Transcript Slide 1

Cath Coucill
Parenting Lead for Lancashire
Working Together with Parents in Lancashire:
a more integrated approach
Dictionary definition: parenting noun [U]
the raising of children and all the responsibilities and
activities that are involved in it
(Parents include biological parents, grandparents, residential
care staff, foster carers etc.)
Why Parenting Matters?
To lead satisfying lives and be resilient in
the face of life’s difficulties, we need to
be emotionally healthy.
“The most important influence on a
person’s level of self esteem are their
parents: once parents have had their say,
little else in life is able to modify the
opinion of self thus formed”
Prof Nicolas Emler; Joseph Rowntree
Foundation 2004
“ Parental involvement in the form of ‘at
home good enough parenting’ has a
significant positive effect on children’s
achievement even after all other factors
shaping attainment have been taken
out.”
DFES research Report 433
Parenting and Children’s Outcomes
A variety of parental factors has been implicated in the development of mental
health difficulties in childhood including:
Parental mental health difficulties
(e.g. Smith, 2004; Lesesne,Visser & White, 2003)
Poor parenting skills (e.g. Farringdon, 2002)
Research indicates that 10% of children aged 5-15 experience mental health
difficulties. (Meltzer, Gatward, Goodman and Ford 2003)
Similar numbers are cited for the prevalence of behavioural problems in younger
children (e.g. Stallard, 1993)
In Lancashire, if 10% of our children and young people have mental health /
behaviour problems that is 27,829 children and young people!
Nationally MORI survey identified the
top factors in raising children (2008)
76% Parents setting a good example
73% Making children feel happy and loved
71% Spending time with children
50% Reasoning with children
46% Rewarding good behaviour
and….
75% of parents and carers say that there are
times in their lives when they need access to
additional support and information.
Parents’ Top 10 Issues / Challenges
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Child behaviour
Child health
Relationship with partner
Depression
Domestic abuse
Feeling sad/upset
Anxiety
Child Protection
Relationship breakdown
Relationship with other family
members, friends or
neighbours
Parenting in Lancashire
What are we signed up to? Lancashire’s
CYPP states:
“It is vital that we work in partnership with
parents, carers and help build the resilience
of the family.”
Our Children and Young People’s Trust structure is
the key partnership that ensures we will deliver
the outcomes and aspirations identified in the
CYP Plan
• 1,169,300 Population
• 23.8% 0-19 years
• 20% of children across the
County are income deprived
• 633 Schools
• 14% of Lancashire school
children are from minority ethnic
groups
• 12 District Children's Trusts
• 1,121 square miles(2,903 km)
• Rural / Urban mix
(Statistics from JSNA & NW public
health observatory)
Lancashire parents:
We asked 1200 Lancashire parents & carers…..
What have you found helpful in your area?
What have you not found helpful ?
What do you love most about being a parent or carer ?
Ages of children and Young people of the parents and
carers consulted:
Children aged 0-4
777
37%
Children aged 5-11
631
30%
Young People 1216
469
23%
17 +
216
10%
Total
2,093
What HAS been helpful for you as a parent / carer in Lancashire?
(1200 Lancashire parents)
Other
17%
School Support
14%
Children's Centre
activities
31%
Other section:
Parents also said
A: Playgroups & Nurseries
B: Library
C: Parent Partnership/FIND
Peer/ Own family
Health Professional
support
11%
13%
Parenting Courses &
Voluntary agencies
12%
Leisure Facilities
9%
What HAS NOT been helpful for you as a parent / carer in Lancashire?
(1200 Lancashire parents)
Other
22%
Lack of activites for
teenagers & families
22%
Hospitals & Health
Professionals
Lack of Information
11%
20%
Schools
9%
Other Section:
A: Unhelpful staff &
comments
B: Lack of Childcare
C: Transport
Lack of leisure &
holiday facilities
16%
What do you LOVE most about being a parent in Lancashire?
(1200 Lancashire parents)
Hugs & Kisses
7%
Other
15%
Watching children
happy, playing &
developing
35%
Parents also said
Other Section:
A: Proud
B: Being a family
C: Everything
Love & care,
unconditional love
17%
Spending quality
time together
12%
Fun, laughs &
smiles
14%
Lancashire Examples:
School parental questionnaire
We asked parents: Would you feel comfortable about
approaching school with questions or concerns?
Number
Parents
3,142
Parents
Strongly
Agree
Agree
Disagree
Strongly
Disagree
34.5%
54.1%
4.7%
0.8%
1,084
Parents
1,700
Parents
148
Parents
25
Parents
10 Lancashire schools undertook Health Needs Assessments
8 identified parenting as an issue and 10 schools had
concerns about the children’s emotional health & wellbeing.
