Team Teach Referencing for a 6hr and 12hr Team Teach course:
General Social Care Council Code of Conduct.
Evidence:
Standard:
Sub standard:
Workbook:
 Opening Values pg12.
Course:
 Values exercise.
Workbook:
 Listening and learning pg 44.
Course:
 Listening and learning exercise
and throughout the course.
1.
As a Social Care worker, you must
protect the rights and promote the
interests of service users and carers.
1.1 Treating each person as an individual.
1.4 Respecting and maintaining the dignity and privacy of service users.
1.6 Respecting diversity and different cultures and values.
2.
As a Social Care worker, you must
strive to establish and maintain the
trust and confidence of service users
and carers.
2.1 Being honest and trustworthy.
2.2 Communicating in an appropriate, open, accurate and straightforward way
Workbook:
 Opening Values pg12
 De-escalation skills and
Positive Handling Plans pg33.
 Personal Safety pg47.
 Issues arising from training
pg52.
Course:
 Values exercise.
 Listening and learning
exercise.
 Policy, procedure and practice.
 Critical friends.
 Physical techniques.
3.
As a social care worker you must
promote the independence of
service users while protecting them
as far as possible from danger or
harm.
3.1 Promoting the independence of service users and assisting them to understand and exercise their
rights.
3.2 Using established processes and procedures to challenge and report dangerous, abusive,
discriminatory or exploitative behaviour and practice.
3.3 Following practice and procedures designed to keep you and other people safe from violent and
abusive behaviour at work.
3.4 Bringing to the attention of your employer or the appropriate authority resource or operational
difficulties that might get in the way of the delivery of safe care.
3.5 Informing your employer or an appropriate authority where the practice of colleagues may be
unsafe or adversely affecting standards of care;
3.6 Complying with employers’ health and safety policies, including those relating to substance abuse;
3.7 Helping service users and carers to make complaints, taking complaints seriously and responding to
them or passing them to the appropriate person; and
3.8 Recognising and using responsibly the power that comes from your work with service users and
carers.
Workbook:
 De-escalation Skills and
Positive Handling Plans pg33.
 Personal Safety pg47.
Course:
 Throughout course.
 Physical techniques.
4.
As a social care worker, you must
respect the rights of service users
while seeking to ensure that their
behaviour does not harm themselves
or other people
4.1 Recognising that service users have the right to take risks and helping them to identify and
manage potential and actual risks to themselves and others.
4.2 Following risk assessment policies and procedures to assess whether the behaviour of service users
presents a risk of harm to themselves or others;
4.3 Taking necessary steps to minimise the risks of service users from doing actual or potential harm to
themselves or other people; and
4.4 Ensuring that relevant colleagues and agencies are informed about the outcomes and implications
of risk assessments.
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Children’s Workforce Development Council Induction Standards.
Evidence:
Standard 1: Understand the principles and values essential for working with children and young people.
Main Area:
Workbook:
 Opening Values pg12.
Course:
 Values exercise.
 Throughout course.
Workbook:
 Opening Values pg12.
Workbook:
 Opening Values pg12.
 Listening and Learning pg44.
Course:
 Throughout course.
Outcome:
Links to Health and Social Care Core Units:
Level 3
Level 4
1. Principles and
Values
a.
Show how you promote the principles and
values essential for working with children,
young people, their families and their carers.
HSC 31 1 2
HSC 33 1 6
HSC 32 1 2
HSC 34 1 to 6
HSC 41 1 3
HSC 43 1
HSC 42 1 2 3
HSC 44 1 2 3 4
2. Equality,
inclusion and
antidiscriminatory
practice.
3. Person- Centred
Approaches.
a.
Show how you include people and act fairly.
HSC 31 2 3
HSC 33 1 6
HSC 32 1 2
HSC 34 1 to 6 11
HSC 41 2 3 5
HSC 43 1
HSC 42 1 2 3 5
HSC 44 1 2 3 4
a.
Explain how your work relates to any of the
five outcomes in ‘Every Child Matters’.
b.
