COMMUNITY

The area where the program is located (i.e., the neighborhood, city, town, or county). The term may also refer to a group of people who are defined by and/or share a common culture, values, norms, language, race, religion, ethnicity, age, occupation, political status, tribal affiliation, interest in particular problems or outcomes, or other common bonds. Often, many smaller communities coexist within a city or town.		  
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  PERSONNEL

The people responsible for carrying out the program's tasks. For purposes of after school program recognition, the term "personnel" covers both full-time and part-time employees, as well as volunteers who perform the same duties as personnel and have a regular, ongoing role at the program.

Unless otherwise noted, standards related to the provision or oversight of direct services generally apply only to personnel who: (1) work with children and youth, (2) supervise personnel who work with children and youth, or (3) are responsible for overseeing the program. For example, COA would not expect personnel providing clerical services to receive the same training provided to those who work with children and youth.

  
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  PRACTICE

Established actions or ways of proceeding in the regular performance of program duties. Policies and procedures often guide practice.		  
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  RESTRICTIVE BEHAVIOR MANAGEMENT INTERVENTIONS

Interventions that restrict, limit, or curtail a person’s freedom of movement to prevent harm to self or others. These interventions include isolation, manual or mechanical restraint, and locked isolation.		  
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  ISOLATION

The practice of separating a person from others and placing him/her in a monitored, non-locked or “quiet” room in order to calm him/her. A person in isolation is physically prevented from leaving the designated space or room where s/he is placed. For purposes of COA accreditation, isolation is distinguished from TIME-OUT.		  
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  LOCKED SECLUSION

The practice of placing a person in a locked room to prevent harm to self and others.		  
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  CHEMICAL RESTRAINT

The use of a psychopharmacological drug as a restraint to control behavior or restrict freedom of movement that is not a standard treatment for the person's medical or psychiatric condition.		  
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  POLICY

A written statement of principles, values, or rules intended to guide the program and provide a basis for consistent decision making. A policy is formal in nature, and intentionally broad in its language and application. The following is an example of an anti-discrimination policy: "[Organization/Program Name] shall not discriminate on the basis of race, color, religion (creed), gender, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, hiring and firing of staff, selection of volunteers, selection of vendors, and provision of services.”

In contrast, a procedure is a detailed, step-by-step description of a process. Policies are generally implemented through procedures – procedures will describe the actions required to carry out and implement the principles included in the policy. For example, the above anti-discrimination policy would require a detailed grievance procedure in order to operationalize it.

Programs will not necessarily be responsible for adopting their own policies - policies need to be reviewed and approved by the person or entity providing oversight. If the program is part of a not-for-profit organization, the organization’s governing body is responsible for approving and reviewing policy. In an owner-operated for-profit, the owner can act as the governing body and set its own policy, depending on the corporate structure. In a public agency the responsibility for setting policy may belong to the agency's management team, elected officials, another governmental agency, or a combination of the above. If the program implements policies that have been developed and adopted by another body (e.g., the school board, or the governing body of the organization of which the program is a part), the program does not need to develop its own separate policies. Instead, it should provide evidence of the policies it has been given to enforce.

  
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  PUNITIVE WORK ASSIGNMENT

Work assigned exclusively for punishment rather than as a shared responsibility for maintenance or duties; for example, stacking and restacking a wood pile repetitively as a punishment for breaking a rule.		  
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ASP-PS 4: Promoting Positive Behavior and Healthy Peer Relationships

 
Personnel use positive techniques to support and guide behavior, and promote respectful, cooperative interactions among children and youth.

ASP-PS 4.01

 

Program rules and behavioral expectations:

  1. set clear and appropriate limits;
  2. are developed with children and youth enrolled in the program; and
  3. are conveyed and enforced in a fair, consistent manner.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Time is set aside to discuss rules;
  • Personnel, children, and youth work together to define rules that make sense to all;
  • Personnel set realistic limits (e.g., personnel should not expect children and youth to be quiet most of the time);
  • Personnel expect all children and youth to abide by the same rules;
  • Personnel take steps to ensure that children and youth understand the limits that are set; and
  • Personnel set limits to prevent children and youth from hurting each other verbally or physically.
Note: As noted in ASP-PS 2.01, personnel should inform children and youth, and their families, about rules, expectations, and behaviors that might result in discharge from the program.

