Positive Relationships

POLICY & PROCEDURE

Policy Control/Monitoring

Version: / 1.0
Approved by:
(Name/Position in Organisation)
Date:
Accountability:
(Name/Position in Organisation) / Chief Executive, Percy Hedley Foundation
Author of policy:
(Name/Position in organisation) / Barbara Bolam
Head of Residential Services
Date issued: / August 2015
Revision Cycle: / Annual
Revised (Date): / August 2016
Target audience: / All staff within Children & young People’s Residential Services
Amendments/additions
Replaces/supersedes: / All previous residential policies and procedures
Associated Policies:
(insert hyperlinks)
Associated National Guidance /
  • The Quality and Purpose of Care Standard
  • Children’s Wishes and Feelings Standard
  • Education Standard
  • The Enjoyment and Achievement Standard
  • The Health and Well-being Standard
  • The Positive Relationships Standard
  • The Protection of Children Standard
  • The Leadership and Management Standard
  • The Care Planning Standard
  • The Children’s Homes (England) Regulations 2015
  • Promoting the Health and well-being of Looked After Children
  • Working Together to Safeguard Children 2015
  • The Children Act 1989 Guidance and Regulations March 2010

Document status / This document is controlled electronically and shall be deemed an uncontrolled documented if printed.
The document can only be classed as ‘Live’ on the date of print.
Please refer to the staff login section of the internet for the most up to date version.

Equality Impact Assessment

This document forms part of Percy Hedley’s commitment to create a positive culture of respect for all staff and service users. The intention is to identify, remove or minimise discriminatory practice in relation to the protected characteristics (race, disability, gender, sexual orientation, age, religious or other belief, marriage and civil partnership, gender reassignment and pregnancy and maternity), as well as to promote positive practice and value the diversity of all individuals and communities.

As part of its development this document and its impact on equality has been analysed and no detrimentidentified.

Version Control Tracker

Version Number / Date / Author/ Title / Status / Comment/Reason for Issue/Approving Body

Roles & Responsibilities

Role / Responsibility
Chief Executive / Overall responsibility to ensure this policy conforms to current guidelines and best practice. Ensuring resources and infrastructure are available to allow its implementation. To achieve a safe working environment which includes Safe storage of medicines, correct documentation and safe administration.
Director of Human Resources Department / Ensure effective implementation of this policy. Ensure a current list of all policies is available to all staff. Review dates of policy reviews and notify accountable person of policy.
Head of Service/Head of department / Ensure effective implementation of this policy. Ensure a current list of all policies is available to all staff. Review dates of policy reviews and notify accountable person of policy.
Training Development Officer / Support line managers to develop training needs analysis and develop training plan for staff identified as requiring training. Procure and evaluate training and development to enable staff to provide safe care with medication.
Provide an overview to the exec team on current position of training and development across the organisation.
Quality Manager / Provide framework for audit of policy and compliance. Provide audit report to Board. Monitor effectiveness of this policy with senior management team. Raise awareness of non-compliance with Head of Service
Health and Safety Manager / Monitor incidents and complaints and near misses in relation to this policy.
Report to audit committee.
Provide risk assessment training to staff to support this policy

CONTENTS

  1. Introduction
  2. Purpose
  3. Scope
  4. Principles
  5. Definitions / abbreviations
  6. Monitoring and Review
  7. Working Professionally
  8. Interacting with Children/young people
  9. Listening
  10. Giving time
  11. Giving Responsibility

9. Managing Challenging Behaviour

10. Consequences and Sanctions

10.1Giving Sanctions

11. Physical Intervention

11.1 Using Physical Intervention

11.2 Recording Physical Intervention

11.3 After the Event

12. Police Involvement

13. Bullying

13.1 Prevention

13.2. Signs of bullying

13.3 Acting as a positive role model

13.4 Responding

1. Introduction

Developingfriendships/relationships are an important part of most people’s lives. They give a feeling of belonging and self-worth. Learning how to make friends at an early age is important as it is through friendships that children/young people learn how to deal with everyday life events and social norms. Through friends we are linked to other social circles and interests, and we know that we have people who care about us and with whom we can enjoy our lives. Children/young people who do not have this opportunity can suffer from emotional and mental difficulties later in life.

Making friends and developing relationships is often thought as a natural ongoing process. Friendships/relationships between people with learning disabilities have sometimes been overlooked or seen as less worthwhile.Children/young people with learning difficulties can find it difficult to make friends and develop relationships this can be due to problems with language/communication and social skills. They are very often socially isolated.

At present many children/young people with learning disabilities do not take part incommunity activities or participate in wider social networks with non-disabled people. Few have friends apart from those paid to be with them, their close family, or other people with learning disabilities with whom they live.

