Communication Environment Power imbalance Excessive demands Boredom Lack of boundaries or goals Emotional expression Sensory needs Physical Health Mental Health An individual’s past experiences Age and gender
Setting boundaries and rules together, for everyone to work within.
Do observations to help understand why behaviours are happening or what resources are being accessed in the setting. Adapting the environment if it’s found that any aspect triggers challenging behaviour. Changing routines if any aspect is found to trigger challenging behaviour Have policies and procedures in place that help colleagues deal – reactively with incidents of conflict and reporting causes/triggers.
disruption and destruction of property or the environment
stereotyped behaviours (eg rocking)
inappropriate or unacceptable sexual behaviour
smearing and urination
manipulative, deceitful and non-compliant behaviour
People must always be treated with dignity and respect, this may be difficult when their behaviour is threatening to their friends or members of staff, however it is essential to remember that it’s the behaviour that is adverse and not the individual. When challenging the behaviour it is important to disapprove of the negative behaviour, not the
individual. Should the situation require reactive strategies, it is important to uphold best practise and continue to treat the individual in a person centred way, according to their placement plan, risk assessment and positive handling plan, paying attention to the individuals faith, beliefs, culture while maintaining dignity.
a) how they were feeling at the time prior to and directly before the incident.Aim: to identify the mood, emotion, level of stress. This helps the individual recognise what part their feelings may of played within the incident.
b) their behaviourAim: to identify actions. This helps to critically analyse what went on, the physical contact that occured, verbal language and body language. c) the consquences of their behaviourAim: to see what arose from their actions, who if anyone was hurt emotionally or physically, if an object broke, was part of the incident. If the consequences were negative or positive. d) how they were feeling after the incident.Aim: to give names to emotions and feelings, with the possibility to explore alternative means of resolving differences, diffusing challenging behaviour.
After the incident you may feel tired and upset, judgemental, shocked, surprised, angry, sad, glad its over. It is important to talk to someone else about what has happened.
The individual should be checked over by a member of staff who was not involved in the incident of challenging behaviour. Immediate action should be taken to ensure medical help is sought if there are any injuries which require more than basic first aid. All injuries should be reported and recorded using the appropriate systems.