Questions:

1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour

1.2 Evaluate how the policies and procedures of the setting support children and young people to:
a) feel safe

1.2 Evaluate how the policies and procedures of the setting support children and young people to:
b) make a positive contribution

1.2 Evaluate how the policies and procedures of the setting support children and young people to:
c) develop social and emotional skills

1.2 Evaluate how the policies and procedures of the setting support children and young people to:
d) understand expectations and limits

1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting

2.1 Explain the benefits of actively promoting positive aspects of behaviour

3.5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred

4.1 Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points.

Answers:

1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour ?

The policies and procedures  of setting relevant for promoting children and young people’s positive behavior are as follows:

• Behavior policy: It tells the guidelines on how the behavior of the pupils has to be managed.
   
• Code of conduct: It is a set of rules that the peoples should follow and how they should behave. Children are to be advised to strictly follow it (Angela et al, 2007).
   
• Rewarding: Acknowledging and rewardingchildren for their positive behavior helps to maintain the decorum.
   
• Punishment: punishingthe children for inappropriate behavior and charging a fine for the adults wrong behavior.
   
• Attendance: Making a rule that proper attendance is necessary for the institution or any setting helps in building up a positive lifestyle.
   
• Dealing with conflict and inappropriate behaviour: It would tell on how to handle the more difficult behaviors (Scott et al, 2008). Itis also important that pupils understand the behaviour policy of
  the setting so that they have a clear idea of how bad behaviour will be dealt with if they choose to go against rule or behave in an inappropriate manner.

1.2 Evaluate how the policies and procedures of the setting support children and young people to:

a) feel safe:  The policies are kept keeping the view that every single individual and child respected, considered equal and a friendly environment is made so as to make them feel safe. Punishment and no acceptance to wrong behavior also helps the people and the children to feel safe in the setting (Tincani, 2007).

b) make a positive contribution:  Rewarding and acknowledging the people and the children for their positive behavior is what makes a positive mind set and encourage the individuals to do more good deeds.

c) develop social and emotional skills: Following up the behavioral guidelines and a code of conduct among everyone helps to develop the social skills by increasing positive communication (Walker et al, 2005).  Attaining respect and encouragement from others and the settings helps in attaching emotionally with the environment and the people (Cancio & Johnson, 2007).

d) understand expectations and limits: The behavioral policy and the code of conduct explains the children and the people the fact that what quality of behavior is expected from them and also help them to understand their limits. It also tells what is allowed and what is not allowed and also the difference between right and wrong deeds and behaviour.

1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting

The benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting are as follows:

• A peaceful and healthy environment encourages the staff to maintain the decorum of the setting and encourages children to follow them (Hawken & Johnston, 2009).
   
• Sincerity and obedience among the children benefits the staff as they don’t have to be after the children for everything (Sugai et al, 2000).
   
• No conflicts and no wrong behaviours are encouraged so the staff does not have to deal up with bad behaviors like mood swings.
   
• Positive behavior among the children helps the staff to be in the setting for a long time with a peace of mind.

2.1 Explain the benefits of actively promoting positive aspects of behaviour

Positive behavior is linked to giving resect to others.  The benefits is that it teaches to have a self control on oneself and to consider the feelings of others.  It tells what kind of behavior is required  by others  and what kind of behavior is acceptable. It also tells how to build up positive social relationship with others by behaving appropriately. Positive behavior heals an individual to learn the basic principles of humanity. At the same side the positive behavior is continued among the children when they are awarded and praised in front of their friends and public (Stewart et al, 2005).  Some more features of promoting  positive behavior is that it also develops a sense of warmth, love and emotions between the individuals. If a child or an individual behaves in a positive way to others than the bond and attachment relation develops on its own between them.  The benefit of positive behavior also lie in the fact it helps to know about ones expectation and limits and others too. The person who has a positive behavior benefits as the hope in them  never dies so chances of success are even more.  The individual’s are also loved and resected by everyone in the society does development of a good self image is also an advantage (Koegal et al, 2011).