Take account of the experiences,
preferences, wishes and needs of children
and young people, and their families, when
providing your service.
Listen to children’s and young people’s views
about risk and safety, and take these into
account in your work.
HSC 31 2
HSC 33 1 6
HSC 32 1 2 3 4 9 18
HSC 34 All
HSC 31 2 3
HSC 33 1 6
HSC 32 1 2 9
HSC 34 1to5 11
HSC 31 2 3
HSC 33 1 6
HSC 32 1 2 9
HSC 34 7
HSC 41 2
HSC 43 1 5 10 11 13
HSC 42 1 2 4 13 14 17 18
HSC 44 All
HSC 41 2 3
HSC 43 1 5 10 11 13
HSC 42 1 2 14
HSC 44 2 3 5 6 14 15 18
HSC 41 2 3
HSC 43 1 5 10 11 13
HSC 42 1 2 14
HSC 44 2 3 5 6 8 14
15 16 18 21 22
HSC 41 1 4 5 6 8 9 11
HSC 43 3 4 12 13 14 26 27 28 31
HSC 42 1 3 4 6 19 20
HSC 44 1 6 23 24 25
c.
Workbook:
 Communication pg39.
 Policies pg40.
 Plans pg40.
 Positive handling plans pg41.
 Recording systems pg42.
Course:
 Positive handling plan exercise.
4. Confidentiality
and Sharing
Information.
c. Know how to apply policies and procedures
about sharing information.
HSC 31 5
HSC 33 1 6
HSC 32 3 4
HSC 34 8
Evidence:
Standard 2: Understand your role as a worker (employed or self employed).
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Main Area:
Workbook:
 Introductions.
Course:
 Mission Statement exercise.
1. Work Role.
Outcome:
b.
Know the overall aims of the setting you
work in.
c.
Know the purpose of organisations you come
into contact with during your work.
a.
Know about important laws relating to
children and young people, and where you
can get further information.
b.
HSC 31 1 4 5
HSC 32 1 3 4 16 17
HSC 33 3 4 6
HSC 34 1 7 8
HSC 31 1 4 5 14 17 19
HSC 32 1 3 4
HSC 33 3 4 6
HSC 34 1 7 8
HSC 31 1 4 5
HSC 32 1 3 4
HSC 33 1 4 6
HSC 34 1 7 8
HSC 41 1 6 7 8 9 12 26
HSC 42 1 3 4 5 6
HSC 43 1 3 4
HSC 44 1 5 6 7 8 9 10
HSC 41 1 6 7 8 11 12 26
HSC 42 3 7 12
HSC 43 3 4
HSC 44 1 5 6
HSC 41 1 6 7
HSC 42 1 3 4 5 6 8 9 10
HSC 43 1 3 4 5
HSC 44 1 5 6 7
Understand why it is important for you to
follow policies and procedures.
HSC 31 1 4 5 17 19
HSC 32 1 3 4
HSC 33 6
HSC 34 1 7 8
HSC 41 1 6 7 26
HSC 42 1 3 4
HSC 43 3 4 5
HSC 44 1 5 6
c.
Know the principles of effective team work.
HSC 31 4
HSC 32 3 6 18
HSC 33 6
HSC 34 4
HSC 41 6
HSC 42 2 3 15 17 18
HSC 43 3 13
HSC 44 4 6 16 18
Workbook:
 Five key outcomes pg12.
 Duty of care pg15.
 Children and vulnerable people
pg15.
 Equal opportunities pg15.
 Human rights pg16.
 Health and safety planning pg39.
 Policies pg40.
 Plans pg40.
Course:
 Legal section.
 Policy, procedure and practice
section.
Course:
 Throughout course.
2. Legislation,
policies and
procedures.
Evidence:
Standard 3: Understand health and safety requirements.
4. Team Working.
Main Area:
Links to Health and Social Care Core Units:
Level 3
Level 4
Outcome:
Links to Health and Social Care Core Units:
Level 3
Level 4
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Workbook:
 Reasonable and proportionate
pg18.