ASP-PS 4.02

 

Personnel support positive behavior by:

  1. developing positive relationships with children and youth;
  2. helping children and youth develop and practice appropriate social skills;
  3. building on strengths and reinforcing positive behaviors such as sharing, cooperating, caring for materials, and joining in activities;
  4. encouraging children and youth to resolve their own conflicts, when possible and appropriate;
  5. responding consistently to issues; and
  6. modeling appropriate behavior by interacting with other personnel in a positive, respectful manner.
related ASP-HR 5.10

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Personnel often show appreciation and encouragement;
  • Personnel avoid using insincere praise and threats to control behavior;
  • Personnel teach children and youth how to communicate and cooperate;
  • Personnel celebrate the efforts and progress of children and youth;
  • Personnel use negotiation, reasoning, and redirection to help children and youth find alternatives;
  • Personnel do not impose their solutions on children and youth;
  • Personnel rarely lecture children and youth;
  • Personnel help children and youth express their feelings;
  • Personnel help children and youth understand how their behavior affects others;
  • Personnel teach children and youth specific skills they can use to work through conflicts (e.g., circle time, peace table, or conflict resolution skills);
  • If problems occur children and youth are encouraged to discuss their differences and work out a solution, when possible and appropriate (i.e., if there is not a power imbalance between the involved children and youth); and
  • Personnel handle conflicts in a way that reduces fear and disruption.

ASP-PS 4.03

 

Children and youth generally interact in positive ways, and:

  1. appear relaxed and involved with each other;
  2. show respect for each other; and
  3. cooperate and work well together.

Interpretation: Examples of ways to demonstrate implementation of this standard include, but are not limited to:

  • Children and youth show sympathy for each other;
  • Children and youth willingly share materials and space;
  • Children and youth suggest activities, negotiate roles, and jointly work out the rules;
  • Children and youth include those with developmental, physical, or language differences in activities;
  • Children and youth help each other;
  • There is a strong sense of community;
  • Children and youth listen to each other’s point of view and try to compromise;
  • Children and youth know how to solve problems, and their solutions are usually reasonable and fair;
  • Children and youth do not try to solve disagreements by bullying or acting aggressively; and
  • Teasing, belittling, or picking on particular children and youth is uncommon.

ASP-PS 4.04

 
Personnel strive to eliminate negative or unsafe peer interactions such as teasing, bullying, harassment, and relational aggression.

Interpretation: Examples of ways to demonstrate implementation of the standard include, but are not limited to:

  • If children and youth tease, scapegoat, threaten, or exclude others, personnel step in; and
  • When personnel hear insults or slang words used with a negative connotation they immediately step in to stop the behavior, and follow-up with children and youth to make sure they are okay.

ASP-PS 4.05

 
When children or youth have special behavioral needs or issues, personnel respond appropriately.

Interpretation: Appropriate responses may vary, depending on the child or youth and the situation. If it is necessary to de-escalate a volatile situation, methods for doing so may include listening and communication techniques such as negotiation and mediation; encouraging self-calming behaviors and involving the child or youth in regaining control; separating individuals involved in an altercation; and offering a voluntary escort to guide the child or youth to a safe location. In some cases it may be necessary to develop behavior support and management plans with children or youth and their families. Personnel should never employ, and program policy should prohibit the use of, restrictive behavior management interventions.

If an enrolled child or youth is considered inappropriate for the program, personnel should: (1) initiate a conversation with both the child or youth and his/her family, and (2) make every effort to ensure that the family obtains information about programs and services that may be more appropriate for the child or youth. However, all possible accommodations and interventions should be exhausted before it is decided that a particular child or youth is not appropriate for the program. See ASP-PS 13.07 for more information about responding appropriately to children and youth with special needs.

Note: Restrictive behavior management interventions include isolation; locked seclusion; and manual, mechanical, and chemical restraints. Refer to the Glossary for more information regarding these restrictive practices.

ASP-PS 4.06

 

Personnel use no harsh discipline methods, and program policy prohibits:

  1. corporal punishment;
  2. aversive stimuli;
  3. withholding nutrition or hydration;
  4. inflicting physical or psychological pain;
  5. demeaning, shaming, or degrading language or activities;
  6. unnecessarily punitive restrictions;
  7. forced physical exercise to eliminate behaviors;
  8. punitive work assignments;
  9. punishment by peers; and
  10. group punishment or discipline for individual behavior.
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PURPOSE: Children and youth who participate in After School Programs gain the personal and social abilities and attitudes needed to form positive identities, boost self-esteem, build skills, navigate challenging situations, avoid negative behaviors, assume leadership roles, embrace diversity, and establish healthy connections with others in the community.
 
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