Team Teach Referencing for a 6hr and 12hr Team Teach course:

General Social Care Council Code of Conduct.
Evidence: / Standard: / Sub standard:
Workbook:
  • Opening Values pg12.
Course:
  • Values exercise.
/
  1. As a Social Care worker, you must protect the rights and promote the interests of service users and carers.
/ 1.1Treating each person as an individual.
1.4 Respecting and maintaining the dignity and privacy of service users.
1.6 Respecting diversity and different cultures and values.
Workbook:
  • Listening and learning pg 44.
Course:
  • Listening and learning exercise and throughout the course.
/
  1. As a Social Care worker, you must strive to establish and maintain the trust and confidence of service users and carers.
/ 2.1Being honest and trustworthy.
2.2Communicating in an appropriate, open, accurate and straightforward way
Workbook:
  • Opening Values pg12
  • De-escalation skills and Positive Handling Plans pg33.
  • Personal Safety pg47.
  • Issues arising from training pg52.
Course:
  • Values exercise.
  • Listening and learning exercise.
  • Policy, procedure and practice.
  • Critical friends.
  • Physical techniques.
/
  1. As a social care worker you must promote the independence of service users while protecting them as far as possible from danger or harm.
/ 3.1Promoting the independence of service users and assisting them to understand and exercise their rights.
3.2Using established processes and procedures to challenge and report dangerous, abusive, discriminatory or exploitative behaviour and practice.
3.3Following practice and procedures designed to keep you and other people safe from violent and abusive behaviour at work.
3.4Bringing to the attention of your employer or the appropriate authority resource or operational difficulties that might get in the way of the delivery of safe care.
3.5Informing your employer or an appropriate authority where the practice of colleagues may be unsafe or adversely affecting standards of care;
3.6Complying with employers’ health and safety policies, including those relating to substance abuse;
3.7Helping service users and carers to make complaints, taking complaints seriously and responding to them or passing them to the appropriate person; and
3.8Recognising and using responsibly the power that comes from your work with service users and carers.
Workbook:
  • De-escalation Skills and Positive Handling Plans pg33.
  • Personal Safety pg47.
Course:
  • Throughout course.
  • Physical techniques.
/
  1. As a social care worker, you must respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people
/ 4.1 Recognising that service users have the right to take risks and helping them to identify and manage potential and actual risks to themselves and others.
4.2Following risk assessment policies and procedures to assess whether the behaviour of service users presents a risk of harm to themselves or others;
4.3Taking necessary steps to minimise the risks of service users from doing actual or potential harm to themselves or other people; and
4.4Ensuring that relevant colleagues and agencies are informed about the outcomes and implications of risk assessments.
Children’s Workforce Development Council Induction Standards.
Evidence: / Standard 1: Understand the principles and values essential for working with children and young people.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Opening Values pg12.
Course:
  • Values exercise.
  • Throughout course.
/
  1. Principles and Values
/
  1. Show how you promote the principles and values essential for working with children, young people, their families and their carers.
/ HSC 31 1 2
HSC 33 1 6
HSC 32 1 2
HSC 34 1 to 6 / HSC 41 1 3
HSC 43 1
HSC 42 1 2 3
HSC 44 1 2 3 4
Workbook:
  • Opening Values pg12.
/
  1. Equality, inclusion and anti- discriminatory practice.
/
  1. Show how you include people and act fairly.
/ HSC 31 2 3
HSC 33 1 6
HSC 32 1 2
HSC 34 1 to 6 11 / HSC 41 2 3 5
HSC 43 1
HSC 42 1 2 3 5
HSC 44 1 2 3 4
Workbook:
  • Opening Values pg12.
  • Listening and Learning pg44.
Course:
  • Throughout course.
/
  1. Person- Centred Approaches.
/
  1. Explain how your work relates to any of the five outcomes in ‘Every Child Matters’.
/ HSC 31 2
HSC 33 1 6
HSC 32 1 2 3 4 9 18
HSC 34 All / HSC 41 2
HSC 43 1 5 10 11 13
HSC 42 1 2 4 13 14 17 18
HSC 44 All
  1. Take account of the experiences, preferences, wishes and needs of children and young people, and their families, when providing your service.
/ HSC 31 2 3
HSC 33 1 6
HSC 32 1 2 9
HSC 34 1to5 11 / HSC 41 2 3
HSC 43 1 5 10 11 13
HSC 42 1 2 14
HSC 44 2 3 5 6 14 15 18
  1. Listen to children’s and young people’s views about risk and safety, and take these into account in your work.
/ HSC 31 2 3
HSC 33 1 6
HSC 32 1 2 9
HSC 34 7 / HSC 41 2 3
HSC 43 1 5 10 11 13
HSC 42 1 2 14
HSC 44 2 3 5 6 8 14
15 16 18 21 22
Workbook:
  • Communication pg39.
