1. East Ayrshire Health and Social Care Partnership
Starting a Conversation
Ambassadors notes:
Welcome to all the different agencies and staff groups present and thanks for their interest and involvement.

2. Overview Session objectives:
Understanding your role towards outcomes focused practice.
Importance of reflective practice.
Familiarise and use of resource pack to start a conversation.
Agreeing a SMART Care Plan.
Ambassadors notes:
Introduce the session objectives.

3. Starting a conversation and your role
The practitioner plays an important role in making co-production possible:
The role of the professional becomes less about being a ‘fixer’ of problems and more about being a ‘facilitator’ of solutions. A facilitator will actively recognise and engage the things children are able to do or are interested in. In doing so, they naturally focus on the things that are working well to create positive experiences and sustainable behaviour change driven by the child’s intrinsic goals and aspirations. (
Aked and Stephens, 2009 p2).
Ambassadors notes:
Why are we promoting the wellbeing web material and why is it important to practitioners?

4. What are outcome conversations/ assets/ coproduction?
“Assets can include life experience, knowledge, skills, talents, energy, and enthusiasm”
Key to identifying outcomes is the ‘outcomes conversation’ - these conversations are used to uncover the things that are important to people and are central to the assessment process.
Ambassadors notes:
What does outcomes assets/coproduction mean focused conversation mean?
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

5. Conversations/assets/coproduction What is the Professional role?
Actively listening with an open mind to the person’s ‘story’
Avoiding ‘partial listening’ and being aware of applying ‘filters’ to the conversation.
Data requirements can act as ‘filters’, whereby staff, particularly under time pressure, may filter what the person says to find the information which they are obliged to gather for bureaucratic purposes.
Other filters can inhibit open minded listening, including any prejudices and tendencies to stereotype
Ambassadors notes:
What is the professional role?
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

6. Principles of an outcomes focused conversation
Allowing the person to determine the order in which they want to talk about their lives.
Moving away from a question/answer model toward an ‘exchange model’ (Smale et al 1993) whereby everyone is an expert including the child and their parents.
Source: adapted from (Miller, 2011)
Ambassadors notes:
Suggested ways to implement this principle include:
Enable children to work out what they are good at and how they are able to influence events and situations.
Assets can include life experience, knowledge, skills, talents, energy, and enthusiasm – incorporate them into the design and delivery of services

7. Work to identify and put to use children’s assets
Starting from who children are and what their interests are
An outcomes focused approach links closely to principles of co-production, ‘support that is designed and delivered in equal partnership between people and professionals’.
Coproduction of children’s services ‘focuses less on identifying and responding to a child’s ‘need’ or ‘problem’ in favour of a reciprocal approach, which builds on a child’s interests, knowledge, experience, skills and support networks’
Work to identify and put to use children’s assets:
Focusing on supporting the person to identify their hopes.
Building on strategies that individuals have used to achieve their goals and thinking about instances when the person is experiencing the life they want Outcomes conversations need to focus on strengths and assets.
According to The New Economics Foundation (nef) and Action for Children propose a co-production approach to service delivery, a key principle of which includes valuing children and young people as assets.

8. What makes a good life personally and work?
Whole Group Session 1
Ambassadors notes:
Using a flip chart and pen ask the whole group to “call out / offer views” what makes a good life personally and work?
Take brief feedback from the group record the feedback on the flip chart and end with the Key Messages on 5 slides next slides.
Allow no longer than 15 minutes for the discussion

9. What Makes a Good Life Personally and at Work
Treated with respect and dignity.
Viewed as a partner not a client.
Seen as having personal autonomy and control.
Treated in a warm and friendly manner.
Actively listened to.
Given clear and understandable reasons for things which can and cannot be done.
Given information to help me decide.
Explanation of process and likely time it will take.
Honesty and explanation for delays and things not being done as planned.
Put at ease and supported through difficult times.
Encouraged and praised.
Not made to feel small when making mistakes but engaged in discussion about it.
Clear direction and challenge where required.
Treated as an individual based on strengths and challenges.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

10. Reflective Practice Ambassadors notes:
Simply have slide on the screen and refer the participants you are moving to a new session.

