Outcome 1 — Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people 1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people 1.
This will help with insight into the cause of any behaviours and how to best respond.
Managing the transition between sections is important, so that a new young person coming into the section knows the leaders and other young people within the section and how the section works.
For example, support from their peer leader eg. Good Programme planning Running a balanced high quality programme, that young people have been involved in planning, is a great basis Include co-operative games and activities in your programme.
Plan some games that require listening or silence to build on these skills. If you play knockout games, make sure young people who are out of the game are given something to do.
With all games, including ones, which are familiar, go over the rules or instructions each time before you begin. Have a start signal i. When scoring, do it fairly not in your head so that things are open and honest. Think about how meetings and activities are structured.
For example, if there is unstructured play, like football, when young people are arriving, this is more likely to lead to challenging behaviours or young people becoming more energetic.
Establish good routines and systems Have a routine for meetings. Use similar routines each time for explanations. For instance, everyone sitting down in small groupings. Ensure that everyone understands the purpose of these i. Use signals so that you do not need to use your voice all the time.
For example, hand in the air means stop talking and pay attention. When the young people see a leader raise their hand they stop what they are doing movement and noise and put their hand up too.
This then spreads across the section. It is important that the leader stands still and is quiet while their hand is raised demonstrating the expected behaviour and that any other leaders in the room are also quiet at this time, reinforcing the expected behaviour. A red, amber and green card system could be used.
This is usually when a young person is causing danger or has hurt someone - 5 minutes to go and think about what they did, and then a talk with a leader about what happened. If behaviour improves, show the green card. Here are some good tips in running activities, to encourage positive behaviour: Stop if someone interrupts or starts to chatter to their neighbour.
When someone is talking, others including other adults should be silent. Keep explanations and demonstrations short and to the point and use bite size statements.
Ensure the young people know why you are asking them to do a particular thing. If doing an activity that can be explained in two stages, such as crafts, let them start and pause to explain the next step.
Give notice, like counting down from five to zero. The leader can hold their hand out in front and start counting down from five, folding fingers down with the countdown. Or alternatively use an egg timer with an alarm.
Check if everyone has understood the instructions before beginning the activity. Set the standards with the young people Challenging behaviour can mean different things to different people, therefore it is important that acceptable standards are created and agreed, and that everyone knows what behaviours are acceptable and unacceptable.
Actively involve young people in creating a Code of Behaviour for the section. Young people are more likely to remember and stick to something that they themselves have played a part in creating.
In preparation, it is useful for the leadership team to have a rough idea of the essential things that need to be included, to ensure health, wellbeing and safety. Talking about the Promise or the Scout Law is a great place to start discussions with the section. The start of each new term might be a good time to revisit it, and when new people start, get the young people to show them the Code of Behaviour so they know what is expected rather than hoping they will pick it up.
Tips for an effective Code of Behaviour are as follows: Created in partnership with young people.The APBS Call for Papers closed on Saturday, September 8th, , at 5pm EDT.
Notification of selection for the 16th International Conference on Positive Behavior Support will . caregivers support young children’s social and emotional development. They include examples and An Individualized Approach for Addressing Challenging Behavior Positive Behavior Support may be the solution for Jack and Amy.
Positive Behavior Support, or PBS, is a process that Positive Behavior Support: An Individualized Approach. Open Document. Below is an essay on "Unit - Support Children and Young People's Positive Behaviour" from Anti Essays, your source for research papers, essays, and term paper examples/5(1).
Transforming Care for Children and Young People: Mindfulness, Positive Behaviour Support and Active Support training for parents. Earlier this year, Avenues was awarded a Transforming Care grant by NHS England.
There are many different interventions that are either solely underpinned by ABA or ABA is key to its working – Positive Behaviour Support, Cognitive Behaviour Therapy, Acceptance and Commitment Therapy, Organisational Behaviour Management, dialectical behaviour therapy and so on.
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