This chapter provides guidance for carers and staff in relation to supporting and promoting positive behaviour.

This chapter is compliant with the Fostering Services National Minimum Standards and Regulations 2011, Standard 3 Promoting positive behaviour and relations

Whilst children bring their own values and behaviours to placements, foster carers play a key role in influencing children.

The culture of the household, generated by the carers, is crucial. Foster carers are expected to understand, manage and deal with children’s behaviour including encouraging them to take responsibility for their behaviour and helping them to learn how to resolve conflict. A restrictive, unsupportive, discouraging and punishing culture will result in instability, hostility and possibly severe disruption.

All foster placements will have clear, fair boundaries, to enable children to feel safe, encouraged and appropriately rewarded; and to help ensure that they will thrive and do well. Foster carers who adopt this approach will also experience less instability and disruption.

When caring for foster children, foster carers should at all times endeavour to:

1. Listen to and empathise with children, respect their thoughts and feelings and take their wishes into consideration.
2. Look for things that are going well, or any step in the right direction, and appropriately reward it.

Rewards should be used in a creative and diverse way, specific to children's needs, capabilities and interests.

This may mean that children are rewarded with toys, games, activities or monetary rewards. However, all 'tangible' rewards should be accompanied by use of 'non tangible' encouragement and support - by carers demonstrating to children that they have done well. Such 'non tangible' rewards include praising, smiling, touching and hugging children.

Children usually benefit, early on, from rewards which may appear to outweigh that which is expected. This is normal; over time rewards can be more relevant as children's self esteem and skills improve.

For example:

• Children who have few social or life skills and whose self esteem and confidence is low may require forms of encouragement and reward which are intensive, frequent or even excessive in order to help/remind them that they are doing well and appreciated.
• A child who has previously been unable to get up for school may be offered a present or activity for getting up on time for a few days. Over time, as children achieve what is expected, such rewards should be reduced or children should be expected to achieve more for the same or a similar reward.

However, it should also be borne in mind that some children cannot tolerate praise as it undermines the low perception they have of themselves. For these children smaller more specific praise is needed.

All carers should have house rules, setting out their expectations for how things are managed within the home. This should be explained to children, with the reasons for the rules and they should also know that that there are rules for everyone. They should not feel that they are being treated with less regard than other members of the household. Ideally children should know these expectations before they are placed.

House rules will cover the following expectations:

1. No smoking
2. Keep own bedroom clean and tidy
3. Do not go into any other bedroom
4. Be dressed all the time
5. If you have gone out, return home at the time your carer has said
6. Always be where you say you will be
7. If you want to change your plans when you are out ask permission from your carer first
8. Do not hurt any member of your foster family
9. Do not engage in Bullying of any type both in or outside the foster home
10. Do not hurt any pet of the foster family
11. Homework must be done
12. If you have been excluded from school, school work will be done at home
13. When you use the bathroom or toilet always close the door
14. If you have any problems try and talk to your carer
15. Try to consider other people's feelings

Sanctions can be very effective but, before imposing them, think about it.

Most looked after children have come to view themselves, and are viewed, as failures. They have had their fill of sanctions, usually imposed inconsistently, unfairly or as acts of revenge.

Before imposing sanctions, carers should do all they can to support and encourage children to do well. If children do not behave acceptably, strategies should be adopted that are encouraging and rewarding.

Rather than noticing and sanctioning misbehaviour it is always better to notice and reward good behaviour - or any step in the right direction. For example, it may be more effective to allow a child to have use of a video or TV at bedtime for getting up on time; rather than taking the TV away for getting up late. Same deal, different meaning!

The former is discouraging and causes resentment; the latter is encouraging, can improve self esteem and relationships between children and carers.

Be creative, think outside the box!

If children continue to behave in unacceptable ways, they should be reminded about what is expected and given further encouragement to get it right. If misbehaviour persists or is serious, effective use of reprimands can act as a disincentive or firm reminder. If this does not work, or may not, sanctions may be effective.

Where sanctions are used they must be reasonable and the minimum necessary to achieve the objective. Also, there should be a belief that the sanction will have the desired outcome - increasing the possibility that acceptable behaviour will follow.

If sanctions are imposed, carers should apply the following principles:

1. Sanctions must be the exception, not the rule. A Last Resort.
2. Sanctions must not be imposed as acts of revenge or retaliation.
3. Think before imposing a sanction; don't apply it in the heat of the moment.
4. Sanctions may only be imposed upon children for persistent or serious misbehaviour; where reminders and reprimands have already failed or are likely to fail.
5. Sanctions should only be used if there is a reasonable chance they will have the desired effect of making the point and in reducing or preventing further unacceptable behaviour.
6. Before applying any sanction, make sure the child is aware that his/her behaviour is unacceptable and, if possible, warn him/her that sanctions will be applied if the unacceptable behaviour continues.
7. It is the certainty not the severity of sanctions that is important.
8. Sanctions should only last as long as they need to, thus allowing the child the opportunity to make a fresh start as quickly as possible.

