Day Two Welcome back!!. Working with Families Motivation to change Highly resistant families Rule of...
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Transcript of Day Two Welcome back!!. Working with Families Motivation to change Highly resistant families Rule of...
Day Two
Welcome back!!
Working with Families
• Motivation to change
• Highly resistant families
• Rule of optimism
• Cultural diversity
Framework for Assessment 2000
• What are the strengths of the parents in this family
• What are the difficulties/risk factors of the parents in this family.
• What are the strengths of the children
• What are the difficulties/risk factors of the children in this family
Influencing Change
• Think about when you have been in a situation where change is taking place I.e. re-structuring; moving house; buying a new car
• What makes you resistant to change
• What makes you open to change
Motivation to change contd..
MAINTENANCE
Sustaining/internalising
New behaviour
or
LAPSE or RELAPSE
Return to some/all old behaviours
Give up or
start again
RECONTEMPLATION
Defensive/denial/projecting blame
Depressed/unaware of problem
DETERMINATION
Informed decision to change
CONTEMPLATION
Decide not: ExitWeighing up
pros/cons Start of change process
Give UpACTION
Rehearsing new thinking, behaviours, relationships
Responses to Change
EFFORT
CO
MM
ITM
EN
T T
O C
HA
NG
E
HIGH LOW
HIG
HL
OW
Genuine
commitmentTokenism
Compliance
Imitation
Approval
Seeking
Dissent
Advoidance
The rule of optimism
For a variety of reasons professionals
want to think the best of the families
with whom they work. This can lead to
the minimising of concerns, failing to
see emerging patterns and so on
8
Working with families who present as difficult
• Keep yourself safe
• Think about how best to calm situations without losing focus on what you need to do
• If it’s frightening to you – how must it feel to the children living with it?
• Think about how parents may be ‘managing’ you
1.EXPERIENCE ‘The Story’ Engage with/observe worker’s experience
2.REFLECTIONFeelings about
the story Previous stories
3.ANALYSIS: What does the ‘story’ mean?
Enable worker to explore context of experience
4. PLANS AND ACTION Identify goals plans and services What is the next chapter in the ‘story’?
Good supervision helps workers to be clear about their purpose and tasks, and helps workers reflect on the emotions generated and meaning of their work
Keep the child in focus
Graded Care Profile (GCP)
CP Plan 31/03/2010
Children Subject to Child Protection Plans at 31/03/10
33%
42%
10%
15%
Emotional Abuse
Neglect
Physical Abuse
Sexual Abuse
Neglect and the use of the Graded Care Profile
Neglect exercise
• 3 statements
Introduction to the Graded Care Profile
• Developed as a practical tool to give an objective measure of the care of children across all areas of need by Drs Polnoy and Srivastiva.
• Developed to provide an indication care on a graded scale.
• Blackpool are using the Salford version of the tool with minor adjustments.
• It should be used in all cases where neglect is identified as an issue
GradesGrade 1 Grade 2 Grade 3 Grade 4 Grade 5
1 Level of Care
All child’s needs met
Essential needs fully met
Some essential needs unmet
Most essential needs unmet
Essential needs entirely unmet/Hostile.
2. Commitment to care.
Child First Child First most of the Time
Child/ carer at par
Child second
Child not considered
3Quality of Care
Best Adequate Borderline Poor Worst
Grades
• These grades are then applied to each of the four areas of need based on Maslow’s hierarchy of needs
SELFACTUALIZATION
ESTEEM
LOVE
SAFETY
PHYSIOLOGICAL
Maslow’s hierarchy of need
Areas of CareSensitivity
Responsivity
Reciprocity
Overtures
Self Actualisation
Care of Esteem
Care of Love and Belongingness
Care of Safety
Care of Physical needs
Stimulation
Approval
Disapproval
Acceptance
In Presence
& Absence
Nutrition. Housing, Clothing, Hygiene & HealthMaslow, A. 1954
How it is Organised
• The GCP Gives an objective measure of the care of a child by the carer
• It gives qualitative grading for actual care delivered to a child taking into account the commitment and effort shown by the carer
• Grades are on a 1-5 scale. 1 being the best and five the worst
• Each area of care is made up of different sub areas and some sub areas are further broken down into different areas of care
Area of Physical Care
Sub Area 1 Child Priority
2Child First
3.Child and Carer Equal
4.Child Second
5.Child not Considered
Nutrition
Quality Aware and thinks ahead: provides excellent quality food and drink.
