Transcript Nurturing Change: National Guidance & Support Getting it

Welcome back to Day Two
Mary Castles
Executive Director of
Housing and Social Work
The Evidence Base for
Getting it right for every child
Professor Jane Aldgate OBE
Professional Advisor, Getting it right for every
child team, Scottish Government
Professor of Social Care, The Open University
What is Getting it right for every child?
• Common coordinated
framework for
planning and action
across all agencies
• Child at the centre
• All children, young
people and families
get the help they
need when they need
it
Where does GIRFEC come from? - the research
evidence base from child development
• Child development theory (seeing
the whole child)
• What do we know about children
who do well?
• The impact on development of a
child’s ecology
• The importance of the early years
Child development evidence - relevant sources
Aldgate and Rose (2000) ‘Knowledge undperpinning
the Assessment Framework’ Chapter 2 in DH,
Assessing Children in Need and their Families:
Practice Guidance, London,TSO
Daniel, Gilligan and Wassel (1999) Child
Development for Child Care and Protection
Workers, London, JKP
Daniel and Wassell (2002) Assessing and Promoting
Resilience in Vulnerable Children, London,JKP
Aldgate, Jones, Rose and Jeffery (2006)(eds)The
Developing World of the Child, London, JKP
What children and families say they want from
services - some examples from research
DH overviews from 1996 onwards
e.g. (1996) Child Protection Now - Messages from
Research
(2001) The Children Act Now - Messages from
Research
SWIA (2006)
Time Well Spent
Looking after the Family
Celebrating Success
Evidence based policy (some examples)
•For Scotland’s children (2001)
•It’s everyone’s job to make sure I’m
alright (2002)
•Review of Children’s Hearings (2004)
•SWIA Extraordinary Lives (2006)
•Getting it right for every child (2006)
•Combating poverty and income inequality
(2008)
Well-being central to GIRFEC
Well-being embraces:
Welfare
Wellness
Well-being and Well-becoming
Children’s well-being and welfare:
UNICEF’S definition
From UNICEF (2007) Child poverty in perspective:
An overview of child well-being in rich countries, Florence, UNICEF
The true measure of a nation’s standing is how well it
attends to its children – their health and safety, their
material security, their education and socialization, and
their sense of being loved, valued, and included in the
families and societies into which they are born.
The concept of wellness
Work of psychologists is moving
from an emphasis upon the troubles
and sickness of people to an
approach which looks at how we
acquire positive qualities
Approach gets away from success/
failure model to progressing
Kelly 1974 (quoted in Aldgate et al 2006)
A much more positive and optimistic
view of childhood
• Stress in early years need not affect
children permanently
• With the right circumstances children
can develop resilience
• Children who miss out on particular
experiences can make up ground
• Healthy development can occur under
a far wider range of circumstances
than was thought possible in the past
Schaffer, R (1998), Making Decisions About Children, Oxford,
Blackwell
The Scottish Government: well-becoming and
well-being
Children’s well-becoming:
confident individuals
effective contributors
successful learners
responsible citizens
Eight well-being indicators:
Safe, Healthy, Achieving, Nurtured, Active,
Respected, Responsible and Included
The policy framework – whole child
Why do we need Getting it right for every
child?
• Children fall through the gaps in services
• Children with complex needs not picked up
early
• Children get passed from one agency to
another
• Agencies do not share relevant information
properly
• Processes are duplicated – a child may have
several plans and many workers
• Have very poor record for looked after
children
Getting it right for every child – from vision to
reality
• National programme of support for all children
in Scotland when they need help
• Getting it right starts in the universal services
for all children – health and education
• Includes immediate response to protecting
children in cases of serious risk
• Proportionate and timely help – always friendly
and efficient services
• Early identification of problems and early
intervention are fundamental – at any stage of
seriousness
• It expects all agencies to work together
Key principles of Getting it right for
every child
• Promoting the well-being of individual children and
young people
• Keeping children and young people safe
• Putting the child at the centre, promoting opportunities
and valuing diversity
• Taking a whole child approach – using developmentalecological theory
• Building on strengths and promoting resilience
• Providing additional help that is appropriate,
proportionate and timely and supporting informed
choice
• Working in partnership with families
• Respecting confidentiality and sharing information
•
Promoting the same values across professions and
making the most of each worker’s expertise
• Co-ordinating help and building a competent workforce
A network of support for every child
GIRFEC requires changes in Culture,
Systems and Practice
CULTURE
•Learning together, co-operating, children at the
centre
SYSTEMS
•Streamlining, simplifying, improving effectiveness
PRACTICE
•Appropriate, proportionate and timely help,
shared materials, tools, protocols
Taking individual responsibility: identifying gaps in wellbeing and how to meet them
There are five questions all practitioners need to ask
themselves:
1. What is getting in the way of this child’s wellbeing?
2. Do I have all the information I need to help this
child?
3. What can I do now to help this child?
4. What can my agency do to help this child?
5. What additional help, if any, may be needed from
others?