  • Policies pg40.
  • Plans pg40.
  • Positive handling plans pg41.
  • Recording systems pg42.
Course:
  • Positive handling plan exercise.
/
  1. Confidentiality and Sharing Information.
/ c. Know how to apply policies and procedures about sharing information. / HSC 31 5
HSC 33 1 6
HSC 32 3 4
HSC 34 8 / HSC 41 1 4 5 6 8 9 11
HSC 43 3 4 12 13 14 26 27 28 31
HSC 42 1 3 4 6 19 20
HSC 44 1 6 23 24 25
Evidence: / Standard 2: Understand your role as a worker (employed or self employed).
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Introductions.
Course:
  • Mission Statement exercise.
/
  1. Work Role.
/
  1. Know the overall aims of the setting you work in.
/ HSC 31 1 4 5
HSC 32 1 3 4 16 17
HSC 33 3 4 6
HSC 34 1 7 8 / HSC 41 1 6 7 8 9 12 26
HSC 42 1 3 4 5 6
HSC 43 1 3 4
HSC 44 1 5 6 7 8 9 10
  1. Know the purpose of organisations you come into contact with during your work.
/ HSC 31 1 4 5 14 17 19
HSC 32 1 3 4
HSC 33 3 4 6
HSC 34 1 7 8 / HSC 41 1 6 7 8 11 12 26
HSC 42 3 7 12
HSC 43 3 4
HSC 44 1 5 6
Workbook:
  • Five key outcomes pg12.
  • Duty of care pg15.
  • Children and vulnerable people pg15.
  • Equal opportunities pg15.
  • Human rights pg16.
  • Health and safety planning pg39.
  • Policies pg40.
  • Plans pg40.
Course:
  • Legal section.
  • Policy, procedure and practice section.
/
  1. Legislation, policies and procedures.
/
  1. Know about important laws relating to children and young people, and where you can get further information.
/ HSC 31 1 4 5
HSC 32 1 3 4
HSC 33 1 4 6
HSC 34 1 7 8 / HSC 41 1 6 7
HSC 42 1 3 4 5 6 8 9 10
HSC 43 1 3 4 5
HSC 44 1 5 6 7
  1. Understand why it is important for you to follow policies and procedures.
/ HSC 31 1 4 5 17 19
HSC 32 1 3 4
HSC 33 6
HSC 34 1 7 8 / HSC 41 1 6 7 26
HSC 42 1 3 4
HSC 43 3 4 5
HSC 44 1 5 6
Course:
  • Throughout course.
/ 4. Team Working. /
  1. Know the principles of effective team work.
/ HSC 31 4
HSC 32 3 6 18
HSC 33 6
HSC 34 4 / HSC 41 6
HSC 42 2 3 15 17 18
HSC 43 3 13
HSC 44 4 6 16 18
Evidence: / Standard 3: Understand health and safety requirements.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Reasonable and proportionate pg18.
  • Health and safety planning pg39.
  • Risk assessment pg39.
  • Risk reduction pg39.
  • Communication pg39.
  • Employee duties pg40.
  • Personal safety pg47.
Course:
  • Legislation section.
  • Policy, procedure and practice section.
  • Physical techniques.
/
  1. Laws, Policies and procedures.
/
  1. Know about health and safety laws which apply to your working environment.
/ HSC 32 1 3 4
HSC 34 8 9 14
HSC 33 6 / HSC 42 1 3 4 6
HSC 44 6 7 10 14
HSC 43 3
  1. Know your personal responsibility for the health and safety of the children, young people and families you work with.
/ HSC 32 1 2 3 4
HSC 34 7 8 9 11
HSC 33 6 14 25 26 27 / HSC 42 1 3 4 6 8
HSC 44 5 6 7 8 12 13 14
HSC 43 3 16 18 23 24
Workbook:
  • Habitual behaviour pg20.
  • Catching the moment to give attention and build a bridge pg21.
  • Behaviours that challenge pg24.
  • The conflict spiral pg22.
  • 6 stages of a crisis pg30.
  • Communication pg33.
  • Posture pg34.
  • Awareness of space pg34.
  • A tool box of positive handling responses pg37.
  • Personal safety pg47.
Course:
  • Values exercise.
  • Behaviours that challenge exercise.
  • Conflict spiral section.
  • 6 stages of a crisis.
