Standards and Regulations
The Fostering Services (England) Regulations 2011:
Fostering Services National Minimum Standards (England) 2011:
Relevant Guidance
Related Chapter
This chapter provides guidance for carers on managing behaviour, which includes supporting positive behaviour, de-escalation of conflicts and discipline.
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 children and young people’s behaviour including encouraging children to take responsibility for their behaviour and helping them to learn how to resolve conflict.
It is important that you as the foster carer follow a multi-disciplinary approach to understanding and in supporting children and young people. As a foster carer you cannot and should not be expected to manage what can be very challenging behaviour in isolation in the absence of guidance and a shared understanding and agreement with regards to the strategies of support available.
The Fostering Service should gain and share a robust assessment of need that determines the approach to be taken and that the placement should be a good match with you and your family. The referral information, Placement Plan and reviews are central to the ongoing planning and evaluation of the support in relation to behaviour. The Fostering Service should ensure that, in relation to any child placed or to be placed with you as a foster carer, you are given such information, which is kept up to date, as to enable you to provide appropriate care for the child, and in particular you should be provided with a copy of the most recent version of the child's care plan. You should have all the necessary information available to the Fostering Service about a child's circumstances, including any significant recent events, to help you understand and predict the child's needs and behaviours and support the child within your household. The Fostering Service should follow up with the responsible authority where all such necessary information has not been provided by the authority.
When 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. The safer caring plan should be in place which the child should be aware of.
It is important that the child is treated consistently by everyone who is dealing with them, particularly when there are two carers.
As the foster carer your role is to:
You play an important part in the day-to-day life of a child, therefore good parenting, supported by training on behaviour management techniques and strategies, will enable you to achieve and develop a more positive relationship with the child and a more harmonious life and will enable the child to feel good about themselves.
Positive behaviour support is about everyone playing their part in the child’s care and support and it should be a multi-disciplinary approach.
Things that need to be in place to support a positive behaviour approach:
You should provide an environment and culture that promotes, models and supports positive behaviour. The culture of the household, generated by you as the foster carer, is crucial. You should have high expectations of all of the foster children in your household.
Children must be enabled to build trusted and secure relationships with you and your family, who know them well, listen to them, spend time with them, protect them and promote their welfare. Children must be enabled to develop an appropriate sense of permanence and belonging and be fully included in your family life.
The care and help from you assists children and young people placed with you to develop a positive self-view and to increase their ability to form and sustain attachments and build emotional resilience and a sense of their own identity. This care and help also help them to overcome any previous experiences of neglect and trauma.
You will be, and should feel, well prepared and supported by the Fostering Service to manage the behaviour of children and young people placed with you and situations arising from and leading to this behaviour.
You 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. You should have positive strategies for effectively supporting children where they encounter discrimination or bullying wherever this occurs, such as discussing the issue, counteracting the negativity and how to manage it, whether to involve others and when.
Children should be supported to develop and practice skills to build and maintain positive relationships, be assertive and to resolve conflicts positively. Children are encouraged to take responsibility for their behaviour in a way that is appropriate to their age and abilities. You should respect the child's privacy and confidentiality, in a manner that is consistent with good parenting.
You should receive training in positive care and control of children, including training in de-escalating problems and disputes.
You will have clear, consistent and fair boundaries, to enable children to feel safe, encouraged and appropriately rewarded, to help ensure that they will thrive and do well and to contribute to a feeling of well-being and security for children.
As a foster carer you should think about the following in your practice:
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:
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.
The PACE model can help you work successfully with a child.
PACE stands for:
Playfulness | Using a light-hearted, reassuring tone – similar to parent-infant interactions – to creating an atmosphere of safety and reassurance where no one feels judged and your child feels able to cope with positive feelings. |
Acceptance | Acceptance is about actively communicating that you accept the feelings, thoughts and internal struggles that are underneath the child's outward behaviour. It is not about accepting the behaviour itself but helping to teach the child to not feel ashamed by their inner turmoil. |
Curiosity | Curiosity, without judgement, is how we help children become aware of their inner life. It's about wondering out loud without necessarily expecting an answer in return. Phrases like "I wonder if"…" will help the child to put a name to their emotions and thoughts. |
Empathy | Feeling a child's sadness of distress with them, being emotionally available to them during times of difficulty shows the child that they are not alone and that the adult are strong enough to support them both through it. |
(Sometimes 'L' for Love is included, making PLACE).
