address their behaviour
Performance criteriaDO / RA / EW / Q / P / WT
1You provide accurate information to families on:
(a)the support that will be available to them
(b)how and when they should contact you
(c)how your work relates to that of others
2You interact with families and individuals throughout in a manner which:
(a)models good behaviour and communication
(b)is appropriate to the family’s and individual’s background, culture, circumstances and needs
(c)encourages an open exchange of views
(d)minimises any constraints to communication
(e)is free from discrimination and oppression
(f)enables individuals to make their own contribution
3You provide appropriate support to the family of the individual taking account of:
(a)the family’s experience and understanding
(b)their confidence in being able to change the individual’s behaviour
(c)the nature and history of the relationships in the family and how these affect the individual and other family members
(d)the behaviour of the individual
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC432.2Support families as they help individuals address their behaviour (cont)
Performance criteriaDO / RA / EW / Q / P / WT
4You encourage families to seek further advice and support when they are in need of it.
5You maintain ongoing contact and monitor the well being of families as they seek to address the individual’s behaviour, responding to any queries, concerns and lack of perceived progress that they have.
6You praise the work which families and individuals make in addressing behaviour, enable them to see how far they have progressed and the benefits that it brings.
HSC432.3Enable families to review the effectiveness of addressing individuals’ behaviour
Performance criteriaDO / RA / EW / Q / P / WT
1You monitor how the work families are undertaking with individuals is progressing.
2You encourage families and individuals to offer feedback on:
(a)the progress the individual is making
(b)the effectiveness of the family acting in a different way to the individual
(c)their feelings about what has happened
3You identify significant changes in discussion with the family and the individual, and the impact of these changes on the individual.
4You agree with families and the individual whether there is a need for continued support and if so, the nature of it.
5You record information accurately and completely and store it safely.
6You communicate information to others who have the right and need to know at a time, and in a manner, which is of maximum benefit to them.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
To be completed by the CandidateI SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..
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Unit: DK6K 04 (HSC432) Enable families to address issues with individuals’ behaviour