The following sanctions are non-approved, which means they may never be imposed upon children:

1. Any form of corporal punishment; i.e. any intentional application of force as punishment, including slapping, punching, rough handling and throwing missiles.
2. Any sanction relating to the consumption or deprivation of food or drink;
3. Any restriction on a child's contact with his or her parents, relatives or friends; visits to the child by his or her parents, relatives or friends; a child's communication with any of the persons listed below*; or his or her access to any telephone helpline providing counselling or advice for children. This does not prevent contact or communication being restricted in exceptional circumstances, where it is necessary to do so to protect the child or others.
4. Any requirement that a child wear distinctive or inappropriate clothes;
5. The use or withholding of medication or medical or dental treatment;
6. The intentional deprivation of sleep;
7. The modification of a child's behaviour through bribery or the use of threats;
8. Any sanction which may humiliate a child or could cause them to be ridiculed;
9. The imposition of any fine or financial penalty, other than a requirement for the payment of a reasonable sum by way of reparation. (The Court may impose fines upon children which staff and carers should encourage and support them to repay.)
10. Any intimate physical examination of a child;
11. The withholding of aids/equipment needed by a disabled child;
12. Any measure which involves a child in the imposition of any measure against any other child; or the sanction of a group of children for the behaviour of an individual child;
13. Swearing at the child or the use of foul, demeaning or humiliating language or measures;

The person's with whom the child may have contact, in relation to c. above,

1. Any officer of the Children and Family Court Advisory and Support Service appointed for the child;
2. Any social worker for the time being assigned to the child by his placing authority;
3. Any person appointed in respect of any requirement of the procedure specified in the Representations Procedure (Children) Regulations 1991;
4. Any Independent Visitor;
5. Any person authorised by the Regulatory Authority;
6. Any person authorised by the local authority in whose area the children's home is situated;
7. Any person authorised in accordance with section 80(2) of the 1989 Act by the Secretary of State to conduct an inspection of the children's home and the children there.

The following sanctions may be imposed upon children:

1. Confiscation or withdrawal of a telephone or mobile phone in order to protect a child or another person from harm, injury or to protect property from being damaged.
2. Restriction on sending or receiving letters or other correspondence (including the use of electronic or internet correspondence) in order to protect a child or another person from harm, injury or to protect property from being damaged.
3. Reparation, involving the child doing something to put right the wrong they have done; e.g. repairing damage or returning stolen property.
4. Restitution, involving the child paying for all or part of damage caused or the replacement of misappropriated monies or goods. No more than two thirds of a child's pocket money may be taken in these circumstances if the payment is small and withdrawn in a single weekly amount. Larger amounts may be paid in restitution but must be of a fixed amount with a clear start and end period. If the damage is serious or the size of payment particularly large then the child's social worker should be informed of the matter.
5. Curtailment of leisure activities, involving a child being prevented from participating in such activities.
6. Additional chores, involving a child undertaking additional chores over and above those they would normally be expected to do.
7. Early bedtimes, by up to half an hour or as agreed with the child's social worker
8. Removal of equipment, for example the use of a TV or video/DVD player.
9. Loss of privileges, for example the withdrawal of the privilege of staying up late.
10. Suspension of pocket money for short periods, whereby the money is added to the savings account and can be re-deemed at a later date.

If a child receives a sanction it is recorded on the carer’s daily recording log.

Relationship with the Police and planning for change

Everyone involved in looking after Young People must develop co-operative relationships with the Police and should seek their advice on matters of concern, security and crime prevention.

Illegal behaviour should not be condoned, but it is important to be mindful of our duty to consider the overall welfare of Young People; which may mean recognising that illegal activity is taking place and working to minimise risks and consequences.

Unless otherwise set out in writing, for example in a child’s Placement Plan any suspicion on the part of staff/carers that a child has or is likely to commit an offence must be discussed with the manager or carers supervising social worker; who should consult the child’s social worker if the behaviour is persistent or serious.

Any decision to report matters to the Police or consult them should normally only be taken in consultation with the manager of the placement / senior care manager of the foster placement and the Senior Care Manager of child’s social worker.

If staff or carers are considering contacting the Police at times when social work or WF offices are closed and they cannot contact their manager or supervising social worker, they must contact either the on-call worker for WF or the placing authority’s Emergency Duty Team.

Where there are concerns that a child is engaged or likely to be engaged in offending behaviour, measures must be adopted to reduce or prevent it. Where the behaviour is persistent or serious, the child’s Placement Plan must include a summary of the concerns and the strategies being adopted to change the behaviour.

In this respect, other relevant agencies, including the Police, may be consulted and involved.

If necessary the Placement Plan should indicate whether and in what circumstances the Police should be contacted should suspicions arise about offending behaviour.

4.2 Managing serious disruption

Staff/carers are expected to do all that is reasonable to manage the behaviour of Young People Looked After, which includes the management of confrontational and disruptive behaviour.

As a Last Resort, Physical Intervention can be used to prevent Young People or others being injured or to prevent Damage to Property. (see Restraint policy)

If the potential injury is significant or the potential damage is serious, Restraint can also be used but if this is not possible or control is lost and the risks of injury or damage escalate, the Police must be called for assistance.

If possible, the child’s social worker or WF Registered Manager/Director should give authorisation to such action, but if this is not possible, staff/carers should act as they see fit and then inform the child’s social worker as soon as possible thereafter.

