CLIPS Word Template s3

CHCIC510A: Establish and implement plans for developing cooperative behaviour

Develop a plan to guide a particular child’s behaviour

Contents

Identify longer-term and short-term objectives in the plan 3 Criteria for planning 3 Guiding children’s behaviour policy 8 Putting together the plan 16

Identify resource and referral bodies and seek advice as necessary 18 Where to seek advice 18

2 Diploma of Children’s Services: CHCIC510A: Reader LO 9353 © NSW DET 2010

Identify longer-term and short-term objectives in the plan

Criteria for planning When inappropriate behaviour occurs, we need to implement strategies that we hope will help children along their journey towards self-control and behaving in pro-social ways. We might, for example, help them to step back from a confrontation when they are very angry and to talk about their feelings calmly (rather than lashing out at another person). As they get older, we also teach them conflict-resolution skills.

If a child’s behaviour is consistently inappropriate, we would need to develop a plan to help us guide the child towards behaving in appropriate ways. How do we begin our plan?

Below is a behaviour-planning model you might want to consider. This is only a guide and you might find some steps are quite general and need to be broken down to smaller and more manageable steps; or some steps may happen concurrently, depending on the situation.

Steps:

1 Identify the behaviour. 2 Assess the behaviour (you may need to gather information first). 3 Identify long-term goals and short-term objectives. 4 Identify alternative behaviour that is more acceptable. 5 Develop the plan in accordance with the philosophy and policies of the centre. 6 Ensure the goals of the plan are consistent with the child’s abilities, age and developmental stage. 7 Ensure the plan is realistic according to what resources are available. 8 Develop the plan in consultation with staff, parents and others who care for the child.

Diploma of Children’s Services: CHCIC510A: Reader LO 9353 3 © NSW DET 2010

9 Consider the child’s family’s norms and processes for responding to behaviour (including those related to the family’s culture). 10 Identify resource and referral bodies. 11 Seek advice from these bodies, as necessary.

1 Identifying the behaviour We need to consider whether the behaviour is really inappropriate. This may sound like a straightforward task but it is not. We will need a sound understanding of child development—the behaviour may not be inappropriate given the child’s developmental level. We also need to consult with other carers, including of course parents, and observe the child in a number of settings and over time.

2 Assessing the reasons behind the behaviour Remember that all children’s behaviour means something—inappropriate behaviour is a result of the feelings that children are experiencing.

Activity 1

Some reasons for children’s inappropriate behaviour Reasons for a child’s inappropriate behaviour include:

 a need to belong to a group

 a need to gain attention

 a need to gain power

 a need to seek revenge

 learned helplessness and assumed inadequacy

 medical reasons.

3 Identifying long-term goals and short-term objectives We would like children to develop these abilities by the time they are young adults:

 to resolve conflicts

 to be able to cooperate and live harmoniously with other people in a society

 to possess a sense of civic duty and perhaps even to be able to contribute in some way to society

 to form meaningful relationships through socially acceptable behaviour

 to act responsibly

 to be able to make good choices and take responsibility for actions.

Purpose of long-term goals We can sum up our long-term goals as:

 contribution

 responsibility

 cooperation

 withdrawal from conflict.

Purpose of short-term objectives Behaviour guidance plans include short-term objectives. Short-term objectives contribute to the meeting of long-term goals. For example, a short-term objective is to encourage the children to put the blocks back on the block shelf. The long- term goal this meets is that the children learn responsibility, cooperation and self- help skills.

Activity 2

Setting objectives State the behaviour causing concern, for example, four-year-old Som regularly hits, scratches and bites other children.

Analyse observations of the behaviour When does the child usually hit? What seems to trigger the hitting? Who are the children or adults he hits? Does the child always hit a particular child? What happens when the child hits? Does the child lack adequate verbal skills to cope with the situation?

These are just a few questions you would try to find answers to when assessing a child’s behaviour. You would also assess the environment at the centre as well as at home.

Consider the implications What can happen if the behaviour is not altered?

