SENSE Learning - Positive Touch Policy

This Positive Touch Policy is made accessible to all Parents, Students, Local Authorities, Schools an SENse Learning associates.

Person responsible for ensuring that these policies are implemented and reviewed in line with the review dates: Sophie Amos, Operational Director

Introduction & Purpose

This policy is the Positive Touch Policy for SENse Learning which will be followed by all members of the Organisation and promoted by those in the position of leadership within the Organisation. This policy will be applied to all students and SENse Learning associates.

Policy Principles & Values

• There can be positive physical contact between associates and students. This is not physical contact that, in any way, seeks to establish authority over a student, but that which provides comfort; eases distress and signals care as would be expected between good parents and their children.

• Touch can be an important part of care and can give welcome reassurance or comfort to the student.

Procedures

• Associates must bear in mind that even perfectly innocent actions can sometimes be misconstrued and must therefore conduct themselves accordingly.

• Associates should therefore respond to students in a way that gives expression to any appropriate level of care, and to provide comfort to ease a students’ distress whilst at the same time protecting against the physical contact being misinterpreted by the student.

• If any associate, at any time, thinks that an action may have been misinterpreted, or may lead to a complaint, they need to feel confident to self-report so that the matter can be recorded fully, and the manager can assist any debrief with the student and their parents which may be necessary.

• Any form of physical contact that a reasonable person would judge to be a conscious, self-aware, reasonable and a justifiable act is acceptable. Associates are advised to ensure their actions are acceptable to the student.

• A high proportion of students with emotional and behavioural difficulties may have experienced sexual and/or physical abuse. Associates need to ensure that any physical contact is not misinterpreted.

• If, at any time, a student demonstrates verbally or otherwise that they are not comfortable with physical contact, where appropriate, associates should respect this.

• Physical contact should never be secretive, or for the gratification of the associate and in any way that may be considered indecent, or represent a misuse of authority.

• Associates need to be aware that different cultural factors may apply.

• Age and maturity factors should be considered in deciding appropriate physical contact.

• Where an associate feels that it would be inappropriate to respond to a student seeking physical contact, the reasons for denying this should be explained to the student, and the student should be comforted verbally as necessary.

• The issue of personal contact in general, should be raised in interviews and induction training for associates and discussed in staff development and supervision.

• Students should be given advice and guidance with regard to socially appropriate/inappropriate times/places/situations to seek physical comfort where necessary.

• Any personal care should be carried out in line with the students’ individual learning plan and risk assessment which are approved by parents and management.

• The issue of personal contact in general, should be raised in interviews and induction training for associates and discussed in staff development and supervision.

• Students should be given advice and guidance with regard to socially appropriate/inappropriate times/places/situations to seek physical comfort where necessary.

• Any personal care should be carried out in line with the students’ individual learning plan and risk assessment which are approved by parents and management.