A national practice model of assessment, planning, action and
review
• combines knowledge, theory and good practice
• defines risks and needs as two sides of the same coin
• assessment should be proportionate and dynamic
• assessment should not prevent immediate help from
being put in place
• analysis makes sense of information gathered
• decision-making against the eight well-being indicators
• the child’s plan should show what needs to be done,
timescales and who takes action with reviews built in
• Outcomes assessed in review
The GIRFEC Practice Model
Where protecting children fits into the practice model
• Risk and need are two sides of the same coin
• Assessing and managing risk are part of the same
system
• Risk includes looking at the current risks and the longterm impact
• Risk has to be understood broadly in relation to all
aspects of children’s well-being
• Risk and the right to take risk is a normal part of life
- can be positive
• Risk involves only using narrow risk assessment and
failing to act to meet needs and understand the
impact of risk on the child
Action on risk and need requires:
Procedures: streamlined – immediate when
required. A Getting it right for every child
approach does not exclude Child Protection
procedures.
Process: identification of risk and need,
assessment, analysis, decisions, action, review –
appropriate, proportionate and timely
Practice: skills of engagement, professional
judgement, common language, checking, sharing,
involving others as appropriate
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Active
Having opportunities
to take part in activities,
such as play, recreation
Nurtured
and sport, which contribute
Having a nurturing
to healthy growth and
place to live in a family
development at home
setting with additional help
and in the
if needed or, where this is not
Respected and
community
possible, in suitable
Responsible
care setting
Should be involved in
decisions that affect them,
should have their voices heard
and should be encouraged to play
Achieving
an active and responsible role
Being supported and guided
in their schools and communities
in their learning and in the
development of their skills,
confidence and self-esteem
Included
at home, at school and
Having help to overcome social,
in the community.
educational, physical and economic
inequalities and being accepted
Healthy
as part of the community
Having the highest
in which they live
attainable standards of
and learn
physical and mental health,
Safe
access to suitable health care,
Protected
and support in learning to
from abuse,
make healthy and
neglect or harm
safe choices
at home, at school and
in the community
Use the well-being indicators to identify
concern
Why is this child not:
Safe, Healthy, Achieving,
Nurtured, Active
Respected , Responsible,
Included
Concerned about a Child?
Child Protection Procedures
Is there an immediate risk to the child?
Is there suspicion that an offence has been
committed against the child?
Is there a risk of significant harm?
Consider information sharing protocols
Use appropriate immediate risk assessment
Concerned about a Child?
Discuss with child/family/other
practitioners
Concern but no immediate risk
No suspicion of offence against the child
Consider information sharing protocols
Options
1. Do proportionate assessment
using well-being indicators and
take action
2. Need further information – use
My World Triangle and other
assessment tools
Further information needed and/or serious
risk
1. Using the My World Triangle
proportionately to gather
information
2. Incorporate any specialist
assessments
Analysis
Using the Resilience Matrix to analyse
information
Resilience Matrix
Resilience
Characteristics that enhance
normal development under
difficult conditions
Adversity
Protective
environment
Life events or circumstances
posing a threat to healthy
development
Factors in the child’s
environment acting as
buffers to the negative
effects of adverse
experience
Vulnerability
Characteristics of the child,
the family circle and wider
community which might
threaten or challenge
healthy development
Weighing the balance of evidence and making
decisions
Using the well-being indicators to decide what are the
needs to be addressed
What does this child need to happen to make him or her:
safe, healthy, achieving, nurtured, active, respected,
responsible and included?
The child’s plan
Summary of needs and risks
Views of children and families
Who is to take action
Timescales and resources
Contingency plans
Review arrangements
Lead Professional arrangements where appropriate
Measuring changes and outcomes at review
Using the well-being indicators to see:
What has changed?
How far have needs been met?
How well have risks been managed?
What are the outputs?
What are the outcomes?
What should happen next?
Pathfinder seeing benefits for children who
need help
Early intervention
Services targeted
Consistency
Common understanding
Practitioner time used well
Timely and proportionate help
More equality for whole family
More plans less registration
Parent and child positive experiences
What the changes are meaning in Highland
Children and families feel more confident that:
• their worries and views have been listened to more
carefully and their wishes have been heard and
understood
• they are more fully involved in discussions and decisions
• they can rely more on appropriate help being available as
soon as possible
• the agency they first have contact with arranges for
help to be provided from that agency and others, if
necessary (through Named Person or Lead Professional)
www.scotland.gov.uk/gettingitright
Introduction to Stage 2
Systems Change
Mairi Tulbure
C = (D x S x P) > C
C = Change
D = Dissatisfaction with the current state of affairs
S = Solution - identifiable and desired end state
P = Practicality - plan for achieving the desired outcome
C = The cost of the change to the organisation
Stage 2 Workgroups
Group 1:
Universal record of concerns / request for assistance
Andrea Batchelor / Liz Kearney
Group 2:
Chronology
Penny Cullum / Tom Cowan
Group 3:
The Named Person / Lead Professional
Richard Burgon / Kathleen Colvan
Group 4:
The Child’s Plan
Mary Fegan /
Group 5:
Universal Assessment
Mary Castles / Margaret Brown
Group 6:
Integrated Assessment
Brenda Doyle / Diane Dunn
Group 7:
Information Sharing Protocol
Anne Donaldson / Trevor Baxter
Group 8.
Operational Management
Mairi Brackenridge / Fiona Brown
Group 9.
Core Competencies
Janice Longford / Debra Lindsay
Group 10.
Locality Planning Model North
Brian Steele / Ian Macaulay
Group 11
Locality Planning Model South
Heston Johnstone / Kevin Mullarkey
Group 12.
Evaluation
Charles Clark / Kate Rocks