Transcript Familiscope?

A Community Based Multidisciplinary Psychological Support Service
for the Northside Partnership Area: Building on the Familiscope,
Ballyfermot Model of Early Intervention and Prevention
Dr. Paul Downes
Director, Educational Disadvantage Centre.
Senior Lecturer Education (Psychology)
[email protected]
Child-centred surveys: Ballyfermot, Downes 2004, 2004a; Blanchardstown Downes,
Maunsell & Ivers 2006; South Inner City Dublin, Downes & Maunsell 2007; North
Inner City Dublin, Ivers, McLoughlin & Downes 2010.
Questionnaires returned:
In 18 Primary Schools: 932
In 9 Secondary Schools: 677
Total: 1,609
Interviews conducted:
In 4 Primary schools: 26
Focus Groups 58
Consultations with Community groups: 99
A Mental Health Strategy
•A mental health strategy and fund for contexts of socio-economic disadvantage
Not one early school leaving problem: ESL is a behaviour with a range of
motivations,
•Beyond 8 week bereavement courses,
•Need for prevention and early intervention: non-verbal therapeutic intervention
Cf.
Familiscope ,
•NEPS – Reactive to critical incidents, not engaging with family level work,
•Alternatives to suspension,
•Drug prevention issue,
•Wider referral processes – reach withdrawn kids (Doll 1996; Downes 2004),
•Downes (2004) ‘being ignored because your head is down working is like a slap in
the face’.
A KEY GAP IN EXISTING INTERVENTIONS TO PREVENT EARLY SCHOOL
LEAVING
•From isolated programmes and territories to a multidisciplinary team based
approach,
• Isolated HSL,
•Narrow Behaviour Support Service,
•Overreliance on Teachers for Teacher-Support (formerly teacher-counsellor) service.
COMMON FINDINGS
•Evidence that some of the pupils and students that are most at risk of early school
leaving are falling through the gaps and not accessing existing afterschool services,
•The high levels of pupils experiencing problematic sleep patterns potentially
affecting their academic performance and linked in some responses to levels of
anxiety affecting their sleep,
• A notable minority of pupils and students who stated that they have no one to talk
with about their problems,
•The limited availability of drug prevention programmes in local schools,
• The need for system level work with parents, for example, regarding early
intervention strategies for their children’s literacy and speech and language
development,
•The need for early referrals,
•The need for early intervention regarding speech and language development, and
therapeutic emotional intervention.
Downes (2004) Ballyfermot research:
Results from these questionnaires and focus groups across the local schools
highlighted:
a) particular distress among a range of primary school students regarding bullying,
b) a link between non-attendance at school and bullying,
c) the need for emotional support, particularly regarding esteem for girls.
At secondary level, the need emerged for
a) more emotional support,
b) sex and relationship education,
c) interventions for problems of binge drinking affecting school performance for a
significant minority of students.
Downes & Maunsell (2007): Beyond Suspensions
-“Suspension is stupid, just gives them a break”
-“If you swing on a chair that’s enough for a suspension”
-“I was one of the boys who got suspended, cos being very cheeky”
-“About 8 out of 17 suspended, she suspended 7 people in one day”
- Worst thing about school “getting suspended”
-“He says if you do that boy you’ll be out of the school in a second and you’ll never
come back”
-“He threatens you, I’ll suspend you, I’ll expel you and you’ll never come back”
-“Get suspended for taking a sup of water”
One service provider suggests that: “suspension used a lot, need to put something
in place if suspended, not much endeavour to keep them in school”.
*The Irish post-primary figure of 5% for suspension, applied to the total
population of 332,407 students equates to well over 16,000 students
suspended from post-primary schools in 2005/6 (ERC/NEWB 2010).
THE NEED FOR COMMUNITY BASED EMOTIONAL
SUPPORTS
Would you talk to an adult working in the school about your