If a child is known to be violent, the concerns and Strategies designed to reduce or prevent the behaviour must be set out in his/her Placement Plan.

Apart from individual Placement Plans, staff/carers must do all they can to create a safe and positive living environment for Young People. However, staff/carers must take what action is immediately necessary to prevent violence or assaults from occurring.

This may include the use of Restraint or other forms of Physical Intervention.

The Police will not normally be contacted unless the violence is serious, persistent or the victim wishes to make a complaint to the Police.

If victims wish to make such a complaint they should be encouraged only to do so after having given consideration to the implications and consequences for all concerned.

If victims do decide to contact the Police they should be offered support and advice by a manager/supervisor or supervising social worker.

If there is a suspicion that a child may be engaged or likely to be engaged in any criminal activity including theft or malicious damage, staff/carers must act to reduce or prevent the behaviour.

This may include taking steps to recover, repair or restore the property rather than contacting the Police.

If the offending behaviour is persistent or serious, the Police may be contacted. However, unless there are immediate risks that a serious offence may be committed, the child’s social worker and the cares supervising social worker should be consulted before a decision is taken.

If the Police are called to provide assistance in managing an Incident of any kind in a home, the child’s social worker and manager must be notified as soon as practicable afterwards.

There are a number of records that must be completed in the event of an Incident, whether or not the Police were called for assistance

Self-harming or self-injury behaviour is the deliberate act of causing harm to one-self, with or without an intention to die.

It can take many forms from scratching to the swallowing of harmful substances and taking overdoses. It can include under-eating or over-eating.

If a child is suspected or found to be self-harming, the strategies that should be taken are those determined by any existing plan, for example, in the child’s Behaviour Management Plan which if known prior to placement should have been agreed at the placement agreement meeting.

If no plan or Strategy exists, all reasonable measures should be taken to reduce or prevent continuation of the behaviour.

This may include providing additional supervision, confiscation of materials that may be used to self-harm or, as a last resort, using of Physical Intervention or calling for assistance from the emergency services.

If there is any suspicion that the child may be involved in self-harming, the social worker and supervising social worker must be informed and a risk assessment undertaken with a view to deciding whether a strategy should be adopted to reduce or prevent the behaviour.

If necessary, specialist advice or support should be sought. This may be most forthcoming from the CAMHS Team who has a specialist worker who supports Looked After Children.

Notifications of Minor or Non Persistent Self-Harming

Minor or non persistent self-harming should be notified to the child’s social worker and the carer’s supervising social worker at the first opportunity. A decision about whether to notify the parents will be taken by the social worker.

Notifications of Serious or Persistent Self-Harming

Serious or persistent self-harming is deemed to be an Incident and must be notified to the child’s social worker and supervising social worker immediately following the incident as is possible.

The social worker should decide whether to inform the child’s parent(s) and, if so, who should do so.

Depending on the seriousness of the self-harming, other people/agencies may have to be notified.

Recording of Minor or Non Persistent Self Harming

Minor or non-persistent self-harming should be recorded in the carer’s daily record, including if first aid or medical treatment is provided in which instance the medical log additionally has to be completed

Recording of Serious or Persistent Self Harming

Incidents of persistent or serious self-harming are deemed to be Incidents, and must be recorded as such.

Please see Incidents guidance below for details of the records that must be completed in the event of an Incident.

If First Aid or medical treatment is provided, it must also be recorded in the carers daily record.

If there is any risk that a child may lock or barricade him/herself in a room so as to prevent access by the carers, a Risk Assessment must be undertaken and a suitable strategy adopted to reduce or prevent it, preferably in writing.

If there are risks relating to an individual child known prior to placement this should be accounted for in a Behaviour Management Plan agreed at the placement agreement meeting

If children lock or barricade themselves in a room so as to prevent access by those caring for them, the actions that are necessary will depend on the risks posed.

If the risks are low, which means that there is no perceived risk of Injury, damage to property or of any offence being committed, the situation should be monitored and efforts made to obtain the child’s co-operation to resolve it satisfactorily.

The strategies that should be adopted will depend on the age, level of understanding of the child and other circumstances on the day. However, carers should do what they can to maintain a low risk, and not to escalate the situation.

If there is a risk of Injury, damage to property or of an offence being committed, the action taken should depend on the immediacy and seriousness of those risks.

The strategies that should be adopted will depend on the age, level of understanding of the child and other circumstances on the day. However, carers should monitor the situation, doing what they can to reduce the risks. All decisions and actions taken must be recorded.

If possible, the child’s social worker and the carers supervising social worker/registered manager should be consulted before actions are taken. However, it is for carers, on the spot, to decide what actions are necessary, having considered all the risks and strategies that are available to them.

If at all possible, carers must act so as to reduce or prevent the need to act with force but, if the risks escalate to an extent that Physical Intervention, including forced entry is necessary; the carers may only act in keeping with relevant procedures in this manual.

If it is not possible to deal with the matter in any other way, it is preferable for carers to act in pairs when entering a room. When this is possible the person who has physically opened the door should not be the first to enter the room

There are different notification procedures depending on whether matters are concluded with or without the co-operation of children.