Several of the schools identified workforce development in these areas as a key
enabler in addressing these challenges.
Lancashire CYP Family Workforce
Voluntary sector threaded throughout
We don’t work with “parents and
carers”, we just work with……….
Lancashire’s Parenting Workforce
Strengths in Lancashire:
Issues for consideration:
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Strong commitment to partnership
working represented by District
Children and Young People’s Trusts
Investment in coordination
Commitment to the Total Family
approach
Longstanding track record in family
support
Strong service of early intervention
and prevention
Focus on building resilience and
reducing risk factors
Evidence based approaches
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Robust , more consistent approach to
training
Narrowing the number of parenting
programmes in the workforce strategy;
concentrating
on those that are evidenced
Evaluation of interventions in a
systematic way
Sharing resources to enable the
development of structures to support
early intervention now early support
Developing a common understanding of
“what works”
Determining the roles of services e.g.
Children’s Centres and CAPSS
(P. Kemp 2011)
Lancashire Children and Young People’s
Workforce Strategy
To enable the implementation of the CYPP vision for transforming the way we deliver services, a
more integrated working together approach.
Children and Young People’s Trust members have agreed that we need to focus on:
• Shared ownership
– breaking down professional barriers
- working together
- offer support earlier / whole family approach
- increased engagement with VCFS
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Shared assessment pathways
– accurate/ shared information/ tell us once.
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Shared locations/resources wherever possible
– team building/embracing change/resilience.
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Shared commissioning and delivery
-contracts
Working with parents in Lancashire
Building Family Resilience
• A framework for success
(including a recommended
evidence based menu of
parenting programs for
Lancashire)
• Today there is an opportunity
for your input-consultation
(Overview in packs)
Lancashire Continuum of Need – Draft Matrix of Evidence-Based Parenting Programmes
Thriving
Coping
Struggling to Cope
Not Coping
Universal Services
Targeted
Specialist Services
Pre-Birth – 8 Years
Approaches
Solihull Ante–Natal - children’s centres, midwives
Early Years Solihull – nursery staff, child minders, health visitors, children’s centres, CAPSS, social workers
Bump Birth Beyond – children’s
centres, health centres
9-16 Years Approaches
Incredible Years (Baby and 2-8 year old programme) –
level 6 practitioners with built-in supervision e.g.
psychologists, health visitors, CAMHS
School Years Solihull – school nurses, voluntary organisations, school pastoral staff, CAPSS
Young People Solihull – young people’s service, school pastoral staff, youth offending, police
Challenging Years – school staff
(year 6-7)
Parent Specialist Provision
Family Links – children’s
centres
Positive Parenting –
children’s centres
Surviving Teenagers –
children’s centres, health,
voluntary organisations
Incredible Years School Years – parenting teams in
health and voluntary sectors, secondary school
provision
Strengthening Families 10-14 - parenting teams in
health and voluntary sectors, secondary school
provision
Foster and Adoption Solihull Programme – foster and adoption, psychology, CAMHS, residential children’s homes
Making Sense of Special Educational Needs – parent
partnership service
Early Bird – level 6 practitioners e.g. psychologists,
speech language service
Parent Child Game – level 6 practitioners e.g.
psychologists, speech language service
Parent Empowerment and Skills - ADHDNW
Lancashire’s menu also includes the following specifically focused programmes:
One plus One parent relationship course “My Mum & Dad Argue a Lot” – parent relationship conflict resolution focused
Speakeasy from family planning association focuses on relationships, puberty and sexual health
Empowering Parents focuses on getting parents into work and covers areas e.g. finance, CV, voluntary work, safeguarding etc.
Freedom Project for victim of domestic abuse
CEOP internet safety training led by police
Emotional Health & Brain
Development!
The Solihull Approach in Lancashire:
a One to One evidence-based approach
The Solihull Approach:
The Power of
Parenting
is in the
Relationship!
Building Family
Relationships and
Resilience
Ghosts from the nursery:
“From the waters of the
womb to the arms of the
caregivers to the walls of
the family home, when the
shelters in which we
harbour our children are
inadequate or destructive,
the final shelter our society
provides will often be the
cement walls of a prison
cell” Karr-Morse and Wiley,
1997
Underpinned by Attachment
Theory: Staying Alive!
• Attachment is a theory about
protection from danger.
• Attachment patterns are selfprotective strategies.
So what must we do?
• Protect ourselves
• Have babies
• Protect our babies –until they
reach adulthood
Aim: Lancashire families not just
surviving, but thriving !
Solihull Approach: Brain
Development
• A newborn is born with only half
a brain!
• The quality of parent – child
relationship is crucial to the way
the brain wires itself
• Trauma neglect and stress have a
detrimental effect on child’s
brain
• Critical pathways developed in
the brain during first years are
hard to change
• In adolescence during puberty
the brain re – wires an amazing
second window of opportunity!