11. Reflective Practice Reflection: A Definition (1)
“Reflection is an important human activity in which people recapture their experience, think about it, mull over and evaluate it. It is this working with experience that is important in learning’”
Source: Boud, D., Keogh, R. & Walker, D. (1985) p 43 Reflection: Turning Experience into Learning. London: Kogan Page.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

12. Reflective Practice
Reflection: A Definition (2)
“We learn through critical reflection by putting ourselves into the experience and exploring personal & theoretical knowledge to understand it and view it in different ways”
Source: Tate, S. & Sills, M. (eds) (2004) p 126 The Development of Critical Reflection in the Health Professions. London; Higher Education Authority.
Ambassadors notes:
Points for discussion:
What does reflection mean to people?
A simple definition of reflection might be:
“Reflection is a form of mental processing – like a form of thinking – that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess” (based on Moon 1999):
Reflection lies somewhere around the notion of learning. We reflect on something in order to consider it in more detail (eg ‘Let me reflect on that for a moment’). Usually we reflect because we have a purpose for reflecting – a goal to reach. Sometimes we find ourselves ‘being reflective’ and out of that ‘being reflective’, something ‘pops up’.

13. Reflective Practice Reflection: Informal and formal
Informal Reflection
Involves self questioning.
Develops our awareness of our own assumptions.
Formal Reflection
Draws on research and theory.
Provides guidance and frameworks for practice.
Ambassadors notes:
Informal reflection can happen without people realising it. It takes place when we ‘check’ things out with colleagues, Line Managers or during supervision. It helps us to make sense of situations and to feel comfortable with the course of action that we are taking. The skills associated with stepping back and pausing to look, listen and reflect, are closely related to those concerned with critical thinking which also requires you to ‘unpack’ whatever you are focusing on, not simply accept what you read or hear at face value. Through this process you will probably identify things you would not otherwise notice.
The following slides provide frameworks and theories relating to formal reflection.

14. Reflective Practice Models of Reflection Dewey’s (1938) 5 Stage Model
We identify a problem that is perplexing and ‘felt’.
We observe and refine the identified problem to create a fuller understanding.
We develop a hypothesis or an understanding about the problem, its origins and possible solutions.
We subject the hypothesis to scrutiny and reasoning.
We test the hypothesis or understanding in practice.
Source: Dewey, J. (1938) Logic: The Theory of Inquiry. Troy, MN: Rinehart & Winston.
Ambassadors notes:
Dewey saw reflection as a specialised form of thinking. He described it as: ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. His definition of reflection is that it is:
‘Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads…it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality’ (Dewey, 1933).

15. Reflective Practice
Models of Reflection Schon’s (1983) ‘Reflection in Action’
Reflection in action concerns thinking about something whilst engaged in doing it, having a feeling about something and practicing according to that feeling.
This model celebrates the intuitive and artistic approaches that can be brought to uncertain situations.
Source: Schon, D. (1983) The Reflective Practitioner. London: Temple Smith
Ambassadors notes:
Reflection-in-action is concerned with practicing critically. For example, a student teacher working with a children is making decisions about the suitability of particular exercises, which exercise to do next and judging the success of each exercise at the same time as they are conducting the activity.

16. Models of Reflection Kolb’s (1984) Learning Cycle
Reflective Practice
Models of Reflection Kolb’s (1984) Learning Cycle
Concrete Experience: The event.
Reflective observation: Consider what has happened from a variety of perspectives e.g. own feelings, the group’s, an individual student’s view.
Abstract conceptualisation: Re-package and process your reflections into a theoretical understanding (use theory to analyse the event).
Active Experimentation: Armed with this new understanding, you do it again, differently this time.
Source: Kolb, D. (1984) Experiential Learning. New Jersey; Prentice Hall
Ambassadors notes:
The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Kolb considered reflection as a mental activity that has a role in learning from experience. In the Kolb cycle, reflection features as a development of the process of observation – and apparently it occurs before a person has learnt. Others would see reflection as part of learning and part of the processing of material already learned, having a kind of cognitive ‘housekeeping role’ as well as generating new learning. The notion of reflection as part of the means of learning something new is therefore crucial to develop practice.

17. Reflective Practice
Practical Barriers Kolb (1984) sees that to reflect effectively on your experience, you should actively set aside part of your working day to reflect and analyse. Source: Kolb, D. (1984) Experiential Learning. New Jersey; Prentice Hall
Ambassadors notes:
Ask participants what they believe the barriers to reflection are?