If the occurrence is concluded with the co-operation of the child, in that no force has been used, the supervising social worker/registered manager should be notified at the first opportunity; either one will then decide whether to notify the child’s social worker. The care must always record the incident in their daily recording log

If carers have to use forced entry or physical Intervention, or the Police are called for assistance, it is deemed to be an Incident and the supervising social worker and child’s social worker must be notified as soon as possible.

Depending on the seriousness of the Incident, other people/agencies may have to be notified. The Registered Managers, contains details of who should be notified

Carers are not permitted to conduct body searches, pat down searches, searches of clothing worn by children or of their bedrooms.

Should carers suspect that a child is carrying or has concealed an item which may place the child or another person at risk, they should try to obtain the item by cooperation/negotiation.

If carers suspect that a child is concealing an item which may place themselves or another person at risk, they must notify the agency or, in an emergency, the Police, where it may be decided to be appropriate to conduct a search of a child or a child’s belongings if there is reasonable cause to believe that the child has concealed weapons, illegal drugs, other dangerous items or stolen goods and it is unlikely that the items will not be given up without searching for them. Such searches include searches of children’s bedrooms

Any search carried out without the child’s agreement may only be undertaken where it is necessary to do so to prevent Significant Injury or Serious Damage to Property.

The child must be informed at the first possible instance of what has happened.

1. Physical Assault or violence caused to a child or member of the foster family
2. Injury of a serious nature, caused to a member of the public, child, member of the foster family or staff member
3. Barricading by children resulting in forced entry by a member of WF staff/ foster carer or the Police
4. Damage, of a serious nature, caused maliciously or non accidentally
5. Illegal access/possession of controlled drugs or substances by a child placed with WF a foster carer
6. Self harming, of a serious or persistent nature
7. Suicide, attempted suicide or death of a child
8. Searches of a child or a child’s belongings without the child’s permission
9. Bullying, of a persistent or serious nature
10. Serious verbal abuse and/or racial harassment
11. Physical Intervention (including Restraint) upon a child
12. Police or other emergency services being notified or attending an incident
13. Any other event/occurrence determined by a Manager as an Incident

In the event of any serious incident (e.g. accident, violence or assault, damage to property), carers should take what actions they deem to be necessary to protect children/themselves from immediate harm or injury; and then notify the agency immediately.

If there is a risk of serious injury/harm or damage to property, carers should not use any form or Physical Intervention except as a last resort to prevent themselves or others from being injured or to prevent serious damage to property. If any form of physical intervention is used, it must be the least intrusive necessary to protect the child, carer(s) or others.

At no time should carers act unless they are confident of managing the situation safely, without escalation or further injury.

The agency will endeavour to deal with as many of the challenges that are involved in caring for children without recourse to the involvement of the Police, who should only be involved in two circumstances;

• An emergency necessitating their immediate involvement to protect the child or others
• Following discussion with their supervising social worker or the registered manager during working hours. Outside working hours then the Duty out of hours officer should be consulted

If any serious incident occurs or the Police are called, the supervising social worker, or Registered Manager or the out of hours duty officer must be notified without delay who will notify the relevant social worker(s) and arrange for a full report to be made of the incident and actions taken. The Regulatory Authority must also be notified.

Restraint is an act or the quality of holding back, limiting, or controlling something or somebody. Physical restraint is by definition against the child’s stated will. Its aim is to take control from the child, to stop them from doing whatever they are doing, using the minimum amount of force and therefore the minimum amount of time necessary. Recognising restraint

Carers have to bear in mind that the legal “duty of care” that applies to all those working with children means that “doing nothing” may be construed by the law as “negligence” in terms of this duty. There are circumstances when it would be appropriate to intervene physically to prevent behaviour that is harmful to the child or others. Examples of such circumstance might include:

• • to prevent one child attacking another
• • a younger child refusing to dress appropriately, such as refusing to wear shoes to go outside
• • a child refusing to leave another person’s room
• • to prevent a young child from running away (e.g. running onto a busy road, getting to close to the edge of railway platforms)

In such circumstances:

• • Physical intervention without contact, such as standing in the way or some forms of intervention with contact, such as holding the child’s hand or placing a hand on their shoulder, may well be appropriate
• • Some forms of physical intervention may have a positive impact on the child, such as holding or cuddling a distressed child, or holding a child for their own safety.

In themselves, none of the above interventions require any particular recording although carers must always be mindful of the circumstances of their intervention and if in doubt follow the instructions below for recording physical constraints.

Physical restraint must only be used:

• • If a child is in immediate danger of harming themselves, others or causing significant damage to property.
• • To defend yourself and others from physical violence or threatened violence.

