Safety Plan Template

Safety Plan Template
Use this to develop an interim Safety Plan
Email Address You Want Safety Plan/s Sent To
example@example.com
Young Person's Name
Behaviours
Independent Time/Absent from Placement or Missing PersonsAlcohol or Substance MisuseAggressionBullying or HarrassmentMental HealthProperty Damage or VandalismSelf Injury (Self Harm)Sexualised BehaviourSolicitationSuicidal IdeationTheft or ShopliftingTheft of VehiclesTruancyViolent OutburstsPhysical Health/DisabilityOther
Absent from Placement or Missing Persons
(Absent) High Risk Behaviour Notes
Is There Approved Independent Time?
YesNo
Does The Young Person Need To Be Followed If They Leave Placement?
YesNo
Approved Alone Time (Hours) If Applicable
How long are they allowed independent time if it is age and developmentally appropriate?
Remain in Contact (Hours)
How often do they need to be in contact
Missing Persons (Hours)
After how many hours of no contact would we up line to management and consider reporting missing.
Alcohol or Substance Misuse
(AOD) High Risk Behaviour Notes
Drugs of concern
Lists the drugs that we are concerned about for this young person
Aggression
Including threats and property damage but not including violence towards self or others (Violent Outburst)
(Aggression) High Risk Behaviour Notes
Bullying or Harrassment
(Bully) High Risk Behaviour Notes
Mental Health
What Mental Health Concerns are present?
DepressionAnxiety disorders (e.g., generalized anxiety disorder, panic disorder, social anxiety disorder)Attention-deficit/hyperactivity disorder (ADHD)Eating disorders (e.g., anorexia nervosa, bulimia nervosa, binge-eating disorder)Psychosis (e.g., schizophrenia)Bipolar disorderPost-traumatic stress disorder (PTSD)Obsessive-compulsive disorder (OCD)Oppositional defiant disorder (ODD)Conduct disorderOther
(MH) High Risk Behaviour Notes
Is Medication Management Required?
YesNo
Property Damage or Vandalism
High Risk Behaviour Notes
Self Injury (Self Harm)
High Risk Behaviour Notes
Sexualised Behaviour
High Risk Behaviour Notes
Solicitation
High Risk Behaviour Notes
Suicidal Ideation
High Risk Behaviour Notes
Theft or Shoplifting
High Risk Behaviour Notes
Theft of Vehicles/High Risk Offending Behaviours
High Risk Behaviour Notes
Which Behaviours
Car TheftOther High Risk Offending BehavioursBoth
Truancy
High Risk Behaviour Notes
Violent Outbursts
High Risk Behaviour Notes
Physical Health/Disability
Not including mental health conditions such as; conduct disorder, ODD, OCD, PTSD, Biploar Disorder, Psychosis or ADHD
High Risk Behaviour Notes
Does the young person have a PBSP?
YesNo
PBSP Proactive
Staff should ensure that they are utilising the PBSP to inform strategies outlined in the ICSP and Safety Plan and should use all 3 documents to meet the needs of the young person at baseline to avoid escalation.
PBSP Reactive
Staff should ensure that they are utilising the PBSP to inform strategies outlined in the ICSP and Safety Plan and should use all 3 documents to meet the needs of the young person under stress to support them to return to baseline to additional stress or risk.
Additional Preventitive Strategy
Additional Reactive Strategy
Other
You will need to provide your own plan
Brief Description and High Risk Behaviour Notes
Preventative Strategy
Reactive Strategy
Draft Information

Draft Information
Preventitive Strategies
As we prepare {youngPersons137} for independence, it’s crucial to teach them how to safely navigate interactions with potentially unsafe individuals and situations they may encounter as an adult. Our plan should focus on equipping {youngPersons137} with the skills to recognise red flags, establish personal boundaries, and assert their rights confidently. Where the plans are age and developmentally appropriate we should support {youngPersons137} to safely engage in independent community access to help them build a support network they can rely on as they approach adulthood. By doing so, we ensure they can engage safely in the community while knowing they have dependable support's to fall back on as they transition to adulthood. Youth workers should support {youngPersons137} to establish an emergency plan if they find themselves in trouble while utilising independent time this might including ensuring they know when and how to contact emergency services or to reach out to staff for support.
If {youngPersons137} would like to engage in the community independently youth workers should establish a plan; who they will be with, what they will be doing, when and how they will be getting home, where they plan on going and their plans to keep in contact while away from placement as well as ensuring they can (for example making sure they have credit and their phone is charged). {youngPersons137} is allowed to engage in age and developmentally appropriate activities alone or with her peers for {approvedTime} hour/s with a check in with staff every {remainIn} hour/s.
Youth workers should always check in with {youngPersons137} after independent time to make sure they are ok and that there are no issues that need to be discussed or talked through to support them to build their independent skills.
