Respond to BoC Flashcards

Respond effectively to behaviours of concern

1
Q

Behaviours of concern may be described as:

A

negative behaviours
often erratic and unpredictable behaviour
may be difficult to control.
The behaviour may also threaten the physical safety of that person or others.

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2
Q

(9) Examples of behaviours of concern:

A
Aggression
    Confusion or other congnitive impairment
    Noisiness
    Manipulation
    Wandering
    Self-destructive actions
    Intoxication
    Verbal offensiveness/abuse
    Intrusive behaviour
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3
Q

(12) Background factors that might contribute to behaviours of concern:

A

Environmental factors:
The less choice a person has about how they spend their time and arrange their personal affairs, the more the environment will impact on their level of frustration. Competition for space, company, belongings, jealousy, too much noise and not enough stimulation.

Health and medical issues:
Feelings of discomfort.
Side effects from medications, uncontrolled pain, insomnia, depression and fatigue are common factors in altering mood and judgment. Some people may have panic/anxiety attacks at particular noises or a change in routine.

Emotional factors:
Anxiety, depression and loss of abilities or control.
Loss of privacy, intimacy and a sense of coming and going when you want.

Interpersonal issues:
People receiving healthcare may feel that they are being treated differently by their friends and family. Through their inability to communicate effectively, for example from dementia, or a stroke, many families do not know how to communicate or relate with their loved one. In turn, this is a trigger for aggressive behaviour. Frustration and confusion are very common triggers.

Routine and Consistency:
Disruption to regular routines can be upsetting for residents - many feel as this is one of the few things that they have control over. People can become anxious and angry over simple disruptions to their daily routine if no feasible explanation is offered.

Lack of stimulation:
Might resort to drastic measures to make life ‘interesting’. The creation of a disruptive incident can break the boredom cycle.

Disturbing stimulation:
Loud TVs or radios and confusing sounds from other people’s conversations can lead people to try escape to a more peaceful environment. If a person is unable to find a more peaceful environment, they may take out their frustrations on other residents or objects.

Pain:
Aggressive and challenging behaviour can be caused by pain. If a person is unable to express pain verbally or through gesture, they may express their discomfort through agitated behaviour.

Diet:
Clients may not like what they are having for lunch, or just may not like the cooking at the facility.

Fear:
Unfamiliar surroundings and people, unpredictable demands, rejection by family, fear of bodily harm, feelings of helplessness or a loss of self-control.

Grief:
A person’s grief needs to be addressed and supported. Patients can become disruptive and incredibly angry — a trigger for challenging behaviour.

Mental illness:
Mental illness is very diverse, so various stimuli can cause challenging behaviour. Seek specialised intervention to determine possible triggers for residents with mental illness.

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4
Q

Drugs with links to challenging behaviours:

A

Alcohol = violence
Psychostimulants (meth/ice, speed, cocaine, dexamphetamine [prescribed] ) = anxiety, fear, aggression, anger and psychosis.

Also, Withdrawal after drugs/alcohol.

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5
Q

Signs of recent psychostimulant abuse:

A
Fast, loud, difficult-to-interrupt speech;
Agitation (pacing, fidgeting);
Impulsive/reckless behaviour;
Sweaty;
Clenched jaw or grinding teeth;
Large pupils.
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6
Q

A policy for managing behaviour of concern includes:

A

Assessment of the client to develop an individual behaviour plan;
Consent of client relating to behaviour support practices;
Behaviour plans, including risk assessment, client history and management guidelines for identified behaviours;
A crisis management plan individual to the client

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7
Q

Monitoring behaviour of concern:

A

helps identify the trigger for behaviour and formulate an intervention to reduce the likelihood of a critical incident

Things to record:
Detailed description of the behaviour;
Analysis of the context in which the behaviours occur - where/when;
Strategies for managing the behaviours;
Interventions that can be used effectively;
Client’s mental capacity;
Client’s health;
Circumstances surrounding the incident observed;
What leads up to the behaviour;
The setting – equipment organisation, group dynamics, staff changes etc;
Responses by others – staff and clients – toward the behaviour.

