1. Making it Real for Young Carers
Engaging Effectively with Young People

2. Engaging effectively with young people
Young Carers and Assessment
Preparing for a Young Carers Assessment
Introducing Local Tools

3. Young Carers and Assessment
Giving carers a voice in whole family assessment process
Identify levels and types of care tasks
Establish how young people feel about what they’re doing (wishes and worries)
Consider how caring impacts on the young person’s ability to thrive (Child in Need)
Consider outcomes whole family support should deliver for young person
Bullet 1: Giving carers a voice in whole family assessment process We don’t always need to assess young carers. Involving them in the assessment process gives them the opportunity to provide information, and explore how they’re feeling about things in the family
Bullet 2: Identify levels and types of care tasks Need to be sure that the young person isn’t taking on levels of caring responsibility equating to that an adult may provide, or that the types of care tasks are not inappropriate.
Bullet 3: Establish how young people feel about what they’re doing Young people have views which should be listened to. Caring can have a really positive impact on young people’s lives and give them life skills that their peers may not have. That however must be balanced with an understanding that young people in these circumstances often don’t know any different. We need to help young people through engaging them in the assessment process to make informed choices.
Bullet 4: Consider how caring impacts on the young person’s ability to thrive When engaging young people in assessment be that as a part of the adults assessments or a young carer assessment, we need to be mindful of whether it is impacting on their opportunity to achieve in line with appropriate development stage, Every Child Matters outcomes etc.
Bullet 5: Consider outcomes whole family support should deliver for young person Whole family working is about achieving outcomes for people but not at the expense of others in the family. More often than not knowing about peoples views and needs allows support provided to the cared for person to address the needs of others in the family too.

4. Young Carers and Assessment
Young carers have said ...
“It should be more chilled, less serious”
“When I was assessed there was no atmosphere in the room, it was too formal and uncomfortable”
“Don’t interrogate me in the assessment”
“Can I trust you? Knowing that you can trust ht person who this information is being said/sent to”
During 2013 in Surrey we asked young carers about their experiences and expectations when engaging with us. This is what they have said ...

5. Young Carers and Assessment
Young carers have said ...
“make it clear”
“Explain it better”
“Where is the information going?”
“Why are you filling this in?”
“What is going to happen next?”
“Can I trust you? – Knowing that you can trust the person who this information is being said/sent to”
In relation to the actual assessment process they have told us ...

6. Preparation Creating the right atmosphere Grow trust
Describe what to expect and provide options
Feedback and discuss the outcomes / what will happen
Be reliable – do what you say you will do
Be flexible and responsive
As with all work children and young people we need to be thinking about the child, their age, developmental stage, their situation and circumstances. Therefore there is no one way to prepare because there is no one way of doing the process.
Trust is aided by good communication, honesty, consistency, track record, good engagement and having enough time.

7. Preparation Am I prepared? Gather information Know the child
Clarity about decisions being needed
Practical preparation
Checklist
Personal preparation is just as important as our practical preparation. Because every child and every family is different we shouldn’t be complacent in preparing ourselves.
Spending a bit of time before each opportunity may seem like a luxury in our busy days. But will deliver better results. Better experience for young people, perhaps more appropriate engagement leading to better outcomes and therefore less needed down the line in terms of review / organising etc.
There are some practical tasks to prepare
Gather as much information about the child and family before the meeting with the child. Children have a limited attention span. We don’t want to waste time on basic information gathering, going over things that are already known. Carers have also commented on being frustrated having to repeat information, which can also compromise trust – if we a department / team around the family we aren’t able to share information between ourselves either within our teams or between relevant parties.

8. Young Carer Assessment Tools in Surrey
“About Me” and “iCare”
Designed by young people
2 tools for different age groups and or approach
Tools not assessments

9. “About Me” Broadly primary school age
Multi uses (role play, story telling, colouring, writing, drawing, prompts)
3 different settings (home, school, play)
Characters
Explore wishes and worries

10. “iCare” Broadly secondary school age
Explores caring role, impact on health and mental health
Think about options for the future and contingencies (wishes and worries)
Starting point for conversation to think about outcomes for the young person

11. Using the tools…
2 exercises
“About Me”
“iCare”