Youth workers should always try to work with {youngPersons137} to plan in a way that will allow for their absence from placement to be approved rather than unapproved where possible and avoid any unnecessary triggers. Where the request is not age or developmentally appropriate and/or we cannot facilitate safety planning due to house or co-tenant dynamics or house planning the youth worker should try to explain to {youngPersons137} why we cannot facilitate and support them to explore alternatives.
Reactive Strategies
If {youngPersons137} would like to leave placement and we are unable to support them to do this first validate their feelings and actively listen to them to understand the needs and feelings. The youth worker should utilise emotional first aid before supporting them to problem solve. Try to redirect {youngPersons137} to another activity and keep them at placement.
{follow}
(DO NOT USE THIS HIGHLIGHTED SECTION IF YOU MUST FOLLOW THE YOUNG PERSON)
If {youngPersons137} is going to leave placement the youth worker should put in place a plan with them; Who will they be with, what will they be doing and where, when and how will they get home and make a plan for maintenance of contact while away from placement and a plan for how to seek support while they are away and who to contact in an emergency.
If {youngPersons137} leaves placement the youth worker should maintain contact by phone at least every {howOften} hour/s between 7am and 11pm. If {youngPersons137} is away overnight and has told the youth worker this is their plan and there are not serious concerns for her safety the youth worker should ensure that they contact {youngPersons137} toward the end of shift (around 10:30pm) to make sure they don't want/need to be collected and that they are still ok and at the beginning of shift (before 7:30am) to determine their wellbeing. If {youngPersons137} does not answer the youth worker when they contact them while absent every {howOften} hour/s the youth worker should continue to try to make contact with them every hour until they are able to make contact with {youngPersons137}.
If {youngPersons137} is not maintaining contact and/or we do not have visual contact and cannot locate the young person and we do not know where they are and it has been {missingPersons} hour/s or if we have serious concerns for their safety (e.g. concerns they may harm themselves etc.) then youth workers should contact the care coordinator or oncall to discuss listing the young person as missing
Follow
Due to the age and/or vulnerability of this young person, they must be followed if they leave the placement. Youth workers should maintain line-of-sight supervision and provide support and regulation to assist the young person in returning safely to the placement. If the young person cannot be followed or the staff member is unable to maintain line-of-sight supervision, the staff should, if possible, maintain contact with the young person and must make all reasonable attempts to locate them as soon as possible. Once located, the staff should remain with the young person and maintain line-of-sight supervision until the young person is ready to return to the placement.
Preventitive Strategies
In planning each day for {youngPersons137}, youth workers should focus on structured, supportive activities that reduce the risk of drug use by addressing the underlying factors and encouraging positive behaviours. Start by educating {youngPersons137} on the risks and consequences of drug use, highlighting impacts on the brain, body, relationships, and future opportunities. Create an open environment where {youngPersons137} feels safe to discuss sensitive topics like drugs and peer pressure, ensuring that communication is always judgment-free.
Set clear, consistent expectations and boundaries regarding drug use within the placement and enforce them in line with the prohibited items policy ensuring there are always opportunities {youngPersons137} to gain trust and demonstrate responsibility. Incorporate daily activities that promote healthy coping strategies, such as sports, arts, volunteering, and engaging with supportive social circles, to manage stress and boredom and to resist peer pressure.
Design a daily routine that includes purposeful programming aligned with {youngPersons137}'s interests and goals, minimising unstructured free time. This could involve skill-building activities in decision-making, problem-solving, and stress management. Ensure that each day provides opportunities for developing resilience and self-esteem, which are crucial for handling life's challenges without turning to substances.

Reactive Strategies
Ensure safety by prioritising safety for yourself, housemate/s and {youngPersons137}. If the situation feels unsafe or if {youngPersons137} is behaving aggressively, remove yourself from harm's way and seek assistance from appropriate authorities if necessary.
Remain calm and approach the situation with a calm and non-judgmental demeanor. Speak in a gentle and reassuring tone to help alleviate any feelings of distress or agitation.
Take a moment to assess the young person's condition and level of impairment. Look for signs of {drugsOf}.
Establish rapport and trust by demonstrating empathy, understanding, and respect. Avoid making assumptions or judgments about their behaviour and focus on offering support and assistance.
Practice active listening by allowing {youngPersons137} to express their thoughts, feelings, and concerns without interruption. Validate their experiences and emotions, and reassure them that you are there to help.
Offer practical support and assistance to address {youngPersons137}'s immediate needs. This may include providing access to water, food, or a safe place to rest, as well as seeking medical support if the situation requires it.
Encourage {youngPersons137} to engage in self-care activities to help alleviate the effects of drug use. This may include deep breathing exercises, mindfulness techniques, or engaging in calming activities such as listening to music or taking a walk.