Explore alternatives Alternatives may include:

 encouraging changes in play partners

 changing areas that may be crowded which could cause frustration and provoke hitting

 ensuring materials and learning activities are appropriate for the child’s needs and interests (eg are materials and activities too simple, too complex, too few?).

 assessing and eliminating unnecessary stress

 reviewing timetables if the time of day and possible tiredness appear to be causes

 considering the staffing situation if the child’s behaviour is a reflection of insecure attachment.

Set goals and objectives The long-term goal would be impulse control and the short-term objective would be to stop hitting.

Long-term goals outline the behaviour change needed, eg that the child will stop behaving on impulse and choose other appropriate methods of expressing their needs.

Short-term objectives state the acceptable alternative, eg that the child will stop hitting and express needs verbally or move away from the situation to seek adult support.

Activity 3

It is usually necessary for you to maintain the limits for children of this age by either moving them or the equipment as they have not yet developed skills of responsible behaviour nor fully understand the consequences of their actions, ensuring that the environment has not contributed to the behaviour.

This long-term goal should be shared with the staff and continually re-enforced in a calm consistent manner.

4 Clearly identify more acceptable alternative behaviours in the plan In determining more acceptable and alternative behaviour patterns it is necessary to examine and reflect upon the following possible basic needs of the child:

 love and belonging

 power and control

 freedom of choice

 survival

 fun

 challenge.

In order to modify or change a behaviour of concern it is necessary to state your goal for the child and then look at acceptable alternatives.

Goal for the child Acceptable Alternative

To change the inappropriate To develop skills in A means for the child to or unacceptable behaviour appropriate ways to learn more appropriate communicate anger or ways of meeting their own frustration that do not hurt needs themselves, others or the environment

The emphasis is on choices.

Activity 4

5 Develop plan in accordance with philosophy and policies of the service Let’s review the principles of positive guidance.

Positive guidance:

 is a learning process that encourages self-respect, acknowledgement of feelings, decision making, problem solving and positive self-esteem

 helps children cope with everyday stresses in an appropriate way

 is a way of teaching socially acceptable behaviours

 has the end goal of self-discipline.

The centre’s behaviour management policy

Why does a centre need a behaviour management policy? A behaviour management policy sets out the aims and guidelines for staff when working with the children in their care.

A centre’s behaviour management policy needs to:

 state the beliefs held by carers in relation to the importance of having a consistent set of guidelines using positive behaviour management

 clearly link to the centre philosophy

 be guided by the Australian Early Childhood Code of Ethics, United Nations’ Convention on the Rights of the Child, and QIAS principles

Activity 5

Locate a behaviour management policy at your centre (if you are working in a centre). Alternatively, use this sample behaviour management policy which is taken from the Summerville Children’s Centre ‘Guiding children’s behaviour policy’. You have used this policy before. Parts are reprinted here for your convenience. The feedback to the questions in this activity is based on this policy).

Guiding children’s behaviour policy ‘Help children to learn to interact effectively, and in doing so learn to balance their own rights, needs, and feelings with those of others.’ (AECA-Code of Ethics)

Policy statement For the child to develop pro-social skills which will assist them to co-operate, collaborate and interact positively with those around them.

Background We believe-

 that children’s behaviour is the result of basic needs being met or not being met (or perceived as being met or not being met)

 that all behaviour is a result of feelings and the feelings must be addressed before the behaviour

 that guidelines for appropriate behaviours should be developed on the basis of awareness and safety of self, others and the environment

 that a response to children’s behaviour should encourage children to co-operate, to develop their ability to interact positively with others and to foster self reliance and self esteem

 that carers and families will share the responsibility of learning from and with the child in an atmosphere of collaboration

 that helping children to develop self control should place the emphasis on what to do rather than on what not to do.

Procedures and guidelines

For the child To develop pro-social skills, accept consequences, make decisions, problem-solve co-operatively and respect self and others.

For the family To be aware of centre policy and communicate with staff their expectations, sharing in the decision making process for the benefit of their child.

For the staff To encourage a ‘Family Focused Approach’ to behaviour guidance, accepting diversity of backgrounds.

