Behaviour Management Policy
(November 2013)
This document relates to the Fostering Services (England) Regulations 2011 Regulation 13 and National
Minimum Standard 2011 Standard 3
The aim of the policy is to provide a clear and useful policy on behaviour management for foster carers
which will ensure a consistent and effective response to children looked after by the organisation. The
policy will outline the principles of good practice and effective methods of managing behaviour. The
policy aims to equip carers with the skills and awareness they need in order to provide children in their
care with a safe, nurturing and encouraging environment that will enable them to reach their full
potential and grow into responsible adults.
Our principles are:That children and young people should be offered a nurturing environment with firm but fair boundaries.
This should enable the child to develop a sense of care, security and personal responsibility that will allow
them to become mature, sensible adults.
Through the use of effective behaviour management techniques children are able to make choices about
and take responsibility for their behaviour in the context of a caring and trusting relationship
As all children are unique and have different life experiences there is a need for foster carers to have
maximum flexibility in the care they provide. Many children who are fostered have been victims of
various forms of abuse and neglect and carers must have regard for these experiences at all times when
they are caring for the young person and managing their behaviour.
Every child who is looked after has a right to have their needs in terms of gender, religion, ethnic origin,
language, culture, disability and sexuality respected. This must be taken into account when exercising
behaviour management techniques.
For carers looking after children with disabilities there are specific issues regarding managing behaviour.
Children’s impairments affect behaviour in different ways, for example, the difficulty in communicating
non-verbally can cause frustration which may lead to conflict and challenging behaviour.
Relationship Building with Young People
Everyone needs to be valued, to feel special, and to feel important. By treating children ‘looked after’ as
individuals, working and caring for them, foster carers can build up their self-confidence. By making
opportunities for children to succeed foster carers will build up children and young people’s self-esteem.
(NMS 2.1 2.2 2.6)
In the initial stages of a placement, a positive way of laying the foundation stones for good relationships is
by offering a few clear expectations of the young person on which to build. This is particularly relevant in
the case of an emergency placement. It is very important for carers to demonstrate in their own day to
day actions the type of caring, considerate behaviour they would wish from the young people they look
after. It is often of benefit to sit down with children and young people and involve them in drawing up a
behaviour management plan. Children and young people often have a view on what sanctions or positive
interventions will be effective for them. (NMS 3.2 3.3 3.4)
A child or young person's age and level of understanding should be taken into account in deciding the
most appropriate ways of handling their behaviour. (NMS 3.4).
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Foster carers should attempt to impose a sanction which relates to the incident. For example, if a young
person returns home later than agreed a sanction which would relate to this would be to not allow them
out the following evening or to have an earlier time to come home the next evening. Another example
would be if a young person breaks a window by throwing a stone at it the sanction could be to withhold
half of their pocket money until the value has been recouped.
It is important that foster carers do not ‘over use’ sanctions or put in place sanctions that appear to be
punitive or that appear overly harsh. For example, if a child hits out at another child whilst playing in the
garden it would appear overly harsh to place a sanction not allowing them to play in the garden again for
a week. However, a more measured sanction may be to use a period of ‘time out’ then reintroduce the
child back into the garden and encourage them to apologise to the child they hit.
(FSR 13 (b))
The following guidance has been written to advise on the behaviour management of children and young
people and provides some examples of acceptable sanctions and sanctions which may be used, together
with a list of those which are unacceptable and must not be used. (FSR 13 (1))
Acceptable Sanctions
Ignoring Behaviour
This means a deliberate lack of response to attention seeking behaviour. The decision to ignore is based
on the belief that the behaviour will then decrease. This method may or may not be a part of a young
person's Placement Plan.
It may be alright to ignore "showing off" in the home, whilst it would not be appropriate to ignore the
same behaviour in public, when this involves 'showing up' and thus labelling the family in public.
Giving Space
This is to prevent inappropriate behaviour getting out of hand, either by foster carers withdrawing or
allowing the young person to leave the scene. This can allow the young person to reflect, cool down,
have private thoughts and adjust their behaviour. This should be recorded and needs to be age
appropriate and relating to levels of understanding, e.g. it would be as inadvisable to send a 2 year old to
their room out of the foster carers' sight as it may be for a 14 year old with severe learning difficulties.
Verbal Reprimand
A verbal reprimand, with or without raised voice, must NOT include terms of abuse or be designed to
humiliate, oppress or demean. It is an immediate feedback for inappropriate behaviour. It demonstrates
disapproval. It is most effective when delivered within the context of a positive relationship, but foster
carers should note that it is always preferable to take a young person to one side than to deliver a "public
reprimand".
Rewards
Rewards are such things as outings, activities, goods, money, extended bedtimes, which are given for
