CLIPS Word Template - TAFE NSW · Web viewAt other times, you may not need to refer the child on...

CHCIC510A: Establish and implement plans for developing cooperative behaviour

Identify and review behaviour causing concern

Contents

Gathering information from those involved with the child 3

Who is involved with the child? 3

Observing the child 4

Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour 5

Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour 7

Information-gathering strategies 7

Methods of recording and collating relevant information 8

Review program routines and timetabling for possible influence on behaviour 10

Facilitate interpretation of child’s behaviour among others involved with the child 11

Interpreting a child’s behaviour—with the cooperation of other caregivers 11

Seek advice as required and report incidents causing concern to parent/s, colleagues or others as appropriate 13

When to refer on 13

Who to consult when drawing up a plan of action16

Discuss options for response with parent/s 17

Discuss needs and concerns of other children affected by the incident18

2 Diploma of Children’s Services: CHCIC510A: Reader LO 9351 © NSW DET 2010

Gathering information from those involved with the child

Knowing more about a child’s personality, relationships and experiences can give us an insight into what triggers behaviours which cause concern. The more we know about the child and their world the more relevant, meaningful and ‘real’ our plans to help them will be. There are people in each child’s life who can provide us with a great deal of useful information and who can collaborate with us so we can plan effectively for consistent implementation.

Remember: All families and their children have the right to privacy. We do not have the right to know everything about a child. Therefore we need to decide from whom we can ethically gain information about the child. We must act professionally in ensuring that the information we collect is both relevant to the behaviour of concern as well as maintained in strict confidence.

Who is involved with the child?Who are all the people who are a part of the child’s social context? They may be different people at different times during the life of the child but all of them will have had an influence on who the child is and how they behave.

Collecting information about children is a shared responsibility. In this way different perspectives are provided. You will need to gather information from more than one source.

Activity 1a

Activity 1b

Activity 1c

Diploma of Children’s Services: CHCIC510A: Reader LO 9351 3© NSW DET 2010

Observing the childYou should also consider the value of observations. These should involve yourself and other members of staff. You need to ensure you are observing the child in a wide range of situations and social contexts (ie with different people and at different times of the day) over a period of time to give you a real perspective on what is really occurring in the child’s world. Remember, a child who can talk can provide you with a great deal of useful information about their experience from their own perspective. Other children can also be very useful sources of information about what is occurring and how they perceive this.


Review behaviour in a range of situations and contexts, recognising gender impacts on behaviour

First, let’s read about Joe

Joe is four years old. His mother, Tina, has decided to place Joe in care. She works full time. Her other children are Jane, seven years, and James, two years.

Joe’s home carer is Tina’s 60-year-old aunt, Mina, who lives nearby. She cares for Tina’s youngest child during the day and then Joe later in the day when she collects him from the centre.

Bill, Joe’s father, has separated from Tina. He and Tina remain on amicable terms and although the children all live with their mother, Bill sees a lot of them (he has decided to remain in the same suburb as his family). Bill picks his son up in the mornings and drops him off at the centre.

Joe recently received computer toys (they are virtual pets) which he is enjoying playing with. However, at the Green Tree Frog Children’s Centre, the long-day-care centre he attends, the policy discourages children from bringing in their toys (the exceptions are transitional objects which help children settle). This policy is more strictly applied to preschoolers as the thinking is that the following year they will commence school—and at school, toys are usually not allowed.

One morning, Joe runs into the centre with his father, in hot pursuit. Bill tries to prise the toy from Joe—an almost impossible task.

‘Come on, Joe. Give me that toy. I have to leave for work’ Bill says.

‘No-o-o-o!,’ Joe screams. ‘Gimme, it’s mine!’

Jenny, one of the carers, comes to Bill’s aid. ‘Good morning, Joe. Come on, let’s go to the book corner. I’ve got a new book about dinosaurs. Come on, give Dad the toy. I’ll read to you,’ Jenny says in a gentle, cajoling tone.

‘No-o-o-o! Go away! Leave me alone!,’ Joe screams in response.

‘Don’t talk like that to your teacher, Joe! Behave! Or I’m going to—!,’ bellows his father.

‘No! I hate you! I hate you!’ Joe screams at his father.

‘Come here. You still want to go to the skating rink on Saturday?,’ his father responds, in a more conciliatory tone.


‘I don’t care! Go way! Go away!,’ Joe responds, tears now streaming down his flushed cheeks. He then flings his toy against a wall as hard as he can, screaming and howling at the same time. He runs to pick up his toy and hurls it again—hard against the wall. The third time he hurls the toy, it grazes Liam on the cheek. It is still early morning and Liam, four years, is the only other child who has arrived at the centre. Liam sits down and cries. Mayom, a carer who has just entered the foyer, rushes to comfort Liam.

