Presentation on theme: "Day Two Welcome back!!. Framework for Assessment 2000 What are the strengths of the parents in this family? What are the difficulties/risk factors of."— Presentation transcript:
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?
Working with Families Motivation to change Highly resistant families Rule of optimism Cultural diversity
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?
HIGH LOW HIGHGenuine Commitment 'I understand the impact on my child and I can change' (Support; acknowledgement and recording of progress; involvement in decisions; gradual empowerment) Compliance, Imitation Approval Seeking 'I don't really need to change, but I will if it will get you off my back' (Assess long term commitment to change; work on understanding the impact on the child; identify community and family support; stay with CP plan until change sustained) LOW Tokenism 'I want change, but you will need to do it for me’ (Some parents, although willing, may not have the capacity to change. Support change process, but monitor and assess likelihood of change within child's time- scales) Dissent, Avoidance 'I don't need to change and I won't change' (Challenge them; help them understand impact on child; record lack of progress, good multi-agency liaison to gather evidence; explanation of outcome if no improvement) Responses to Change Commitment to change Effort
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
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
4. PLANS AND ACTION Identify goals plans and services What is the next chapter in the ‘story’? 1.EXPERIENCE ‘The Story’ Engage with/observe worker’s experience 2.REFLECTION Feelings about the story Previous stories 3.ANALYSIS: What does the ‘story’ mean? Enable worker to explore context of experience 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
Neglect What makes neglect difficult to assess? What is the impact on the child? Therefore, what things do we need to do well?
Keep children at the centre Neglect harms older children too Express your concerns clearly and directly Challenge and conflict Neglect Messages from a Blackpool review of cases
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)
Exclusions Parents 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
The Initial Case Conference Get into single agency groups Read the background history and role cards As a group, write a brief report to share with the case conference for the role you have been given Decide who will play the role and attend the conference It is a good opportunity for anyone who has not attended a conference to do so!! There will be tasks for everyone!!
Challenge and conflict Why do we find it hard to challenge? How can challenge help protect a child?
Asch experiment Short re lines http://www.youtube.com/watch?v=TvK6CwaNG3I 5 mins Lift old and modern http://www.youtube.com/watch?v=N7jUJUa77kk Lines 1970s 5.40 mins best one if outdated! http://www.youtube.com/watch?v=NyDDyT1lDhA 12 minutes modern re conformity. Shows old one too http://www.youtube.com/watch?v=ieAdEgx4EX0 4.30 mins Physics class. Not very clear http://www.youtube.com/watch?v=_wW2nT1gCt0 2.40 mins. Modern http://www.youtube.com/watch?v=VgDx5g9ql1g
At the conference Establish core group 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
Following the Initial Child Protection Conference: The core group meets to translate 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 lead worker as necessary.
SMART planning S Specific M Measurable A Achievable R Relevant T Time-bound
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 and update the plan Providing reports for Review Conferences Requesting an earlier conference if the plan cannot be achieved or needs to be significantly altered
Things to consider prior to a core group meeting Below are some of the matters which should be included in such an agreement: Membership – practitioners who have direct contact with the family Frequency of meetings – meetings should be booked ahead for three to four months at a time, rather than at one meeting for the next. Whom 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.
continued Establishment of a system for recording the meeting, perhaps on a basis of rotation Procedure to be followed if one member wants to call an earlier core group meeting. Commitment to undertake the tasks agreed by the core group within the required timescale. Strategies for resolving any difficulties which may occur Contingency planning if the plan isn’t protecting the child.
The meeting should be chaired by the Lead Social Worker, who should not be responsible for the record of the meeting. Even though there is a lead worker, core groups are everyone’s responsibility. If the Social Worker is not available a representative from Social Care who is familiar with the case should attend the meeting. The meeting should not be cancelled. The other workers still have a responsibility to meet and review the child protection plan.
Contact with the child How the child is seen MUST be part of the child protection plan. Lead worker to see child at home at least every 4 weeks (unless plan specifies otherwise) Child’s bedroom must be seen Child is seen alone (or babies awake) every 4 weeks (unless plan specifies otherwise) A mobile child should be seen walking “a seen child is not always a safe child”
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
Case study Imagine you are a Core Group and you are meeting for the first time after the conference. The trainers will allocate you roles within the group and ask you to concentrate your discussions on plans for one of the children or the parents You need to come up with at least 2 actions as part of the child protection plan. Make sure they are SMART
Qualities which cushion a vulnerable child from the worst effects of adversity in whatever form it takes and which may help a child or young person to cope, survive and even thrive in the face of great hurt and disadvantage (Gilligan 1997) Resilience is not fixed in time
Protective factors in 3 areas Psychological/dispositional attributes Affectionate, good natured, communicative, sociable, independent, reflective thinking, coping strategies including humour, female, can recruit surrogate parents Family support and cohesion Close bond with at least one person, affectionate ties with other care givers, involved with sibling care giving, faith (gender differences) External support systems Friends, school, responsibility (girls), structure and control (boys)
6 Areas of Focus Encouraging purposeful contact with family members and key adults Encouraging positive school experience Encouraging friendship with peers Actively fostering interest, involvement and talents in sport, music, hobbies or cultural pursuits Helping the child to rehearse, dissect and discuss problem-solving and coping skills and strategies Promoting pro-social qualities in the young person