18. Reflective Practice Psychological Barriers
Fear of judgement, fear of criticism, being closed to feedback, defensiveness, professional arrogance.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

19. Reflective Practice Bridges to Reflection
Feeling ‘safe’ enough – or we may use ‘expedient’ learning and do what we expect will get us through.
A role model, e.g. a mentor who reflects on their own practice.
Knowledge of as many methods as possible.
As many opportunities as possible for engaging in reflection, e.g. pairs, groups.
Time and Energy.
Source: Ixer, G. (2003) Developing the relationship between reflective practice & social work values. Journal of Practice Teaching, 5, 1, pp 7-22.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

20. Reflective Practice The Importance of Reflection
Reflection enables us to:
Be conscious of our potential for bias and discrimination.
Make the best use of the knowledge available.
Challenge and develop the existing professional knowledge base.
Avoid past mistakes.
Maximise our own opportunities for learning.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

21. Wellbeing Web Child Focused Conversation
Ambassadors notes:
Simply have slide on the screen and refer the participants you are moving to a new session.

22. Wellbeing Web in Angus Council
Background
Getting it Right in Angus
Implementation of integrated assessment
Shift from task centred care planning to outcome focused child’s planning (outputs to outcomes)
Need for a tool to support SHANARRI based outcomes focused child’s planning across partners
Reviewed range of outcome measurements tools
Used SHANARRI indicators as a starting point
Ambassadors notes:
Angus council wanted to develop a simple, visual tool which would be flexible enough to be used in a variety of settings with a range of people. It was also essential that the tool be relevant and compliant with the Getting it right for every child national practice model (Scottish Government, 2008).
The process the council went through to develop the wellbeing web was informed by evidence in several key ways. It built upon evidence from action research, from existing models for capturing outcomes and most significantly, from the feedback of children, parents and practitioners.
The initiative was based on principles of early intervention and the Getting it right for every child approach. Getting it right is a national programme that aims to improve outcomes for all children and young people in Scotland. It seeks to do this by providing a framework for all services and agencies working with children and families to deliver a co-ordinated approach which is appropriate, proportionate and timely.
The Getting it right model includes eight wellbeing indicators. These represent key areas where children and young people need to progress to do well now and in the future. The indicators are: safe, healthy, active, nurtured, achieving, respected, responsible and included (remembered by the acronym SHANARRI). The indicators can be used to structure the information recorded about a child or young person and to monitor their progress.

23. Outcomes Conversations/Coproduction/Asset Based
Ensure active listening
Focus on strengths and assets
Balance risk and resilience
Belief in change
Ambassadors Notes
Link the Starting the Conversation by referring back to the first group session – questions to reach a deeper understanding of things important to children and young people.
Opportunities to build on achievements
Support to identify hopes/aspirations

24. Starting a Conversation Core Resources
Negotiation
Compromise
Prioritise
Ambassador Notes
Wellbeing Web : The wellbeing web is an interactive tool designed to facilitate an engaging and positive process to measure outcomes with children and adults. The wellbeing web is used to capture specific outcomes, and for those receiving support to recognise where they are, where they would like to be, and what steps they need to take to get there.
The eight Getting it right wellbeing indicators provide the key context for the wellbeing web and the focus of work with both children and parents. Those developing the web felt that there was real value in having one model for both children and parents and that the wellbeing indicator areas were equally relevant regardless of age. Given that parents play in a key role in supporting positive outcomes for their children, it was also felt that having a shared model would promote parents' understanding of work being done with their children and familiarity with the areas of wellbeing defined in Getting it right. It is a:
Interactive and engaging conversational tool; Means of supporting growth and change; Visual and accessible mechanism to measure outcomes; Inclusive process of delivering focused work (4yrs>adult)
Conversation > Negotiation> Compromise> Prioritise (Link to slide) Simple prompt cards accompany the wellbeing web to help break down the wellbeing indicators into understandable concepts.
Staff work with either a child or a parent to rate how they feel about the eight areas of wellbeing. This exercise can be repeated again at a later time to chart any changes. This helps visualise how children and parents are feeling but can also be used as a tool to reflect on progress over time as their scores on the wellbeing web change. This information is contextualised by the worker and recorded within the child’s plan. Being able
to see progress can help motivation and can support a conversation with staff if progress has slowed or children/parents are struggling. Information collected from the wellbeing web also supports performance management by highlighting effective intervention, targeting unmet need and informing care planning, inclusion and decision-making.

