1. POSSIBILITIES AND POTENTIAL: COLLABORATION AT FIRST POINT OF ENTRY TO ECIS Early Childhood Intervention Australia National Conference August 2014 Jackie Brien

2. Possibilities and Potential: Collaboration at first point of entry to ECIS Key issues of support and collaboration with families Links with the National Quality Framework and ECIA Code of Ethics Focus on beginning the early childhood intervention partnership

3. First point of entry to ECIS Families’ experiences at Intake may set the foundations for their future expectations of and participation in subsequent services

4. ECIS Intake workers need a broad range of skills Specialist expertise and knowledge: Child development Disability Services and supports available to families Working with families Genuine and respectful interest Assisting to identify needs, strengths and goals for both the child and family

5. ECIS Intake workers need a broad range of skills The three elements of effective family-centred help-giving or intervention: technical knowledge, skills and expertise that benefits children and their families, positive help-giver behaviours and attributes, participatory involvement through practices that support choice and participation. Dunst, Trivette & Hanby, 2007

6. “We are often the first person a parent has spoken to about their child and their hopes and dreams for them. A positive discussion about their child and how ECIS works, can provide hope for the future for their child.” Sam, ECIS intake worker, 2014

7. ECIS Intake and links with the National Quality System The National Quality System: introduced by the Council of Australian Governments (COAG) with the aim of raising quality and driving continuous improvement and consistency in education and care services throughout Australia. The Victorian Early Years Learning and Development Framework links to the National Framework, but applies to all children from birth to eight years and aims to ensure that all families and the range of professionals working with young children have a common understanding of a child’s learning and development from birth to eight years and of how best to support each child and family.

8. Links with the National Quality System NQF Principle of respecting and supporting the role of parents and families reflects the strong commitment of both ECIS providers and ECIS Intake to family-centred practice

9. Links with the National Quality System NQF Principle of recognition of the rights and best interests of the child as paramount reflected in the collaboration between ECIS Intake and families. ECIA Code of Ethics: the rights and best interests of the child underpins all our work

10. Links with the National Quality System NQF Principles of children as successful, competent and capable learners and of equity, inclusion and diversity reflects the rights and aspirations of families and children themselves

11. “It was the first time anyone listened to what I want for my son... It was the first time anyone believed this was possible... and the first time someone talked with me about what steps we could take to get there” Family feedback regarding ECIS Intake process, 2014

12. Reported experiences of families at first point of entry to ECIS Following identification and assessment, many parents/caregivers “will require additional information about the child’s disability, developmental progress, what steps they can and should take, and the resources available for support and treatment” World Health Organisation, 2012

13. Reported experiences of families at first point of entry to ECIS Too many children are waiting too long Families do not get the support they need There is lack of capacity for universal services to respond to the needs of children with developmental delays and disabilities Families need to “navigate the complex service system that is meant to help them” ECIA, 2010

14. Reported experiences of families at first point of entry to ECIS Families require reliability and consistency in information provision, along with factual, supportive and non-judgmental conversation which helps parents to clarify and articulate their questions and expectations Lovett,D. and Haring, K. 2003

15. Reported experiences of families at first point of entry to ECIS Experiencing the benefit of ECIS Intake workers’ technical knowledge, skills and expertise “She was very thorough and very patient. She took the time to explain everything in detail and I felt very well informed” “I am extremely grateful for any additional knowledge and assistance to help my family”. Dunst, Trivette & Hanby’s three elements of effective help-giving, family-centred support, 2007

16. Reported experiences of families at first point of entry to ECIS Experiencing positive help-giving behaviour and attributes “She explained this new experience of us very clearly and calmly, very reassuring”. “amazing...very caring and helpful” “so understanding and very helpful, especially during a period of time when it’s all fresh and trying to understand it all”. “Fantastic and not at all what I would usually expect from a government department!” Dunst, Trivette & Hanby’s three elements of effective help-giving, family-centred support, 2007

17. Reported experiences of families at first point of entry to ECIS Experiencing participatory involvement through practices supporting family choice and participation “My Intake worker quite understood what is my family’s requirement. We talk about my daughter’s issue by phone and email, the Intake worker can know what I really want my daughter to improve and my strengths”. “I know situations like my family can be supported. I’m not alone to deal with my daughter’s developmental delay.” Dunst, Trivette & Hanby’s three elements of effective help-giving, family-centred support, 2007

18. Reported experiences of families at first point of entry to ECIS The rights and best interests of the child underpin all our work ECIA Code of Ethics Involves collaborative goal-setting for the child and family An approach based on the unique qualities of the child and the family context and needs.

19. Victoria’s ECIS improvement Project In Victoria, the Department of Education and Early Childhood Development’s ECIS Intake is the first point of entry into ECIS for families of children with a disability and/or developmental significant delay The purpose of the ECIS Improvement Project: provide consistency of approach across Victoria to set standards assist clear and transparent decision-making

20. Victoria’s ECIS improvement Project Stage 1: information and connections. Stage 2: involves individualised information and linkages including locally accessible options for families. Together the family and ECIS Intake worker identify services and supports to address both the child’s needs and also the family’s needs in relation to supporting their child Stage 3: regular review Intake phases close when an ongoing place becomes available and the child is allocated to an ECIS provider.

21. A time of possibility for ensuring respectful, supportive information provision to assist families in further informed decision-making and to identify current and possible future services and supports for the child and family

22. A time of potential for acknowledging and sharing the family’s hopes and aspirations for their child and for together identifying and working towards some steps along the journey