Joe then picks up the toy and runs to the front door, and pushes against the door with all his might. ‘I’m going!’ he shouts.

Marie, the centre director, hears the screaming and rushes out into the foyer. ‘What is going on?’ she asks, looking at Joe, Jenny and Bill in turn. By now, Joe, unable to push open the door, is lying on the ground screaming, arms and legs flailing ...

Marie bends down to Joe’s level and says something to him.

Joe’s crying subsides. He takes Marie’s extended hand and willingly walks with her. Marie takes him to the kitchen and pours out a glass of water. He goes with her outside and they sit under a tree …

This type of behaviour from Joe has occurred a number of times over the past few weeks.

Now, let’s consider the range of contexts and situations that we could use to review Joe's behaviour:

• with different people such as Mina, his carer at home • at home with his mother, Tina, his sister and brother • with any extended family • on arrival and departure in the centre • with different learning experiences within the program.

When observing Joe's behaviour we need to use active listening skills and observe carefully. With every child, there are many cultural and social issues to consider. There are certainly different expectations of carers and family members with regard to self-help skills, meal times and cleanliness, just to name a few. Quite often there can be different expectations within the family. Try to identify feelings and separate them from the behaviour.

Activity 2

Other differences in the family may relate to parenting or caregiving styles.

When you look at the information about the experiences of the carers, you will remember that Joe’s carers (Jenny, Carole, Mayom and ‘Aunty Mina’) had very different lives and ways of responding to children’s behaviour.


Observe and analyse behaviour to identify triggers, or consequences which are maintaining the behaviour

Information-gathering strategiesIf a child is behaving in ways that cause you to feel concern, where and how do you begin to gather information from those involved with the child? Start with what information there is at the centre.

Information at the centre Consider the following: Each child’s learning is documented and used in planning the program (QIAS Principle 3.2):

Let’s find out a bit more about the people involved in our scenario with Joe. To understand the situation fully we need further information. Let’s consider the information that the staff already have about Joe.

Joe is solid and strong. His current interests include dinosaurs, virtual pets and train engines. He enjoys music time and loves constructing things, using blocks or Lego.

He is especially fond of his home carer, ‘Aunty Mina’, who is his mother’s 60-year-old aunt. At home, he has recently displayed signs of aggression, especially to his brother, James (two years).

Sometimes when tired or after he has eaten junk food or anything red, he niggles at Jane, his seven-year-old sister, to get a reaction. He could be described as a bit of a stirrer, but asks interesting questions and there is a feeling you get that he is really bright.

His mother Tina is 37 years old and works as a secretary.

The staff also know more about Joe from his portfolio and records which are kept confidential in a filing cabinet in the centre director’s office.

Go to Appendix 1 for Joe’s records


Information from the familyAnother good place to start is to follow the principle of collaboration with the family. The child’s family, usually the parents or parent, will often be the first point for useful information; after all, they have known the child the longest, are most likely to be able to tell you about any changes in behaviour and are the most concerned with the child’s wellbeing and happiness. They will want to know if you have concerns about aspects of the child’s behaviour. Sometimes these may not be the same behaviours the child displays in the home context or they might even approach you with their own concerns about particular behaviours they have noticed. They may be looking to you for help and advice. In any case, they have a right to know and be part of what is going on with their child.

Make sure that those who are involved with the child feel safe to discuss their concerns. Keep the child’s ultimate wellbeing as the focus of all discussion and planning. This is a good way to ensure that everyone in this process retains an active part of the planning. We are much more likely to create a cooperative and consistent implementation process if there is genuine respect for each other’s information, ideas and suggestions. For example, you as the carer might feel that following a particular routine in the morning before a child comes into care would help them to change an undesirable behaviour which is occurring on arrival in your service each day. However, the parent must feel free to explain how this suggestion may not fit in well with the constraints of the whole family’s routine at this time. You would then need to work with the parent to come up with an alternative suggestion which may produce a similar improved result for the child.

Remember this guiding principle when gathering information from parents:

‘I will encourage families to share their knowledge of the child with me and reciprocate by sharing my knowledge of the children with parents so that there is mutual growth and understanding in ways to benefit the child’.

(AECA—Code of Ethics)

Methods of recording and collating relevant informationHere are the most common and useful methods which you will need to use when recording information you have shared:

• written observations (eg jottings, anecdotal records, running records, sociograms, time samples, event samples)

• photographs with explanatory comments• a child’s work samples with comments• surveys, questionnaires for parents• surveys, charts, etc, for older children


• audio and video recordings.