25. The Wellbeing Web - Review
Ambassador Notes
The wellbeing web is based on The Outcomes Star, developed, trademaked and copyrighted by Triangle Consulting (see  conditions of use and licensing arrangements). The Outcomes Star was developed to support and measure progress of people experiencing a range of issues including homelessness, mental health problems and substance misuse. Each Outcomes Star is shaped by concepts at each point. These can be tailored to the focus of the work being done with the individual. Each concept has a related scale. Individuals and workers complete a star together by rating how the individual feels about where they are on the scale for each concept. This can be repeated at intervals to chart changes over time.
Staff work with either a child or a parent to rate how they feel about the eight areas of wellbeing.
This exercise can be repeated again at a later time to chart any changes.
This helps visualise how children and parents are feeling but can also be used as a tool to reflect on progress over time as their scores on the wellbeing web change.
Reviewing is simple – add a different colour

26. Measuring change using outcomes information
What has been successful?
When was it used?
Why was this successful?
What is the unmet need?
Aims
To empower individuals to recognise change.
Support and enhance professional judgement.
Help analyse circumstances and provide evidence of impact.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

27. Test Phase Evaluation (East Ayrshire) What Professionals said?
Practitioners
88% expressed overall, that the model is an effective engagement tool.
82% of the practitioners expressed that the model embedded an assets based/ reflective practice approach.
78% expressed that the tool assisted them to engage with the service users in day to day practice.
70% expressed that the tool assisted in the development of a service user owned SMART action plan.
Team Managers
96% expressed that the model enabled them in their management role to sign off SMART action plans with staff.
Ambassadors Notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.
The Starting a Conversation Model was tested in East Ayrshire with a number of practitioners during May 2014 – August The evaluation findings reported that the Model is a very effective tool that facilitates high levels of service user participation and engagement.  The Model’s key strength is the wellbeing web which enables a reflective practice approach between the service user and practitioner. It also provides a way to visually chart feelings and behaviors using the SHANARRI wellbeing GIRFEC national outcomes that can be easily translated into personally owned SMART service user outcome goals. In October, the OLG Officer Locality Group endorsed the evaluation report recommendations and the Model will be implemented across individual partnership service sectors during 2015 and this Pack will facilitate rollout.

28. Test Phase Evaluation (East Ayrshire) What Professionals said?
Facilitates high levels of service user participation and engagement.
Provides a way to visually chart feelings and behaviours using the SHANARRI wellbeing GIRFEC national outcomes that can be easily translated into SMART personally owned outcome goals.
Service user is also enabled to take direct ownership through the development of their own care plan actions and to keep track of timescales.
Prompt cards and guidance booklet enables the practitioner and service user to explore and explain outcomes in a child friendly manner.
Ambassadors Notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

29. Test Phase Evaluation (East Ayrshire) What Professionals/Service Users said?
Practitioner feedback suggested that individual work with parents “...were capable of engaging very well with the wellbeing web and the process did help them identify issues and reflect on the care plan, why it was put in place...see improvements made in their lives...” Also, “...promoted parents understanding of work being done with their children, ensuring a holistic family approach and progress...”
direct quotes from children and young people in relation to the “Web” included; “I would be able to show people this...”, “It’s good to see where you are at...I can see what isn’t going well...I like that it explains the words used in meetings”
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.
An important point to highlight – direct quotes from children and young people!

30. Conversation Tools Ambassadors Notes:
Ambassadors simply have it on the screen and refer the participants you are now moving on to a new session.

31. What it is in your toolkit?
Starting a Conversation
Signs of Safety
Talking Mats
Getting Our Priorities Right
Informs and Supports – Starting a Conversation
Ambassadors notes:
This slide explains that notion of a ‘toolkit’ of resources. Although there are several resource available to practitioners, it would not be appropriate to use them all at the same time, in one assessment. Practitioner needs to be confident enough to select the best tool for the assessment that they are involved in.
When an electrician comes to your own home, he does not use every tool in his bag. He selects the best tool for the job that he is doing. Practitioners need to do the same when they are completing an assessment.
IAF Paperwork
SDS My Life My Plan

32. Ambassadors notes:
This slide demonstrates that although there are several tool available, if practitioner don’t know how to use the tools, they are useless!
Today’s session is about explaining the possible uses of a tool for practitioners tool bag. This does not mean that it needs to be used every time with every service users. However, todays session should result in practitioners being confident to use this tool when they identify a need.

33. Group Session 2 Using the Wellbeing Web
Ambassadors Notes:
Ambassadors simply have it on the screen and refer the participants you are now moving on to group session 2.