 Health and safety planning pg39.
 Risk assessment pg39.
 Risk reduction pg39.
 Communication pg39.
 Employee duties pg40.
 Personal safety pg47.
Course:
 Legislation section.
 Policy, procedure and practice
section.
 Physical techniques.
Workbook:
 Habitual behaviour pg20.
 Catching the moment to give
attention and build a bridge
pg21.
 Behaviours that challenge pg24.
 The conflict spiral pg22.
 6 stages of a crisis pg30.
 Communication pg33.
 Posture pg34.
 Awareness of space pg34.
 A tool box of positive handling
responses pg37.
 Personal safety pg47.
Course:
 Values exercise.
 Behaviours that challenge
exercise.
 Conflict spiral section.
 6 stages of a crisis.
 Help script exercise.
 Personal space and body
language section.
 Physical techniques.
1. Laws, Policies
and procedures.
5. Personal Safety
and security.
a.
Know about health and safety laws which
apply to your working environment.
HSC 32 1 3 4
HSC 34 8 9 14
HSC 33 6
HSC 42 1 3 4 6
HSC 44 6 7 10 14
HSC 43 3
b.
Know your personal responsibility for the
health and safety of the children, young
people and families you work with.
HSC 32 1 2 3 4
HSC 34 7 8 9 11
HSC 33 6 14 25 26 27
HSC 42 1 3 4 6 8
HSC 44 5 6 7 8 12 13 14
HSC 43 3 16 18 23 24
a.
Know about the range of challenging
behaviours presented by particular children
and young people you work with.
HSC 33 6
HSC 34 3 5 16 18
HSC 43 3
HSC 44 3 14 16 17 18
b.
Understand how you manage challenging
behaviour.
HSC 33 6
HSC 34 3 11 19 25
HSC 43 3
HSC 44 2 4 8 10 14 16
18 20 23
c.
Understand how you encourage positive
behaviour.
HSC 33 6
HSC 34 2 4 11 17 19
HSC 43 3
HSC 44 3 8 18
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Workbook:
 Risk assessments pg39.
 Risk reduction pg 39.
Course:
 Legislation section.
 Risk reduction section.
6. Risk assessment.
Evidence:
Standard 4: Know how to communicate effectively.
Main Area:
a.
Identify examples of risks to children and
young people in your work environment and
know about the appropriate action to reduce
or manage the risk.
Outcome:
HSC 32 4 11 14
HSC 34 6 7 8 9 15 20
HSC 33 6 24 25 27
HSC 42 4 8 11 14
HSC 44 5 6 8 15 16 18 21
HSC 43 6 22 23
Links to Health and Social Care Core Units:
Level 3
Level 4
Workbook:
 Communication pg33.
 Improved communication pg13.
 Behaviours that challenge pg20.
 The conflict spiral pg22.
 Active listening pg45.
 Enabling communication pg46
Course:
 Listening and learning section.
1. Encourage
communication.
a.
Show that you understand the children and
young people you work with, particularly
their views and feelings.
HSC 31 1 2 3 6 7 8 9 10
11 12 13
HSC 33 6 11
HSC 34 1 2 5 7 11 14 19
HSC 41 1 2 3 16 17 18 19 24
HSC 43 8 15
HSC 44 1 2 3 4 5 8 14 15 16 18
b.
Respond appropriately to what children and
young people are communicating to you (in
speech, in writing, by body language and so
on).
HSC 31 1 2 3 4 5 7 8 10
12 13 14 15 16
HSC 33 6 11
HSC 34 1 2 11 14 19
HSC 41 1 2 3 6 7 8 16 22 23 24
HSC 43 8 15
HSC 44 1 2 3 4 5 16 18
Workbook:
 Improved communication pg13.
 Behaviours that challenge pg20.
 The conflict spiral pg22.
 Wipe that stupid grin of your
face pg27.
 Communication pg33.
Course:
 6 stages of a crisis section.
 Conflict spiral section.