Source: Graham Allen MP – Early Intervention – The Next Steps
Allen (2011) recommended continued commitment to early intervention services and
their development including parenting interventions
Brain development and emotional health
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© Solihull Approach
Brain development and emotional health
3 years to Adolescence
© Solihull Approach
25
Solihull Approach
• Three Theories:
• Containment:
psychoanalytic concept
(Bion 1959)
• Reciprocity: child
development concept
(Brazelton, 1974)
• Behaviour management:
behaviourism (Skinner,
1938)
Solihull Approach
Containment
• Containment is where a person receives and
understands the emotional communication of
an other without being overwhelmed by it and
communicates this back to the other person.
Containment and the brain
Parent
Baby
Containment: the parent who
has room, brain is available
• Received/understood
Parent
Baby
Containment: brain of a parent
with overwhelming worries
• Head full
Parent
Baby
Containment: practitioners role
• Parallel process
Worker
Parent
Baby
Containment and parenting
• Helps the parent to think about their child
• Helps parents and their child to relate
• Helps the parent to help their child cope with anxiety
and emotion so that the child is free to relate
• Staff need containment regarding the emotional
aspects of their work for their own wellbeing
Solihull Approach: Reciprocity
• Describes the sophisticated
interaction between a baby
and an adult where both
the baby / child / teenager
and the adult are involved
in the initiation, regulation
and termination of the
interaction. Reciprocity also
applies to the interaction
between adults.
Dance of reciprocity
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Initiation
Orientation
State of attention
Acceleration
Peak of excitement
Deceleration
Look away
(4 R’s)
Circle of Security: rupture and
repair
‘The idea that smooth interactions
between children and their
caregivers are often disrupted
and need ‘repair’….it is this ability
to repair a disruption that is the
essence of a secure attachment,
not the lack of disruptions. This
repair requires clear cues from
each other, and clear
understanding of, and
responsiveness to, each other’s
signals’ (Marvin et al, 2002 pg
109)
Secure Attachments
• Sensitivity
• Attunement
• Warmth
• Resilience
• Repair of ruptures
(Tronick, 2002)
We “develop the attachment
behaviours that optimally
enhance our survival”
(Crittenden, 2000)
Reciprocity and parenting
• Helps parents and their child to relate
• Tunes in the parent to think about their baby / child /
teenager and respond positively
• Increases the parents’ awareness of their child’s
emotional needs
• Provides a focus and a language for feeding back to
the parents about the interaction
• Effective reciprocity between worker and parent
Solihull Approach:
Behaviour Management
•
Behaviour management is part of the
ordinary process of normal development
whereby parents teach their child selfcontrol, thus enabling the child to
participate in society. Parents in wellfunctioning families work together to
place reasonable boundaries on the
child’s behaviour. They encourage the
child with attention and other rewards.
Gradually, the child becomes able to
internalise both the restraints and the
satisfactions for himself. It also facilitates
learning and development. Practitioners
in school continue to perform this role in
school.
•
Sensitive and effective behaviour
management is a product of containment
and reciprocity therefore placed at the
end of the process
Solihull Approach in Lancashire
Provides a model for
intervening in attachment
difficulties.
Earlier referral to specialist
services if required.
Supports the Emotional
Health and Well Being of
staff.
Provides a shared, common
language across whole
Children Young People and
Family workforce.
•
Independent Research 2011 into Solihull
Approach Training in Lancashire
(six months follow up after training)
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All participants “agreed” or “strongly agreed”
that training in the Solihull Approach had been
relevant to their work.
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All respondents “agreed” or “strongly agreed”
that they used information and skills from the
training in their workplace
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85% and that they used the Solihull Approach
in their work with families
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75% used it with young people
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75% of respondents “agreed” or “strongly
agreed” that the training had increased their
confidence in managing situations at work,
that it had changed their practice
•
90% said it had made a positive impact on their
practice
Public health improvements :Solihull Approach
Solihull Approach in Lancashire
• Numbers: Roll out included some staff from all 12 Districts
: 1,500 +
• In: variety Solihull approaches: Ante – Natal, 0-5 years ,
School Years, whole school approach and foster and
adoption Solihull training
• Who has attended: multi – agency staff includes: children
centres and nurseries, schools, young people services,
youth offending teams, health services, social care, police,
voluntary organisations including volunteers,
childminders, district council staff, managers, service
heads and strategists
• Plans for the future: Wider roll out of the Solihull
approach, e.g. to Best Start & pastoral primary staff, wider
young peoples services roll out e.g. YOT, police, YPS ,
maintain generic district offer. and including the specialist
foster and adoption