Aware and manages to provide reasonable quality food and drink.
Provision of reasonable quality food, inconsistent through lack of awareness or effort.
Provision of poor quality food through lack of effort: only occasionally of reasonable quality if pressurised.
Quality not a consideration at all or ignores advice about quality.
The scoring sheet
• Areas Physical
• Sub Areas 1 Nutrition
1 Child Priority
2 Child First
3. Child and Carer Equal
4 Child Second
5. Child not Considered
ScoringQuality Quantity Preparation Organisation Nutrition
2 2 3 2
Average Score
2
Scoring
Nutrition Quality Quantity Preparation Organisation
The average score is 4. If there is a single score of 4-5 for one of the sub areas this becomes the average score, regardless of the other figures.
2 4 3 3
Obtaining a Score for an Area
• Follow the same principle for getting an overall score for an area by taking an average of the sib area scores.
• Again, if there is a single score of 4-5, score that point regardless of the other scores.
• See Page 30 in the tool.
Uses of Graded Care Profile
• Pre Referral Assessments
• Initial Assessments
• Snapshot Assessments
• Monitoring Assessments
• Contribution to Core Assessments
Seeing the Child
Working with the child
• The genogram and chronology• The visit or meeting with the child• Reflecting on the meeting• Analysing what you have seen• Planning
NSPCC publications 2006
Coffee break
Case Conference
When will a conference be held?
• Safeguarding enquiry shows that there is a risk of significant harm
• There are concerns regarding an unborn child
• Child subject to child protection plan in another authority moves to Blackpool
It should take place within 15 working days of last strategy discussion
What is the purpose of an initial child protection conference?
• Provides inter-agency setting where information from safeguarding enquiries can be analysed
• Assesses parental capacity to safeguard child• Assesses future risk to child• Makes decision concerning whether a child
protection plan is needed• Decides current and future action necessary to
safeguard child
The decision making process
• Is the child at risk of significant harm?
• Does the child need a child protection plan to safeguard them?
• Majority decision or Chair’s discretion if agreement not possible
Attendance• Chair
• All relevant professionals
• Anyone with parental responsibility
• Child
• Quorum is a social worker and at least 2 other professional disciplines who have had contact with the child and family (but conference can go ahead in exceptional circumstances if not quorate)
ExclusionsParents can be excluded by the Chair if:
• Their presence may seriously prejudice the welfare of the child, e.g. where information shared could further victimise the child or increase the child’s vulnerability to further abuse
• There is evidence they may behave in such a way as to disrupt the conference e.g. by being violent, threatening or being in an unfit state due to substance misuse or acute mental illness
• Exclusion at one conference is not reason enough for exclusion at further conferences
Roles of professionals involved in the process
• All professionals invited to child protection conference have a role in sharing, and assessing information; and making decisions about the child's future
• Often it is only when information from a number of sources is shared that a full picture becomes clear
Roles of professionals involved in the process
• All professionals should submit written reports to child protection conference, particularly if they cannot attend. Must distinguish between fact, observation, allegations and opinion
• There is now a multiagency CP report form for completion by professionals
• Must be available to Chair at least one working day before conference
• Unless containing confidential information (and non-disclosure agreed with Chair), report must also be discussed with parents/child 2 days before conference
•Get into single agency groups
•Read the background history and role cards
•As a group, write a brief written report to share with the case conference for each of the roles you have been given
•Within the group decide who will play which role and attend the conference
The initial Case Conference
It is a good opportunity for anyone who has not attended a conference to do so!!There will be tasks for everyone!!
CORE GROUPS
Quiz
What happens now?
• Establish core group - initial meeting within 10 working days of conference
• Set meeting date for core group (must be within 10 working days of conference)
• Appointment of Lead social worker
• Set date for review conference
• Outline Child protection plan agreed
The core group meeting translates the broad recommendations into an operational written
agreement:
a child protection plan.
It is expected that agencies will agree to undertake various components of the child
protection plan that relate to them and communicate with the key worker as
necessary.