 Behaviours that challenge.
Workbook:
 Recording systems pg42.
2. Knowing about
communication.
c.
Knowing about the main barriers to
communication.
HSC 31 1 2 3 8 9
HSC 33 6 11
HSC 34 16 18 19
HSC 41 1 2 3 16 17 18 19 21
HSC 43 8 15
HSC 44 16 17 18 20
4. Principles of
keeping good
records.
a.
Show a basic understanding of the
importance of keeping accurate records.
HSC 31 1 2 3 4 5 19
HSC 32 4
HSC 33 6 11
HSC 34 8 12 14 27
HSC 41 1 2 3 6 7 9 13 14 26
HSC 43 8 15
HSC 44 6 13 23 25 26
Evidence:
Standard 5: Understand the development of children and young people.
Main Area:
Outcome:
Links to Health and Social Care Core Units:
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Workbook:
 Opening values pg12.
Course:
 Values exercise.
 Maslow’s hierarchy of need.
 Every child matters.
1. Attachment and
stages of
development.
Evidence:
Standard 6: safeguard children.
b.
Main Area:
Workbook:
 Awareness of space pg34.
Course:
 Values exercise.
 Risk reduction section.
Evidence:
Workbook:
 Values pg12.
 Equal Opportunities pg15.
Course:
 Values exercise.
 Holistic approach.
a.
2. Providing safe
environments.
Understand the important developmental
needs of the children and young people you
work with.
Understand the important developmental
needs of the children and young people you
work with.
Outcome:
a.
Understand what children and young people
want and need to feel safe.
b.
Have an awareness of what contributes
towards a safe environment for the children
and young people you work with.
Skills for Care Induction Standards
Standard 1: Understand the Principles of Care.
Main Area:
Outcome:
1.1 The Values
1.1.1 Understand the need to promote the following
values at all times: individuality, rights, choice,
privacy, independence, dignity, respect and
partnership
1.1.2 Understand the need to promote equal
opportunities for the individual(s) you are supporting.
1.1.3 Understand the need to support and respect
diversity and different cultures and values.
Evidence:
Workbook:
 Reasonable and proportionate
Standard 3: Maintain Safety at Work.
Main Area:
Outcome:
3.1 Health and
Safety
3.1.1 Be aware of key legislation relating to health
and safety in your work setting(s) and understand the
Level 3
Level 4
HSC 33 6 11
HSC 34 1 16 17 18 21 22 24
HSC 43 1 8 10 15
HSC 44 1 14 15 16 17 19
HSC 33 611
HSC 34 1 16 17 18 21 22 24
HSC 43 1 8 10 15
HSC 44 1 14 15 16 17 18
Links to Health and Social Care Core Units:
Level 3
Level 4
HSC 33 6 10 11
HSC 34 14 16 17 18 20
21 22 24
HSC 33 6 10 11
HSC 34 14 16 17 18 20
21 22 24
HSC 43 8 11 15
HSC 44 2 14 15 16 17 18 19 21 22
HSC 43 8 11 15
HSC 44 2 14 15 16 17 18 19 21 22
Links to Health and Social Care Core Units:
Level 2
Level 3
Level 4
HSC 21 1,3 HSC
22 1,2 HSC 23 1
HSC 24
1,2,3,4,6,8
HSC 21 1,3
HSC 22 1
HSC 23 1
HSC 24 1,2,7
HSC 21 1,3
HSC 22 1
HSC 23 1
HSC 24 1,2,7
HSC 31 1,2 HSC
32 1,2 HSC 33 1
HSC 35 1,3
HSC 31 1,3
HSC 32 1
HSC 33 1
HSC 35 1,5
HSC 31 1,3
HSC 32 1
HSC 33 1
HSC 35 1,5
HSC 41 1,3
HSC 42 1,2
HSC 43 1
HSC 45 1,3,4,6,10, 11,15,16
HSC 41 1,3,5
HSC 42 1,2
HSC 43 1
HSC 45 1,3
HSC 41 1,3,5
HSC 42 1,2
HSC 43 1
HSC 45 1,3
Links to Health and Social Care Core Units:
Level 2
Level 3
Level 4
HSC 21 1,4,5,14
HSC 22 1,3,4
HSC 31
1,4,5,17,19 HSC
HSC 41 1,3,6,7, 8,9,12,26 HSC 42
1,3,4,6 HSC 43 3,4,5 HSC 45
Team Teach Referencing for a 6hr and 12hr Team Teach course:






Course:


pg18.