Restraint should never be used:

• • To establish control over a child or to demonstrate who is in charge
• • To punish a child
• • In a situation where it is possible for the foster carer to remove the other children and themselves out from danger Guidance on use of restraint

Carers should:

• Use physical restraint as a measure of last resort • Ideally involve more than one carer, even if the second carer does not physically intervene but witnesses the intervention • Always seek to avoid the need for physical restraint through dialogue or diversion • Where possible pre-warn the child that a restraint might take place if their behaviour continues • Have sound reasons for believing that other methods of intervention would not be appropriate or would fail. • Give consideration to the age and understanding of the child • Take into account disability and cultural factors that might also be significant in determining the type of intervention. • Be mindful at all times of a child’s previous experiences. A child who has been physically or sexually abused may experience any form of physical contact differently from how it was intended. • Not attempt any intervention if they do not think it is achievable. • Give consideration to the involvement of the emergency services, the timing and the place of the restraint, paying attention to minimising the involvement of other children, as to witness a restraint may be distressing for any child. • Not use restraint to force compliance on the child’s part or when there is no immediate risk involved, or as a means of punishment. • Record any use of restraint as soon as possible after incident. • Verbally advise the child’s social worker of the use of restraint within one working day at the latest.

Special Needs and Children/Young People with a Mental Disorder or a history of behaviour that has necessitated the use of restraint

Wholistic Fostering promotes social inclusion, equality, and the social model of disability. All disabled children will be treated with dignity. It is accepted that some disabled children may have some behaviours which are so challenging that restrictive physical interventions may be needed as a last resort to safeguard the child following a duty of care. These children should not be marginalised from living in a family home because they may need to be restrained for their own safety, or that of others. However, Wholistic Fostering would not offer a match if a suitably experienced foster carer was not available.

Where a suitably experienced foster carer is available then In cases involving children who are disabled and/or may have special needs and/or a mental health disorder, or a history of needing to be restrained then a risk assessment should be undertaken prior to the placement being agreed. The risk assessment will address the specific issues involving the child and any foreseeable issues that may arise, likely to warrant the use of force to restrain them. Any holding form of restraint would only be agreed when all other alternatives have been exhausted and subject to risk assessments and behaviour management plans. An example where this may be necessary is where a child whose Special Education Needs (SEN) and/or disability (whether physical or a learning disability) is associated with extreme behaviour.

An individual risk assessment and management plan will be essential for children or a young person who’s SEN and/or disabilities are associated with:

• • Communication impairments that make them less responsive to verbal communication
• • Physical disabilities and/or sensory impairments
• • Conditions that make them fragile, such as haemophilia, brittle bone syndrome or epilepsy or
• • Dependence on equipment such a wheelchairs, breathing or feeding tubes

Those involved in the care and management of these children should ensure they are as well informed as possible about the child’s behavioural characteristics or patterns stemming from their special needs, disability or mental disorder, and make use of the knowledge and insight that the child, their parents and other professionals involved with the family can provide.
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Children learn how to behave by watching, listening and talking to the adults who care for them. Children develop their morals and values from what they observe of how adults treat others.

Children need clear boundaries and consistent rules. You should have high aspirations of a child/young person placed with you and be clear about what is acceptable and not.

You are expected to understand, manage and deal with young people’s behaviour including encouraging children to take responsibility for their behaviour and help them to learn how to resolve conflict.

Since your foster child is new to your home they will not know or understand your rules unless you explain them. You will need to be mindful of the child’s background and early life experiences when setting boundaries and expectations.

It is important that the child is treated consistently by everyone who is dealing with them particularly when there are two carers.

Everyone needs to agree on an approach and stick to it. Depending on the age of the child it is useful for them to be involved in conversations about what behaviour is accepted and when appropriate to consider possible consequences. On-going communication is really important and can be helpful as you start to get to know each other.

All Wholistic carers will be expected to attend the tools to foster course which gives some very helpful advice and tips on behaviour management and positive reinforcement of good behaviour.

It is easy to only notice difficult behaviour, but by praising good behaviour it encourages the child/young person to do this more. This is an effective method of managing behaviour used by childcare professionals.

The child needs to be aware of what they did well and when and should be told as it is happening, not later or after the event.

You should record behaviour in the Children’s Information file to help you and other professionals understand it.

There are many techniques for helping to manage children’s behaviour but remember, children and young people respond best to people that they like and respect and regardless of which technique you use, a positive relationship is the key to helping them to behave positively.

One technique is the use of star charts which can be effective for young children. They must be set up as a reward for the hard work a child puts in. They must also be geared to a child’s age.

Older children and teenagers can have similar systems. It may be useful to talk to them about what they would really like and set something up that rewards them for positive behaviour.

As a child/young person gets older they need to understand the consequences of their behaviour and take some responsibility for it. You might find that giving rewards at both agreed and less specified times when you think that they are deserved can be the most effective way to encourage good behaviour. It is also useful to try and talk to a child when they are calm about a situation that may have happened, to not only try and understand it but agree how it may be different in the future.

A child/young person placed with you may be at a low point in their lives. They are vulnerable and may 'act out' their feelings.

This may show itself in ways such as bed-wetting, stealing food or money, being rude or aggressive, destructive or running away.

You should talk to the child/young person to check out their reasons for the behaviour and discuss the situation with the child’s social worker and your supervising social worker to agree how the behaviour can be best managed.

Sometimes the child or young person might not understand the reasons that things are going wrong for them and they might need your help to make sense of what is happening. Children who experienced emotional trauma may not be able to respond to reasoning or guidance in a positive way. Patience, acceptance and consistency by the foster carer is most important.

