This unit aims to enable learners to gain a knowledge of challenging behaviour and an understanding of the associated legislation and guidance. Learners will also be able to consider how to deal with challenging behaviour if they were working in a health or social care setting.
Health and social care workers are bound by professional codes of practice and legislation which determine how they must respond in particular situations. Learners must understand these legal frameworks and the outcomes they can have for workers and service users. This unit aims to develop learner knowledge and understanding in these key areas and underpins other units in the qualification. It is essential in terms of preparing learners to get the most from any work experience they undertake.
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Fee EU/Local Students €350 Exam fee: €20 /module
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Easy Pay Option: €150 deposit €45/ week for 5 weeks |
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| Duration: | 6 weeks |
Awarding Body |  |
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| Start Dates: 2 intakes/yr | January/February | September/October | ||
| Entry Requirement: | Applicants must be a minimum of 18 years old |
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| University Progression Route | ||||
Learning Outcome
On completion of this unit a learner should:
1. Know the potential causes and effects of challenging behaviour
2. Understand legislation and guidance concerned with challenging behaviour
3. Be able to contribute to the development of a strategy for dealing with challenging behaviour
1. Know the potential causes and effects of challenging behaviour
Examples of challenging behaviour: verbal abuse, eg racist comments, threats, bullying others; non-verbal
abuse; physical abuse, eg assault of others; self-destructive behaviour; behaviour destructive to other
people; behaviour destructive to items in the environment; behaviour destructive to property; illegal
behaviour; the impact of cultural variations
Triggers: intrinsic, extrinsic; temporary personal factors, eg discomfort and/or pain caused by illness;
influence of alcohol/drugs; persistent personal factors, eg existence of a disability that prevents normal
communication, movement or behaviour; temporary environmental factors, eg living in temporary
accommodation; persistent environmental factor, eg excessive and/or prolonged noise; recognising
potential effects of own behaviour on that of others; the use and abuse of power
The potential effects of challenging behaviour: on the physical, emotional and social wellbeing of individuals
2. Understand legislation and guidance concerned with challenging behaviour
Conventions, legislation and regulations: relevant sections from legislation including The Human Rights Act;
The Convention on the Rights of the Child; The Children Act; The Care Standards Act; White Paper:
Valuing People: A New Strategy for Learning Disabilities for the 21st Century; Every Child Matters leading
to The Children Act and The Children's Plan; Mental Health Act
Codes of practice: codes of conduct established by professional bodies including The General Social Care
Council/Care Council for Wales/Northern Ireland Social Care Council (these bodies provide codes of
practice and rules of conduct for social care workers and employers); the NHS Constitution; Ofsted
Organisational policies and procedures: concerned with behavioural management, eg work practices,
staff development and training, quality issues, complaint procedures, affirmative action, anti-harassment,
human rights
3. Be able to contribute to the development of a strategy for dealing with challenging behaviour
How to minimise the effects of challenging behaviour: coping strategies including positive behaviour
management; person-centred planning; effective communication; body language; promoting selfesteem;
anti-discriminatory practice; equitable application of rules and boundaries; integrated practice;
using strategies to empower and involve individuals who present challenging behaviour; awareness of
ABC charts; risk assessment; workforce training; following recognised procedures; management of the
aftermath; conflict resolution
Using specific approaches: providing active support; partnership working; psychotherapy; cognitive
behaviour therapy; medication; behaviour modification programmes
Methods of intervention: diversion, defusing, de-escalating and dealing with situations; seeking help; judging
timing and method appropriate to situation and event; communicating and consulting with individuals;
applying rewards and/or sanctions; applying medication; using physical intervention in line with an
organisation's environment and culture; using appropriate physical restraint as a last resort, eg on a child
or adult; remaining calm and controlled when provoked
Unit Assessment
Assessment takes the form of written assignments, observations, in-class tests, verbal assessment and projects
To gain the unit learners must achieve, as a minimum, the Pass grade; the Pass grade is in effect the gaining of the credit for the unit, and this contributes to the overall qualification grade. All units must be passes within the rules of combination to achieve the overall qualification.
The table below shows the number of points scored per credit at the unit level and grade
| Level | Points per credit | ||
| Pass | Merit | Distinction | |
| 5 | 7 | 8 | 9 |
| 6 | 9 | 10 | 11 |
Learners who achieve the correct number of points within the ranges shown in the 'qualification grade' tables below will achieve the qualification Pass, Merit, Distinction or Distinction* grades (or combinations of these grades appropriate to the qualification).
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