Health and safety planning pg39.
Risk assessment pg39.
Risk reduction pg39.
Communication pg39.
Employee duties pg40.
Personal safety pg47.
responsibilities of yourself, your employer and the
individuals you support.
HSC 23 1,2,3
HSC 24 1,8,9,
10,18 Especially
HSC 22
32 1,3,4 HSC 33
1,3,4 HSC 35
1,3,6,7,14
Especially HSC
32
1,3,7,8,9,10,12,15,21 Especially
HSC 42
3.7.2 Recognise the risks to your personal safety and
well being in your work setting(s), and the safeguards
required to minimise these.
HSC 22 1,2,3,4,
5,7,8,9,10,11,12
,
13,14,15,16,17,
18
HSC 32 1,2,3,4,
5,6,9,11,12,13,1
5, 16,17,18
HSC 42 1,2,3,4, 5,6,7,8,9,10,11,
13,14,15,16,17, 18,20
Legislation section.
Policy, procedure and practice
section.
Workbook:
 Habitual behaviour pg20.
 Catching the moment to give
attention and build a bridge
pg21.
 Behaviours that challenge pg24.
 The conflict spiral pg22.
 6 stages of a crisis pg30.
 Communication pg33.
 Posture pg34.
 Awareness of space pg34.
 A tool box of positive handling
responses pg37.
 Personal safety pg47.
Course:
 Values exercise.
 Behaviours that challenge
exercise.
 Conflict spiral section.
 6 stages of a crisis.
 Help script exercise.
 Personal space and body
language section.
 Physical techniques.
3.7 Security
Standard 4: Communicate Effectively.
Main Area:
Outcome:
Links to Health and Social Care Core Units:
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Workbook:
 Communication pg33.
 Improved communication pg13.
 Behaviours that challenge pg20.
 The conflict spiral pg22.
 Active listening pg45.
 Enabling communication pg46
 Wipe that stupid grin of your
face pg27.
 Understanding behaviour as a
language pg28.
Course:
 Listening and learning section.
 6 stages of a crisis section.
 Conflict spiral section.
 Behaviours that challenge.
4.1 Encourage
communication
Workbook:
 Active listening pg45.
 Looking for warning signs pg26.
 Fight, flight or giggle pg27.
 Active listening pg45.
 Enabling communication pg46.
 Positive touch pg35.
Course:
 Personal, space and body
language section.
 Listening and learning section.
 Positive touch.
 Legislation “No touch policy”
 Looking for warning signs pg26.
 6 stages of a crisis pg30.
4.2 Use
communication
techniques
Level 2
Level 3
Level 4
4.1.1 Know what motivates people to communicate.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
4.1.2 Recognise main barriers to communication.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
4.1.3 Understand how behaviour is a form of
communication.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
4.2.1 Understand the basic forms of verbal/nonverbal communication and how to use these in your
work setting(s).
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
4.2.2 Understand how to listen effectively.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
4.2.3 Understand how to use touch to promote
communication.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
2 Especially HSC
21
4.2.4 Understand when touch is not appropriate.
HSC 21 1,2,3,4,
5,6,7,8,9 HSC 24
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
HSC 31 1,2,3,4,
5,6,7,8,9,10,11,
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
HSC 41 1,3,4,5,
6,8,9,10,11,12,13,
Team Teach Referencing for a 6hr and 12hr Team Teach course:
2 Especially HSC
21
12,1314,15,16,1
9 HSC 35 1,23
Especially HSC
31
14,17,18,19,21,22,
23,24,28,29,30,31 HSC 45 3,16
Especially HSC 41
Optional Health and Social Care NVQ Units to be referenced with support of candidates assessor.