2. Purpose

Within residential services we will work as part of a multi-disciplinary team, to develop positive relationships with everyone who we come into contact with. Children/young people will be supported on a daily basis to develop their language and communication skills in order to function in all aspects of daily living.

3. Scope

This policy will apply to employees working within Children’s & Young People’s Residential Services and employed by the Foundation under a contract of employment.

This document will be made available to all employees who are engaged in Residential Services who will then be expected to familiarise themselves with the principles covered within this policy.

4. Principles

The guiding principles of the policy are:-

  • All children / young people will be provided with opportunities to develop friendships and socialise with their peers.
  • All children/young people will have their needs met by appropriately trained staff.
  • Ensure that all staff members adopt a consistent approach when managing behaviours that challenge.
  • Monitor and review all accidents, incidents, positive physical interventions to identify any patterns / trends.

5. Definitions / abbreviations

NAPPI (Non abusive psychological physical intervention) / NAPPI will offer staff a range of physical intervention techniques in order to support children/young people who present with behaviours that challenge.

6. Monitoring & Review

Overall responsibility for the operation of the policy and procedure lies with the Registered Manager / Head of Residential Services. The effectiveness of the policy and procedure will be formally reviewed and monitored as a minimum on a 12 month basis to ensure that it continues to meet the requirements of The Foundation, the specific service area and that it reflects best practice and statutory legislation as appropriate.

7.WORKING PROFESSIONALLY- PROCEDURE

All staff are required to work with all children/young people and to treat them equally and fairly. Whilst it is natural that some staff members will work better with some young people, they are required to meet the needs of all young people and should not express favouritism or negative feelings towards a particular child/young person in any way.

Staff should:-

  • Aim to establish a caring professional home from home environment.
  • Respect the individual’s needs for safety, nourishment and to be given opportunities for personal and social development.
  • Respect each other’s rights and value each other’s contributions.
  • Respect the individual’s right to remain independent as far as possible, which may include the right to make decisions that involve an element of risk.
  • Encourage children/young people to investigate choices
  • Not restrict a child/young person’s ability to choose an intervention unless it would put themselves or others at considerable risk.
  • Be consistent in setting limits and boundaries.
  • Seek ways to communicate accurately and effectively.

While staff are significant adults in the child/young person’s life, they must act as an appropriate role model and maintain professionalism at all times, striking a balance between developing close helpful and effective personal interactions whilst maintaining a proper professional distance and becoming over involved with children/young people. Children/young people must know that staff are the adults and the examples to both when they are in and out of the home and where authority should be based on positive interventions and on the creation of a good atmosphere within the home.

Staff should use their skills and experience to strike an appropriate balance between offering support and spending time with children/young people and maintaining professionalism with a purpose of achieving the best outcomes for children/young people, encouraging mutual respect of appropriate boundaries between them. Staff should try to avoid placing themselves in situations where they may be compromised by children/young people or where children/young people may misinterpret their words or interventions, and should offer each other support in all aspects of these requirements.

8. INTERACTING WITH CHILDREN AND YOUNG PEOPLE

Residential Services provides a home for children/young people and at the same time places of work for adults. Residential Child Care Officers have a duty of care in common law for the children/young people whom they are working with (under 18 years of age) and must maintain the balance between the home and work environment while exercising the same degree of care that a ‘reasonable’ prudent and careful parent would exercise (Children Act 1989). Although the family may often have parental responsibility, staff take on the role of corporate parents and should aim to develop trust with children/young people, to get to know them and to offer support and encouragement in all aspects of their life, and whilst encouraging independence, offer a place for them to turn to when needed. At times children/young people may act defensively or display challenging behaviour; at these times staff must be consistent in offering support and showing that they are genuinely interested.

8.1 LISTENING

Children/young people may need encouragement, time and support to open up to staff.

Staff should:

  • Listen actively and refrain from giving instructions, advice or passing judgemental comments.
  • Foster independence by helping children/young people to explore their own solutions.
  • Repeat key phrases or paraphrase/summarize to show listening and to check understanding of what has been said.
  • Show interest, even if the conversation does not seem too important – this will build up trust.
  • Try not to criticise as this will impact negatively on the young person’s willingness to talk.
  • Use open questions that encourage the child/young person to talk rather than giving yes/no answers. A range of visual resources are available within the home, which are based at the child/young person’s level of understanding to support effective communication.

8.2 GIVING TIME

  • Spend time with children/young people whilst they are in residential services.
  • Share skills or activities with children/young people
  • Try to stimulate and promote skills and interests that the children/young people have.
  • Try new things together-learning together and hence making mistakes together can be fun and shows children/young people that staff are not infallible and that it is alright to make mistakes
  • Ensure allocated key working sessions take place.