34. Group Session 2 - using the web
Take 10 minutes to read the Wellbeing Web Booklet (Practitioner, service user, observer)
(Service User) Think about your first day at school?
(Practitioner) introduce the outcomes tool to the service user (p4 of booklet) and apply the 3 key good practice questions and take brief notes
Ambassadors notes:
Workshop guidance: Role play : divide the group into pairs or three, introduce the Starting a Conversation Pack allocate numbers (1 Practitioner, 2 Service User, 3 Observer).
Handouts: Starting a Conversation Pack, (A4 size copies of the Wellbeing Web, Notes Page)
Then ask participants to take 10 minutes to read the Wellbeing Web Booklet
Ask (Service User) Think about your first day at school/or first day in new job/you may want to use a case study if you have one.
What were you feeling? What were your hopes and dreams? What were your fears? What were you wearing? Who was with you? Were you excited? Scared? Nervous? What would have made you feel better? How could you have felt more secure?
Then ask:
(Practitioner) “How to introduce outcomes tools” (p4 of booklet) to the service user...then
(Practitioner) work through “How to use the wellbeing web”(p5-6 of booklet) points 1-7 remembering to use the prompt cards
Remember it is good practice to:
Tell the individual how the information will be used; information from their own wellbeing web will be used in planning and supporting them but may also be collated anonymously to be used by the service to highlight success and establish where changes need to be made.
Give the individual a copy of the web to keep for themselves and to enable them to refer to this and consider their goals.
Provide a sample of a completed web to show how it can help outline a change from the period of initial assessment to review.

35. Group Session 2 - using the web
Read (p5-6 of booklet) points 1-7
Complete a wellbeing web (Practitioner) apply three key good practice questions in section 2
Remembering to use the prompt cards (Practitioner)
STOP!
Ambassador notes
How to use the wellbeing web
1 Take a blank copy of the wellbeing web and at least two different coloured pens.
The wellbeing web has eight points which each reflect an indicator of general wellbeing:
I am safe, I am healthy, I am achieving, I feel nurtured, I am active, I feel respected, I am responsible, I feel included. Each indicator has an associated prompt card.
There are different prompt cards for children and adults.
2 Work together to choose a starting point on the web and use the scaling key to plot where the individual thinks they are (between 1 and 10). Ask some open questions in the booklet.
3 It is important to emphasise that there is no right or wrong answer.
3 Try to arrive at a mutually agreed point on the scale.
4 Use the ‘notes’ section to record reasons for agreement or disagreement.
5 Once each of the areas of the web has been addressed, join the numbered points to create a shape.
6 The shape will provoke a discussion. Questions the worker may want to ask are in the booklet.

36. Wellbeing Web Outcome Goals and Action Planning Agreeing the Care Plan Group Session 3
Ambassadors Notes:
Ambassadors simply have it on the screen and refer the participants you are now moving on to a session 3.

37. Benefits of being SMART
solution oriented.
centred on, and evidenced by, holistic assessment.
clarity for all.
actions planned are focussed.
provides accountability.
shared language and understanding.
the difference a plan makes can be clearly evidenced.
the Team can learn from what works and what doesn’t and review accordingly.
analysis of effective ways of working (implications for future resources).
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

38. SMART Outcome Goals Signing Off Care Plans - Checklist
Outcomes should not be too general, too vague or immeasurable.
Tools such as the Wellbeing Web will assist workers, children and their parent/carers to work together to identify the specific outcomes they want to achieve.
The Guide to SMART Outcomes contains some examples of SHANARRI outcomes that may feature in a Child’s Plan. The outcomes described are examples and are not meant to represent an exhaustive list.
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

39. Action Planning Identify issues of concern.
Name exactly what the Team sees as problematic
Avoid generic language/agency specific language/emotive language
Check out that everyone is clear with what is being identified
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

40. Who, What? Who will do this be specific
name the individual who will carry out the task, not simply the agency
ensure all Team members, including the child and parent/carer, have clear actions.
ensure agreement.
What will be done
address the detail of the actions necessary.
say exactly what tasks/actions will be don.e
Example:
‘Jane will attend a 6 week parenting group delivered by the Avedon Team beginning on 1st July’.
‘Malcolm will draw a picture for the next meeting in 2 weeks’ time to show how he feels’ .
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to it.