To work closely with colleagues to promote centre policy and in accordance with licensing guidelines.

To ensure each child is given a rational explanation of developmentally appropriate behaviour by setting reasonable limits which protect and support children and build positive feelings of self-worth.

Activity 6a

Activity 6b

Activity 6c

Activity 6d

6 Develop goals of the plan consistent with child’s abilities, age and developmental stage When we develop goals we have to take into consideration the fact that there are

Some characteristics of children of the various developmental levels are listed below. As you read through the lists, reflect on your experiences with children in these developmental levels. Can you think of other characteristics?

Toddlers:

 have a desire or need for independence

 experience fear and insecurity

 identify themselves as separate from parents and carers

 often have difficulty coping with change

 are unaware of danger—and they test rules and limits

 dislike being corrected

 are often frustrated in their desire for independence

 have a short attention span

 are totally egocentric.

Goals for toddlers Toddlers are beginning to assert their autonomy. They will probably hear them saying, ‘No!’ when you ask them to do something. Remember, your goal should never be to win over or overpower the child and ‘show them who is control’. Instead, your goal for the toddler is to empower them. Think of solutions that will benefit both of you. Support toddlers so they can: become self-reliant; disagree or to say ‘No’, respectfully and appropriately; and make good decisions.

Preschoolers:

 need to show initiative and gain acceptance from adults

 are capable of making some decisions on limits

 are developing problem-solving techniques

 are beginning to understand another’s point of view

 are now more able to express their ideas, needs and wants

 are gradually developing the attributes of sharing, turn-taking and cooperating

 are increasingly able to express emotions in an acceptable way.

As carers, we need to show affection and acceptance and treat each child as an individual, provide role models and anticipate needs in play.

Goals for preschoolers Goals for preschoolers could include learning to: share with other children; take turns; and verbally express their feelings.

School-aged children

The school-aged child needs to develop a sense of mastery and competency (industry) and to gain acceptance from their peers. They:

 are beginning to develop peer relationships (belonging)

 like to make and keep their own rules of conduct within the group

 are able to resolve some conflicts without intervention from adults.

Goals for school-aged children As carers, we need to give school-aged children a sense of responsibility and create opportunities for independence, recognition and appreciation. The children can be assisted to identify goals and make choices. They should be encouraged to work through their own differences where possible (self- discipline).

Involving school-aged children in developing the plan Below are guidelines for involving children in developing the plan:

 Depending on the child’s developmental stage, they may be involved in negotiating the behaviour management plan.

 Very clear guidelines should be explained to the children at a developmentally appropriate level so they are aware of the goal of the plan.

 Sometimes just involving the child in the plan and showing an interest in them is enough to bring about a change of behaviour.

 When creating the plan, consideration must include information about the range of different abilities, cultural values, beliefs and child- rearing practices that are used to guide childcare practices.

7 Ensure plan is realistic according to resources available

Human resources

Skills and knowledge As carers involved in implementing the plan, we need certain personal and professional skills and knowledge in order to gain children’s cooperation.

These skills are:

 knowledge of child development

 knowledge of reasons for children’s behaviour, including medical, cultural, psychological and social reasons

 knowledge of a range of behaviour-guidance strategies

 strong communication skills.

Apart from knowledge and skills, it is extremely important that carers have certain personal attributes—including being warm and caring.

Child-centred philosophy Staff need to have a child-centred philosophy. This means staff need to always identify the child’s needs and work towards meeting these. Staffing ratios should comply with industry regulation and should allow staff to have the capacity to provide children with the attention they need.

Staff training on working with children with additional needs It is important that staff are able to easily access specialist advice and guidance as issues arise. Centre staff may also need coaching and demonstrations provided by specialist staff to help them provide optimum care to children with additional needs.

Material resources To support the plan, it is necessary to create an atmosphere where expectations are clear and reflect the everyday lives of family and community.

Consider the following when considering the material resources you need to support the plan:

 Do resources range in complexity?

 Are resources appropriate for various developmental stages?

 Are materials available for the development and extension of skills?