3.5 Explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred

There are situations when the children do not show a positive behavior. There can be number of reasons for this like sometimes they are just trying to test of their limits. But on the same side it is the staffs duty to recognize the when the child is in need to be referred. The signs show that there is a need of extra support or not.  The type of behaviors that are to be referred to others are as follows:

• When the child do any danger to himself or others.
• When the staff is itself dealing with a personal problem.
• When the situations are uncontrollable and the child is not at all listening.
• When an incident is serious enough to warrant the involvement of a senior member of staff.

The situations decide what kind of referral is to be used and when (Tobin & Sugai, 2005). The referral can be as support from another staff member. In some cases special support is required like a support of a supervisor, support from the staff who has already dealt with the same issue, a support from  a senior management team if the situation is intolerable and cannot be controlled up in any way. In some situation parent support and guidance can also be required so as to promote positive behavior in the child at all times.

4.1 Recognise patterns and triggers which may lead to inappropriate behavioural responses and take action to pre-empt, divert or diffuse potential flash points

Observation is the first thing that helps in recognizing the inappropriate behavioral responses. Like for example noticing any abnormal behavior with friends, not paying attention in studies or not interested to play out. These are some of the signs that tells the child is not behaving in a proper way. Observing the signs and the reason behind the abnormal behavior is also very important. For example if a child is fighting than what happened jus before that which has lead the child to behave in appropriately. In case of small kids diverting their minds is of most help. If a small kid is not behaving appropriately than diverting him/her in some other activity diverts their mind and they forget about the way they were behaving. In kids who are little grown ups sharing their feelings and guiding them towards the solution is what that helps to abolish inappropriate behaviors. Cueing: Cueing is a common behavior management technique. Choose one specific trigger to work on and then come up with some kind of hand signal or phrase that will serve as an alert to the child that the trigger is present. This allows you to make the child aware of the trigger subtly in social situations. Once you have alerted him, he’ll have the chance to self-correct, or in other words, respond using the new plan you came up with, with minimal help from you. Cueing works at home as well (Rhodges et al, 2011).

References

Angela Waguespack, Terrence Vaccaro & Lauren Continere (2006). Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art. International Journal of Behavioral Consultation and Therapy, 2 (4), 463–474. [1

Cancio, E. & Johnson, J.W. (2007). Level Systems Revisited: An Impact Tool For Educating Students with Emotional and Behavioral Disorders. International Journal of Behavioral Consultation and Therapy, 3 (4), 512–527

Hawken, L.S. and Johnston, S.J. (2008). Preventing Severe Problem Behavior in Young Children: The Behavior Education Program. Journal of Early and Intensive Behavior Intervention, 4 (3), 599–613.

Koegel, L. K., Koegel, R. L. & Dunlap, G.(2011) (Eds.), Positive Behavioral support: Including people with difficult behavior in the community (pp. 381-402). Baltimore: Paul H. Brookes

Rhodes, Virginia; Stevens, Douglas and Hemmings, Annette (15 April 2011). "Creating Positive Culture in a New Urban High School". High School Journal. Spring 2011 94 (3): 82–94.

Stewart, R.M., Martella, R.C. Marchand-Martella, N.E. & Benner, G.J. (2005). Three-Tier Models of Reading and Behavior. Journal of Early and Intensive Behavior Intervention, 2 (3), 115–124

Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, C. M., Scott, Liaupsin, C., Sailor, W., Turnbull, A. P., Turnbull, H. R., Wickham, D., Wilcox, B., & Ruef, M. (2000). Applying positive behavioral support and functional behavioral assessment in schools. Journal of Positive Behavioral Interventions, 2, 131-143.

Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis. The Behavior Analyst Today, 8, 492–499

Tobin, T.J. and Sugai, G. (2005). Preventing Problem Behaviors: Primary, Secondary, and Tertiary Level Prevention Interventions for Young Children. Journal of Early and Intensive Behavior Intervention, 2 (3), 125–144

Walker, B., Cheney, D., Stage, S., & Blum, C. (2005).Schoolwide screening and positive behavior support: Identifying and supporting students at risk of school failure. Journal of Positive Behavior Interventions, 7, 194-204