41. SMART Outcomes (Personal Goals) Signing Off Care Plans : Checklist
Specific
Measurable
What exactly are we going to do?
With/for whom?
What is the specific outcome for the child?
This must be well-defined and clear.
At the end of the planned activities, what will have changed for the child/family?
How will you know when the outcome has been achieved?
How will you measure progress towards the outcome? For example through self report/Wellbeing Web/observation of behaviour, feedback/discussion etc.
Achievable
Realistic
Can we realistically get this done in the timeframe/within available resources?
Outcomes should not be beyond the person’s or the service’s capabilities.
Is the outcome relevant and proportionate?
Is it within reach and possible?
Time-limited
By when do we want to achieve change? Set specific timescales for each stage ‘in 2 weeks’, ‘ by end December 2012’ and avoid the use of ‘ongoing’ and ‘ASAP’.
Specific What exactly are we going to do, with/for whom?
Use ‘strong’ verbs which imply action, not infinitives such as ‘to know’, ‘to understand’, ‘to enjoy’
Detailed, not general, outcomes
Clarity for all involved in an action plan
Direct in communication
‘name’ issues, actions, i.e. behaviours Team wants to see more of and those Team wants to stop
Example:
Not ‘John will stop disrupting the class’
But ‘John will raise his hand when he wants to ask a question’
Measurable: What does success look like?
How will we know we have made a difference?
How much of a difference have we made?
What methods of measurement will we use?
What will have changed?
‘hard’ and ‘soft’ indicators – i.e. hard = number of sessions attended; ‘soft’ = feeling more confident
Achievable: Can we realistically get this done in the timeframe/with existing or new resources/with the existing capacity for change?
Team agreement re change.
Small steps, individually assessed.
A stepped change.
Every Team member is aware of their part in making the action plan work.
Accountability.
Relevant: Will this objective lead to the desired results?
Relevant and proportionate it must be something that the Team around the child is willing and able to work towards.
Specific: by when do we want to achieve each change?
specific deadlines for each stage – not “ongoing”
linked to review of progress ( this does not necessarily involve a meeting) Example: ‘in 2 weeks’, ‘ by end December 2012’
The following are not SMART outcomes:
‘Complete wellbeing web’ –
this is an action not an outcome.
‘Is healthy’, ‘Is safe’ –
too broad, too vague, not SMART.
‘Achieve full potential’ –
how will you know? how will you measure this?

42. Group Session 3 Ambassadors Notes:
Ambassadors simply have it on the screen and refer the participants you are now moving on to workshop 2.

43. Group Session 3 – Action Planning
Work through (p6 of booklet) points 8-9 (Practitioner).
Using the 4 key points.
Remember - Develop a jointly agreed action plan!
Ambassadors Notes:
Action Planning: The key task is to complete draw up a brief and concise Action Plan together with the service user and professional
Starting a Conversation Pack
(Practitioner) work through (p6 of booklet) points 7-9 only
Use the blank action plan template to develop an action plan with the individual, to identify key areas of work and to specify outcomes. Priority areas can then be used to inform a review of the child’s plan. Agree how often the wellbeing web will be reviewed, for example every three months.
Copy the web for the individual.

44. Next Steps Ambassadors Notes:
Ambassadors simply have it on the screen and refer the participants you are now moving on to a new session.

45. Mapping GIRFEC Outcomes
Wellbeing Indicators with Self Directed Support
Ambassador Notes:
As Talking Points has developed, local partnerships have identified links with parallel work on outcomes for children and families. This is included the participant training pack for reference.
Although not a precise science, it is possible to identify links between Self Directed Support outcomes and SHANARRI

46. Agreeing the Care Plan IAF Paperwork Agreeing
Practitioner/Senior/Line Manager
Care Planning Decision Making
Sign off
Chairing Meetings
Ambassadors notes:
Ambassadors may read out this slide’s contents or simply have it on the screen and refer the participants to how this model should “effectively work in practice”
IAF Paperwork
Decision Making Forums
Core Groups, LAAC Reviews

47. PLENARY AND CLOSE Ambassadors notes:
A review date to measure effectiveness and usage, applying the same questionnaire in the test phase will be issued in early 2016 to build a benchmark over time and to identify good practice and areas for improvement.   
Over the course of the year the web output should also feature in review meetings/care plans and in service user files and therefore case file audits will also pick up how well the model is being used.
Thank all the different agencies and staff groups present and for the interest and involvement.