Unit.
Performance Criteria
Unit HSC232
Protect yourself from the risk of violence
at work (Level 2)
HSC 32a
1. you maintain a calm, reassuring and
professional attitude towards those presenting
unacceptable behaviour
2. you maintain a safe distance to avoid physical
contact if possible
3. you communicate with those presenting
unacceptable behaviour in a way that:
a. shows respect for them, their property and
their rights
b. is free from discrimination and oppressive
behaviour
4. you keep the situation under review and act
appropriately which ensures the immediate
safety of:
a. yourself
b. other persons in the vicinity
c. the service user
5. you take constructive action to defuse the
situation which will:
a. not make the situation worse
b. be consistent with your organisation’s policy
and procedures and your legal responsibilities
6. where you are unable to calm the situation
down request assistance promptly if it is
appropriate and feasible
7. you look for opportunities to end contact with
the service user and leave the situation if the
risk of violence looks set to escalate
8. if appropriate, you explain clearly to the
persons involved:
a. what you will do
b. what they should do and
Knowledge Specification.
1.
2.
3.
7.
8.
9.
10.
11.
12.
13.
14.
the importance of showing respect for people, their property and rights and how
to do so
How to avoid behaviour or language that may indicate you are being
discriminatory or oppressive.
your legal duties for ensuring your well-being, safety and health in the workplace
as explained by relevant legislation pertaining to health and safety at work
when it is appropriate and possible to maintain a safe distance and avoid physical
contact
how to interpret simple body language and the importance of acknowledging
other people’s personal space
the importance of remaining alert to triggers of violent behaviour
the importance of planning how you will leave a situation if there is a physical risk
including identifying where the nearest exit routes are
the main signs that a situation could escalate to violent behaviour and how to
recognise these
the point at which to leave the scene of the incident, seek help and safe
techniques for leaving the situation
the types of constructive behaviour you can use to calm situations
the importance of having the opportunity to talk to someone about the incident
afterwards
Team Teach Referencing for a 6hr and 12hr Team Teach course:
Unit HSC326
Contribute to the prevention and
management of
challenging behaviour in children and
young people
Unit HSC336
Contribute to the prevention and
management of abusive
and aggressive behaviour (Level 3)
c. the likely consequences if the situation
continues
9. You leave the scene of the incident if the threat
to your own safety and that of other people is
too great, minimising the risk of injury to
yourself and other people as you leave.
HSC 326a
2. how to provide active support and place the preferences and best interests of children
1. you handle incidents of unwanted behaviour in
and young people at the centre of everything you do when contributing to the
a calm and controlled manner, supporting
prevention and management of challenging behaviour in children and young people
children and young people to understand why
a. current local, UK and European legislation and organisational requirements,
the behaviour was not acceptable
procedures and practices for:
2. your timing and method of intervention for
b. health and safety
incidents of unwanted behaviour are
c. risk assessment and management
appropriate to the situation and event, and
g. restraining children and young people
support children and young people to cease the
i. managing challenging behaviour in children and young people
unwanted behaviour
11. government reports, inquiries and research reports into serious failures to deal with
3. you never use physical punishment and where
challenging behaviour and to protect children and young people
physical restraint is unavoidable, the minimum 15. behavioural signs of regression, withdrawal, attention-seeking, anti-social behaviour
amount is used that is:
and self-damaging behaviour human growth and development related to children and
a. consistent with legal and organisational
young people
policies, procedures and practices
25. methods of diffusing situations that might lead to unwanted behaviour
b. required to maintain the safety of the
child/young person and others
HSC336a
3. the specific legislation (national and European) which relates to the work undertaken
Contribute to preventing abusive and aggressive
and how this has been taken into account
behaviour
6. the ways in which individuals communicate by behaviour as well as through language
1. you communicate with others in a manner
and how different forms of behaviour can be interpreted
which:
7. constraints to effective communication (interpersonal, physical and environmental)
a. is appropriate to them
8. methods of establishing contact which are likely to maximise productive engagement
b. encourages an open exchange of views and
with individuals and minimise unproductive interventions
information
9. the ways in which feelings of anger and frustration can be displaced from their original
c. minimises any constraints to communication
source to those in authority and how to deal with this
d. is free from discrimination and oppression
10. the difference between aggression and assertiveness
e. acknowledges the rights of everyone present 11. the possible reasons for different sorts of behaviour occurring, especially those which
and is supportive of those rights
may be viewed as aggressive or abusive
2. you maintain the environment in a way which
12. the effects which your own behaviour may have on others
encourages meaningful interactions
3. you take actions to maintain calmness and
safety in a manner which minimises any
Team Teach Referencing for a 6hr and 12hr Team Teach course:
restriction of movement and which does not
deny people’s rights
4. you take appropriate action to prevent triggers
to abusive or aggressive behaviour occurring
and to enable individuals to find alternative
ways of expressing their feelings
5. You protect potential victims at whom the
behaviour may be directed.