If you require advice you can contact the Posions Hotline to speak to a pharmacist or 13Health to speak to a nurse
Preventative Strategies
To prevent aggression from {youngPersons137}, youth workers should focus on creating a supportive environment that prioritises empathy, respect, and clear communication. This starts with identifying and mitigating potential stressors or triggers that could lead to aggressive behaviour. Being proactive in this way involves a thorough understanding of the young person’s Individual Care and Safety Plan (ICSP) and incorporating strategies such as Therapeutic Crisis Intervention (TCI) principles, which include de-escalation techniques and crisis intervention strategies.
It is crucial to recognise early signs of agitation or distress and intervene early to prevent escalation. This may involve employing active listening and empathetic responses to validate {youngPersons137}'s feelings and address their concerns authentically. By offering support and assistance in tackling underlying issues that contribute to distress, youth workers can help mitigate feelings of helplessness or frustration that often precede aggressive reactions.
Building rapport and trust through consistent demonstrations of empathy, understanding, and respect is foundational. Youth workers should maintain a calm and non-confrontational demeanor, which helps reduce tension and promote cooperation. Non-verbal communication also plays a significant role; open and accepting body language and facial expressions can foster a reassuring environment.
Effective communication is key: using clear, concise, and non-threatening language helps in setting expectations, defining boundaries, and explaining available options. Providing choices and alternatives is also beneficial as it may support {youngPersons137} to feel empowered and enhance their sense of control over their situation.
It is essential to avoid punitive language or threats, which can intensify an already volatile situation and damage the trust built between the youth and the caregiver. Instead, focusing on positive reinforcement and constructive feedback can lead to better outcomes, fostering a stable and less aggressive environment.

Reactive Strategies
Remain calm and composed in the face of aggression, and avoid reacting impulsively or defensively.
Maintain a safe distance and avoid physical contact unless necessary for safety reasons.
Use active listening techniques to validate the individual's feelings and concerns while redirecting the focus toward problem-solving and resolution.
Follow {youngPersons137}'s ICSP and report back to the leadership and team on what is working and not working for the young person to ensure this documents serves as a live document to support the team.
Be aware of the elements of a potentially violent situation and how this situation could escalated to a violent outburst and how to proactive avoid this.
Preventitive Strategies
The youth worker should ensure that they are aware of what constitutes bullying and harassment, including verbal, physical, social, and cyberbullying and seek support from there line manager if they require any further information or training in this area to help increase awareness about the negative impact of such behaviours on individuals and the community as a whole.
The youth worker should work on development of routine and purposeful shift planning that foster a culture of respect, inclusivity, and empathy within the home environment. Youth workers should encourage positive peer interactions, cooperation, and support among young people through team-building activities, group discussions, support and mediation when engaging in conflict resolution.
Establish Clear Expectations and Rules by developing clear guidelines and rules regarding acceptable behaviour and interpersonal interactions within the home and whilst in the community. Ensure that all young people and youth worker/s are aware of these expectations/rules and any established consequences for engaging in bullying or harassment.
There should be consistent supervision and monitoring of {youngPersons137}'s interaction with others during shift especially in common spaces to identify any signs of bullying or harassment early on. Youth workers should remain vigilant and proactive in addressing problematic behaviours and promoting a safe and respectful environment.
Implement activities aimed at building self-esteem, self-confidence, and resilience among young people. Offer opportunities for skill-building, leadership development, and positive reinforcement to empower young people to stand up against bullying and advocate for themselves and others.

Reactive Strategies
Youth workers should provide immediate support and assistance to victims of bullying or harassment, including emotional support, reassurance, and validation of their experiences. Offer a safe space for victims to express their feelings and concerns without fear of judgment or retaliation.
Youth workers should facilitate open and honest communication between young people involved in bullying or harassment incidents and use conflict resolution techniques and mediation strategies to help resolve conflicts peacefully and restore positive relationships.
Youth workers hould enforce appropriate logical and preplanned consequences for individuals found to be engaging in bullying or harassment behaviour, in accordance with the placements rules and expectations.
Medication
Medication Management - Collaborate with paeiactric/psychiatric professionals to assess the potential need or review of medication to manage symptoms. Provide education and support to the young person regarding medication options, side effects, and adherence to treatment regimens.
Anxiety
Understanding Anxiety Cycles - Teach the young person about the cycle of anxiety, including how thoughts, emotions, and physical sensations interact to fuel anxiety symptoms. Help the young person recognise patterns of anxious thinking and develop strategies to interrupt and challenge negative thought patterns. Cognitive-Behavioral Strategies - Understand and offer cognitive-behavioral therapy (CBT) techniques to help clients challenge irrational thoughts, beliefs, and assumptions that contribute to anxiety. Teach young people how to reframe negative thinking patterns and develop more adaptive coping strategies. Exposure Therapy - Gradually expose young people to anxiety-provoking situations or stimuli in a controlled and supportive environment in consultation with mental health professionals and as part of their goal planning to help desensitise them to their fears and build confidence in managing anxiety consulting with any other treating professionals on how best to do this.