Remember that children and young people often do things wrong because of their age and understanding and these things are hard to help or to iron out. Examples of this might be clumsiness, sleeping in and being grumpy. On the other hand, their experiences might leave them behaving badly and until you both recognise this, it will be hard to change.

All children need rules and boundaries but these should be focused on keeping them safe.

Try not to burn your bridges with threats and sanctions - use these little and often, and when you feel they will be most effective.

Praise and positive responses often go a lot further than sanctions. Remember that body language and the tone of your voice can sometimes make things worse, e.g if you raise your voice they may also.

Most children present behaviour that needs to be responded to with some form of discipline at some point. Because of their formative experiences, some children may display very challenging behaviour.

Foster carer training, support and care planning should equip you with a range of positive strategies for managing challenging behaviour and discipline that is appropriate. Remember, in managing any unacceptable behaviour, it is the behaviour that is not acceptable and not the child.

Within the Foster Care Agreement signed by you, you have agreed not to use any form of corporal punishment

The term ‘corporal punishment’ should be taken to cover any intentional application of force as punishment including smacking, slapping, pinching, squeezing, shaking, throwing missiles, rough handling and all other humiliating forms of treatment or punishment.

Similarly, restriction of contact visits to and from the birth family and friends must not be used as a punishment, nor withholding of receiving or sending of letters or phone calls.

Children and young people must not be stopped from getting in touch with their social worker, Children’s Guardian or Solicitor.

There are many different techniques used to help children and young people with behavioural problems. Examples such as positive reinforcement and contracts are all based on some sort of negotiated agreement between a carer and child or young person.

In order for the technique to work, the adult must give clear messages, be consistent, be persistent, watch what happens, draw conclusions, and decide what must change.

This guidance does not prevent a person taking necessary physical action, where any other course of action would be likely to fail to avert an immediate danger of personal injury to the child or another person, or to avoid immediate danger to property.

Sometimes children become so excited that it affects their behaviour. You may need to take them to one side and tell them that they are going to remain there until they feel able to behave properly. Time-out must be age appropriate and should not be used to increase distress in a child.

A bedroom is not an appropriate place to use for punishment or time out.

With many children it is sometimes easier to remove yourself from a situation to prevent further escalation, and promise to return when they have calmed down.

Looked After Children should not receive any physical/corporal punishment. The Foster Care Agreement you sign when you became a foster carer says that this is not acceptable. The children you will care for have frequently suffered Sexual, Physical and Emotional abuse. Therefore it is important that you teach children about love and care rather than anger and violence. It is the behaviour that is not acceptable not the child/young person.

If serious incident such as an accident, violence, assault, damage to property takes place, you should do what is needed to protect children/yourself from immediate harm; and then notify the fostering service immediately. You should record the incident as soon as possible on an incident sheet.

You should not use any form of Physical Intervention except as a last resort to prevent you or others from being injured or to prevent serious damage to property. Some carers receive training on understanding behaviour and physical intervention but the rule above still applies in these situations.

If any form of Physical Intervention is used, it must be the least intrusive to protect the child, you or others.

At no time should you act unless you are confident of managing the situation safely, without escalation or further injury.

You should endeavour to deal with as many of the challenges that are involved in caring for children without the involvement of the Police, who should only be involved if;

An emergency occurs that requires their immediate involvement to protect the child or others;

Or

Following discussion with your supervising social worker or their manager;

If any serious incident occurs or the Police are called, the child’s social worker and your supervising social worker must be notified without delay. You may be asked to provide a full written report of the incident and actions taken. This will also involve notification to Ofsted.

Discipline and control can prove difficult even in the best-run families. There are extra challenges for the foster carers who care for children and young people on behalf of Wholistic Fostering

All carers must attend training on behaviour management. When you were approved by the Fostering Panel the foster carer agreement you signed clearly stated that you must not use any form of corporal punishment. This will include any intentional application of force as punishment. Also it includes slapping, shaking, punching, rough handling and throwing any missiles e.g. slippers, objects to hand. It would also include pushing or punching in the hea of the moment or in response to violence from the young people. It also includes other humiliating forms of treatment or punishment (Standard 9 National Minimum Standards for Fostering Services 2002).

There may be times when the behaviour of a child or young person is such that it poses a serious risk to themselves or others or property.

The Fostering Services Regulations 2002, the National Minimum Standards for Fostering and the UK National Standards for Foster Care make it clear that:-

The fostering service ensures that: -

• no form of corporal punishment is used on any child placed with a foster carer i.e. each child on foster care is protected from all forms of corporal punishment – smacking, slapping, shaking – and all other humiliating forms of treatment or punishment
• no child placed with foster carers is subject to any measure of control, restraint or discipline which is excessive or unreasonable; and
• physical restraint is used on a child only where it is necessary to prevent likely injury to the child or other persons or likely serious damage to property

Many of the children and young people in foster care have experienced rejection, abuse or loss and others have not had consistent boundaries set for them in the past.

Children will grow up into a world where people will not always take account of their difficult past. They need to be able to act with consideration for others and for themselves.

