MH11.2012 Enable families to address issues with individuals' behaviour

Overview

This standard is about working with families to enable them to understand the reasons for an individual’s behaviour and the context of the behaviour. It is about enabling families to support the individual to address current ways of behaving,, develop positive alternatives and minimise risks. This standard applies to those who work with families to address issues with individuals' behaviour. The individual may be a family member with mental health needs. Sometimes the standard may be used when a parent or sibling of a child or young person has mental health needs and a worker recognises that preventive work needs to be undertaken in relation to the individual to minimise the risk of triggering crisis situations within the family. While the standard has a clear relevance to work with the families of children and young people, it is not restricted to this age range and also applies to work with the families of adults and older people who are living within the family environment. Users of this standard will need to ensure that practice reflects up to date information and policies. Version No 2

Knowledge and Understanding

You will need to know and understand:

1. the nature and structure of families and how these differ according to context and culture
2. the significance of the relationships within families
3. family's central role in the development and welfare of all family members including individuals with mental health needs
4. how culture, gender and beliefs can affect attitudes and behaviour and how it maybe perceived by others, why it is important to recognise and challenge this in oneself
5. behaviours which demonstrate value for others and those which do not
6. the impact of the broader social environment on families and individuals
7. how others may be affected by individual's behaviour - practically, emotionally, socially
8. strategies to constructively challenge individual's behaviour and promote pro-social alternatives
9. how to gauge families' level of interest and willingness to address individual's behaviour; the support, information and resources which people may need, what is available from your own agency and from other agencies, and how to access them
10. ways of encouraging and supporting families to take an active role to address an individual's behaviour; the options for supporting families that you considered and the reasoning processes you used in determining the most appropriate options for the people and the individuals concerned
11. the conflicts of interest there may be between the needs of families and individual family members; methods of handling tensions between people and the individuals with whom you are working
12. normal patterns of physical, social, psychological and emotional development and the ways in which such development can be affected by mental illness
13. the relationship between physical, social, psychological and emotional development and behaviour and associated patterns
14. the effect of family relationships on the physical, social, psychological and emotional development of individuals
15. the need for individuals to develop their own views and thoughts and become independent, especially children and young people and those with mental health needs
16. the effects of families on individuals particularly when they have their own issues and needs
17. how to use legislation, guidelines of good practice, protocols, charters and service standards in work with individuals and their families
18. the role of your agency and its services and how they relate to other agencies and services in the sector
19. the agency's policy and procedures regarding confidentiality of information and the disclosure of information to third parties, and the specific circumstances under which disclosure may be made
20. your own role and responsibilities and from whom assistance and advice should be sought if you are unsure
21. how you have applied the principles of equality, diversity and anti-discriminatory practice to your work
22. the options you considered in your work and the reasoning processes you used in relating to different families and individuals within those families

Performance Criteria

You must be able to do the following:

1. discuss with the family the concerns they have about the individual's behaviour and the issues that the behaviour causes for them and for others
2. enable families to understand:
1. the nature of mental health problems within the family and how these may impact on relationships and behaviour
2. how individuals are likely to behave at different stages of their development
3. the benefits of different types of behaviour
4. the factors that may have contributed to the individual's behaviour
5. the extent to which the behaviour is problematic or a natural part of development
3. evaluate the family's and individuals' (within the family) understanding, willingness, confidence and commitment to address the behaviour of the individual
4. evaluate the risks to the individual and their family of addressing or not addressing their behaviour
5. discuss and agree with families:
1. what they will have to do to address the behaviour of the individual
2. the commitment to the process that they will need to make
3. the impact that it may have on their own behaviour and how they relate to the
4. the support that will be available to them
5. when and how the process will be reviewed
6. record accurately, legibly and completely:
1. the commitments that families make to addressing the behaviour of the
2. the support that has been agreed to help them do so
3. how the work will be reviewed
7. provide accurate information to families on:
1. the support that will be available to them
2. how and when they should contact you
3. how your work relates to that of others
8. interact with families and individuals throughout in a manner which:
1. models positive behaviours and communication styles
2. is appropriate to the family's and individuals' background, culture, circumstances and needs
3. encourages an open exchange of views
4. minimises any constraints to communication
5. is free from discrimination and oppression
6. enables individuals to make their own contribution
9. provide appropriate support to the family of the individual taking account of:
1. the family's experience and understanding
2. their confidence in being able to change the individual's behaviour
3. the nature and history of the relationships in the family and how these affect the individual and other family members
4. the behaviour of the individual
10. encourage families to seek further advice and support when they are in need of it
11. maintain ongoing contact and monitor the wellbeing of families as they seek to address the individual's behaviour, responding to any queries, concerns and lack of perceived progress that they have
12. offer constructive and positive feedback on the work which families and individuals make in addressing behaviour, enable them to see how far they have progressed and the benefits that it brings
13. monitor how the work families are undertaking with individuals is progressing
14. encourage families and individuals to offer feedback on:
1. the progress the individual is making
2. the effectiveness of the family acting in a different way to the individual
3. their feelings about what has happened
15. identify significant changes in discussion with the family and the individual and the impact of these changes on the individual
16. agree with families and the individual whether there is a need for continued support and if so, the nature of it
17. record information accurately and completely and store it safely
18. communicate information to others who have the right and need to know at a time, and in a manner, which is of maximum benefit to them

Additional Information

This National Occupational Standard was developed by Skills for Health. This standard links with the following dimension within the NHS Knowledge and Skills Framework (October 2004): Dimension: HWB4 Enablement to Address Health and Wellbeing