(ADHD)
Environmental Modifications - Minimise distractions and sensory stimuli in the environment to create a conducive setting for the young person with ADHD. Use visual supports, organisation tools, and assistive technology to enhance organisation and task management. Behavioral Interventions - After identifying and planning around any chemical or congitive barriers to meeting of expectations, implement a system of positive reinforcement to motivate and reward desired behaviours to support increases in Dopamine. Skill Building and Support - Offer activities that develop executive functioning and social skills to help the young person improve their abilities in planning, organisation, time management, and social interaction.
Eating Disorders
Nutritional Support - Ensure that the young person has access to balanced and nutritious meals and snacks in the home. Work with a registered dietitian if required and approved to develop meal plans tailored to individual dietary needs, preferences and placement needs and considerations (including budgets) Body Positivity and Self-Esteem - Foster a culture of body positivity and self-acceptance within the home environment. Offer activities and discussions focused on building self-esteem, self-confidence, and resilience. Structured Meal Times - Establish regular meal times and routines to provide structure and consistency. Create a supportive and non-judgmental atmosphere during meals, encouraging mindful eating and positive social interactions. Medical Monitoring and Support - Monitor the young person's' physical health and well-being regularly, including weight, vital signs, and hydration status. Collaborate with medical professionals, such as GP's and nurses, to address any medical complications or concerns related to the eating disorder.
Psychosis
Monitoring and Observation - Monitor the young person's behaviour and mental status regularly to detect early signs of psychosis relapse or worsening symptoms. Maintain close observation of the young person who may be at increased risk of harm to themselves or others during acute psychotic episodes. Communication and Collaboration - Maintain open communication and collaboration with mental health professionals, including psychiatrists, therapists, and case managers, to coordinate care and ensure timely intervention. Provide regular updates and share relevant information about clients' symptoms, treatment progress, and safety concerns to facilitate comprehensive care planning.
Preventitive Strategy
To proactively prevent young people from engaging in property damage, youth workers should implement a structured plan that addresses potential triggers and provides alternatives for managing frustration or aggression. Begin by fostering open communication and trust, allowing young people to express their feelings and concerns without judgment.
Incorporate daily activities that promote physical and emotional well-being, such as exercise, relaxation techniques, and creative outlets. Establish clear logical and preplanned expectations regarding behaviour and consequences for property damage, ensuring that consequences are consistent and fair. Implement structured routines and engaging activities to minimise boredom and idle time, which can contribute to destructive behaviours.
Encourage positive coping mechanisms for managing stress or anger, such as deep breathing exercises or seeking support from staff or other young people. By creating a supportive environment and offering constructive outlets for expression, youth workers can help young people develop healthier ways of dealing with emotions and reduce the likelihood of property damage.
Reactive Strategy
Managing situations where young people are engaging in property damage requires a calm and decisive approach. Upon noticing property damage in progress or immediately after it occurs, youth workers should intervene promptly. Approach the young person calmly but firmly, ensuring their safety and the safety of others.
Use the young persons ICSP and TCI Strategies to de-escalate and diffuse the situation and prevent further damage. This may involve maintaining a calm demeanor, speaking in a soothing tone, and actively listening to the young person's concerns without judgment.

Assess the level of risk posed by the behaviour and take appropriate steps to ensure the safety of everyone involved. If the situation escalates youth workers may need to remove others from the immediate vicinity.

Clearly communicate that property damage is not acceptable behaviour and explain the consequences of such actions. Reinforce the importance of respecting property and the consequences that may result from future incidents.
Offer alternative outlets for the young person's emotions or frustrations. This may involve suggesting physical activities, art therapy, or other forms of expression that allow them to channel their energy in a positive way.
Preventitive Strategy
Assessment and Monitoring - Regularly assess and monitor (young person's) behaviour patterns, triggers, and warning signs of escalation. Utilise the shift log behaviour observation to support the whole team to track changes in behaviour over time.
Environment Modification - Create a safe and structured environment by removing potential triggers and hazards while balancing a homely and welcoming home environement. Ensure the physical space is conducive to de-escalation and safety, with minimal stimuli that may provoke agitation.
Establishing Routine - Implement consistent daily routines and schedules to provide predictability and stability for (the young person). Clearly communicate expectations and transitions to reduce anxiety and confusion.
Building Rapport and Trust - Foster positive relationships with clients based on trust, respect, and empathy. Use active listening and validation techniques to demonstrate understanding and support.