You should have house rules, setting out your 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.
These house rules should be recorded on the placement plan and in the safe caring document.
You will receive training in positive care and support of children, including training in de-escalating problems and disputes.
Conflict management should be used effectively and include the appropriate use of restorative practices that improve relationships, increase children's sense of personal responsibility and reduce the need for formal police intervention. This approach to care is designed to minimise the need for police involvement to deal with challenging behaviour and avoid criminalising children unnecessarily. Proactive and effective working relationships with the police help to support and protect children.
Children should be encouraged and helped to develop skills and strategies to manage their own conflicts and difficult feelings through developing positive relationships with you. There should be clear, consistent and appropriate boundaries for children.
Children should receive help to manage their behaviour and feelings safely. You should respond with clear boundaries about what is safe and acceptable and seek to understand the triggers for behaviour.
Positive behaviour should be promoted consistently. You should use effective de-escalation techniques and creative alternative strategies that are specific to the needs of each child and planned in consultation with them where possible.
You will receive support on how to manage your responses and feelings arising from caring for children, particularly where children display very challenging behaviour, and understand how children's previous experiences can manifest in challenging behaviour.
Difficult or challenging behaviour in children can occur for a number of reasons, for example:
It is important that you have information about the child or young person’s history and can understand the causes of the child's behaviour and provide the child with help and support.
When working with, or caring for, children with challenging behaviour it is useful to bear in mind the following:
Children need clear boundaries and to know what is expected of them to keep everyone safe.
The key points of a positive behaviour approach are:
It is important to consider that a child may have disabilities that affect their behaviour, social skills, communication and understanding so require extra help with behaviour management.
It is important to work with the multi-disciplinary team to work out a positive approach to supporting the child or young person with their behaviours. This plan should be followed by all to ensure that the child or young person receives consistent messages around what is expected. Ongoing support around behaviours may be needed to keep the child or young person safe and healthy.
Sometimes children present behaviours that are difficult. Because of their experiences some behaviours can be worrying, confusing, upsetting and challenging.
Any action that constitutes a sanction should be proportionate, measured, not harsh and logical. Sanctions should be the last resort. They must work for the child or young person and be child-focused.
You should work from a therapeutic or PACE framework to support the child or young person.
Repetition of the rules, humour and clear messages can avoid sanctions being needed.
For a child or young person of an appropriate age, it is important to discuss what they think is an appropriate and fair restriction such as not using their games console for a night, not going out with a friend etc.
As a carer it is important to discuss what sanctions you are using with others and get support from professionals around this such as the supervising social worker, the child's social worker or a Children and Young People’s Mental Health Services (CYPMHS) worker.
The following sanctions are non-approved, which means they may never be imposed upon children:
Sanctions should be proportionate and work with the child or young person.
These should be recorded and agreed with other professionals.
All sanctions should be recorded. The record should contain the opinions of the child or young person. If they are not willing to give an opinion then the record should evidence the time and date that their opinion was sought.
You are not permitted to conduct body searches, pat down searches, searches of clothing worn by children or of their bedrooms.
Should you suspect that a child is carrying or has concealed an item which may place the child or another person at risk, you should try to obtain the item by co-operation/negotiation.
If you suspect that a child is concealing an item which may place themselves or another person at risk, you must notify the Fostering Service or, in an emergency, the Police.
In the event of any serious incident (e.g. accident, violence or assault, damage to property), you should take what actions you deem to be necessary to protect children/yourself from immediate harm or injury; and then notify the Agency immediately.
If there is a risk of serious injury/harm or damage to property, you should not use any form of physical intervention except as a last resort to prevent yourself 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, yourself or others. See also: Restrictive Physical Intervention and Restraint Procedure.
At no time should you act unless they are confident of managing the situation safely, without escalation or further injury.
The Fostering Service will endeavour to deal with as many as possible 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:
If any serious incident occurs or the police are called, the Supervising Social Worker, fostering manager or the Fostering Service Out of Hours (if out of office hours) must be notified without delay and will then 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.