8.3 GIVING RESPONSIBILITY

Children/young people can make a positive contribution through being given appropriate and manageable responsibilities, the achievement of which may require staff support. This could include tasks such as cooking, setting/clearing the table. Children/young people should be encouraged to give their own evaluation of their progress, ideas for further improvements and the opportunity to work independently at times.

9. MANAGING CHALLENGING BEHAVIOUR - GUIDANCE

While every effort is made to maintain positive and structured interactions with children / young people, it is recognised that there will be times when confrontation will arise. Residential Services has strategies in place for dealing with challenging behaviour, initially by minimising its likelihood through supportive boundaries and negotiation and simultaneously promoting positive behaviour. In all cases, the safety of the children / young people and the staff working there is of the utmost importance. All staff are trained in NAPPI and are expected to use de-escalation techniques to diffuse situations and will be supported in using physical intervention as a last resort to protect the well-being of a child / young person or others within the home. The expectations of the home regarding behaviour and treating others with respect will be clearly outlined during the admissions process, as well as discussion of what may happen if children / young people put themselves or others at risk of harm.

Each home has a specific detailed policy document outlining strategies for the promotion of Positive Behaviour Management as well as the management of challenging behaviour. The specific policy should be read in conjunction with this guidance.

GUIDANCE

Children / young people are expected to live within the boundaries of the home and respect others living and working there. Children / young people may exhibit negative attitudes or behaviours as a means of coping and staff must work with them adopting a consistent approach, to enable the young person to meet the expectations of the home. Staff should encourage children/young people and work to promote their well-being, even if at times this means disagreeing with the child / young person.

It is inevitable that confrontation may arise; steps should be taken to avoid unnecessary conflict. Staff should be aware of each child / young person’s Personalised Care Plan, Positive Behaviour Management Plan & Personalised risk assessments that are in place which include triggers that may spark disruptive behaviour. Staff must continue to support children / young people during these times, steer them from harm and maintain consistent boundaries. These can be challenging and difficult times for staff and require effective teamwork to handle difficult situations. Handling and de-escalating such situations so that tension is reduced and violence avoided, is a skill which staff will develop with experience and support from colleagues. The degree of response needed in any situation will depend on judgement of it; while some behaviour may contravene expectations and boundaries, they may actually pose no risk of harm.

Where there is a possibility of a disruption occurring, a staff presence should be maintained as this will often be enough to dispel any situation. Individuals who are upset should be given the opportunity to talk to a staff member or to take time out on their own. Children / Young people may become verbally abusive towards staff or other children / young people as a means of releasing tension.

If a child / young person becomes aggressive, the safety of all children / young people is of paramount importance. Dangerous objects should not be left lying around and staff may need to remove objects or other children / young people to a safe distance if a child / young person is likely to cause harm. Staff should work as a team and try various options to deescalate the situation.

For example:-

  • use non-verbal signalling, a frown or look of disapproval can be an effective deterrent;
  • planned ignoring can be used when it is likely to cause the behaviour to stop but not to avoid action;
  • remove the audience;
  • stay calm, think about what to do and what results it may achieve;
  • use appropriate voice tone; avoid escalating the situation, avoid using threatening or intimidating language;
  • allow plenty of space for both people;
  • try to divert the situation, offer alternatives, talk about past shared experiences, ask for help with doing something;
  • get support from staff if this would not overcrowd the child / young person;
  • withdraw and let other staff take over if this would be more effective;
  • Where a situation escalates to a degree where the young person may cause harm to themselves or others, or significant damage to property, and all other techniques have been unsuccessful, appropriately trained staff can use physical intervention within recommended guidelines.

10. CONSEQUENCES AND SANCTIONS

POLICY; Boundaries & Sanctions

These should be consistently supported by the staff team and regularly reiterated to the children / young people as necessary using their preferred method of communication and based at their level of understanding. There will be occasions where effective and appropriate sanctions/responses to behaviour will be used to helpmanage inappropriateness or danger of certain behaviours. It may also be necessary to impose sanctions, e.g. for an outing, when a child/young person’s behaviour raises concerns over the safety of themselves or others in pursuing an activity.

GUIDANCE

In supporting the promotion of positive behaviour staff will try to minimise the use of sanctions and try to diffuse or alleviate situations where behaviour may get out of control by using their skills and distraction techniques that are identified in their Positive Behaviour Management Plans. All staff are trained in Restorative Practices and responses to behaviour (including sanctions) are a regular focus in team meetings. Wherever possible staff will discuss behaviours with children/young people, including considering the impacts of the child/young person’s behaviour on themselves and others and a consideration of how amends can be made for this. Staff and young people should try to agree on what an appropriate response to that behaviour may be which may result in a sanction, restorative action, reparative action or agreement. Any response to behaviour should be appropriate to the action and should redress any harm caused. Where sanctions are imposed and not discussed with children/young people, the reasons for this will be explained.