Remember it is very important that when gathering information about children you store whatever you write or record in a secure place. Respect the children’s privacy and keep the information confidential, away from unauthorised people.

We also need to make ongoing recordings to track the implementation and review of planning and to review the children’s progress with those involved with the child.

Activity 3


Review program routines and timetabling for possible influence on behaviour

It is important then to ask these questions to minimise the chances of program routines and timetabling influencing behaviour:

• Is the routine and timetable flexible, allowing for modification, depending on how the children are feeling?

• Does the routine and timetable consider differences in the children’s development levels? For example, is the session too long in duration for the children? Does it require sitting still for a long time?

Activity 4


Facilitate interpretation of child’s behaviour among others involved with the child

Interpreting a child’s behaviour—with the cooperation of other caregivers

Activity 5

Steps in the interpretation processLet’s revisit the scenario in the previous activity. As the child’s main caregiver, Peta needs to carry out the following actions:

• Ask all staff to begin observing the child closely during the day. • Remind staff to be vigilant in protecting other children but to try to

analyse what times, events and routines, other children or situations seem to trigger the behaviour.

• Review all the observations made by the staff over the last three months on this particular child. Sort out the observations, looking carefully at times of day when a particular behaviour routinely appears.

• Discuss with staff the need to observe the child even more closely at that time to see exactly what the circumstances are surrounding the behaviour.

Conclusions drawnAfter careful analysis, Peta suspects that the behaviour is occurring at particular times of day and when one particular carer is on duty. This is usually when Peta, his primary carer, is on her breaks and after she leaves in the afternoon.


Ravi’s inappropriate behaviour also occurs more frequently just when he needs to wait for a turn, just before lunch and rest time and when he is playing indoors. The behaviour rarely occurs when he is outdoors and rarely when Peta is nearby.

From here the staff can begin to devise a plan and strategies to guide the child’s behaviour but also to look at the ways they can modify the physical environment, the timetable and management of routines to minimise the child’s distress at those times.


Seek advice as required and report incidents causing concern to parent/s, colleagues or others as appropriate

Sometimes you need to refer the child on to a specialist—as they will need specialist assistance to be able to cope with what is troubling them in order to move forward. At other times, you may not need to refer the child on but may need to seek advice and guidance from an agency or body—which will help you and the centre staff deal with the behaviour.

When to refer onThe question for us is—when do we refer a child on? This is such an important question for us to consider. We must not think that we can interpret all children’s behaviour and that we can eliminate all their inappropriate behaviours.

Supposing we have interpreted the child’s behaviour (or think we have) and have put into place measures to minimise that behaviour. However, the child continues to behave inappropriately. We might get stressed or simply ‘give up’ on the child. We would be doing ourselves and the child great harm. Remember that there are always reasons for a child’s inappropriate behaviour. Always remember too that there is specialist help that we can turn to.

Below are examples of situations where referrals to other services should be considered:

• when the behaviour of concern continually interferes with the child's ability to learn or relate to others (appropriate to age)

• medical problems resulting in behaviour (eg allergies, injuries)• when staff are unable to differentiate between an ongoing medical

problem and developing inappropriate behaviours• when the child's behaviour of concern or distress continues over a longer

period with no obvious indication of a gradual improvement• when the child's behaviour places them at risk of self-harm• when the child's behaviour places other children continually at risk


• when the child's behaviour or demeanour changes and you observe a cluster of behavioural indicators which suggest the possibility of abuse (all cases of suspected child abuse must be reported).

The family’s approval Remember that referrals must be negotiated with the child’s parents. It is ultimately the family's choice. There is an exception to this rule—where the decision to report is our decision and the family does not need to be notified. This is in cases of child abuse where child protection legislation make it our legal obligation to report.

Sometimes you may not need to make a referral but you might need to network with agencies and other professionals in the local community in relation to a specific child's behaviour of concern. Such networking should be also undertaken with the support and permission from the child's family and be in line with the standards and procedures set down in the centre's policies.

Negotiating sensitively with parents when the child's behaviour places other children at riskSometimes a child’s behaviour might be putting the other children at the centre at risk. Suppose you have tried to interpret the child’s behaviour and have exhausted all measures to encourage pro-social behaviour in the child.

You have consulted with your colleagues and the centre director at length and you have all come to the conclusion that you need specialist help. The child needs to be referred to a specialist. Your next step is to inform the child’s parents. Together you work out a plan of the best means of helping the child.

Talking to parents about their child’s inappropriate behaviour is sensitive. It is important that you find out what you can about the family’s expectations and their caregiving approach. It is equally important to be non-judgmental about their caregiving practices and expectations.

