Transcript The Role of the 12+ Coastal Integrated Team in Supporting

Radu Groza – Integrated Team Manager, 0-11 & 12+ Coastal
Integrated Team
Helen Davison – Practice Manager, 12+ North & East
Ipswich and Coastal CIN team
Structure of Session
9.30 am Welcome , Introductions & Aims of the session
9.45 am Use of the genogram in practice based on SoSW model (presentation,
small group exercise, discussion and reflection in the large group)
10.30 am Coffee Break
10.45 am Signs of Safety and Wellbeing as a “questioning approach” (presentation,
role play exercise, discussion and reflection in the large group)
11.45 am Summary and suggestions for future sessions
12.00 noon End of session
Aims of the session
- Signs of Safety and Wellbeing – new model of practice being
implemented across CYPS team
- Practitioners already have a variety of skills and expertise in working
with children, young people and families e.g. use of Genograms in
assessment work and various interventions/ direct work, skills of
engagement with children and parents/ carers
- Aim of first part of the session: to enable participants to explore
ways of using genograms in practice based on SoSW model
- Aim of second part of the session: to provide opportunity for
practitioners to consolidate their skills in asking questions in
line with the SoSW approach
Genogram (Family Tree)
- A visual tool that enables practitioners to explore with family members
their history and relationships, both current and previous.
- Benefits of using genograms (Parker and Bradley; 2003):
1.
2.
3.
4.
Facilitates disclosure of unanticipated information
Enables gathering of more comprehensive information
Enables family members’ active participation in the identification
and analysis of relevant information resulting in them feeling more
in control of their own lives
Facilitates an indirect approach to assessment which is inclusive,
non-judgmental and enables positive rapport
Common Symbols used in
Genogram Construction (1)
Male
Female
Unborn Child
Common Symbols used in
Genogram Construction (2)
Marriage or enduring partnership
----------------------
Brief or transient relationship
Relationship ended
Deceased
Tips for Constructing Genograms
- Place male parent to the left
- Place female parent to the right
- Place oldest child to the left
- Put age inside the symbol
- Place children in the family at the bottom of the
page
- Draw relationship lines once all significant family
members have been identified
GENOGRAM - A FAMILY
Sean
(55)
Victoria
(59)
George
Mary
(49)
Michael
(51)
Adam
(33)
Wayne
(28)
Linda
(34)
Emma
(50)
Lisa
(24)
Aaron
Peter
(40)
Louise
(30)
Alan
(35)
Anne
(31)
Tom
(13)
Key
Male
Female
Relationship Separation
Relationship
Mike
(32)
Chloe
(4)
Sharon
(30)
Clive
(33)
Jack
(10)
Olivia
(7)
Sophia
(1)
Small groups exercise
In small groups of 5-6 people have a discussion about :
1. How has the genogram been used effectively in Signs
of Safety practice so far?
2. What would be other ways of effectively using the
genogram in future SoS practice?
Feedback and discussion in the large group.
Some Ideas about Possible Use of the
Genogram in SoSW Practice
 Case Mapping
- Identification of complicating factors such as
parental separation, lack of contact with
grandparents/ extended family, intergenerational
alcohol/ drugs misuse, loss and bereavement
- Identification of examples of past, current or
potential harm e.g. parent discloses that child cannot
see ex-partner as child was in the past hit by the expartner; mother discloses she just left partner as she
was beaten by him; grandfather is in the prison for
sexual offence against a minor;
Some Ideas about Possible Use of the
Genogram in SoSW Practice (2)
- Identification of worries: mum not allowing child to
visit ex-partner, child’s father as she does not like
father’s new partner; young person does not see older
sister as she has young children and young person is
aggressive towards children
- Identification of strengths and existing safety
within the family’s network: child’s close relationships
with grandparents; uncle able to look after child and
take to school when mum feeling low; aunt is
supervising contact between child and father.
Some Ideas about Possible Use of the
Genogram in SoSW Practice (3)
 Safety Planning & Reunification
- Early Identification of relevant people to be involved in
Family / Network Meetings
- Involvement of people from family’s network in the
safety plan for the child e.g. child to be cared for by
grandparents when young parent goes to a party, aunt to
supervise contact as part of reunification plan
- Basis for use of Family Safety Circles tool (Susie Essex)
to identify and involve in safety plan people from the
family’s network (alongside eco-map).