The most effective means of maintaining control is by building good relationships with children where there is an expectation of reasonable behaviour. The disapproval of a respected adult without the withholding of affection is an important way for children and young people to learn about “right” and “wrong”. Discipline should not be seen as a negative act. Children who behave reasonably and considerately are more likely to grow up into well-adjusted adults who feel good about themselves.

This policy is intended to help foster carers to make it clear what is not allowed, and just as importantly, to make suggestions about what you can do.

Firstly, some general hints for foster carers:-

1. Keep a sense of humour and a sense of proportion.
2. Recognise that children can make you angry and give yourselves some space.
3. Don’t always decide on a punishment straight away; give yourself a few minutes to think calmly.
4. Always explain to the child why you are upset by their behaviour and what you expect of them.
5. Be flexible. If a child’s behaviour has improved, let him/her know and if appropriate, lift the sanction.
6. Apologise if you have been wrong.

The purpose of guidelines …..

• The guidelines provide a framework within which appropriate measures can be selected and applied.
• They build on existing good practice in Wholistic Fostering and provide a clear policy statement on how unacceptable behaviour can effectively be managed while avoiding demeaning and intimidating solutions.
• They confirm that certain responses are not acceptable. These include measures – implied or real – that may result in emotional harm, such as corporal punishment, intimidation or any abuse of adult power.
• They help eliminate confusion and support the development of creative alternatives in more difficult cases.
• They receive the full support of the agency.
• They represent a framework within which carers can exercise an appropriate and consistent level of personal judgement, in line with individual needs.

The issue of sanctions and their implementation will be regularly reviewed by the Fostering Service.

Sanctions must be

• appropriate
• strictly time-limited
• flexible enough to be reviewed and rescinded at any time.

The use of any sanction by a foster carer is a matter of choice but should take into account the age, understanding, physical condition, situation and maturity of the child or young person.

REMEMBER NEWTON’S LAW: “for every action there is an equal and opposite reaction”. This law of physics applies to sanctions too! Every time that you impose any form of control there will be a consequence for you and not just for the child or young person. For example, if you “ground” (keep in) a youngster, they will be in your house and you may get a feeling of them being under your feet, they may be sulking about, or playing their music at loud volume.

OUR ADVICE WHEN FACED WITH BEHAVIOUR THAT YOU DISAPPROVE OF IS:

• THINK What are you fed up with?
• THINK What do you wish to change?
• THINK Which is the most appropriate sanction?
• THINK How long should the sanction last?
• THINK What will work?
• THINK What will be the consequences for you and your family?
• THINK What will it mean to the child or young person?
• THINK How will you explain it to the child or young person?
• THINK What has the child to do to get the sanction lifted?

If you have taken the time to consider these questions and your options the chances are that you will not have reacted hastily or regret your actions. The child or young person is also more likely to know exactly what you disapprove of and why; this is important if you wish to change their behaviour.

Here are some sanctions that might work in your home:-

This is not a fine but a case of you withholding the young person’s pocket money for a suitable length of time. (This should not last longer than a week.) The rules for children’s homes say that you should only withhold one third of their pocket money. This does not apply to foster carers but is a useful guide for you. Withheld money should be saved by you and returned to the young person in kind or directly at an appropriate time.

You can deduct pocket money to pay for deliberate damage or loss. This should be at a reasonable level with regard to the young person’s means rather than seeking to cover the full cost of the damage or loss. (Remember that as a foster carer we have advised you that have house insurance for damage or loss caused by a foster child.)

There is an expectation that any child living in a family should have some responsibility for domestic chores as a matter of principle. You may choose to impose extra tasks, for example, washing the pots (or stacking the dishwasher!). Make sure they can do the job and that you can put up with the broken crockery!

Instead of banning children from going out at all you can insist that they don’t go out on their own, and that you therefore supervise them. An example would be to be with a young person if they cannot be trusted to spend their clothing money on clothes. Make sure that you really want to spend Friday nights hanging around before you use this one for a week!

If a child is misusing possessions such as a computer, Gameboy, music system or water pistol and is causing a nuisance to others or acting dangerously with possessions you can remove them. Make sure children know what they have to do to get the items back or how long they have to wait. Any dangerous item should be confiscated and returned to their family directly or via their social worker.

We are talking here about extras such as special trips or treats, late bedtimes etc. These privileges can be stopped by you; again they should be stopped for a set time that you can keep to. A common example would be stopping a child watching a favourite TV programme. Depriving a child of regular meals is NOT an appropriate sanction.

You can alter a child’s normal routine – for example, by an early bedtime or exclusion from an activity. Think hard about this sanction. What does it mean to the child to be sent to bed early if they have experienced sexual abuse for instance? The use of computer, TV or cd player by a child and its replacement with more mundane tasks (like speaking to you!) can be helpful.

We would not, however, recommend extra school homework as a punishment – the completion of homework should be encouraged as a matter of routine.

Control over place and timing of such visits is appropriate in many circumstances. Most young people you care for will have great difficulty in making and maintaining friendships so do think carefully about the use and length of this sanction.

Restricting contact with family and relatives should NOT be used as a sanction in any circumstances. If such contact is problematic and you think it needs to change then you should discuss this with your supervising social worker or the child/young person’s social worker BEFORE taking any other action.

