Principles of out-of-home care Best interests of the child Permanency as soon as possible...
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Transcript of Principles of out-of-home care Best interests of the child Permanency as soon as possible...
Principles of out-of-home care
• Best interests of the child• Permanency as soon as possible• Maintaining cultural identity and connections
with family/community• Participation by the child in decision making• Supporting carers• Aboriginal placement principle
Shared Stories Shared Lives Slide 2
Care pathway
Report of child or young person at significant risk of harm
Community Services, Department of Human Services NSW
The courtsChildren’s Court
Supreme Court (adoptions only)
The agency who places the child with a carer
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Case plans* Record of action necessary to meet a child’s needs
* Identifies• decisions• people’s roles• agreed tasks• responsibilities
* Provides guidance for the foster carer
Case plans are monitored, reviewed regularly and changed when necessary.
Factors that inhibit the development of positive attachments
• Parents who are not emotionally available for infants and young children
• Children or young people who have experienced repeated rejections by parents
or caregivers
• Children or young people who have experienced extreme inconsistencies in the care that has been provided
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Common behaviours of children and young people with attachment problems
• Comforting behaviour• Inappropriate emotional responses• Odd eating patterns• Aggression• Persistent fear state• Disorder of memory• Avoidance of intimacy
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Helping children and young people with attachment problems• Nurture them• Try to understand the behaviour before punishment or consequences• Parent them based on emotional age• Don’t attempt physical contact if an adolescent is distressed• Be consistent, predictable and repetitive• Model and teach appropriate social behaviour• Listen and talk with them• Have realistic expectations of them• Be patient with their progress (and yours)• Take care of yourself
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ANGERDespair
Relief
Guilt
Shock!Hopelessness
Sadness
ANXIETYDEPRESSION
HUMOUR
ResentmentLoneliness
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Absent mindednessFatigue
Listlessness
Sleepproblems
Restlessness
Poor concentration
Social withdrawal
Appetiteproblems
Winds of behaviour
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DisorganisedDisorganised
DisorientedDisoriented
Pre-occupiedPre-occupied
Beliefs:shouldoughtcould
Beliefs:shouldoughtcould
UnclearUnclear
DisbelievingDisbelieving ConfusedConfused
Fog of thoughts
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Disorganised Disoriented
Pre-occupied
Beliefs:shouldoughtcould
UnclearDisbelieving
Absent mindedness
Listlessness
Sleep problems
Agitation
Restlessness
Poor concentration
Social withdrawal
Appetiteproblems
ANGER
DespairRelief
Guilt
Shock!
Hopelessness
Sadness
ANXIETY
DEPRESSION
HUMOUR
Resentment
Loneliness
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Needs of grieving children
1. Reality
2. Empathy
3. Permission
4. Individuality
5. Time
6. Caring adult
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Types of child abuse
• Physical abuse
• Sexual abuse
• Emotional abuse
• Witnessing domestic violence
• Systems abuse
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Why does child abuse occur?
Family factors Parent factors
Community and cultural factors
Child or young person factors
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Factors are often interrelated
Caring for a traumatised child or young person
• Don’t be afraid to talk about the trauma• Provide consistent and predictable caring• Be nurturing, comforting and affectionate, but be
sure it’s in an appropriate context• Discuss your expectations for behaviour and your
style of discipline with the child• Be sensitive and honest• Be tolerant of regressive behaviour• Give the child choices and a sense of control
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Background to child sexual assault
Stages can include:• grooming• reinforcement of secrecy• disclosure• suppression.
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Common circumstances of parents whose child is in care
• Social or external conditions
• Psychological or internal conditions
Often a number of factors are present and, when combined, make it difficult for parents to
adequately care for their children.
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Contact• The process of assisting a child maintain link
with their birth families
• Varies in type (face-to-face, letters, emails, gifts etc), frequency and length depending on the circumstances
Contact is important for:• child or young person• birth parents and families• foster carers.
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Managing challenging behaviours
Remember, our first reaction is frequently not our best reaction.
Take five and THINK before you RESPOND.
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Allegations of abuse
• Allegations that are not substantiated
• Investigation of allegations
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Confidentiality•Provide information on a “need to know” basis
•Ensure you have the child or young person’s permission before sharing information
•Respect a child or young person’s right to privacy
•Know that some secrets can’t be kept
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About culture Everybody has a culture
Culture is not always visible to us or others
Culture affects our behaviour and the way we see and understand the world
Culture is complex
If we’re part of the dominant/mainstream culture, sometimes our culture and its impact can be masked or invisible to us
Carers need to understand both the obvious and not-so obvious aspects of a child’s culture
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Maintaining culture
• Contact and exposure to other cultures• Learn about child’s culture• Place the child in schools with diverse children/teachers• Purchase book and toys that have a cultural dimension• Include cultural traditions and celebrations• Assist child to learn their birth language• Seek services and supports in the community• Involve religious leaders in life of the child• Recognise/support the role of birth parents and families
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Why a child may resist connecting to their cultural heritage
• Wanting to belong and not stand out as different• Wanting to please carers• Not wanting to cause a fuss for carers• Ashamed of their cultural background• Feeling like they want to start a new life and have a
break from the past• Have not had a positive experience of their culture• Angry at birth parents and can’t separate them from
culture
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Responding to a child’s resistance to connecting to their cultural heritage• Listen to them and explore why they feel that way• Keep the “door open” for them in case they change
their mind• Provide them with opportunities for positive
experience of their culture• Seek out positive role models from the child’s
cultural background
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Responding to prejudice• Acknowledge it exists• Understand the impact• Discuss it openly with the child or young person• Help the child/young person understand it’s not their fault• Validate their feelings• Don’t tolerate any prejudiced remarks• Be aware of attitudes of friends and family• Teach child strategies for dealing with discrimination• Seek support and guidance from others• Obtain support• Encourage child to take pride in their appearance and identity
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Sources of support and information for carers in cross-cultural placements
• Child or young person • Child’s caseworker and carer support caseworker• Birth parents and families• Migrant welfare services and ethnic community
associations and clubs• Religious organisations (churches, mosques, temples)• Services for children with refugee needs• Interpreters• Libraries and the internet
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