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8
Q

Developing a plan of action:

A

The cyclical process of observing, analysing, interpreting and planning positive guidance strategies is basic to good care and best outcomes for clients who display difficult and challenging behaviour.

After observing and identifying the behaviour and its possible triggers in consultation with others, consider how the behaviour can be prevented or responded to appropriately in the future by developing a plan of action.

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9
Q

3 factors in responding to Behaviours of Concern:

A

Develop an understanding of the client’s needs by:
having a thorough knowledge of the person displaying the challenging behaviour;
being aware of possible causes of that behaviour for that client.

Liaise closely with your work colleagues and be open to ideas that come up during discussions.

If the behaviour is ongoing and of concern, involve other appropriate staff in developing a plan to deal with the situation. Professional resource personnel and referral bodies might be brought in to advise a course of action. Ideally, a partnership will evolve in which the best outcome for the client is ensured.

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10
Q

Employers’ duty of care in regards to preventing or minimising harm that may occur as a result of challenging behaviours:

A

Ensure access to suitable communication systems/alarms;
Provide support when needed;
Have relevant & up-to-date procedures and guidelines;
Ensure mandatory reporting of incidents

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11
Q

When not to approach a client displaying behaviour of concern:

A

You do not feel confident or are in doubt;
They are enclosed in a small space with no exit;
They have a weapon;
They are making treats to harm others;
They are already too hostile, fearful or intoxicated to respond.

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12
Q

Behaviours of concern should be managed:

A

Promptly, firmly and diplomatically and in accordance with your organisation’s policies and procedures.

Promptly: can often prevent the escalation of certain situations
Firmly: you display confidence and assertiveness and the ability to effectively deal with the situation.
Diplomatically: being sensitive and tactful toward the individual is more likely to achieve a positive result.

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13
Q

Three times to manage behaviours of concern in the workplace:

A

Before: Implement preventative measures to minimise the possibility of negative behaviour occurring.

During: It is not always possible to anticipate inconsiderate or aggressive actions. If prevention has not been successful, use strategies that have been identified for that client. These must allow the client to regain control and prevent injury to the client or staff.

After: Debrief the client to assist them in addressing underlying issues that might have contributed to the incident

By far the best outcome for both client and staff is achieved if preventative measures are successfully implemented. However if this has not occurred, strategies must be used during an incident that will quickly bring the incident to a successful conclusion.

If nothing else is attempted the situation will become a critical incident. If an incident has occurred, a report will be made and the relevant people/agencies notified.

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14
Q

Selecting a strategy/response for a BoC incident:

A

The client perception that a basic need has not been met is often the trigger for behaviours of concern. Selecting the appropriate strategy for dealing with behaviours of concern will depend on:
The nature of the incident;
The potential effect on different persons involved (clients, staff and others);
Established procedures and guidelines.

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15
Q

three responses to challenging behaviour:

A

Reaction
Planned intervention
Prevention

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16
Q

Reacting to challenging behaviour:

A

Sometimes urgent action is required to ensure everyone’s safety. Organisations will have policies and procedures in place covering this.

The general rules are to:
Protect people and property;
Try to distract the person or calm them down;
Do not crowd the person;
Try to work out what triggered the behaviour;
See if it can be resolved immediately;
Use minimal force or confinement.

Examples of reactive strategies are removing everyone from the place where the behaviour is occurring and directing the person to a quiet area, such as a backyard.

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17
Q

Planned intervention for challenging behaviour:

A

Planned intervention is holistic. It includes a plan for consistently:
Responding to the behaviour;
Improving quality of life such as social life and relationships;
Developing skills such as communication and health needs based on lifestyle and environment review.

Planned intervention may include:
Developing an alternative communication system;
Involving the person in a broader range of social activities;
Supporting the person to see friends more frequently;
Having the person undergo a health check.

18
Q

Preventing challenging behaviours:

A

Prevention focuses on environmental changes.

Preventative strategies may include:
Changing the environment, such as reducing noise levels if a person finds noise disturbing;
Separating people who clearly annoy each other;
Involving a person in an active social life so that they feel valued and their loneliness is reduced.

19
Q

Working as a team against challenging behaviours:

A

The team involves the person with challenging behaviour, their family, carers, service providers and health professional staff.