Attachment Building - Utilise attachment building techniques to assist in strengthing attachment with (the young person); including 1. Inclusion and Claiming which is vital for a young person to feel welcomed and a sense of belonging. By actively seeking ways to include and claim young people as they are, we promote an environment where they feel valued and accepted. This can be achieved through fostering a culture of acceptance, understanding, and support within the placement. 2. Arousal/Relaxation when a young person experiences stress and we are able to be a source or strength and support and help them to relax we build attachement. As youth workers, our role is to help them relax by offering a calming presence, reassurance, and understanding, we create a safe environment where they can gradually lower their arousal levels and 3. Positive Interactions Everyday there are opportunities to initiate positive interactions those inititated by the youth worker and responded to positively by young people but also and possible even more importantly the youth worker responding positively to a young persons attempts to initiate positive interactions with a youth worker these positive expereinces increase the likelihood of more positive experiences and build attachment
Teaching Coping Skills - Provide psychoeducation and skills training to equip (the young person) with effective coping strategies for managing stress, anxiety, and strong emotions. Teach relaxation techniques, mindfulness practices, and assertive communication skills. There may also be phone apps or resources available that the young person might engage with postively to support before crisis occurs.
Reactive Strategy
De-escalation Techniques - The youth worker should utilise trained TCI stretegeis to defuse tense situations and prevent escalation of behaviour. Emphasise maintaining a calm and non-confrontational demeanor, using active listening, and offering reassurance and validation. This is a link to a TCI Quick Reference Guide -https://form.jotform.com/240791269391868
Emergency Response Plan - If there is high or imminent risk of further harm that would require additional supports or assistance emergency services should be contacted for a mental health assessment. The youth worker should manage the enciroement to increase safety and security of the environment and to ensure the safety of all individuals involved.
Collaboration with Mental Health Professionals - If the young person is linked in with mental health supports already these people should be contacted where they are able to provide support or guidance around the concerns. The team can also contact the acute care team on calling 1300 MH CALL (1300 64 2255) avaialble 24/7. If the regular mental health support team for this young person or professionals providing an emergncy mental health assessment provide written advice this should be provided to the house manager or oncall and followed.
If the young person is expressing sucidal ideation or intent or young have concerns that they might be the safety plan for suicidal ideation should be followed.
Post-Incident Debriefing and Support - Youth worker should after all crisis call there line manager or oncall for a debriefing session so that they can reflect on what happened, identify any areas for improvement, and be provided with emotional support. The youth worker can also access the EAP for additional counseling or debriefing sessions to process any of there own reactions and/or experiences
Documentation and Reporting- Ensure thorough documentation of all incidents, including descriptions of the behavior exhibited, interventions used, and outcomes through the incident log in CTARS.
Preventitive Strategy
Ensure that you are familiar with the traffic lights sexualised behaviour document and are aware of green, orange and red light behaviours. It is important not to increase shame by identifying normal behaviours requiring some degree of redirection as sexualised. Shame can increase the occurrence of these kinds of concerning behaviours so the approach to addressing this is very important.
Reactive Strategy

Responding to sexualised behaviours in a way that allow of consistency in messages can help in residential settings where there are a large number of youth workers involved with the young person. It can also be really difficult for ANYONE to have conversations with young people about problem sexual behaviour so scripting can provide support for conversations that can be difficult or sensitive.
1. Stop the behaviour "{youngPersons137}, please come into the lounge room/office" etc. (This allows you to seperate the young person from the person the behaviour is directed toward)
2. Define the behaviour "you were touching (the other person) (specifiy where they were touching them)"
3. State the house expectation "in our house we don't touch other peoples bodies"
4. Redirect the behaviour "why don't you go and play with in the backyard/with your art set" etc
Preventitive Strategy
Staff Awareness - Staff should ensure that they are aware of and can recognise signs of solicitation, including online grooming tactics and red flags to watch for. Staff must also understand the vulnerabilities of the young person and the potential risks associated with solicitation.
Education for Clients - Offer planning and activities to increase education to the young person about the dangers of online solicitation, including how to recognise predatory behaviour and protect themselves online. Staff should provide guidance on setting privacy settings on social media platforms and exercising caution when interacting with strangers online.
Establish Clear Boundaries - Clearly establish and communicate boundaries regarding acceptable behaviours and interactions within the group home environment. Emphasise the importance of maintaining appropriate relationships with youth workers and other young people, as well as strangers encountered online or in the community.
Supervision and Monitoring - Ensure adequate supervision and monitoring of the young person's online activities, particularly when accessing the internet or social media platforms. Implement plans for staff to regularly review clients' online interactions if approriate and approved and intervene if any concerning behavior is observed.
Collaboration with Law Enforcement and Community Resources - Establish partnerships with police and community organisations specialising in combating online exploitation and human trafficking. Staff must report to police in cases of suspected solicitation.