problems?
Yes
Primary 240
No
Primary 300
Maybe/depends Primary 25
Don’t know
Primary 6
No Answer
Primary 46
Yes
Secondary
131
No
Secondary
312
Maybe/depends Secondary
23
Early school leaving is a mental health issue !
Kaplan et al’s (1994) North American study of 4,141 young people tested in 7th
grade and once again as young adults which found a significant damaging effect of
dropping out of high school on mental health functioning as measured by a 10-item
self-derogation scale, a 9-item anxiety scale, a 6-item depression scale and a 6-item
scale designed to measure coping.
This effect was also evident when controls were applied for psychological mental
health as measured at 7th grade. The significant damaging effect of dropping out of
school was also evident even when controls were applied for gender, father’s
occupational status, and ethnicity
“At what time
do you usually
go to sleep on a
weekday?”
(Downes &
Maunsell, 2007)
Before Midnight
Midnight
After midnight
Varies/NA
School A %
42%
16%
---
42%
School B %
54%
16%
15%
15%
School C %
78%
9%
6%
7%
School D %
83%
6%
---
11%
School E %
40%
26%
---
34%
School F %
60%
8%
---
32%
School G %
81%
15%
---
4%
Downes (2004): A COMMUNITY BASED TEAM AND A SCHOOL BASED
TEAM – TWO SUBSECTIONS OF AN OVERALL JOINT TEAM
Overall aims of the recommended model:
•Targeting at risk children in early years of primary school for speech and
•language support
•Targeting identified at risk children/youth for emotional and social support
•Providing broader emotional and social support for other children/youth
•Outreach Targeting specific families for therapeutic and practical support
•Facilitating increased coordination between the network of local services
A key underlying goal of the project is to upgrade the skills of the
community and those working in the community, whether at the
levels of :
a) parental treatment skills for speech and language, ADD/ADHD, parental mediation in
bullying,
b) learning support/resource/Home-School Liaison teachers skills in applying and facilitating
interventions for speech and language, and for ADD/ADHD
c) teachers for conflict resolution,
d) peer support among the students and developing local youth as mentors
e) Emotional and social support interventions are developmental and sustained rather than
being once-off events
SYSTEM LEVEL FOCUS – INTERVENTIONS WITH CHILD, FAMILY, GROUPS
OF CHILDREN, AND TEACHERS
Service Delivery: Multidisciplinary team
Intervention Levels:
individual
group
family
teacher
whole school level.
Interventions at
Outcome indicators from interventions of multidisciplinary team:
improved school attendance (outreach dimension and improved school climate)
improved student motivation due to improved class climate
improved student concentration as trauma related issues being supported
improved sleep patterns influencing improved concentration and academic
performance
decrease in substance abuse influencing improved concentration and academic
performance
reduction and elimination of suspension and expulsion
decrease in school bullying bringing improved school attendance, improved
motivation for learning in school, less personal anxiety
professional development of teachers’ conflict resolution skills and social class
and ethnicity diversity awareness
improved engagement of parents with the school impacting on improving
motivation of the student to learn
a more democratic school climate improving school attendance and student
motivation to learn
increased tolerance of diversity and confidence for minority groups in the
school institutional culture
improved mental health and communication skills for students
improved self-image, self-esteem, self-efficacy for learning: overcoming
fatalism as a risk factor for early school leaving, substance abuse, other risk
behaviours
Familiscope?
Mission Statement
Familiscope exists to work with children, young people, families
and groups in the Dublin 10 Community who may experience
emotional, behavioural, communication and/or relationship
issues
Familiscope aims:

