DT4G 04 (CCLD 337) Create environments that promote positive behaviour
Elements of competence CCLD 337.1 Implement behaviour policies, procedures and strategies CCLD 337.2 Promote positive aspects of behaviour
About this Unit
This unit is about supporting and implementing behaviour policies for children who challenge.
This unit is for you if you work in a setting or service whose main purpose is to support the care, learning and development of children in partnership with their families. This unit is for those who have some supervisory responsibilities or who work unsupervised with children.
Keywords What we mean by some of the words used in this Unit Compliance Children co-operating with requests Evidence-based Structured approaches and strategies for the development of program positive behaviour that have been shown to work through mes research
Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit
GENERAL GUIDANCE Evidence must be provided for ALL of the performance criteria and ALL of the knowledge. Work with children and families does not lend itself to a series of fragmented activities. When assessment planning it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion. Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure that theory and practice are linked. The evidence must reflect, at all times, the policies and procedures of your workplace as linked to current legislation and the values and the principles for good practice in children’s care, learning and development. All evidence must relate to your own work practice.
SPECIFIC EVIDENCE REQUIREMENTS FOR THIS UNIT Simulation: Simulation is not permitted for this unit.
The following forms of evidence ARE MANDATORY: Direct Observation: Your assessor or expert witness must observe you in real work activities which will provide evidence of some part of each element in this unit. Reflective Accounts: You should describe your actions in a particular situation and explain why you did things. You may be able to use a reflective account to provide some of the performance evidence for this unit. e.g. your effectiveness in promoting positive aspects of behaviour for individuals or groups of children, the basis on which you set limits and boundaries, how effective you have been at listening to the child's point of view and negotiating. Issues for consideration: The following performance criteria may be difficult to evidence by observation. Element 1 – PC 4
Unit: DT4G 04 (CCLD 337) Create environments that promote positive behaviour 1 DT4G 04 (CCLD 337) Create environments that promote positive behaviour
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: Questioning/Professional Discussion: Questions may be oral or written. In each case the question and your answer will need to be recorded. Professional discussion should be in the form of a structured review of your practice with the outcomes captured by means of audiotape or a written summary. These are particularly useful to provide evidence that you know and understand principles which support practice, policies, procedures and legislation, and that you can critically evaluate their application e.g. how you implement programmes for positive behaviour, the approaches you use in encouraging positive behaviour and dealing with challenging behaviour and why these are used. Why it is important to use evidence based programmes for responding to challenging behaviour and where necessary work with other professionals. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice. Products: These are non-confidential records made, or contributed to, by you, e.g. recording formats, behavioural policies. Confidential Records: These may be used as evidence but must not be placed in your portfolio, they must remain in their usual location and be referred to in the assessor records in your portfolio e.g. individual child records, reports and minutes of confidential meetings, diary evidence of your day-to-day practice dealing with different types of behaviour or following through a particular child, policies and procedures for behaviour. Original Certificates and other evidence of prior experience and learning: Where you have relevant prior experience it must match the requirements of the standards. Certificates of training, awards and records of attendance must be authentic, current and valid. Your assessor will also want to check the content of such training so that this can be matched to the standards and check that you have retained and can apply learning to practice, e.g. previous vocationally related qualifications, behaviour management, negotiating skills. Case Studies, projects, assignments: These methods are most appropriately used to cover any outstanding areas in the knowledge requirement of your award e.g. assignments evaluating different theoretical approaches to managing behaviour. Witness Testimony: Colleagues, allied professionals, children, young people, families and carers may be able to provide testimony of your performance. Your assessor will help you to identify the appropriate use of witnesses.
Unit: DT4G 04 (CCLD 337) Create environments that promote positive behaviour 2 DT4G 04 (CCLD 337) Create environments that promote positive behaviour
KNOWLEDGE SPECIFICATION FOR THIS UNIT
Assessment of knowledge and understanding should wherever possible be carried out during performance to ensure theory and practice are linked.
You need to provide evidence for ALL knowledge points listed below: To be competent in this Unit, you must know and understand the Enter Evidence following: Numbers 1 The possible effects of communication difficulties and attention deficits 2 The different approaches to encouraging positive behaviour, according to children’s age, needs and abilities 3 Policies and procedures that enable a structured approach to encouraging positive behaviour 4 Why it is important to agree approaches to behaviour with children, families and colleagues 5 Situations in which programmes for positive behaviour might be necessary 6 How you would monitor the effects of programmes on individual children’s behaviour 7 Under what circumstance might programmes for encouraging positive behaviour be modified 8 What is meant by a firm and respectful approach 9 What is meant by unambiguous directions, limited choices and defined boundaries for children; why these are important in your responses to behaviour 10 The links between behaviour, self-esteem and relationships with others 11 Possible reasons for children’s challenging behaviour, how behaviour links to other things that are happening in the child’s life 12 How adults’ expectations affect children’s behaviour and can (where inappropriate) reinforce challenging behaviour
Unit: DT4G 04 (CCLD 337) Create environments that promote positive behaviour 3 DT4G 04 (CCLD 337) Create environments that promote positive behaviour
CCLD 337.1 Implement behaviour policies, procedures and strategies
Performance criteria Enter Evidence Numbers DO RA EW Q P WT 1 Identify appropriate policies and procedures for behaviour in the setting, according to best practice 2 Liaise with professionals, families and children to plan the implementation of evidence-based programmes for responding to challenging behaviour in individual children 3 Implement the agreed approach in partnership with colleagues and families 4 Listen to children’s points of view and negotiate with them, checking understanding when agreeing an approach, taking into account the child’s age, needs and abilities 5 Monitor the effect of behaviour strategies, policies and programmes on individual children 6 Adapt and modify the planned approach in consultation with colleagues, professionals and families, as required
CCLD 337.2 Promote positive aspects of behaviour
Performance criteria Enter Evidence Numbers DO RA EW Q P WT 1 Adopt a firm and respectful approach when promoting positive aspects of the behaviour of children 2 Give children unambiguous directions and choices within clearly defined boundaries of acceptable behaviour 3 Ensure you are effectively communicating and exchanging information with children according to their age, needs and abilities 4 Set limits and firm boundaries as agreed with children, other professionals, colleagues and families 5 Implement agreed procedures when children continue to challenge 6 Encourage co-operation and problem solving between children 7 Positively reward compliance in ways that demonstrate the child is valued as an individual
DO = Direct Observation RA = Reflective Account Q = Questions EW = Expert Witness P = Product (Work) WT = Witness Testimony
Unit: DT4G 04 (CCLD 337) Create environments that promote positive behaviour 4 DT4G 04 (CCLD 337) Create environments that promote positive behaviour
To be completed by the Candidate I 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 AND THAT THE CANDIDATE HAS DEMONSTRATED THE APPLICATION OF THE PRINCIPLES AND VALUES.
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: ……………………………………..…………………………..
Unit: DT4G 04 (CCLD 337) Create environments that promote positive behaviour 5