 Are resources and learning experiences carefully selected so that children are assured of success (and not set up for failure)? Examples include: playdough, water play and ball games that are non- competitive.

 Are there resources that will cater for varied interests (eg dinosaurs, basketball and dancing)?

 Are there books that can identify feelings—and encourage empathy?

 Are there resources that promote the performing and creative arts (eg puppetry, drama, dance)?

 Are resources available that will promote physical fitness and the development of physical skills?

 Can the resources be modified or adapted to suit a child with additional needs (including gifted and talented children)?

Before implementing the plan it is necessary to ensure all resources that may assist with the process are in place and advice and direction from specialist services has been assessed (as necessary).

Activity 7a

Activity 7b

When constructing a plan of action, it is important that we negotiate the plan with the various parties involved. These may include:

 centre staff and care providers

 parents and family members (as the main influence in their children’s lives, their ideas and suggestions are essential)

 other professionals, eg medical and social workers

 the child, if appropriate

 other children.

8 Develop the plan in consultation with staff, parents and others who care for the child

Consulting the family As carers, we see the children in only one setting—the centre. The child’s family sees the child in the home and other settings. They can provide us with knowledge and insights of the child that we will need in order to better analyse a child’s behaviour—and consequently to devise a behaviour plan that is not misinformed from the start.

Consulting children Children themselves need to be consulted (depending on their developmental level) because they will provide us with their perspective. We need to show the child that we value what they have to say (otherwise they might just tell us what they think we want to hear). The other children at the centre will also have their perspectives of the child’s behaviour.

Consulting our colleagues We need to consult other caregivers at the centre who work with the child. We can share what we have observed of the child.

9 Ensure plan considers relevant cultural norms, and processes for responding to behaviour

Cultural norms Culture is a rather complex and nebulous concept. Put simply, culture means our way of life. When we say that someone belongs to a certain culture, we usually mean that the person is from a certain cultural background which may have to do with, among other things, their country of origin, their ethnicity, their beliefs and values, or their religion, their cuisines, their celebrations and festivals, their cultural icons and so on. In Australia, we have hundreds of cultural groups.

It is important to remember, however, that a culture may not be homogenous— there are differences between individuals who belong to a cultural group. At this

point, reflect on your own situation. You identify with a cultural group (or sometimes more than one cultural group). What aspects of culture do you share with people within your group? What do you share with a range of people from diverse cultural groups? You can see there is probably quite a bit of overlap.

Because not everyone within a cultural group is the same in their norms, we must not generalise about all individuals within a cultural group. At the same time, we must not discount cultural norms and be insensitive to them.

Our knowledge about a person’s culture needs to be viewed as a starting point from which we then try and find out more about the individual and their family and whether there are relevant cultural norms and processes for responding to behaviour. Remember to always ask questions of the family when you are in doubt.

Family norms The norms of some families are influenced a lot by the norms of their cultural group. Sometimes we call these families ‘traditional’. The norms of other families may be much less culture-bound. These families may be influenced less by cultural norms and more by other factors such as level of education, socio-economic status, life experiences, personal values and beliefs and so on. There are also individuals and families who do not identify with any particular culture and who would consider themselves ‘cosmopolitan’.

Activity 8

Ways in which a family’s child-rearing practices differ Child-rearing practices might differ from one family to the next in the following areas:

 routines, including sleeping and eating routines

 expectations about when their children develop self-help skills

 approaches to child guidance or discipline

 willingness to empower children

 different expectations for manners and cleanliness

 diverse gender roles, eg different expectations of girls and boys

 diverse languages—consider the language skills of the child versus the family (eg in families where English is a second language)

 diverse beliefs, including religious beliefs—we need to acknowledge beliefs that may influence families’ decisions about their children

 diverse lifestyles, eg some families place high value on material possessions while others may encourage interactions and relationships

 structure of the family—families come in various forms, such as single mother or father, divorced parent, same-sex parents, extended family, and grandparent and children.

Note that some of these practices may have to do with a person’s culture. However, there are other factors that influence the ways in which a family raises their children.