  • Help script exercise.
  • Personal space and body language section.
  • Physical techniques.
/
  1. Personal Safety and security.
/
  1. Know about the range of challenging behaviours presented by particular children and young people you work with.
/ HSC 33 6
HSC 34 3 5 16 18 / HSC 43 3
HSC 44 3 14 16 17 18
  1. Understand how you manage challenging behaviour.
/ HSC 33 6
HSC 34 3 11 19 25 / HSC 43 3
HSC 44 2 4 8 10 14 16
18 20 23
  1. Understand how you encourage positive behaviour.
/ HSC 33 6
HSC 34 2 4 11 17 19 / HSC 43 3
HSC 44 3 8 18
Workbook:
  • Risk assessments pg39.
  • Risk reduction pg 39.
Course:
  • Legislation section.
  • Risk reduction section.
/
  1. Risk assessment.
/
  1. Identify examples of risks to children and young people in your work environment and know about the appropriate action to reduce or manage the risk.
/ HSC 32 4 11 14
HSC 34 6 7 8 9 15 20
HSC 33 6 24 25 27 / HSC 42 4 8 11 14
HSC 44 5 6 8 15 16 18 21
HSC 43 6 22 23
Evidence: / Standard 4: Know how to communicate effectively.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Communication pg33.
  • Improved communication pg13.
  • Behaviours that challenge pg20.
  • The conflict spiral pg22.
  • Active listening pg45.
  • Enabling communication pg46
Course:
  • Listening and learning section.
/
  1. Encourage communication.
/
  1. Show that you understand the children and young people you work with, particularly their views and feelings.
/ HSC 31 1 2 3 6 7 8 9 10
11 12 13
HSC 33 6 11
HSC 34 1 2 5 7 11 14 19 / HSC 41 1 2 3 16 17 18 19 24
HSC 43 8 15
HSC 44 1 2 3 4 5 8 14 15 16 18
  1. Respond appropriately to what children and young people are communicating to you (in speech, in writing, by body language and so on).
/ HSC 31 1 2 3 4 5 7 8 10
12 13 14 15 16
HSC 33 6 11
HSC 34 1 2 11 14 19 / HSC 41 1 2 3 6 7 8 16 22 23 24
HSC 43 8 15
HSC 44 1 2 3 4 5 16 18
Workbook:
  • Improved communication pg13.
  • Behaviours that challenge pg20.
  • The conflict spiral pg22.
  • Wipe that stupid grin of your face pg27.
  • Communication pg33.
Course:
  • 6 stages of a crisis section.
  • Conflict spiral section.
  • Behaviours that challenge.
/
  1. Knowing about communication.
/
  1. Knowing about the main barriers to communication.
/ HSC 31 1 2 3 8 9
HSC 33 6 11
HSC 34 16 18 19 / HSC 41 1 2 3 16 17 18 19 21
HSC 43 8 15
HSC 44 16 17 18 20
Workbook:
  • Recording systems pg42.
/
  1. Principles of keeping good records.
/
  1. Show a basic understanding of the importance of keeping accurate records.
/ HSC 31 1 2 3 4 5 19
HSC 32 4
HSC 33 6 11
HSC 34 8 12 14 27 / HSC 41 1 2 3 6 7 9 13 14 26
HSC 43 8 15
HSC 44 6 13 23 25 26
Evidence: / Standard 5: Understand the development of children and young people.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Opening values pg12.
Course:
  • Values exercise.
  • Maslow’s hierarchy of need.
  • Every child matters.
/
  1. Attachment and stages of development.
/
  1. Understand the important developmental needs of the children and young people you work with.
/ HSC 33 6 11
HSC 34 1 16 17 18 21 22 24 / HSC 43 1 8 10 15
HSC 44 1 14 15 16 17 19
  1. Understand the important developmental needs of the children and young people you work with.
/ HSC 33 611
HSC 34 1 16 17 18 21 22 24 / HSC 43 1 8 10 15
HSC 44 1 14 15 16 17 18
Evidence: / Standard 6: safeguard children.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 3 / Level 4
Workbook:
  • Awareness of space pg34.
Course:
  • Values exercise.
  • Risk reduction section.
/
  1. Providing safe environments.
/
  1. Understand what children and young people want and need to feel safe.
/ HSC 33 6 10 11
HSC 34 14 16 17 18 20
21 22 24 / HSC 43 8 11 15
HSC 44 2 14 15 16 17 18 19 21 22
  1. Have an awareness of what contributes towards a safe environment for the children and young people you work with.
/ HSC 33 6 10 11
HSC 34 14 16 17 18 20
21 22 24 / HSC 43 8 11 15
HSC 44 2 14 15 16 17 18 19 21 22
Skills for Care Induction Standards
Evidence: / Standard 1: Understand the Principles of Care.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 2 / Level 3 / Level 4
Workbook:
  • Values pg12.