Carers’ responsibilities in this team would include:
Collecting accurate data;
Providing information about the client;
Work with the programmer to develop an intervention plan;
Implement intervention plan;
Review plan’s effectiveness.

20
Q

5 steps to take when responding to challenging behaviour:

A

1) Pause and stand back where possible.
2) Remain calm.
3) Call for help.
4) Leave the person to calm down if possible.
5) Remove others from the environment, if possible.

21
Q

Possible responses when confronted with challenging behaviour:

A
verbal de-escalation
    calling a colleague for help
    requesting another client or visitor call for help
    raising the alarm
    calling the police.

Each incident is different and may require a different response according to the circumstances and skill and experience of the individuals involved.

It is always best if you can communicate through discussion as you might be able to talk through the problem. Listening to what the person has to say is an important strategy here.

22
Q

4 Questions to ask when you need to address conflict:

A

What would be an appropriate time and place to address this conflict?
Is the issue worth discussing? (Not all conflicts have to be addressed.)
Who is the person I will confront? What is their background and culture?
What are your facts and feelings about the issue?

23
Q

8 steps to managing conflict when you’ve had time to prepare:

A

1) Present the issue unemotionally.
2) Clarify and define the issue.
3) Actively listen to the other person’s position.
4) Give your own perspective.
5) Jointly develop an objective or condition on which both parties can agree.
6) Brainstorm alternatives.
7) Jointly choose one alternative as a tentative solution.
8) Jointly decide how each party will know if the solution is working.

24
Q

Strategies for successful conflict management:

A

Use a cooperative approach, not a competitive one;
Find a mutually agreeable solution;
Initiate controversies by highlighting differing viewpoints and noting disagreements;
Actively involving all members of the group/unit to ensure all viewpoints are noted: can also lead to finding creative solutions;
All contributions should be valued, respected and acknowledged;
Communication must be open, honest, accurate and complete;
Be critical of ideas, not clients. When criticising an idea, convey respect and interest in the client, e.g. ‘I am interested in your viewpoint John. However I disagree with…’.;
Don’t take other people’s rejections or disagreements personally;
Encourage the expression of emotions through effective communication.

25
Q

Effective communication with the client is only achieved by:

A

using learned skills
identifying the client stressors
providing practical alternatives

Verbal skills (slow, simple, specific, showing);
Using familiar words;
Reflecting;
Repeating;
Gaining attention;
Active listening;
Warm and calm voice;
Tone of voice;
Facial expressions and gestures;
Avoiding talking above/around the person or shouting;
Avoiding arguments.
26
Q

Active listening often has the listener interpret the speaker’s words in terms of feelings. (“I sense you felt angry or frustrated or confused when this happened”.)
Benefits are:

A

Encourages people to listen attentively to others;
Avoids misunderstandings;
Tends to open people up so they share more;
Confirms to the speaker that they are being heard.

27
Q

Non-verbal communication skills you can use to respond to behaviour of concern:

A

Proximity:
Position yourself at least 1.5 metres away from the client. Standing too close can invade an individual’s personal space and be perceived as a threat.
Do not become too familiar with the client. For example, do not touch the client or invade their personal space. If necessary, ensure there is a barrier between you and the client.
Increase the distance if the aggression escalates.

Posture:
Adopt a relaxed, non-combative and side-on posture and stance.

Body movements:
Avoid any sudden movements and always approach the client from the side or front.

Facial exptression:
Maintain a relaxed facial expression, and make eye contact with the client.

Appearance:
Includes your face, hair, body shape and clothes. Be aware of the image that you portray with your appearance.

Keep your space free and open. Note the location of your escape routes and avoid getting yourself into a corner with no escape route.

28
Q

Verbal communication skills you can use when dealing with clients with challenging behaviour:

A

Control your own response:
Use a clear, low and non-threatening voice and remain calm – avoid shouting or arguing. Keep your language neutral. Do not dominate the client by blaming, criticising, judging or using antagonising words.
Keep requests simple and direct.

Treat the client with respect:
Introduce yourself and ask them what they prefer to be called. Keep the communication private – do not encourage an audience or confront the client in front of others.
Reassure the client that they are safe.

