CAF Champion Event

Learning Agreement Willingness to share experience and knowledge Listen and be listened to Confidentiality No question is a silly question Mobile phones

Programme 9.30amWelcome and Introductions Activity 1 - Developing the Champion role to meet the needs of your service 10.15amActivity 2 – Regional minimum standards and CAF readiness 11.00amBreak and Refreshments 11.15amActivity 3 – Assessment Skills 12.30pmClose

Developing the CAF Champion Role Developed CAF Champion role descriptions for strategic managers, operational manager and frontline practitioners Services have begun to implement the CAF Champion role Share examples of how you have begun to implement the CAF Champion Role or role descriptions you have developed.

Activity 1 Developing the CAF Champion role to meet the needs of your service The role descriptions have been broken down into four key areas: administrative tasks, support, general tasks and key messages for frontline practitioners, operational and strategic managers Please take the time to discuss on your tables how you have started to implement the CAF Champion role in your service Decide which role descriptions you could take on board and begin to action. The notes area is for you to record your thoughts and actions

Activity 2 Regional minimum standards and CAF readiness

Activity 3 Assessment skills/analysis Rhonda Schofield-Teal and Shelley Round

WHAT IS ASSESSMENT AND WHY DO WE DO THEM?  Assessment ‘involves collecting and analysing information about people with the aim of understanding their situation and determining recommendations for any further professional intervention’ (Berth et-al 2003, p 3).

LEGAL FRAMEWORK  Local authority social services departments working with other local authority departments and health authorities have a duty to safeguard and promote the welfare of children in their area who are in need and to promote the upbringing of such children, wherever possible by their families, through providing an appropriate range of services

THE CAF HAS BEEN DEVELOPED BY COMBINING THE FRAMEWORK FOR THE ASSESSMENT OF CHILDREN IN NEED AND THEIR FAMILIES WITH THE MAIN FACTORS USED IN OTHER ASSESSMENT FRAMEWORKS.

DEVELOPMENT OF CHILD Health General health Physical development Speech, language and communications development Emotional and social development Behavioural development Identity, including self-esteem, self-image and social presentation Family and social relationships Self-care skills and independence Learning Understanding, reasoning and problem solving Progress and achievement in learning Participation in learning, education and employment Aspirations

PARENTS AND CARERS Basic care, ensuring safety and protection Emotional warmth and stability Guidance, boundaries and stimulation

FAMILY AND ENVIRONMENT Family history, functioning and well-being Wider family Housing, employment and financial considerations Social & community factors and resources, including education

Risk /StressorFactorProtector Intrinsic-Inherent-built in YoungerAgeOlder MaleGenderFemale General or specific learning disabilities developmental disorder, lack of educational and education skills Development (language and skills abilities) Good cognitive and cognitive language abilities Chronic physical illness/disability Physical healthHealthy Genetics Predisposition to mental disorder, or increased risk No adverse predisposition DifficultTemperamentEasy Belonging to minority – being ‘different’ experience of oppression, discrimination, racism EthnicityBelonging to majority group

VulnerabilitiesStrengths Coping with puberty without support Factual information about puberty, sex and contraception. Denying own needs and feelings. A mutual friend. Un-stigmatised support of relevant professionals. An increased risk of psychological problems, behavioural disorders, from suicidal behaviours and offending. Low self- esteem. The ability to separate themselves either psychologically or physically stressful situations. Poor school attainment due to: difficulties in concentration, poor attendance in order to look after parents or younger children, unacceptable behaviour resulting in a pattern of school exclusion Regular school attendance. Sympathetic, empathic and vigilant teachers. A champion who acts vigorously on behalf of the child. For those no longer in school, a job.

CHILD K  K has experienced a degree of disruption in early childhood relationships  Periods of on going domestic violence  Disruption in education with poor attendance  significant lack of contact with his father.  K only male in the family home  No positive male influences for K  An understanding of a child must be located within the context of the child’s family (parents or caregivers and the wider family) and of the community and culture in which he or she is growing up. The significance of understanding the parent-child relationship has long been part of child welfare practice

ASSESSMENT TOOLS  Strengths and Difficulties  Parenting and Daily Hassles  Home Conditions assessment  Adult Well Being  Adolescent Wellbeing  Recent Life Events  Family Activity  Alcohol  Kid Talk  Teen Talk  Parent Talk  Teen Talk Plus  Parent Talk Plus Questionnaires and Scales Talking Heads

Useful Information Local Links Families Information Service Tel: or for people calling from a mobile National Links

Contacts CAF Project Managers CAF and Lead Professional Claire Flexney Development Manager Vicki Melling Jenney Hudson Integrated Services Administrator – CAF Training & leaflets Rachel Radford

Close of session Questions and Feedback on the session this morning Thank you for attending