To prevent children and young people developing behavioural, emotional,
communication, psychological and relationship difficulties

To respond to children, young people and families with behavioural,
emotional, communication, psychological and relationship difficulties

To support people living and working with children and young people who
are already experiencing behavioural, communication, psychological and
relationship difficulties

To develop a model to facilitate the provision and delivery of a community
based psychological support service for children and young people
Familiscope objectives:

To provide child-centered family support interventions

To provide a range of appropriate therapeutic responses—individual,
couple, parent/child, family

To deliver a range of accessible speech and language related responses—
to children, young people, teachers, SNAs, parents, early education staff

To provide emotional and social support to children and young people
experiencing difficulties

To transfer skills to people living and working with children and young
people

To facilitate capacity building with people living and working with children
and young people
How does Familiscope achieve its aims and
objectives?

Speech and Language work—literacy groups, teacher language training,
class based language therapy, 1-1 therapy, language groups, partnerships
with schools– teachers, SNA s, partnerships with pre-schools & crèches,
partnerships with parents

Parenting work—Incredible Years, one to one support

Emotional support/interventions—key-working, individual therapeutic
interventions, attachment work

Behavioural support/interventions—lunch time clubs, Incredible Years
small group, individual therapeutic interventions

Family Support—child centred, practical, emotional, social, physical,
therapeutic interventions
Please note: the case management/co-ordinating approach used by Familiscope is key in ensuring these
Overview of statistics 2006-2009

IY Parenting: 62 parents (59 F 3 M)

Musical Beginnings: 46 mothers & babies (2009 programme commencing
Sept)

Counselling: 2009 17 (13 F 4 M)

Art Therapy direct work cases: 25 (20 F 5 M)