Remember to record your concerns in the Contact book you have been provided with by your supervising social worker.

Generally referred to as “grounding” this is an appropriate sanction for many young people. Try to be specific and time limited in the use of this sanction, being kept in for 10 minutes may seem trivial to you but will not be seen that way by the young person.

Groundings for more than a week should be the exception not the rule. You can encourage youngsters’ sense of being trusted by allowing them to stay out later on appropriate occasions.

Definition

Restraint is an act or the quality of holding back, limiting, or controlling something or somebody. Physical restraint is by definition against the child’s stated will. Its aim is to take control from the child, to stop them from doing whatever they are doing, using the minimum amount of force and therefore the minimum amount of time necessary.

Recognising restraint

Carers have to bear in mind that the legal “duty of care” that applies to all those working with children means that “doing nothing” may be construed by the law as “negligence” in terms of this duty.

There are circumstances when it would be appropriate to intervene physically to prevent behaviour that is harmful to the child or others. Examples of such circumstance might include:

• to prevent one child attacking another
• a younger child refusing to dress appropriately, such as refusing to wear shoes to go outside
• a child refusing to leave another person’s room
• to prevent a young child from running away (e.g. running onto a busy road, getting to close to the edge of railway platforms)

In such circumstances:

• Physical intervention without contact, such as standing in the way or some forms of intervention with contact, such as holding the child’s hand or placing a hand on their shoulder, may well be appropriate
• Some forms of physical intervention may have a positive impact on the child, such as holding or cuddling a distressed child, or holding a child for their own safety.

In themselves, none of the above interventions require any particular recording although carers must always be mindful of the circumstances of their intervention and if in doubt follow the instructions below for recording physical constraints.

Physical restraint must only be used:

• If a child is in immediate danger of harming themselves, others or causing significant damage to property.
• To defend yourself and others from physical violence or threatened violence.

Restraint should never be used:

• To establish control over a child or to demonstrate who is in charge
• To punish a child  In a situation where it is possible for the foster carer to remove the other children and themselves out from danger

Guidance on use of restraint

Carers should:

• Use physical restraint as a measure of last resort
• Ideally involve more than one carer, even if the second carer does not physically intervene but witnesses the intervention
• Always seek to avoid the need for physical restraint through dialogue or diversion
• Where possible pre-warn the child that a restraint might take place if their behaviour continues
• Have sound reasons for believing that other methods of intervention would not be appropriate or would fail.
• Give consideration to the age and understanding of the child
• Take into account disability and cultural factors that might also be significant in determining the type of intervention.
• Be mindful at all times of a child’s previous experiences. A child who has been physically or sexually abused may experience any form of physical contact differently from how it was intended.
• Not attempt any intervention if they do not think it is achievable.
• Give consideration to the involvement of the emergency services, the timing and the place of the restraint, paying attention to minimising the involvement of other children, as to witness a restraint may be distressing for any child.
• Not use restraint to force compliance on the child’s part or when there is no immediate risk involved, or as a means of punishment.
• Record any use of restraint as soon as possible after incident.
• Verbally advise the child’s social worker of the use of restraint within one working day at the latest.

Special Needs and Children/Young People with a Mental Disorder or a history of behaviour that has necessitated the use of restraint

Wholistic Fostering promotes social inclusion, equality, and the social model of disability. All disabled children will be treated with dignity. It is accepted that some disabled children may have some behaviours which are so challenging that restrictive physical interventions may be needed as a last resort to safeguard the child following a duty of care. These children should not be marginalised from living in a family home because they may need to be restrained for their own safety, or that of others. However, Wholistic Fostering would not offer a match if a suitably experienced foster carer was not available.

Where a suitably experienced foster carer is available then In cases involving children who are disabled and/or may have special needs and/or a mental health disorder, or a history of needing to be restrained then a risk assessment should be undertaken prior to the placement being agreed. The risk assessment will address the specific issues involving the child and any foreseeable issues that may arise, likely to warrant the use of force to restrain them.

Any holding form of restraint would only be agreed when all other alternatives have been exhausted and subject to risk assessments and behaviour management plans. An example where this may be necessary is where a child whose Special Education Needs (SEN) and/or disability (whether physical or a learning disability) is associated with extreme behaviour.

An individual risk assessment and management plan will be essential for children or a young person who’s SEN and/or disabilities are associated with:

• Communication impairments that make them less responsive to verbal communication
• Physical disabilities and/or sensory impairments
• Conditions that make them fragile, such as haemophilia, brittle bone syndrome or epilepsy or
• Dependence on equipment such a wheelchairs, breathing or feeding tubes

Those involved in the care and management of these children should ensure they are as well informed as possible about the child’s behavioural characteristics or patterns stemming from their special needs, disability or mental disorder, and make use of the knowledge and insight that the child, their parents and other professionals involved with the family can provide.

Situations may arise where, for all sorts of reasons, a foster carer loses their cool and reacts in an unacceptable way.

If this happens discuss it as soon as practicable with your supervising social worker, or, in their absence, with their team manager. An investigation may have to follow to ensure the child’s well-being and protection.

This form must be filled in within 24 hours of the restraint incident. Restraint Form.