HSC336b
Deal with incidents of abusive and aggressive behaviour
1. you take constructive action to minimise identified
abusive and aggressive behaviour which is
consistent with:
a. any inherent risks
b. the maintenance of effective working
relationships
4. you take prompt action to protect those at whom
the abusive and aggressive behaviour is directed
5. you take constructive action to defuse abusive and
aggressive behaviour
6. you call for any necessary assistance and support
without delay
7. you act in a manner which is likely to promote calm
and reassurance and make this clear to all involved
8. you manage physically aggressive behaviour in ways
which are consistent with statutory and agency
requirements and use the safest possible methods
for:
a. the individual
b. you
c. others
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Contribute to reviewing incidents of abusive and
aggressive behaviour
1. you encourage those involved in incidents to
contribute to reviewing the incident
2. you offer time, space and support so that
everyone involved can express their feelings
and examine their behaviour
Team Teach Referencing for a 6hr and 12hr Team Teach course:
3.
Unit HSC337
Provide frameworks to help individuals to
manage
challenging behaviour
you explore constructively with everyone
involved the reasons for, and consequences of,
the abusive and aggressive behaviour
HSC337a
Support individuals to identify the reasons and causes
for, and the consequences of,
their behaviour
1. you work with individuals, key people and others
within and outside your organisation to:
a. examine the reasons why individuals behave in
particular ways
b. identify situations, events, environments,
actions, people, and the behaviour of others
that might cause the behaviour
2. you support and respond to individuals in a
manner which values and respects them as
individuals
3.
you ensure that your own behaviour and actions
do not lead to situations that cause the behaviour
in individuals
6.
c.
11.
16.
17.
18.
19.
20.
21.
22.
current local, UK and European legislation and organisational requirements,
procedures and practices for:
health, safety, assessing and managing risks associated with dealing with and
providing frameworks for managing aggressive, abusive, unlawful and challenging
behaviour
government reports, inquiries and research relevant to dealing with and providing
frameworks for managing aggressive, abusive, unlawful and challenging behaviour
how to protect yourself, individuals, key people and others with whom you work
from individuals who have challenging behaviour
why the individuals with whom you work may have challenging behaviour
situations, events, environments, factors, triggers, actions of people and people
that can lead to challenging behaviour, the reasons for this and what strategies
can be used to reduce this
the basic principles for influencing behaviour and why it is important to use
positive reinforcement to actively promote positive aspects of behaviour
methods of defusing and dealing with situations that may lead to challenging
behaviour and of the behaviour itself
the reasons for and the usefulness of goals, boundaries and alternatives being
identified for individuals with challenging behaviour
The reasons why a calm and controlled manner is important when dealing with
individuals with challenging behaviour.
This referencing is guidance only; all candidates should seek the support from their nominated assessor for the final decision regarding the NVQ referencing process.