Unit 323 Enable individuals to develop strategies to manage their behaviour

This unit focuses on enabling individuals to develop strategies to manage their behaviour in ways that support wellbeing, relationships and safety. The links on this page break down each learning outcome, while this overview helps you connect legislation, understanding behaviour, and practical, person-centred approaches you can use in your role.

Behaviour is communication. It can show distress, unmet need, fear, pain, confusion, frustration or a desire for control. In care settings, behaviours that challenge may include aggression, withdrawal, shouting, self-neglect, refusal of care, repetitive actions, or risk-taking. Labelling a person as “difficult” is never helpful. The aim is to understand what is driving the behaviour and to support the person to find safer, more effective ways to cope.

Legislation, policy and practice shape what you can and must do. In everyday terms, that means respecting rights and dignity, making reasonable adjustments, using the least restrictive approaches, recording accurately, and following safeguarding and incident reporting procedures. It also means working within your competence, escalating concerns appropriately, and using agreed behaviour support plans. Any restrictions (for example, limits on access to items or environments) should be proportionate, lawful, recorded and reviewed, not informal “rules” made for staff convenience.

Understanding influences on behaviour is a core skill at Level 3. Factors relating to the individual might include mental ill health, dementia, learning disability, trauma history, communication needs, sensory differences, substance misuse, grief, loneliness, medication side effects, or physical discomfort such as pain or constipation. The environment matters too: noise, crowding, lack of privacy, changes in routine, poor lighting, boredom, or staff communication style can all increase distress. Sometimes the behaviour of others—rushed care, inconsistent boundaries, or dismissive language—becomes the trigger.

Professional relationships provide the foundation for change. Trust builds when you are consistent, respectful and calm, especially when situations feel tense. Boundaries help people feel safe, but they must be fair and explained. It also helps to separate the person from the behaviour: you can be clear that certain actions are not okay while still showing warmth and respect. A steady tone, clear choices and predictable routines often prevent escalation before it starts.

Supporting someone to recognise the impact of their behaviour needs sensitivity. Shame can make things worse. Instead of blaming, you can explore what happened, what the person felt in their body, what they needed at the time, and how others experienced it. Simple tools—like a feelings chart, a traffic-light system, or a “what helps me when I’m upset” list—can make reflection easier, especially for people who struggle to describe emotions.

Strategy-building should be collaborative and motivating. People are more likely to try new approaches when they can see the benefit for themselves: better sleep, more independence, improved relationships, or fewer restrictions. Triggers and early warning signs are useful to identify together. For example, does the person become tense during personal care, after phone calls, or in busy communal areas? Noticing patterns supports prevention rather than crisis response.

Here’s a practice example: in a residential setting, a person becomes angry during medication rounds. Exploring triggers might reveal that they feel rushed and not listened to. A strategy could be to agree a quieter time, offer a clear explanation, and give the person space to ask questions. Another example: in supported living, someone slams doors and shouts when plans change. A coping plan might include advance warnings, a visual timetable, and agreed calming activities (such as a short walk or music with headphones) before discussing the new plan.

Barriers to progress are normal. Fatigue, pain, changes in staff, unrealistic expectations, or strategies that don’t match the person’s communication style can all get in the way. When this happens, the focus is review and adjustment, not criticism. It may be helpful to involve other professionals—GP, community nurse, psychologist, occupational therapist, or speech and language therapist—especially where behaviour may relate to health needs or communication difficulties.

Evaluation and review keep support effective. Regular check-ins help you and the person see what is improving, what still feels hard, and what needs to change. Constructive feedback should be specific: describe what went well, link it to the person’s effort, and agree next steps. Celebrate small wins. Short, punchy progress matters.

Recording is part of safe practice. Keep notes factual: what happened, when, where, who was involved, what was tried, and what the outcome was. Include the person’s views where possible. Good records help the team stay consistent and can support safeguarding processes if needed. As you work through the unit, keep coming back to this principle: the goal is not to “control” a person, but to support them to feel understood, develop coping skills, and live well within a supportive, lawful framework.

1 Understand legislation, policies and practice in relation to supporting individuals to manage their behaviour

2 Understand the factors that influence behaviour

3 Be able to work with individuals to recognise the impact of their behaviour on others

4 Be able to support individuals to develop strategies for managing behavioural responses

  • 4.1 Work with an individual to identify and agree the factors which will motivate them to manage their behaviour
  • 4.2 Explain to an individual the positive outcomes of managing behaviours
  • 4.3 Support an individual to identify situations and circumstances which trigger specific behavioural responses
  • 4.4 Explore with the individual ways of coping with situations and circumstances which trigger behaviour they wish to manage
  • 4.5 Work with the individual to identify and agree strategies
  • 4.6 Support an individual to develop and practise the agreed strategies
  • 4.7 Record the individual’s agreement and motivation to manage their behaviour
  • 4.8 List any potential barriers to progress and ways in which these barriers can be overcome
  • 4.9 Describe advice and support available

5 Be able to evaluate and review strategies for managing behavioural responses

  • 5.1 Conduct regular reviews of strategies for managing behavioural responses
  • 5.2 Assist the individual and others to evaluate the effectiveness of strategies for managing behavioural responses
  • 5.3 Use the positive outcomes identified through the review process to motivate the individual
  • 5.4 Give constructive feedback on progress
  • 5.5 Encourage individuals to find ways in which to sustain the management of their behaviour
  • 5.6 Record and report on the evaluation and review process
  • 5.7 Agree actions to be taken

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