Encourage the client to speak:
Give the impression that you want to listen and what they have to say is important.
Allow the client to speak/articulate and honour their feelings. Their feelings are ‘real’ for them.
Allow the verbal expression of anger within reasonable limits. However, don’t assume a non-responsive person is not listening.
Get the person in crisis to answer “yes” to even trivial questions, e.g. “Will you think about that for a while, can we agree about that?” When the person begins to respond positively, it could indicate that the verbal intervention is succeeding.

Maintain your confidence and stature, and remember who you are:
Don’t take verbal insults or criticism personally, as this will only manifest a defensive or aggressive response from you. Do not display doubt or passive behaviour.

Encourage positive outcomes:
Allow the client to propose a solution and be willing to compromise. However, do not promise the client something you cannot deliver to appease them.

Obtain help and support when you need it.

29
Q

Why is Identifying changes in the client’s mental state and behaviour important?

A

can have the staff member pre-warned, which in turn allows staff to be ready for intervention.

30
Q

The most important aspect of negotiating strategies:

A

the amount of self-control that the staff member can produce within themselves. Often, the initial reaction is one of fear and panic.

31
Q

How to control physiological changes of “fight or flight”:

A

Focus your attention on your breathing to bring about normal respirations. (avoids shallow breathing)

Tense and relax your muscles rhythmically to obtain as normal muscle tone as possible. (avoids muscle tension)

Be aware of voice changes by practising self-talk, e.g. ‘How relaxed am I?’, ‘How does my voice sound?’ and ‘Is my body language matching my verbal language?’

32
Q

Six stages of aggression:

A

Step 1
Past or present circumstance:
Events or circumstances in the person’s past or present are often relevant to the aggressive/challenging behaviour. Examples could be that the person is bored and lacks interesting or exciting events in their life, or that they cannot express their needs through communication. Aggressive behaviour could result from minor things to us, but they are important to the person. For example, it may take five minutes for a meal to cool down or a client thinks that another person has taken their possessions. These seemingly ‘small’ things can instigate aggressive/challenging behaviour.

Step 2
The trigger:
The trigger refers to the point for the event that stimulates the person to the point of anxiety, which may lead to an escalation in agitation.
An everyday example is a calamity of events occurring whilst trying to get to work on time. Your alarm clock does not go off, frost covers your car, which won’t start and the kids are not yet ready for school. On arrival at work, a colleague remarks that you are late. You might become angry or anxious – the impetus for aggressive/challenging behaviour.

Step 3
Escalation:
This is the stage where changes in behaviour can be observed. The person becomes increasingly agitated or distressed and appears to be losing self-control. This stage can last for seconds or hours.
Not all ‘triggers’ cause aggressive/challenging behaviour, but it is still important to try and identify them.

Step 4
Aggressive incident:
This is when the person is at their ‘most’ aggressive/challenging. The person may ‘explode’ or ‘go off’ into their challenging/aggressive behaviour. If the behaviour has reached this point, you need to ensure safety of not only yourself, but also of others.

Step 5
Recovery:
Once the incident has reached its peak, and the person has completed their own crisis period, the level of aggression and behaviour usually decreases. However, care is needed to ensure that any triggers are avoided during this phase as it is likely that the person can return to the challenging or aggressive behaviour.

Step 6
Sadness and remorse:
All aggressive and challenging behaviour is emotionally draining. Think of any fights or quarrels you have had with family where you have been yelling or just arguing. You might feel drained afterwards. The same applies to aggressive/challenging behaviour. The person may feel sad, remorseful and will often try to apologise for their behaviour.
It is imperative that you manage this stage with sensitivity to allow the person who has demonstrated the behaviour to apologise or make amends. The person may try to show more affection, compliance or co-operation than usual.

33
Q

Preventing aggression:

A

Gain and maintain the attention of the person you are caring for. Ensure they are paying attention and preferably looking at you.
Plan your exit route, but don’t block the other person;
Use the person’s name;
Clarify their concerns (paraphrasing/checking);
Reduce background factors (noise, lack of privacy etc) as much as possible;
Respect their privacy and personal space;
Read body language and try to prevent aggressive/challenging behaviour;
Maintain eye contact;
Talk to the person and acknowledge their emotions;
Identify alternatives to meeting client’s needs;
Appear calm (even if you’re not).