good behaviour. These are very important in a foster home to help increase a young person's selfesteem. Foster carers need to give particular thought to the type of reward system best suited to their
family and the individual child or young person.
Incentives
Control of behaviour is likely to be effective if the young person can see that they will gain in return for
effort. Therefore, foster carers should always consider incentives for the young person and ways in which
the period or sanction can be shortened in recognition of appropriate behaviour. How a young person
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can gain back privileges should be part of the discussions at a young person's planning meeting and
recorded.
Confiscation
Confiscation, temporarily or permanently, of any article, material or substance belonging to the child or
young person if it is considered to be a serious nuisance to others or to be dangerous or injurious to
others or the young person, is permissible. In all cases the young person must be informed as to if and
when the items will be returned and by whom.
Return of the item can be either after a specific period of time has elapsed, or where a specified
behaviour has ceased, or where ownership has been verified.
Withdrawal of Activities
Temporary withholding of activities outside the home could be an option as a sanction (e.g. a young
person not being allowed to go swimming) but foster carers need to be mindful of the effects this may
have on a child or young person’s development.
NB - Contact with family must not be withdrawn as a sanction.
Suspension of Pocket Money
Occasional reduction in pocket money to pay for damages caused by unruly or deliberately destructive
behaviour or as a sanction for very serious misconduct, can be used. Any restitution may be in full or in
part, but children and young people should never have more than half their pocket money stopped in any
one week. This should not be a sanction which is prolonged and used too frequently.
Extra Household Chores
At the beginning of any placement, young people should be made aware of the expectations on them to
carry out household chores (which must be age appropriate). Much research undertaken in this area has
shown that a positive way to encourage responsible behaviour is to give children genuinely responsible
tasks. This is the reason many parents assign regular chores to their children. Requirements that the
child or young person undertakes extra meaningful tasks may also be a useful measure of control.
Timescales of quantity of work to be carried out must be specified at the time the sanction is imposed and
recorded.
Early Bedtime
This can be used as a sanction, but never more than one hour earlier than usual bedtime and not more
than two consecutive evenings. It is important that the child’s history is considered when using this
sanction as it may be inappropriate for some of the children who we care for.
Grounding
There are many instances where a foster carer would consider grounding (i.e. not allowing young people
to leave home unaccompanied) appropriate. Foster carers are advised that if grounding is felt to be an
appropriate sanction on a regular basis, they must consult with the young person's social worker and it
must be part of a plan. Grounding must not involve the child being prevented from leaving by being
locked in or physically restrained.
List of Sanctions not to be used
Where sanctions are used, these must not include:Corporal Punishment
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This means the intentional application of force as a sanction and includes biting, pinching, slapping, rough
handling, striking with or without an implement or throwing missiles at a young person. (FSR 13 -2 (a))
Deprivation of Food and Drink
The deprivation of food and drink normally made available to a young person.
Withholding of Medication, Medical or Dental Treatment
This is a dangerous and utterly unacceptable practice and is, accordingly, totally forbidden in all
circumstances. Prescribed medication must always be given as directed by a medical practitioner.
Intentional Deprivation of Sleep
Apart from the grave psychological damage deprivation of sleep could inflict it could also seriously affect
the physical health of the young person.
The use of Disrespectful or Abusive Language
This includes the use of verbal or non-verbal forms of abuse designed to oppress, humiliate or demean,
i.e. the type of action which might demonstrate no respect and can lead to children feeling worthless.
Requiring Young People to Wear Distinctive or Inappropriate Clothing
Young people must not be required to wear distinctive or inappropriate clothing as a sanction. This does
not mean that young people may not wear Boy Scout or Girl Guide uniforms or other distinctive clothing
required by school/hobbies.
Restriction or Refusal of Visits/Communications
Young people must not be refused visits or communication from their carers, relatives or close family
friends as a sanction. However, it is acceptable to restrict such visits/communications as part of a plan to
promote the welfare of the young person. This action can only be taken with the written agreement of
the young person's social worker.
The Use of Accommodation to Physically Restrict the Liberty of Any Young Person
The use of any form of accommodation to physically restrict the liberty or otherwise isolate any young
person is totally prohibited except in premises approved by the Secretary of State for use as secure
accommodation and under criteria set down in S.25 of the Children Act 1989.
Intimate Physical Searches
Intimate physical searches of children and young people are totally unacceptable.
Physical Restraint and Physical Contact
Physical restraint should never be used as a form of sanction or as a matter of course and should be
avoided wherever possible. (FSR 13-2 (b))
Foster carers, however, have a legal and moral duty to protect young people in their care and to promote
their welfare.
This means that, in certain situations, physical restraint may have to be used where:
there is a clear perceived risk that a young person is likely to harm him/herself or others; or