As carers, we need to carefully consider the child-rearing practices of a child’s family before we go ahead and select processes, strategies or techniques to respond to the child’s behaviour.

10 Identifying resource and referral bodies and seeking advice as necessary Networking with agencies and other professionals in the local community in relation to a specific child’s behaviour of concern should be undertaken with the support and permission from the child’s family. It should also be in line with the standards and procedures set down in the centre’s policies.

Early intervention services What do we mean by ‘early intervention’? basically, early intervention services are specialised support services for infants and young children with developmental delays or disabilities, and their families. The aim of these services to promote development, well-being and community participation.

If you carry out an Internet search using key terms such as ‘early intervention + Australia’, you will come across websites such as the ones below:

http://www.ecia-nsw.org.au/faq.php

http://www.ecia.org.au/

Community services Find out the support services in your local community which could be helpful to access either as reference points for centre staff or as referral organisations for families. Be sure to include interpreting services.

It is useful to make notes about exactly what services they offer together with times they are available and costs involved. This information will need to be updated each year. Consider also the use of videos, books and drama resources that could support your plan.

Useful websites could also be compiled. Here are two to start your list:

http://www.cyfernet.org/parent.html

http://users.sgi.net/~cokids/teacher2.html

Putting together the plan At the beginning of this topic we summarised the path we take when developing a plan. Let us revisit the steps involved:

1 Identify the behaviour. 2 Assess the behaviour (you may need to gather information first). 3 Identify long-term goals and short-term objectives. 4 Identify alternative behaviour that is more acceptable. 5 Develop the plan in accordance with the philosophy and policies of the centre. 6 Ensure the goals of the plan are consistent with the child’s abilities, age and developmental stage. 7 Ensure the plan is realistic according to what resources are available. 8 Develop the plan in consultation with staff, parents and others who care for the child. 9 Consider the child’s family’s norms and processes for responding to behaviour (including those related to the family’s culture). 10 Identify resource and referral bodies. 11 Seek advice from these bodies, as necessary.

We can put our plan together once we have worked through the steps. Below is a suggested format. Draw on the suggested headings and ideas to design your own template.

Headings Details

Child details Include details such as:  age of child  developmental level of the child  family’s expectations The behaviour of concern Include detailed description Provide examples of incidents Note frequency of behaviour (over time period) Assessment of behaviour Provide reasons for the behaviour Explain how information was gathered (and who was consulted) Repercussions of behaviour Example:  Effects on other children and staff  Damage to property Factors reinforcing the inappropriate Eg, is the behaviour rewarded? behaviour Cultural norms and family norms Explain whether cultural norms or family norms have been considered Long-term goal Example: Meera will learn cooperation skills Short-term objectives A timeline may be useful—eg by the end of term 2, Xin will be able to share toys Consultation with family in Detail all collaboration development stage of plan Ensure that evidence of parental approval is provided Referrals (if appropriate) Provide evidence of parental permission and results Strategies for guidance Explain how caregivers will guide the child’s behaviour List the strategies Ongoing review of plan Note down how frequently the plan will be reviewed Leave spaces for review notes

Activity 9

Activity 10

Identify resource and referral bodies and seek advice as necessary

As we mentioned when discussing Step 10 of the plan, networking with agencies and other professionals in the local community in relation to a specific child’s behaviour of concern should be undertaken with the support and permission from the child’s family. It should also be in line with the standards and procedures set down in the centre’s policies.

http://www.ecia-nsw.org.au/faq.php

http://www.ecia.org.au/

Where to seek advice Community services http://www.cyfernet.org/parent.html

http://users.sgi.net/~cokids/teacher2.html

Find out the support services in your local community which could be helpful to access either as reference points for centre staff or as referral organisations for families.

Specialist services

Type of behaviour Specialist service to be contacted

behaviour may be the result of an allergy or medical an injury behaviour may be linked to family crisis social worker behaviour may be the result of neglect or Department of Community Services (NSW) abuse (Note: Community services departments in other states may have different names.) behaviour may be linked to disability or special needs consultant delay behaviour may be psychiatric psychologist