  • Equal Opportunities pg15.
Course:
  • Values exercise.
  • Holistic approach.
/ 1.1 The Values / 1.1.1 Understand the need to promote the following values at all times: individuality, rights, choice, privacy, independence, dignity, respect and partnership / HSC 21 1,3 HSC 22 1,2 HSC 23 1
HSC 24 1,2,3,4,6,8 / HSC 31 1,2 HSC 32 1,2 HSC 33 1
HSC 35 1,3 / HSC 41 1,3
HSC 42 1,2
HSC 43 1
HSC 45 1,3,4,6,10, 11,15,16
1.1.2 Understand the need to promote equal opportunities for the individual(s) you are supporting. / HSC 21 1,3
HSC 22 1
HSC 23 1
HSC 24 1,2,7 / HSC 31 1,3
HSC 32 1
HSC 33 1
HSC 35 1,5 / HSC 41 1,3,5
HSC 42 1,2
HSC 43 1
HSC 45 1,3
1.1.3 Understand the need to support and respect diversity and different cultures and values. / HSC 21 1,3
HSC 22 1
HSC 23 1
HSC 24 1,2,7 / HSC 31 1,3
HSC 32 1
HSC 33 1
HSC 35 1,5 / HSC 41 1,3,5
HSC 42 1,2
HSC 43 1
HSC 45 1,3
Evidence: / Standard 3: Maintain Safety at Work.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 2 / Level 3 / Level 4
Workbook:
  • Reasonable and proportionate pg18.
  • Health and safety planning pg39.
  • Risk assessment pg39.
  • Risk reduction pg39.
  • Communication pg39.
  • Employee duties pg40.
  • Personal safety pg47.
Course:
  • Legislation section.
  • Policy, procedure and practice section.
/ 3.1 Health and Safety / 3.1.1 Be aware of key legislation relating to health and safety in your work setting(s) and understand the responsibilities of yourself, your employer and the individuals you support. / HSC 21 1,4,5,14 HSC 22 1,3,4 HSC 23 1,2,3 HSC 24 1,8,9, 10,18 Especially HSC 22 / HSC 31 1,4,5,17,19 HSC 32 1,3,4 HSC 33 1,3,4 HSC 35 1,3,6,7,14 Especially HSC 32 / HSC 41 1,3,6,7, 8,9,12,26 HSC 42 1,3,4,6 HSC 43 3,4,5 HSC 45 1,3,7,8,9,10,12,15,21 Especially HSC 42
Workbook:
  • Habitual behaviour pg20.
  • Catching the moment to give attention and build a bridge pg21.
  • Behaviours that challenge pg24.
  • The conflict spiral pg22.
  • 6 stages of a crisis pg30.
  • Communication pg33.
  • Posture pg34.
  • Awareness of space pg34.
  • A tool box of positive handling responses pg37.
  • Personal safety pg47.
Course:
  • Values exercise.
  • Behaviours that challenge exercise.
  • Conflict spiral section.
  • 6 stages of a crisis.
  • Help script exercise.
  • Personal space and body language section.
  • Physical techniques.
/ 3.7 Security / 3.7.2 Recognise the risks to your personal safety and well being in your work setting(s), and the safeguards required to minimise these. / HSC 22 1,2,3,4, 5,7,8,9,10,11,12, 13,14,15,16,17,18 / HSC 32 1,2,3,4, 5,6,9,11,12,13,15, 16,17,18 / HSC 42 1,2,3,4, 5,6,7,8,9,10,11, 13,14,15,16,17, 18,20
Standard 4: Communicate Effectively.
Main Area: / Outcome: / Links to Health and Social Care Core Units:
Level 2 / Level 3 / Level 4
Workbook:
  • Communication pg33.
  • Improved communication pg13.
  • Behaviours that challenge pg20.
  • The conflict spiral pg22.
  • Active listening pg45.
  • Enabling communication pg46
  • Wipe that stupid grin of your face pg27.
  • Understanding behaviour as a language pg28.
Course:
  • Listening and learning section.
  • 6 stages of a crisis section.
  • Conflict spiral section.
  • Behaviours that challenge.
/ 4.1 Encourage communication / 4.1.1 Know what motivates people to communicate. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
4.1.2 Recognise main barriers to communication. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
4.1.3 Understand how behaviour is a form of communication. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31
Workbook:
  • Active listening pg45.