Reactive Strategy
Immediate Response Protocol - If there are reports or observations of solicitation staff must before this immediately to child safety and management. Staff must respond calmly and prioritise the safety and well-being of the young person. Ensure that an immediate plan around technology etc. is made with your line management in consultation with child safety (oncall/csah outside of business hours)
Victim Support and Assistance - Offer immediate support and assistance to the young person who has been solicited. Provide access to counseling services and resources for victims to process their experiences when approraite.
Documentation and Reporting - Document all incidents of solicitation, including detailed descriptions of behavior observed and actions taken. Follow established reporting procedures to document and report incidents to police.
Safety Planning and Risk Assessment - Collaborate with the young person to develop a safety plan outlining strategies for reducing the risk of further solicitation.
Conduct a risk assessment to identify any additional vulnerabilities or safety concerns.
Follow-Up and Monitoring: Conduct regular follow-up meetings with clients who have experienced solicitation to assess their well-being. Provide ongoing support and resources to help the young person navigate the aftermath and minimise the risk of further exploitation.
Proactive Strategies
When managing challenging mental health for young people it is important to be proactive in establishing a plan to reduce the impact on everyday functioning;
Psychoeducation - Provide education and information about {whatMental}, including symptoms, causes, and available treatment options. Help the young person to understand that mental health challenges are common and treatable and reduce stigma surrounding seeking help.
Promote Healthy Lifestyle Habits - Encourage the young person to engage in activities that promote physical and mental well-being, such as regular exercise, healthy eating, adequate sleep, and mindfulness practices. Offer opportunities for group activities and outings to reduce social isolation.
Identify and Address Stressors - Help young person identify and address potential stressors or triggers contributing to their mental health, such as academic pressure, family conflicts, or relationship problems. Offer support and guidance in developing coping strategies and problem-solving skills.
Structured Routine and Activities - Establish a structured daily routine and schedule of activities to provide stability and predictability for the young person. Ensure a balance of activities that promote relaxation, enjoyment, and a sense of accomplishment.
{medication}
Planning - Speak to the young person at baseline about how they would like to be supported in times of crisis so that we know how best to support if the situation arises and update this document to include the details of this conversation.
{anxiety}
{adhd}
{eatingDisorders}
{psychosis}
{typeA77}
Reactive Strategies
Crisis Intervention Planning - Use the developed crisis intervention plan that we spoke to the young person about at baseline ensuring that it aligns with any plans provided by there treatment team if applicable.
The youth worker should use active listening and provide empathic support to the young person. The youth worker may find that behavuiour support techniques could help to return the young person to baseline. In the event of a severe depressive episode or suicidal ideation the yougn person may require access to emergency services or mental health assessments. If the young person is engaging in self harm or suicidal ideation the safety plan for these behaviours should be followed.
Youth workers should ensure that they are aware of and vigilent around recognising early signs and symptoms of manic and depressive episodes, such as changes in mood, behavior, sleep patterns, and energy levels. Encourage the young person to communicate openly about their mood fluctuations and to seek help if they notice any changes in their symptoms.
Youth workers should utilise the young person ICSP and TCI strategies to de-escalate and help calm young person during acute mood episodes and prevent escalation of behaviour. The youth worker should remain calm, non-confrontational, and empathetic while actively listening to the young person's concerns and needs.
Assess the immediate environment for any safety risks and take steps to remove or minimise them. Ensure that the young person is not in possession of any items that could be used for self-harm and closely monitor their whereabouts.
Provide emotional support and reassurance to the young person, emphasising that they are not alone and that help is available. Encourage the young person to engage in coping strategies that have been effective for them in the past, such as deep breathing exercises or grounding techniques.
{anyOther}
Preventitive Strategy
If you have worries that the young person may be having thoughts about ending their life ask them if they are to determine if they is experiencing thoughts of suicide.
Ask direct questions to determine if the individual has a specific intention to end their life or if suicide is being contemplated as a solution to their problems
Reactive Strategy
If the young person is having thoughts of suicide make an assessment of her suicide plan. Inquire about whether the young person has formulated a plan for carrying out suicide. Determine the level of detail and specificity of the plan, including the method, timing, and location of the intended suicide attempt.
Determine if the young person has access to the means or tools necessary to carry out their suicide plan. Assess the availability and proximity of potentially lethal methods, such as medications, sharp objects, or other hazardous substances.
Evaluate the young person's protective factors. Identify protective factors that may mitigate the risk of suicide, such as strong social support, access to mental health services, positive coping skills, and a sense of purpose or meaning in life.
Consider contextual factors by taking into account factors that may influence the the young person's risk of suicide, including her past history of suicide attempts, substance abuse, new trauma exposure, recent losses or stressors, and access to social support networks.
If there is imminent risk of harm that is not able to be managed and/or you have serious concerns for her mental health and wellbeing the young person should be seen and assessed by a professional to ensure that they are supported appropriately.