These steps may be less helpful when clients have learned that aggression brings rewards in terms of staff attention, a reduction of staff demands, respect from other clients or a transfer to a more desired situation (getting their own way).

34
Q

If the strategies you learnt about for dealing with difficult/challenging behaviours are unsuccessful you may have to:

A

Refer the matter to appropriate personnel e.g. a supervisor or security officer;
Follow established emergency response procedures.

35
Q

Procedures for reviewing and reporting incidents:

A

Report and discuss early signs of challenging behaviour with your supervisor or at team meetings so that action can be taken.

Following an incident, verbally report the incident to your supervisor at handover. Provide clear and accurate information as a written record regarding what was observed, strategies used, action taken and outcomes for both client and any others involved. Use appropriate communication methods and language to give an accurate account of the incident.

For recording and reporting purposes, organisational policies and procedures may include:

incident reporting
progress notes
clients’ care plans
operational guidelines for handling incidents
debriefing of staff involved in incident.
36
Q

The expected standard for written communication in any health care organisation includes:

A
Accurate
    Clear
    Legible
    Written in ink
    Completed with identified time frame
    Relevant
    Non-Judgemental
    Signed
    Time notes
    Dated
    In a logical and sequential manner
    Mistakes corrected by a single line drawn through incorrect information
    No white out to be used
    Steps for progress notes identified and followed.
37
Q

The four-step reporting model:

A

Describe the client’s needs/behaviour.

Describe your actions to provide care/support.

Describe the client’s response to care provided.

Note any other person contacted, e.g. a doctor.

(BARC)

38
Q

Purpose of debriefing:

A

After an incident, it is important to acknowledge and address your own stress. Individual reactions to these stressful situations can vary from short-term trauma to long-term psychological reactions. Debriefing or reviewing an incident within a day or two of the event helps you to:

reflect on your actions during the incident
determine if there were any areas that could be improved should an incident occur again
deal with emotional issues regarding the incident in a safe and supportive environment.

Debriefing may be as simple as an informal chat at handover or a more formal occasion where the incident was considered a ‘critical’ incident.

39
Q

Debriefing can involve:

A

Reflection;
Reviewing staff reactions;
Problem-solving strategies;
Assessing the need for follow up (can involve referral to another health professional such as doctor, psychologist, or social worker);
Identifying areas for improvement;
Team/one-on-one discussions concerning incident;
Sharing thoughts and feelings.

An important aspect is to identify trigger factors relating to the incident as a part of the risk management process discussed earlier. It allows identification and planning of preventative strategies to be implemented to reduce the possibility of a repetition of the incident.

Debriefing should follow individual organisation’s protocol.

40
Q

Critical incidents:

A

Incidents which the staff or others involved find particularly distressing. An important aspect is the effect a critical incident can have on staff within a facility. The loss of feelings of safety, security or the perception that you may not be competent in a particular area can have a flow on effect into other areas of life. It may also affect staff in other areas of the facility who were not involved in the incident.

There are many incidents that may be defined as ‘critical’. These include:
threatened or actual death or injury of staff
legal issues are involved
the response to the incident did not go as planned
violence is involved.

41
Q

Debriefing after critical incidents:

A

Debrief staff in an appropriate setting and manner soon after a critical incident has occurred . Staff need the opportunity to review the incident and to discuss their feelings in a supportive and confidential environment.

Clarifying what occurred and their reactions to the behaviour that led to that particular outcome is a necessary step in the resolution of feelings of safety, security and competency concerns. This allows a return to normal routine and positive feeling for staff.

Debriefing as a group with all persons involved in a critical incident is useful to discuss the entire event. It may also assist each person to put the event in perspective and minimise the damaging impact on themselves so they may recover more quickly.
Further advice or assistance

If you feel that you need any advice or assistance after a critical incident, seek appropriate help. Contact your:
    supervisor
    Human Resources manager
    Workplace Health and Safety officer
    counsellor
    GP.