Some parents may:

• listen and want to do the best they can • appear not to be interested • feel you should be handling the behaviour yourself • feel threatened by the meeting • feel guilty and embarrassed by the behaviour • punish the behaviour at home • display denial and attack other children's behaviour • rationalise • blame you and/or the centre.


Consider how you would feel if you were the parent or guardian of a child—and the centre director tells you that your child behaving inappropriately and needs specialist help.

Guidelines Do not Dotalk to a parent about your concern when you are distracted or in a hurry communicate your concern using negative terms (inappropriate phrases can cause anxiety and stress for parents) arrange a meeting before you have carefully gathered all the relevant information and sought support from your colleagues make your discussion one-way (it forms a barrier to effective partnerships) discuss your concerns in front of the child or other parents relay your concerns through family members or friends who are not directly involved.

meet in a relaxing place try to see things from the parent's perspective—you will need to use sensitive communication with the family member while focusing on the best interest of the childfind out their caregiving practices and expectations of the child discuss the concern with tact and sensitivity, balancing your concern with sharing some positive aspects and giving feedback in an supportive manner always consider the possible effect on the listener (family member) clearly outline the behaviour causing concern—include examplesexplain measures you have taken (that have not worked)outline choices (options) offer to assist parents to make contact with a service provide written as well as verbal information encourage parents to feed information back to youassure parents confidentiality will be maintainedlisten to the parents’ concerns and goals for their child emphasise that the focus is on the behaviour as the issue, not the child explain your goals and suggested program for the child provide parents with information and useful suggested readings ensure a collaborative approach by continuous communication with all involved relate to the centre's philosophy and policy and regulations discuss how the progress will be reported consider the feelings of the child.


Your objective when consulting with parents is to get them to understand that you are trying to help the child. You are not being judgmental and have given this a lot of thought. You have also tried various strategies.

At your consultation with the parents or family of the child, agree that together you will draw up a plan of action. Remember that the decisions need to be made with the families.

Reflect on Principle 3.1 of the AECA Code of Ethics:

In relation to families, I will engage in shared decision making with families and strive to develop positive relationships with families that are based upon mutual trust and open communication. (AECA—Code of Ethics)

Who to consult when drawing up a plan of actionWhen constructing a plan of action, it is important that we negotiate the plan with those involved.

These may include:

• the child’s primary caregivers at the centre and other staff at the centre including senior staff

• the child’s home-care provider (if there is one)• parents and family members • other professionals, eg medical and social workers• the child (if appropriate)• other children (if appropriate)• resource services, eg multicultural workers or unit • our own network within the community.

The parents and family are the main influence in their child's life. Their ideas and suggestions are essential. Their approval of the plan of action and subsequent referral is absolutely necessary.

Activity 6


Discuss options for response with parent/s

If you cannot identify the reasons for the child’s behaviour, you will need to gather more information—this time from the child’s family.

A combined home and centre approach with carers and parents working together is essential … as stated in Principle 2.1 of QIAS: Staff and families communicate effectively to exchange information about each children and the centre.

The combined home and centre approach is absolutely critical when the child’s behaviour is causing concern. It involves sharing and discussing ideas and it contributes to a better understanding and increased sensitivity to the needs of all involved. The benefits of this approach to the centre staff, families and children are:

• It ensures that we understand how to provide care at the centre that is consistent with care at home .

• It helps us understand that social and cultural values may be linked to developing an appropriate plan for the child.


Discuss needs and concerns of other children affected by the incident

When observing a child whose behaviour is causing concern it is also important to observe other children’s involvement and reactions. Some children may influence the behaviour of a child whereas other children may be a victim of the behaviour.

Behaviour to be aware of:

• children avoiding an area or activity due to the proximity of that child• a change in behaviour such as a child becoming reluctant to attend

childcare• children becoming more violent due to the role modelling of the

unwanted behaviour.

You will also find that parents will become very concerned if their child is being affected by another child’s concerning behaviour. As far as we are able we need to provide a safe environment for all children.

Once you have collected detailed observations gather together with other staff and discuss the needs and concerns of the other children involved.

Strategies for other children affectedDepending on the action plan decided on and the observations you collected, these strategies may be useful for the other children affected:

• Look at program timetable and grouping of children o a different order of activities can change behaviour

• Look at groupingo group children appropriately. o Smaller groups can make behaviour more manageable.

• Look at staffing—you may be able to have a staff member monitor the child with concerning behaviour during the ‘high risk’ times. This staff member may be able to do an experience closely with the child to role model appropriate behaviour and also diffuse situations before they occur.


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