Some Ideas about Possible Use of the
Genogram in SoSW Practice (4)
 Individual Supervision – when discussing more complex cases as part
of case mapping
- Use of genogram enable supervisors to assimilate complex information
about family more quickly
- Should be part of the case mapping process and dynamics ideally being
completed together by practitioner and supervisor rather than using a
genogram already available on the file
 Group Case Mapping Sessions – Facilitator/ Practice Lead provides
consultation to practitioner on a complex /stuck case within a group
setting
Sings of Safety and Wellbeing as a
“Questioning Approach”
Questioning Approach- one of the main principles of
the SoSW model (as opposed to an “Expert” approach)
Skills base supporting the SoSW model:
- Questioning based on solution focussed brief therapy
- Safety planning
- Engagement of children
- Skilful use of authority (as opposed to oppressive use
of authority)
Solution Focussed Brief Therapy
Questioning
Types of questions:
 Scaling questions – useful for identifying how clients feel about something,
for identifying solutions, setting goals and next steps; “safety scale” specific to
SoSW approach
 Exception questions (looking back for solutions) – if problem is not always
occurring there may be potential solutions that are not being noticed easily
 Preferred future questions (looking forward to solutions); including
“miracle” questions – helpful if clients feel overwhelmed by the problem and
cannot recall exceptions from past; helpful for setting goals
 Coping questions – helpful when clients feel change is not possible or is
beyond their control
 Alternative perspective (relationship) questions – helpsclients to look at
the situation from a different perspective
Examples of Scaling Questions
- “On a scale from 0 to 10 when 0 is the lowest you have ever felt and 10 is the
most positive you have been, where would you say you are in terms of how you
are feeling”?
- “On a scale from 0 to 10 where 0 is I cannot stand my son and feel nothing for
him and 10 is I love my son dearly and I am happiest when I spend time with
him where are you now?”
- “You say you are a 4. What is in place that helps you to be a 4 rather than a zero
or a one? What else? What else? “
- “What would be the smallest thing that would need to happen for you to be able
to say you are at 5 on the scale? What else? What else?”
- “What would be the first sign that will tell you that you have moved from 4 to
5?”
- “Who would be the first person to notice that you’ve moved up one point?
- What would they see? And what else?”
Examples of Exception Questions
“You told me that two years ago Social Care closed the case as things got
better. What was working well at the time? What else?”
“Have there been any times in the past when felt more positive about
life?”
“Have there been any times in the past when you felt you got on well with
your son?”
“What’s different about the time when things were better? What else?”
“What would you say you were doing differently during those times?”
What else?
“What would need to happen for that to happen more often? What else?”
“The school told us that your son missed 5 out of the last 10 days at
school. What was different on the 5 days when he did go to school? What
else?”
Examples of Preferred Future
Questions
“How would you know if the problem was a bit better?”
“What would need to happen for the problem to be a bit better?”
The Miracle Question:
“If a miracle happened overnight and all the problems were sorted (and
there was no need for Social Care to be involved) what would you see
different for you and the children the day after the miracle has
happened?” What else?
What difference would your mother/ son/daughter notice?
Has any of this happened before?
What would need to happen for things to be like on the day after the
miracle? What else?
Examples of Coping Questions
- “With all that has been happening in your life lately with
-
-
your partner leaving and you feeling low I am wondering
how you’ve managed to get through each day?”
How are you managing to cope with all this?
What keeps you going?
What do you do that stops the situation getting worse?
When you were in a similar situation in the past what
helped you get through? What else?
Who is your greatest support?
What do they do that is helpful?
Examples of Relationship Questions
“What would your mother notice about you if you were
feeling a bit more positive about life?”
“What would your friend say are the best things about
you being a mum?”
“What would the teacher say that your son is good at?”
“What would the family support practitioner notice
when she visits if your relationship with your son was a
bit better?”
“What would your son say he enjoys most about the
times when he is with you?”
Role Play Exercise
Based on scenario provided in groups of 3 practitioners (“Practitioner”, “Mother”
and “Observer”):
 “Practitioner” to aim to ask at least 2 questions from each of the 5 types of
solution focussed questions (approx. 20 minutes)
 At the end of role play “Observer” to give feedback to the person that played
the “Practitioner” highlighting at least two things they were impressed with
regarding the way they conducted the session (approx. 5 minutes)
 “Observer” to then ask person that played “Mother” scaling question about
how confident they are following today’s session in using genograms and
solutions focussed questions in their practice. Followed by “What is in place
that makes it the figure given and not a lower one” and “What would need to
happen for the score to be one point higher”. (approx. 10 minutes)
 Feedback and reflection in the large group. (approx. 10 minutes)
End of Session
 Further information & resources
http://www.suffolklearning.co.uk/leadership-staff-development/workforcedevelopment
 Contact details:
Radu Groza – Integrated Team Manager
[email protected]
Helen Davison– Practice Manager
[email protected]
REFERENCES
 CAMH “What Are Some Examples of Solution-Focussed Questions”
www.camh.net (accessed August 2014)
 CWDC (2011) “Supervision Guide 2011. A Practical Guide for
Supervising Children’s Social Workers” CWDC: Leeds
 Parker J. & Bradley G. (2003) “Social Work Practice: Assessment,
Planning, Intervention and Review” Learning Matters: Exeter
 “Solution Focussed Therapy” www.getselfhelp.co.uk (accessed August
2014)
 Turnell, A. (2013) “Safety Planning Workbook” Resolution Consultancy
Pty Ltd
 Turnell, A. (2012) “”The Signs of Safety Workbook” Resolution
Consultancy Pty Ltd