Support Children And Young People 's Positive Behavior

This quote helps us understand how children (and adults!) really want to be listened to:

All settings that have contact with children and young people must have clear policies and procedures to follow in case of abuse. Staff must be trained in these matters and be prepared to deal with the situation. Those working in child related settings have a legal responsibility to follow statutory safeguarding procedures and guidelines and any suspicions or concerns about child abuse should always be reported without delay.

When policies and procedures are written they should clearly define what it is meant to ensure that there is good practice but it should also be able to save time as adult will be aware of what is expected of them; if they are not clear enough then staff may be confused on what they are meant to do and this can have severe consequences on either the children/ young people or the staff within the setting. When they are clear it ensures that the setting can work at optimal strength while also ensuring that it operating effectively to ensure that children care is not at risk because staffs are not entirely sure of what they should be doing within the setting. There should also be no misunderstanding if they are written out clearly enough. Policies and procedures are put in place in order to ensure that children are both, safe, and secure, as well as happy while having the best possible learning opportunity; even when the policy applies to adults they have to ensure that children are being given the best care and education possible because they have to impose

-Propriety and behaviour: in your professional working capacity, you should always ensure that you act in a professional manner at all times. When working with children, we’re required to behave appropriately and make sure that children and young people also understand what is expected of them. Adults are role models who are required to set an example through our own behaviour and our interactions with others.

Universal supports and instruction are the core programs and strategies provided to all students within the school building to promote successful student outcomes and prevent school failure. Tier 1 supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing misbehavior. Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System

| Evaluate how these polices support the principles of every child matters and the importance of staff consistently applying boundaries (where applicable)

They are clearly displayed in the classroom. On the first day of school we brainstorm rules for the classroom. I then write them in a positive rather than negative. We discuss what constitutes respect such as keeping our hands and feet to ourselves, keeping any objects to ourselves, using kind and positive words. We also talk about that listening when others are speaking involves listening to teachers, classmates, guests and announcements. Everyone then signs the poster, including me.

How does it feel like to have a child with difficult behavior? Is there any way(s) to control and change their difficult behaviors? If there is a solution, does the solution good enough to maintain a good family relationship? All of these are the main questions that are being discussed in a book called Parenting with Positive Behavior Support: A practical guide to resolving your child’s difficult behavior written by Meme Hieneman, Karen Childs and Jane Sergay. In this book, the authors provide both theory and step-by-step hands-on features to guide the parent toward recognizing and solving their children’s difficult behavior predominantly by using and assimilating Positive Behavior Support (PBS).

Staff found the above child extremely challenging, and were finding it difficult to manage his behaviour. They would often complain to me and tell me not to take such children into the setting. I used my knowledge gained from E105 on children’s rights and tackled the matter in a staff meeting; aiming to change their attitudes and understand it from the child and parents perspective and also understand the child’s rights endorsed by the UNCRC and other legislations. I further supported my staff with behaviour management training by a child psychologist to help manage his behaviour and devise strategies for managing behaviour in a consistent manner (PEF, evidence 20).

The types of positive reinforcement I may provide will likely depend on what circumstances present themselves. They will also differ depending on which role I am in. Positive reinforcement I provide to my children may vary significantly in comparison to the positive reinforcement I provided to students while I was the In-school Intervention Specialist at the Holbrook Junior High or what I may provide as a juvenile probation officer.

QP encouraged William in participating in a CBT activity geared towards “Keeping track of how you are changing”. QP explained to William the activity will examine positive behavior and compliance skills that can help with make changes in the right direction. QP asked William to list some of his recent none compliant behaviors. QP asked William to list some behaviors he thinks he needs to change or improve on. QP asked William to list some changes he has made since starting IIH services. QP encouraged William in discussing the recent situation that caused him to leaving his home for two weeks. QP addressed with William some of the concerns his parent has and had difficult talking to him about. QP asked William, if he is abusing or using drugs and alcohol. QP asked William about the recent police

I met with the manager Kath for the first time and we had a discussion and I was shown around the nursery. I then spent some time around the rooms and chatted to the staff. This was a really positive experience and I witnesses lots of positive interaction with the children and staff. It was evident that the children were very confident and have built up very positive relationships with each other. The environment is spacious with lots of garden space.

we ensure that equality, diversity and inclusion are ensured in the setting. We do this by making sure practitioners go on training days to make sure that they give children and young people equal opportunities, and include all children and young people in activities. It is important that when dealing with bullying in a setting that practitioners don’t take children and young people differences into account when dealing with the situation. When dealing with bullying we must give both parts an equal chance to tell their part of what happened practitioners should also read the bullying policy and procedure of what steps they take and they should follow them. It’s important that all members of staff must follow the equal rights of children and

I think the positive child rearing strategies work since it advances a sound self-regard in the tyke. I additionally think this method works in light of the fact that as opposed to rebuffing your tyke, you are giving them order to demonstrate that awful conduct is not expectable.

The Chapter 12 article focuses on positive behavior strategies to eliminate bullying through activities for infants and junior schools. Creating a safe classroom environment will allow teachers to instruct their students in an efficient and effective manner. Unfortunately, bullying is predominant in schools where the different forms of aggression are learned. When bullying occurs, developing strategies are essential to address the issues.