Behaviour Management

Participant Code of Behaviour 

The Code of Behaviour outlines the behaviour expectations for all participants within Town programs. Actions that do not follow the Program Guidelines or Code of Behaviour will be documented. Supervisory staff will connect with participant and/or parents/guardians if challenging behaviours persist and/or have significant impact on the program or its participants. Together, participants, parents/guardians and staff will collaborate on strategies to reduce the incidence, or impact, of negative behaviours, up to and including removal from a program.

Respect yourself.

• Be willing to try new things
• Celebrate your talents and uniqueness
• Make choices that are good for you
• Learn from your mistakes

Respect others.

• Listen to everyone in the program space
• Be “hands-off” by not touching or making physical contact with others
• Participate in activities to the best of your ability
• Recognize and celebrate that everyone has different abilities
• Include others when possible

Respect the space.

• Use appropriate language
• Use equipment safely and appropriately
• Ensure everyone’s safety and well-being

Additionally, behaviours that include the following are unacceptable and will not be tolerated:

1. Physical aggression – behaviour causing or threatening physical harm towards others.
2. Damaging property – behaviour aimed at destroying, altering, or defacing property or public spaces.
3. Inappropriate language – language that is perceived to be hurtful, discriminatory, offensive or demeaning
4. Social Behaviour – any behaviour that aims to use social power over another program participant, volunteer, or staff to the detriment of the program and/or its participants.

Behaviour classifications and follow up

The following describes common behaviour circumstances and outcomes:

Disruptive Behaviour

Disruptive behaviour affects a participant’s ability to take part in the program for a short period of time. It can usually be managed with small changes to the activity or through general group‑management strategies.

Examples of disruptive behaviour outcomes may include:

• Little or no impact on other participants or the program
• Mild damage to property
• No injury to the participant or others

Challenging Behaviour

Challenging behaviour affects the participant’s safety or ability to participate, as well as the experience of others in the program space. It may require changes to program plans, additional support, or more targeted behaviour strategies.

Examples of challenging behaviour outcomes may include:

• Physical or emotional harm to self or others
• Mild to moderate property damage
• Participant or others were affected but able to continue in the program

Severe Behaviour

Severe behaviour has a significant impact on the participant’s ability to take part in the program and affects the safety and engagement of participants, staff, or members of the public for a longer period of time. It requires major program adjustments and additional resources to prevent the behaviour from happening again.

Examples of severe behaviour outcomes may include:

• Serious physical injury, or threat of physical or emotional harm, to participants, staff, or members of the public
• Significant property damage
• Significant program interruption due to the behaviour
• Participants involved are not able to return to programming

Follow-up on behaviour incidents will include:

• Staff will document the behaviour
• A supervisor will contact the parent/caregiver the same day or immediately depending on the severity of the behaviour
• If safety is a concern, parent/caregiver will be required to pick up participant immediately
• Staff will work with the parent/caregiver to discuss strategies to support the participant
• A Behaviour Follow-up Letter will be sent summarizing the strategies and next steps

If positive behaviour management strategies do not address the behaviour, or if anyone’s safety is at risk, one or more of the following actions may be taken:

• Adjusted or modified schedule to help implement additional strategies or resources
• A personal support worker may be required for the participant to return to the program.
• Participant may be suspended from the program for a set period of time

At any point, based on the severity or persistence of the behaviour, Supervisory Staff may escalate the response as necessary.

Staff responsibilities 

Staff are committed to creating safe, positive and inclusive program environments. To support this commitment, staff will:

• Complete HIGH FIVE® Principles of Healthy Child Development (PHCD) training before beginning employment.
• Follow the HIGH FIVE® Commitment to Children Policy.
• Model appropriate and respectful behaviour at all times.
• Promote and reinforce the Participant Code of Behaviour throughout all programs.
• Plan and supervise programs in ways that encourage proactive behaviour management and reduce instances of inappropriate behaviour.
• Use respectful and positive interventions when addressing inappropriate behaviour.
• Inform a supervisor of any conduct that does not support a safe and inclusive program environment.
• Document inappropriate behaviour as required.
• Work collaboratively to identify and implement positive behaviour strategies to address behaviour concerns
• Maintain open and ongoing communication with parents/guardians when behaviour concerns arise.

Parent/guardian responsibilities 

Parents and guardians play an important role in supporting positive behaviour. They are expected to:

• Support and reinforce behaviour expectations.
• Read all provided program communications (e.g., camp emails).
• Seek clarification from staff if expectations or responsibilities are unclear.
• Review the Participant Code of Behaviour with their child prior to the start of the program.
• When behaviour concerns arise, work collaboratively with staff and their child to address and support positive behaviour.