  • Looking for warning signs pg26.
  • Fight, flight or giggle pg27.
  • Active listening pg45.
  • Enabling communication pg46.
  • Positive touch pg35.
Course:
  • Personal, space and body language section.
  • Listening and learning section.
  • Positive touch.
  • Legislation “No touch policy”
  • Looking for warning signs pg26.
  • 6 stages of a crisis pg30.
/ 4.2 Use communication techniques / 4.2.1 Understand the basic forms of verbal/non-verbal communication and how to use these in your work setting(s). / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
4.2.2 Understand how to listen effectively. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
4.2.3 Understand how to use touch to promote communication. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
4.2.4 Understand when touch is not appropriate. / HSC 21 1,2,3,4, 5,6,7,8,9 HSC 24 2 Especially HSC 21 / HSC 31 1,2,3,4, 5,6,7,8,9,10,11, 12,1314,15,16,19 HSC 35 1,23 Especially HSC 31 / HSC 41 1,3,4,5, 6,8,9,10,11,12,13, 14,17,18,19,21,22, 23,24,28,29,30,31 HSC 45 3,16 Especially HSC 41
Optional Health and Social Care NVQ Unitsto be referenced with support of candidates assessor.
Unit. / Performance Criteria / Knowledge Specification.
Unit HSC232
Protect yourself from the risk of violence at work (Level 2) / HSC 32a
1.you maintain a calm, reassuring and professional attitude towards those presenting unacceptable behaviour
2.you maintain a safe distance to avoid physical contact if possible
3. you communicate with those presenting unacceptable behaviour in a way that:
  1. shows respect for them, their property and their rights
  2. is free from discrimination and oppressive behaviour
4.you keep the situation under review and act appropriately which ensures the immediate safety of:
  1. yourself
  2. other persons in the vicinity
  3. the service user
5.you take constructive action to defuse the situation which will:
  1. not make the situation worse
  2. be consistent with your organisation’s policy and procedures and your legal responsibilities
6.where you are unable to calm the situation down request assistance promptly if it is appropriate and feasible
7.you look for opportunities to end contact with the service user and leave the situation if the risk of violence looks set to escalate
8.if appropriate, you explain clearly to the persons involved:
  1. what you will do
  2. what they should do and
  3. the likely consequences if the situation continues
9.You leave the scene of the incident if the threat to your own safety and that of other people is too great, minimising the risk of injury to yourself and other people as you leave. /
  1. the importance of showing respect for people, their property and rights and how to do so
  2. How to avoid behaviour or language that may indicate you are being discriminatory or oppressive.
  3. your legal duties for ensuring your well-being, safety and health in the workplace as explained by relevant legislation pertaining to health and safety at work
  1. when it is appropriate and possible to maintain a safe distance and avoid physical contact
  2. how to interpret simple body language and the importance of acknowledging other people’s personal space
  3. the importance of remaining alert to triggers of violent behaviour
  4. the importance of planning how you will leave a situation if there is a physical risk including identifying where the nearest exit routes are
  5. the main signs that a situation could escalate to violent behaviour and how to recognise these
  6. the point at which to leave the scene of the incident, seek help and safe techniques for leaving the situation
  7. the types of constructive behaviour you can use to calm situations
  8. the importance of having the opportunity to talk to someone about the incident afterwards

Unit HSC326
Contribute to the prevention and management of
challenging behaviour in children and young people / HSC 326a
  1. you handle incidents of unwanted behaviour in a calm and controlled manner, supporting children and young people to understand why the behaviour was not acceptable
  2. your timing and method of intervention for incidents of unwanted behaviour are appropriate to the situation and event, and support children and young people to cease the unwanted behaviour
  3. you never use physical punishment and where physical restraint is unavoidable, the minimum amount is used that is:
  1. consistent with legal and organisational policies, procedures and practices
  2. required to maintain the safety of the child/young person and others
/
  1. how to provide active support and place the preferences and best interests of children and young people at the centre of everything you do when contributing to the prevention and management of challenging behaviour in children and young people
  1. current local, UK and European legislation and organisational requirements, procedures and practices for:
  2. health and safety
  3. risk assessment and management
g. restraining children and young people
i. managing challenging behaviour in children and young people
  1. government reports, inquiries and research reports into serious failures to deal with challenging behaviour and to protect children and young people
  1. behavioural signs of regression, withdrawal, attention-seeking, anti-social behaviour and self-damaging behaviour human growth and development related to children and young people
  1. methods of diffusing situations that might lead to unwanted behaviour