Preventitive Strategy
Staff Training and Awareness - Staff should be aware of how to and proactive work to recognise signs of theft and shoplifting behaviours. It is important that staff maintain a vigilant presence and observe the young person's behaviours without making assumptions or accusations.
Client Education - Plan activities that help young people to learn and understand the consequences of theft and shoplifting. Offer guidance on ethical decision-making, impulse control, and managing financial resources responsibly.
Establish Clear Expectations - Clearly communicate expectations regarding respectful behaviour and adherence to rules and expectations regarding personal property and community resources.Reinforce the importance of honesty, integrity, and respecting the property of others through group discussions and support the young person to access individual counseling sessions if approriate.
Supervision and Monitoring - Implement plans around regular supervision and monitoring of common areas, personal belongings, and young people interactions.
Encourage staff to maintain an active presence in common spaces and while in the community to observe for any signs of suspicious behavior or theft

Collaboration with Law Enforcement - Establish processes for reporting incidents of theft or suspected shoplifting to police or returning items if approriate and safe to do so. If staff require additional support in understanding the proper procedures for handling theft-related incidents and involving police when necessary they should contact here line manager.
Reactive Strategy
Immediate Response Protocol - Develop a clear protocol for youth workers to follow in response to reports or observations of theft or shoplifting. Ensure youth workers know how to respond calmly, discreetly, and professionally while prioritising the safety of all young people and staff members.
Investigation and Documentation - Provide all information you have to line management so that they can conduct a thorough investigation into reported incidents of theft or shoplifting, gathering relevant information and evidence.
Document all incidents in detail, including the circumstances, individuals involved, and any actions taken by youth workers.
Restitution and Consequences - Hold the young person accountable for their actions and encourage them to return the items if reasonable and safe to do so. Provide support and guidance to help the young person understand the impact of their actions and make amends for any harm caused.
Safety Planning and Risk Reduction - Collaborate with the young person to develop a safety plan outlining strategies for avoiding future instances of theft or shoplifting.
Address underlying issues contributing to the behavioru, such as financial difficulties, substance abuse, or peer pressure.
Preventitive Strategies
To prevent young people from engaging in high-risk offending behaviours, youth workers should implement a proactive and structured plan that emphasises supervision, communication, and positive reinforcement. Begin by establishing clear expectations and boundaries regarding acceptable behavior both within the placement and in the community. Encourage open communication and trust, allowing young people to express their concerns and frustrations while providing guidance and support.
Incorporate structured daily routines and engaging activities that keep young people occupied and minimise idle time, which can increase the likelihood of engaging in risky behaviors. Provide opportunities for skill-building and personal development, focusing on areas such as conflict resolution, decision-making, and impulse control.
Offer regular supervision and monitoring, particularly during high-risk times or situations, and provide immediate intervention or redirection when necessary. By creating a supportive and structured environment and offering positive alternatives to risky behaviors, youth workers can help young people make safer choices and reduce the likelihood of offending behaviours.
{carTheft}
To prevent young people from engaging in high-risk offending behaviours driven by adrenaline-seeking impulses, youth workers should incorporate stimulating and engaging activities that provide a safe outlet for their energy and curiosity. Offer opportunities for adventure and excitement within structured and supervised environments, such as organised outdoor activities like rock climbing, hiking, or zip-lining, or adrenaline sports like paintball or go-karting with the correct high risk approvals. Additionally, encourage participation in team sports or physical challenges that provide a healthy dose of competition and excitement. Ensure that these activities are facilitated by trained staff and conducted with safety measures in place to minimise risk. By providing stimulating and adrenaline-inducing experiences in a controlled setting, youth workers can satisfy young people's craving for excitement while reducing the likelihood of engaging in high-risk offending behaviors.
Reactive Strategy
Act swiftly to intervene and prevent the young person from engaging further in the high-risk behaviour. Approach calmly but assertively, ensuring the safety of all individuals involved.
{carTheft130}
Use de-escalation techniques to calm the situation and reduce the intensity of emotions. Maintain a calm demeanor, speak in a reassuring tone, and actively listen to the young person's concerns while addressing any immediate safety concerns.
Clearly communicate the boundaries and consequences of engaging in high-risk behaviors. Reinforce the expectations for acceptable behavior and emphasize the importance of safety and respect for others.

Provide support and guidance to help the young person understand the potential consequences of their actions and explore alternative ways of coping with their emotions or frustrations. Offer encouragement and reassurance as they navigate through the situation.

Take necessary steps to ensure the safety of everyone involved. This may involve removing dangerous objects or substances, calling for additional support or assistance or relocating to a safer environment if necessary.
If the situation escalates or poses a significant risk, involve additional staff members or emergency services as needed.
