Unit 27: Dealing with Challenging Behaviour - OneFile

1 Edexcel BTEC Level 3 Nationals specification in Health and Social Care Issue 1 June 2010 Edexcel Limited 20101 Unit 27: Dealing with Challenging BehaviourUnit code: T/600/8982 QCF Level 3: BTEC NationalsCredit value: 5 Guided learning hours: 30 Aim and purposeThis unit aims to enable learners to gain a knowledge of Challenging Behaviour and an understanding of the associated legislation and guidance. Learners will also be able to consider how to deal with Challenging Behaviour if they were working in a health or social care introductionDealing with Challenging Behaviour is a high priority for people working in the health and social care sectors. In their day-to-day routines, workers encounter a wide variety of Behaviour which can significantly, and adversely, affect the quality of the lives of those involved.

2 It is important, therefore, that learners understand the contexts in which such Behaviour occurs in order to develop their knowledge and understanding of the causes and effects of Challenging Behaviour , and the range of methods used to deal with and social care workers are bound by professional codes of practice and legislation which determine how they must respond in particular situations. Learners must understand these legal frameworks and the outcomes they can have for workers and service users. This unit aims to develop learner knowledge and understanding in these key areas and underpins other units in the qualification. It is essential in terms of preparing learners to get the most from any work experience they undertake. In order to complete the unit, learners must apply their learning by contributing to the development of a strategy for Dealing with Challenging Behaviour .

3 They will need to consider the skills needed to minimise the effects of Challenging Behaviour , such as recognising triggers , and appropriate methods of unit enables learners to assess some of the difficulties involved in working in the health and social care sectors. It is suitable for all learners interested in a career in these outcomesOn completion of this unit a learner should:1 Know the potential causes and effects of Challenging behaviour2 Understand legislation and guidance concerned with Challenging behaviour3 Be able to contribute to the development of a strategy for Dealing with Challenging BTEC Level 3 Nationals specification in Health and Social Care Issue 1 June 2010 Edexcel Limited 20102 Unit content1 Know the potential causes and effects of Challenging behaviourExamples of Challenging Behaviour : verbal abuse, eg racist comments, threats, bullying others; non-verbal abuse; physical abuse, eg assault of others; self-destructive Behaviour ; Behaviour destructive to other people.

4 Behaviour destructive to items in the environment; Behaviour destructive to property; illegal Behaviour ; the impact of cultural variationsTriggers: intrinsic, extrinsic; temporary personal factors, eg discomfort and/or pain caused by illness; influence of alcohol/drugs; persistent personal factors, eg existence of a disability that prevents normal communication, movement or Behaviour ; temporary environmental factors, eg living in temporary accommodation; persistent environmental factor, eg excessive and/or prolonged noise; recognising potential effects of own Behaviour on that of others; the use and abuse of powerThe potential effects of Challenging Behaviour : on the physical, emotional and social wellbeing of individuals2 Understand legislation and guidance concerned with Challenging behaviourConventions, legislation and regulations: relevant sections from legislation including The Human Rights Act; The Convention on the Rights of the Child; The Children Act; The Care Standards Act; White Paper: Valuing People: A New Strategy for Learning Disabilities for the 21st Century; Every Child Matters leading to The Children Act and The Children s Plan.

5 Mental Health ActCodes of practice: codes of conduct established by professional bodies including The General Social Care Council/Care Council for Wales/Northern Ireland Social Care Council (these bodies provide codes of practice and rules of conduct for social care workers and employers); the NHS Constitution; OfstedOrganisational policies and procedures: concerned with behavioural management, eg work practices, staff development and training, quality issues, complaint procedures, affirmative action, anti-harassment, human rights3 Be able to contribute to the development of a strategy for Dealing with Challenging behaviourHow to minimise the effects of Challenging Behaviour : coping strategies including positive Behaviour management; person-centred planning; effective communication; body language; promoting self-esteem; anti-discriminatory practice; equitable application of rules and boundaries; integrated practice; using strategies to empower and involve individuals who present Challenging Behaviour ; awareness of ABC charts; risk assessment; workforce training; following recognised procedures; management of the aftermath; conflict resolutionUsing specific approaches: providing active support; partnership working; psychotherapy; cognitive Behaviour therapy; medication; Behaviour modification programmesMethods of intervention: diversion, defusing, de-escalating and Dealing with situations; seeking help; judging timing and method appropriate to situation and event.

6 Communicating and consulting with individuals; applying rewards and/or sanctions; applying medication; using physical intervention in line with an organisation s environment and culture; using appropriate physical restraint as a last resort, eg on a child or adult; remaining calm and controlled when provoked3 Edexcel BTEC Level 3 Nationals specification in Health and Social Care Issue 1 June 2010 Edexcel Limited 2010 Assessment and grading criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this and grading criteriaTo achieve a pass grade the evidence must show that the learner is able to:To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to:To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to.

7 P1 describe the characteristics and causes of Challenging Behaviour [IE1]M1 discuss the characteristics and causes of one type of Challenging behaviourP2 explain how legislation/guidance applies to Challenging Behaviour [IE2]P3 suggest strategies to minimise effects of Challenging Behaviour in health and social care settings.[CT2]M2 discuss strategies used to minimise effects of one type of Challenging Behaviour in health and social care evaluate strategies for Dealing with one type of Challenging Behaviour in health and social care : This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills which are embedded in the assessment of this unit. By achieving the criteria, learners will have demonstrated effective application of the referenced elements of the skills.

8 KeyIE independent enquirersCT creative thinkersRL reflective learners TW team workersSM self-managersEP effective participatorsEdexcel BTEC Level 3 Nationals specification in Health and Social Care Issue 1 June 2010 Edexcel Limited 20104 Essential guidance for tutorsDeliveryThis unit is specifically designed to enable learners to apply their knowledge and understanding in a practical way through contributing to the development of a strategy for Dealing with Challenging Behaviour . Firstly, learners must know the contexts in which Challenging Behaviour occurs and describe examples of this. This topic could be introduced in a variety of ways, including documentary evidence from television. More-able learners might benefit from carrying out investigations into the extent of such Behaviour using, for example, statistics from the Department of Health about the extent of attacks on front line health staff.

9 Delivery may require some tutor explanation of key terms and issues, especially if learners are unfamiliar with this must also understand legislation and guidance which deals with Challenging Behaviour . Learners could, for example, carry out some individual and/or group research on different pieces of legislation and guidance to explain how codes of practice identify appropriate responses to Challenging Behaviour and how organisational policies determine the Behaviour of people working in the health and social care sectors. The analysis of legislation and guidance could, for example, focus on whether it covers all situations in which Challenging Behaviour occurs, whilst the evaluation could consider the effectiveness of the legislation and guidance.

10 Learners could support their analyses and evaluations with is expected that learners will need support when working on their contribution to the development of a strategy for Dealing with Challenging Behaviour in the health and social care sectors. They should be encouraged to look at existing strategies and policies, for example in hospitals or schools for children with emotional or behavioural to work-experience placements can be made, with learners being encouraged to share observations of Challenging or potentially Challenging Behaviour , and how it was dealt with. Learners should also be encouraged to reflect on practices at their placements which are designed to reduce the likelihood of individuals presenting Challenging Behaviour and minimise its speakers could be brought in to talk to learners about how to deal with Challenging Behaviour .