1. Adapting the Wellbeing Indicators

2. Why? Important to gain views of child & young person. Practitioners are aware of the need to include children & young people who are vulnerable. There is already a well established culture of inclusion /involvement of vulnerable children & young people. CSPs and Child’s Plan already include the views of the child/young person. The process builds on existing collaborative links between Education/SW/Health.

3. Challenges! Vital to have accurate information about the child/young person. Concept of “self-rating” can be challenging for vulnerable children. The process of translation has the linguistic effect of making statements “bold”. Embedding and including the process: time factors.

4. What? Adapting text requires robust interpretation. Interpretation precedes translation. It is vital to interpret the meaning of a message prior to putting it into symbol form. Abstract Meanings: oral and written language contains high numbers of multiple meanings.

5. What? Cont.. Why did we use symbols? Symbol systems: sometimes called “visuals.” Boardmaker, Widgit are sofware packages. They use different types of symbols eg: PCS, Rebus, Makaton, Clip Art. PECS: Practical programme which uses visuals to develop children/young peoples interaction/initiation skills.

6. Who? Developmentally younger children. Children/young people who have Moderate LD/Developmental delay/EBD. These children often present with: Mis-match between expressive/receptive skills. Problems with Semantic/ inference/narrative skills and topic maintenance, which are required for conversations.

7. Who? Children/young people who may have long term conditions/Learning difficulties. These children may present with poor cognitive skills, conceptual knowledge, attention control. They often process information visually, as oral language is temporal. They use AAC: Alternative/Augmentative communication.

8. How? Ensure there is robust assessment of the child/young person. A multi-agency team approach (GIR) will help decision-making about who is the best person to work with the child to gather as accurate a picture as possible. Use the adapted text/symbols to help the child reflect. Take notes from the discussion. “Talking Mats” format can be used to complete the web. Ideally two adults would be present.

9. Developments in Angus A launch event held in May 2013 – opportunities for multi-agency partners to discuss and explore Practitioners forum established – several dates set to allow interested practitioners from health, social work, education, & voluntary agencies to share and learn from each other January 2014 – survey of effectiveness of adapted well-being web to inform future practice Currently – Practitioners forum is on-going and expanding.

10. Websites http://www.angus.gov.uk/girfec/ Enquiries about hard copies of the adapted wellbeing web pack to be directed to: Martin Gregory – GregoryMJ@angus.gov.ukGregoryMJ@angus.gov.uk or Kenny Saunders - SaundersK@angus.gov.ukSaundersK@angus.gov.uk

11. Contact details Joanna Fraser joannafraser@nhs.net Claire Leslie LeslieC@angus.gov.uk