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
2
13
When to refer on
13
Who to consult when drawing up a plan of action
16
Discuss options for response with parent/s
17
Discuss needs and concerns of other children affected by the
incident
18
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
© NSW DET 2010
3
Observing the child
You 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.
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Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
5
‘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:
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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.
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Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
Observe and analyse behaviour to
identify triggers, or consequences
which are maintaining the behaviour
Information-gathering strategies
If 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
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
7
Information from the family
Another 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 information
Here are the most common and useful methods which you will need to use when
recording information you have shared:
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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
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
•
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
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
9
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
10
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
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 process
Let’s revisit the scenario in the previous activity. As the child’s main caregiver,
Peta needs to carry out the following actions:
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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 drawn
After 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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
11
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.
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Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
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 on
The 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:
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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
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
13
•
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 risk
Sometimes 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:
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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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
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
Do
talk to a parent about your concern when
you are distracted or in a hurry
meet in a relaxing place
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.
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
child
find 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 examples
explain 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 you
assure parents confidentiality will be
maintained
listen 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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
15
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 action
When constructing a plan of action, it is important that we negotiate the plan with
those involved.
These may include:
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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
16
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
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:
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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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010
17
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:
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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 affected
Depending on the action plan decided on and the observations you collected,
these strategies may be useful for the other children affected:
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•
Look at program timetable and grouping of children
o a different order of activities can change behaviour
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Look at grouping
o group children appropriately.
o Smaller groups can make behaviour more manageable.
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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.
Diploma of Children’s Services: CHCIC510A: Reader LO 9351
© NSW DET 2010