Behaviour Management Plans and Guidance

As part of the assessment and planning process for all children, consideration should be given to whether it is necessary to draw up a Behaviour Management Plan.

The possible need for a Behaviour Management Plan will be different for each child, depending on the child’s background and needs. However, it is expected that any behaviours which give rise to concern about the following will result in a Behaviour Management Plan; for example:

1. Absenting behaviour;
2. Anxiety or withdrawal;
3. Bullying or other similar behaviours;
4. Challenging behaviour;
5. Drug or substance misuse;
6. Lack of awareness of person safety;
7. Offending or offensive behaviour;
8. Sexual Exploitation;
9. Self harming behaviour;
10. Sexually exploitative or inappropriate sexual behaviour;
11. Violence or aggressive behaviour.

Behaviour Management Plans should be incorporated into children’s Placement/Personal Plans.

Behaviour Management Plans must summarise the behaviours causing concern and the Strategies being adopted by staff/carers to manage of the behaviour(s).

Where the same behaviour is exhibited outside the placement, e.g. at school, every effort should be made to ensure staff/carers and other professionals work in partnership, ensuring consistency where appropriate.

Behaviour Management Plans form part of children’s Placement/Personal Plans, therefore they must be subject to Placement/Personal Plan Reviews.

Also see: Flowchart 1: Encouraging and Rewarding Success.

Whilst children bring their own values and behaviours to placements, staff and carers play a key role in influencing children.

The culture of the home, generated by the adults living or working there, is crucial.

A restrictive, unsupportive, discouraging and punishing culture will result in instability, hostility and possibly severe disruption.

Where children live in homes which have clear, fair boundaries, where they feel safe, encouraged and appropriately rewarded, they will thrive and do well. Such homes will also experience less instability and disruption.

It is for each home, primarily the people working or living in them, to create their own culture, but the following may be helpful.

1. Listen to and empathise with children, respect their thoughts and feelings and take their wishes into consideration;
2. Look for things that are going well, or any step in the right direction, and appropriately reward it;
3. Rewards should be used in a creative and diverse way, specific to children’s needs, capabilities and interests;
4. This may mean that children are rewarded with toys, games, activities or monetary rewards;
5. But all ‘tangible’ rewards should be accompanied by use of ‘non tangible’ encouragement and support - by staff and carers demonstrating to children that they have done well;
6. Such ‘non tangible’ rewards include praising, smiling and appropriate hugging of children;
7. Children usually benefit, early on, from rewards which may appear to outweigh that which is expected. This is normal; over time rewards can be more relevant as children’s self esteem and skills improve.
   
   For example:
   • Children who have few social or life skills and whose self esteem and confidence is low may require forms of encouragement and reward which are intensive, frequent or even excessive in order to help/remind them that they are doing well and appreciated;
   • A child who has previously been unable to get up for school may be offered a substantial reward or activity for getting up on time for a few days;
   • However, it should also be born in mind that some children cannot tolerate praise as it undermines the low perception they have of themselves. For these children smaller more specific praise is needed.
8. Over time, as children achieve what is expected, such rewards should be reduced or children should be expected to achieve more for the same or a similar reward.

Also see: Flowchart 1: Encouraging and Rewarding Success.

Where behaviour is the cause for concern it is critical that plans are established to manage and hopefully change the behaviour.

Consistency is the key, where staff/carers manage behaviour inconsistently, little if any progress will be made; it may result in more disruption.

Where staff/carers work together, improvements will be made.

The setting of objectives or expectations must not be ad hoc or unplanned. It should be part of a Strategy, depending on children’s assessed needs, interests and capabilities.

Planning is critical; particularly where children’s behavioural needs are complex or where behaviours give rise to serious concern, such as violence, drug or substance misuse, self harming, bullying.

In such situations a Behaviour Management Plan must be drawn up and incorporated into children’s Placement/Personal Plans.

Behaviour Management Plans should summarise how behaviours should be managed, including the Strategies that will be adopting in managing the behaviours; they should also state how acceptable behaviours will be encouraged and promoted. 

These Strategies can include Therapeutic Interventions, Physical Interventions, Sanctions and other measures; for example the use of incentive or reward programmes, charts etc.

If the Behaviour Management Plan cannot be incorporated into the Placement Plans, it can be formulated separately and be an addendum of it.

Children should be involved in drawing up of Behaviour Management Plans and should understand the relevance of them; though this may not always be possible, for example, where the child has severe learning disabilities.

Children should be also be capable of achieving what is expected; maybe with help or support from an adult or mentor, which may include another child.

Expectations placed upon children should never be beyond their capabilities; start small and encourage steps in the right direction.

Over time, children should be encouraged and supported to acquire the skills and level of responsibility and freedom which is within their capabilities and understanding;  in turn, this will improve their self image and confidence. 

If children are capable of it, they must be involved in monitoring and reviewing their plans – and in agreeing new objectives and strategies. Only Approved Sanctions may be imposed, as a negative consequence for unacceptable behaviour.

Click here to view Flowchart 1: Encouraging and Rewarding Success.

Click here to view Flowchart 2: Reminders and Reprimands.