there is a likelihood of serious damage to property and consequent risk to the safety of the young
person and others. (FSR 13-2 (c))
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Foster carers need to note the following points carefully and ask for clarification if they feel it is necessary.

Physical restraint means holding a child or young person in a way which avoids any pain or injury
to the young person. This excludes hitting, punching and the use of any instruments, e.g. rope.

Physical restraint should only be applied with the minimum force required to ensure the safety of
the child or young person or others.

Physical restraint should be the last resort.

If a foster carer feels it is not possible to restrain a child safely then no further attempt should be
made to control him or her without further help.

Other children should not be asked to assist in restraining a child.

Ideally a second adult should be present whenever possible even when one adult is able to
restrain a child or young person safely.

Once a child or young person has calmed, allow recovery time and later discuss why the restraint
was necessary.
Foster carers should report the incident to the organisation as soon as possible including via the ‘Out of
Hours’ service and record the incident on an Incident Reporting Form.
Foster carers need to be mindful of the fact that any form of restraint is open to question and discretion
and they can be challenged on their use of it by the child, the person with parental responsibility and the
Local Authority.
Therefore, foster carers need to be clear that they strictly observe the above guidelines. Inappropriate
use of restraint could lead to the foster carers being considered unsuitable for future placements or, in an
extreme case, being charged with assault.
Holding
A young person may, in some circumstances, be successfully diverted from difficult behaviour by means
of an arm around his/her shoulder or being led away by the hand or arm. In this situation holding would
discourage the behaviour but would not prevent it and consequently would not constitute restraint. It
would be used to reinforce the attempts by carers to reason with the young person or to emphasise
concern for them.
Physical Affection
Foster carers should feel able to express appropriate "physical" affection towards young people in their
care. This may involve, for example, a goodnight hug or physical comfort for a young person in distress.
Several factors should be considered in establishing acceptable/unacceptable forms of contact:
The previous experiences of a young person. This may have involved sexual/physical abuse;

The age and gender of the young person;

The young person's cultural background;
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
The young person's level of understanding.
Foster carers should always be aware of the vulnerability of their position, avoiding any expectation of
privacy in expressing physical affection and recognising when it would be inappropriate to respond to a
young person seeking physical comfort.
Children with Disabilities
When considering the control and discipline of children and young people with severe learning difficulties
it is necessary to understand the different ways a child may behave as a result of their intellectual and/or
multiple disabilities.

Epilepsy can, at times, uncontrollably influence behaviour. Temporal Lobe Epilepsy, in particular,
may be associated with a display of aggressive and disassociated behaviours.

Allergic reactions to certain foods and food additives can trigger hyperactive behaviour.

The environment can influence behaviour. Sometimes events that happen before a particular
behaviour (antecedent) are important while, on other occasions, the way we respond
(consequence) is crucial to how children/young people learn to behave appropriately.

Approach - often the way we approach or handle behaviour can be the reason for an
improvement or an exacerbation, so close attention must be given to our responses and
interventions.

The inability to communicate effectively and lack of understanding can sometimes promote
significant levels of frustration which may manifest itself in a form of disruptive behaviour.

Self-stimulatory behaviour - some children/young people may be prone to head-banging, rocking,
eye poking, repeated masturbation and self-mutilation.
Training
Training on de-escalation and restraint and anti-bullying is part of the organisation’s training programme
for foster carers and should form part of their Individual Development Plan.
Recording
Foster carers should record all sanctions used to manage children and young people’s behaviour on the
monthly Foster Carers Child in Placement Summary. Should the sanction involve physical restraint an
Incident Reporting Form should be completed immediately this is possible and forwarded on to the
Supervising Social Worker or Registered manager
.
Reporting Events
In the event of a breach of this policy it is essential that foster carers notify their Supervising Social
Worker or the organisation’s ‘Out of Hours’ service. The purpose of notification is to ensure the support
and protection for all parties, including foster carers.
Notifiable Events
In line with Schedule 6 (8) of the Fostering Service Regulations use of any measures of control, restraint or
discipline in respect of children accommodated in a foster home must be monitored by the Registered
Manager. This should be evidenced in the Quality Care Review. (FSR 35)
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Related Policies
Anti-bullying
Child Protection and Safeguarding
Complaints and Concerns on Standards of Care
Children Missing from Care
Contact
Record Keeping
Valuing Diversity and Equality
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