Child Welfare Programme
Total cases worked on to date: 60
2009 caseload: 25 families, 70 children (39 F, 31 M), 40 parents (27 F, 13 M),
34 on morning programme (20 F, 14 M)
Familiscope Intervention – Attendance
Outcomes Across Five Schools
Child A
D.O.B. 2002
Pre Familiscope
Intervention:
2007- 2008
Absent 89 days
Child B
D.O.B. 2000
Pre Familiscope
Intervention:
2006 -2007
Absent 121 days
*******
Child C D.O.B. 1998
Pre Familiscope
Intervention:
2007 – 2008
Absent 42 days
2008 – 2009
Absent 56 days
Child D
Pre Familiscope
Intervention
2006-2007: Absent 72
days
*******
*******
Post Familiscope
Intervention:
2008-2009: Absent 36
days
2009-2010 to date:
Absent 10 days
Post Familiscope
Intervention:
2007-2008:
Absent
38 days
2008 – 2009:
Absent
42 days
2009-2010 to date
Absent 9 days
********
Post Familiscope
Intervention:
2009 -2010 to date:
Absent 3 days
Post Familiscope
Intervention:
2007 – 2008: Absent 35
days
2008-2009: Absent 25
days
2009 -2010 to date:
Absent 10 days
Familiscope Intervention – Attendance
Outcomes Across Five Schools
Child E
D.O.B 2001
Pre Familiscope
Intervention:
Mar 2008 – Oct 2008:
Absent 25 days in 4
month period (only stats
available)
********
Post Familiscope
Intervention:
Oct 2008 – June
2009: Absent 15
days
Child F
D.O.B. 2002
Pre Familiscope
Intervention:
2007-2008:
Absent 15 days
2008- 2009
Absent 28 days
********
Child G
D.O.B. 2003
Pre Familiscope
Intervention:
2008 – 2009
Absent 110 days
Child H
D.O.B.2004
Pre Familiscope
Intervention:
Sept 2008 – Nov 2009
Absent 84 days
*******
********
Post Familiscope
Intervention:
Post Familiscope
Intervention:
Post Familiscope
Intervention:
Dec 2009 - to date
2009-2010 to date:
Absent 13 days
2009/2010 to
date
Absent 1 day
2009 – 2010 to date
Absent 16 days
Absent 5 days
Child I
Familiscope Intervention – Attendance
Outcomes
Schools
D.O.B. 2004
Child J
D.O.B.Across
2000
Child KFive
D.O.B.
2001
Child L
D.O.B. 1998
Pre Familiscope
Intervention:
2008 – 2009
Absent 25 days
Pre Familiscope
Intervention:
2007 to
2008
Absent 21 days
*******
Post Familiscope
intervention:
*******
Post Familiscope
intervention:
2009- 2010 to date
Absent 2 days
2008 –
2009
Absent 8 days
2009 – 2010 to
date
Absent 1 day
Pre Familiscope
Intervention:
2007 – 2008
Absent 33 days
2008 – 2009
Absent 28 days
Pre Familiscope
Intervention:
Case opened with the
Education Welfare Officer
in another area,
attendance was flagged
as a problem, statistics
unavailable
*******
*******
Post Familiscope
intervention:
2009 – 2010 to date
Absent 2 days
Post Familiscope
Intervention:
Nov 2009- 2010 to date
Absent 10 days
Familiscope Intervention – Attendance
Outcomes Across Five Schools
Child M
D.O.B. 2000
Pre Familiscope
Intervention:
2007 –
2008
Absent 50 days
Child N
D.O.B. 2002
Pre Familiscope
Intervention:
2007 – 2008
Absent 55 days
Child O
D.O.B. 2003
Pre Familiscope
Intervention:
2007 – 2008
Absent 66 days
Child P
D.O.B. 2000
Pre Familiscope
Intervention:
2008 – 2009
Absent 26 days
*******
*******
*******
*******
Post Familiscope
Intervention:
Post Familiscope
Intervention
Post Familiscope
Intervention:
Post Familiscope
Intervention:
2008 – 2009
Absent 28 days
2008 -2009
Absent 25 days
2009-2010
Absent 7 days
2008 – 2009
Absent 11 days
Current staff
Until Feb 2010
Administrator (30 hours)
Administration Assistant (19.5 hours)
Art therapist (4 days)
Child Welfare Team Leader (5 days)
Child Welfare Workers x 2 (5 days each)
Counsellors x 2 (contract basis)
Parenting work, child development,
musical beginnings (1 worker 22 hours)
Manager (5 days)
Speech & Language (access to 3-4
therapists as needs arise & funding permits
on a contract basis)
Interim measures from Feb 2010
Administrator (15 hours)
Administration Assistant (15 hours)
Art therapist (Sessional contract)
Child Welfare Team Leader (5 days)
Child Welfare Workers x 2 (5 days each)
Counsellors x 2 (contract basis)
Parenting work, child development,
musical beginnings (Sessional contract)
Manager (3 days)
Speech & Language (access to 3-4
therapists as needs arise & funding permits
on a contract basis)
Funding 2009
HSE Community Care—IY & S & L
€98, 964 (5.5 % cut 2010)
HSE Addiction Services – Child Welfare
Team Leader & some programme budget
€91, 115 (5.5% cut 2010)
DES Art/Music Therapy, contribution
towards Child Welfare, 15% towards
running costs
€99, 774
(33% cut 2010, with a view to 100% in
2011)
LDTF Towards F/scope service
€90, 114
(14% cut 2010)
DCC Towards F/scope service
€60, 000
(Exact sum for 2010 to be confirmed in
May)
DCC Child Welfare
€30, 000
ESB, Family Support Ag
€12, 500 (Counselling)
People in Need
Dormant Accounts
€25, 000 (S & L resource packs)
€30, 000 (Strengthening Families)
References
Doll, B. (1996). Prevalence of psychiatric disorders in children and youth: An agenda for advocacy by
school psychology. School Psychology Quarterly, 11, 20-47
Downes, P. (2004) Psychological Supports for Ballyfermot: Present and Future URBAN Ballyfermot.
Downes, P. (2004a) Voices of children: St. Raphael’s Primary School Ballyfermot URBAN Ballyfermot.
Downes, P., Maunsell, C & Ivers, J. (2006) A Holistic Approach to Early School Leaving and School
Retention in Blanchardstown. Blanchardstown Area Partnership
Downes, P & Maunsell, C. (2007). Count Us In. Tackling early school leaving in South West Inner City
Dublin: An Integrated Response. SICCDA and South Inner City Dublin Drugs Task Force
Ivers, J., McLoughlin, V & Downes, P. (2010). Current Steps and Future Horizons for CASPr: Review of
CASPr North-East Inner City After Schools Project. CASPr: Dublin
Kaplan, D.D., Damphousse, J.R. & Kaplan, H.B. (1994). Mental health implications of not graduating from
high school. Journal of Experimental Education, 62, 105-123
Millar, D. (2010). Analysis of school attendance data in primary and post primary school, 2006/7 and
2007/8. Dublin: ERC/NEWB