Car Theft Preventative
Preventitive Strategy Establish clear boundaries by clearly communicating expectations and rules regarding vehicle usage. Staff need to be aware that the programme car is off-limits to young people without youth workers explicit permission and under no circumstances are young people to have the programme vehicle keys or be in the vehicle alone while the engine is running or without a youth worker present and that keys being actively used Secure the programme vehicle keys in the safe provided when they keys are not actively in use. This means even if you are about to use the car they keys should be in the safe until the last possible moment and returned at the earliest upon return to placement. While in use keys are to be stored securely and not left where a young people could access them at any time. Never leave keys in obvious places or areas where they can be easily found. Ensure that the cars is always locked this means programme vehicles and personal vehicles and also means being mindful of vehicles from visitors to the site for example contractors. Staff should also ensure they they always close windows when the vehicle is parked, even if it's in your own driveway or garage. Educate young people about the consequences of vehicle theft including the legal and personal consequences of car theft. Help them understand the serious implications of stealing a vehicle, both for themselves and for others. Ensure that staff lead by example by being a role model for responsible behaviour by practicing safe driving habits and respecting others' property. Young people are more likely to follow your example if they see you setting a positive precedent.
Car Theft Reactive
If a young person takes the programme vehicle or there is imminent risk of such an event occurring staff must immediately notify police Staff on shift should make all reasonable attempts while maintaining personal safety to prevent the car theft from occurring.
Preventitive Strategy
Education and Awareness - Educate the young person about the importance of regular attendance at school and the potential consequences of not attending, including academic setbacks and legal ramifications. Provide information on available support services and resources for academic assistance and attendance support.
Engagement and Motivation - Foster a supportive and motivating environment within the grop home, encouraging young people to set academic goals and pursue their educational aspirations. Offer incentives and rewards for consistent school attendance and academic achievement to reinforce positive behaviour.
Collaboration with Schools - Establish partnerships with local schools to facilitate communication and collaboration on attendance monitoring and support efforts.
Work closely with school personnel to identify any underlying issues contributing to non attendance and develop targeted interventions.
Structured Daily Routine - Establish a structured daily routine within the home that includes designated times for school attendance, homework completion, and academic support. Provide consistent supervision and encouragement to ensure that young people adhere to their school schedules and academic responsibilities.
Individualised Support Plans - Develop individualised support plans for yougn people who are at risk of not attending school, addressing any barriers to attendance and identifying strategies for overcoming them. Involve the young person in the planning process to empower them to take ownership of their education and commitment to attending school regularly.
Reactive Strategy
Immediate Response Protocol - The youth worker should communicate with the school and address any safety concerns. When young people are not engaging in school they should be engaing in an alternative learning programme to promote routine and capacity building to reengage in school.

Attendance Monitoring and Follow-Up - Monitor young person's attendance records closely, tracking any instances of truancy or unexcused absences. Conduct follow-up meetings with the young person and the school to discuss the reasons for truancy and develop strategies for improving attendance.
Provide educational workshops and skill-building activities focused on time management, organisation, and problem-solving to help young people overcome obstacles to attendance.
Offer tutoring and academic support services within the home to assist the young person in catching up on missed schoolwork and improving their academic performance.
Preventitive Strategies
This plan assumes that youth workers have utilised the safety planning and ICSP for the young person preventivively when the young person was agressive and this has now escalted to a Violent Outburst where the young person had harmed self or others or there is high risk that this will occur.

Reactive Strategies
In the event of a violent outburst from the young person, youth workers should follow the young persons structured ICSP designed to de-escalate the situation and ensure the safety of everyone involved.
Youth workers should quickly assess the elements of the potential violence situation, including the presence of a "spark," a target, a weapon, and the level of stress or motivation. Identify any triggers or potential risk factors contributing to the outburst.
Immediate Actions:
Youth workers should focus on non-verbal communication to convey calmness and control. If possible, discreetly remove any objects that could potentially be used as weapons. Remove others who may exacerbate the situation with their words or behaviours.
Ask the target of the violence to leave the immediate area to minimise confrontation being minful that the target can shift.
Youth workers should practice crisis co-regulation strategies, including; Reflecting on their own feelings and the feelings, needs, or wants of the young person, assessing how the environment may be affecting the situation, using positive self-talk to maintain composure and focus, utilising active listening and empathetic responses to identify the young person's feelings and communicate understanding.
Youth workers should be mindful of physical safety measures, assume a protective stance and be aware of exits, ensuring staff can exit the situation if necessary. They should give the young person space and time to calm down, avoiding physical confrontation and speak calmly, assertively, and respectfully, using understanding responses to acknowledge the young person's emotions without escalating the situation.
Preventitive Strategies
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Reactive Strategies
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{typeA132}
Preventitive Strategies
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Reactive Strategies
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