Following the Initial Child Protection Conference:
Core group members must meet within 10 working days of the case conference and at least every 4 weeks thereafter.
Any core group member can request a meeting and that should include the
parents.
What is the purpose of the core group?
The Core Group’s task is to reduce the risks,
or prevent the occurrence of further
significant harm to the child, and safeguard
the child’s well being to the point where the
child no longer requires a Child Protection
Plan.
The core group achieves this by…
• Developing the Child Protection Plan as a detailed working tool
• Carrying out the actions specified in the Plan
• Engaging effectively with the family to ensure their co-operation with the plan
• Meeting regularly (4 weekly) to monitor progress
• Providing reports for Review Conferences
• Requesting a earlier conference if the plan cannot be achieved or needs to be significantly altered
• Closer multi-agency working and early evaluation of problems
• Clarify roles and responsibilities.• Addressing professionally dangerous
practice.• Ensuring a multi-agency protection plan is
frequently evaluated and refined.• Gives the professionals an opportunity to
discuss what to do if the plan is not working
Advantages of core groups
Advantages of core groups cont.• Ensuring a co-ordinated and complementary
approach by all agencies.• Highlights unmet need• Offering a forum where parents and children
can contribute to child protection planning.• Effective use of time and resources.• Stream-lining the system by identifying
pertinent issues to be discussed in case conference forum.
Membership of core groups
• The Key worker
• The child if appropriate
• Parents and relevant family members
• Professionals who will have direct contact with the family
Things to consider prior to a core group meeting
Below are suggested some ideas of the matters which should be included in such an agreement:
• Frequency of meetings – we would suggest that meetings are booked ahead for three to four months at a time, rather than done at one meeting for the next.
• Who to contact if unable to make a meeting and commitment by all members to put information in writing in such circumstances, wherever possible.
• Appointment of a person who will take on the role of organising venues for meetings etc.
• Establishment of a system for taking minutes, perhaps on a basis of rotation
continued
• Procedure to be followed if one member wants to call an earlier core group meeting.
• Commitment to undertake the tasks given by the core group within the required timescale.
• Appointment of a chair person for each meeting to ensure the agenda’s adhered to etc.
• Strategies for resolving any difficulties which may occur – remember the core group generally gets stuck on process issues rather than the actual work.
The meeting should be chaired on a rotabasis. The person who chairs should not take
the minutes. Even though there is a keyworker, core groups are everyone’s
responsibility. It is not appropriate to cancelthem if the social worker is unavailable. The
core group should be rearranged within a fewdays or run without the social worker. Theother workers still have a responsibility tomeet and review the child protection plan.
Agreeing the plan with the child
The CP Plan should be explained and agreed with the child in a manner
appropriate to their age and understanding by using the
• Child’s Conference Pack
• Interpreter if necessary
Working Together 2010
Emphasises the importance of:• Being child-focussed:
• Understanding the child’s daily life experience
• Seeing the child alone where appropriate
• Decision-making being based on information about the family’s history and functioning
• The inter-relationships of strengths, protective factors, vulnerabilities and risk factors should all being analysed.
Contact with the childHow the child is seen MUST be part of the
child protection plan.
• Key worker to see child at home at least every 6 weeks (unless plan specifies otherwise)
• Child’s bedroom must be seen
• Child is seen alone (or babies awake) every 6 weeks. (unless plan specifies otherwise)
• A mobile child should be seen walking
“a seen child is not always a safe child”
Difficulty with access to the child should be reported to the SW Team Manager and CP
plan reviewed.
Consideration should be given to an early Review or legal action.
Social worker can request a Child Protection Case Conference is re-convened
early if a Child Protection plan is not working
Group work activity
In groups design and draw a simple leaflet explaining what a core group is.
We will need a leaflet for:
Children
Young People
Parents
Tea break
Back in 15 minutes
The Child Protection Plan
SMART outcomes
S Specific
M Measurable
A Achievable
R Relevant
T Time-bound
Outcomes regarding personal health and fitness.
Specific Measurable Achievable Relevant Time-bound
I will exercise more this year
N N ? Yes Yes?
Group 1
I will exercise more this year
Group 2
I plan to stop smoking soon
Group 3
I will eat more fruit and vegetables every day
Group 4
I will cycle to work if it’s not raining
Perspectives of childrenResilience
The end