Transcript The Signs of Safety A Solution and Safety Oriented

Value Base of Social Work
Let’s imagine for one moment that a child
protection matter was happening in your family
and a social worker (may also be joined by a
Police officer) came knocking on your.
What would you need to see from them in their
manner, behaviour, attitude to feel confident
enough to allow them into your home and talk
to you, your family and your children?
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What is the Signs of Safety Approach?
Constructed around a comprehensive risk assessment framework that involves
everyone in the assessment (families and professionals) that focuses you on
harm/danger, existing strengths/safety and future safety.
Involves building
relationships with
all stakeholders
that are focused
on safety for
children.
A Questioning not
an expert approach
Signsof Safety Assessment and PlanningForm
What areweWorried About?
Past Harm to Children
What’s Working Well?
Existing Strengths
Action/ Behaviour – who, what, where,
when; Severity; Incidence& Impact
What Needs to Happen?
FutureSafety/ Protection
What must thecaregivers bedoingin
their careof thechild that addresses
thefuturedanger?
What does thefamily want
FutureDanger for Children
Worries for thefutureis nothing
changes.
Existing Safety/ Protection generally and in relation tosafety?
TheStrengths demonstrated as
protection over time.
Informed by
Core & Practice
Principles and
Practice Elements
From research and from
what workers and
families say is good
practice!
Must directly relateto danger.
Complicating Factors
Practiced from a
Stance of Humility
about what we think
we know
Factors which makethesituation
moredifficult to resolve.
Next Steps
What arethenext steps to betaken
to movetowards achievingthegoal?
Safety Scale: On a scaleof 0 to10 where10 meanseveryoneknowsthechildren aresafeenough for thechild protection authoritiestoclosethecaseand zeromeansthingsaresobad
for thechildren they can’t liveat home, wheredo weratethis situation? (If different judgements placedifferent people’s number on thecontinuum).
0
10
Supported by a
Skill Base
SFBT questioning
Safety Planning
Engaging Children
Skillful Use of Authority
Focused above all on BUILDING ENOUGH SAFETY to close the case.
A Little History
Andrew Turnell &
Steve Edwards
Collaboration 1993.
Interested in how
SFBT fitted with Child
Protection Work.
150 Practitioners
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The Tools
Assessment and Planning tool
Mapping frameworks
– 3 Columns
Tools to engage children
– Three Houses
– Wizard & Fairy
– Safety House
– Words & Pictures
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Thinking about a child/teenager in your life that you feel a worried about:
What are you Worried About?
What’s Working Well?
STEP ONE: START HERE, BACK AND FORWARDS
What has happened, what have
you seen, that makes you
worried about this
child/teenager?
What words would you use to
talk about this problem so that
____ would understand what
you’re worried about?
When you think about what has
already happened to ____ what
do you think is the worst thing
that could happen to ____
because of this problem?
Are there things happening in
child’s life, family community
that make this problem harder to
deal with?
What do you like about ___ what
are his/her best attributes?
Who are the people that care
most about ___? What are the
best things about how they care
for ____?
What would ___ say are the best
things about his/her life?
Who would ___ say are the most
important people in his/her life?
How do they help ___ grow up
well?
Has there been times when this
problem has been dealt with or
was even a little better? How did
that happen?
What Needs to Happen?
STEP THREE
Having thought more about
this problem now, what
would you need to see that
would make you satisfied
the situation is at a 10?
What would ___ need to
see that would make them
say this problem is
completely sorted out?
What do you think is the
next step that should
happen to get this worry
sorted out?
On a scale of 0 to 10 where 10 means this problem is sorted out as much as it can be and zero means things
are so bad for the young person you need to get professional or other outside help, where do you rate this
situation today? (Put different judgment numbers on scale for different people e.g., you, child, teacher etc).
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STEP TWO: JUDGMENT
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Thinking about a child/teenager in your life that you feel a worried about:
What are you Worried About?
What’s Working Well?
STEP ONE: START HERE, BACK AND FORWARDS
What has happened, what have What do you like about ___ what
you seen, that makes you
are his/her best attributes?
worried about this
Who are the people that care
child/teenager?
most about ___? What are the
What words would use to talk
about this problem so that ____ best things about how they care
for ____?
would understand what you’re
worried about?
What would ___ say are the best
things about his/her life?
When you think about what has
already happened to ____ what Who would ___ say are the most
important people in his/her life?
do you think is the worst thing
How do they help ___ grow up
that could happen to ____
well?
because of this problem?
HARM
Existing
Strengths
DANGER
Existing
Safety
What Needs to Happen?
STEP THREE
Having thought more about
this problem now, what
would you need to see that
would make you satisfied
the situation is at a 10?
FUTURE
SAFETY
What would ___ need to
see that would make them
say this problem is
completely sorted out?
What do you think is the
next step that should
happen to get this worry
sorted out?
Next Steps
Complicatin
g
Factors
On a scale
of 0 to 10 where 10 means this problem is sorted out as much as it can be and zero means things
Are their things happening in
____’s life or family that make
this problem harder to deal
with?
Has there been times when this
problem has been dealt with or
was even a little better? How did
that happen?
Animations Off
are so bad for the young person you need to get professional or other outside help, where do you rate this
situation today? (Put different judgment numbers on scale for different people e.g., you, child, teacher etc).
0
STEP TWO: JUDGEMENT
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Poppy’s House of Dreams
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Words and Pictures
1. A storyboard (words and pictures) for children to
help them understand events that are difficult for
adults around them to talk about
2. Parents and worker develop the words together
using the family’s own words.
3. Primarily used to explain worries, concerns and
difficult situations to younger children
4. Also used as part of a safety planning process as
children have a copy of a safety plan in a words and
pictures format
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Practice Example
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Reflections
• What do you like about what you’ve heard?
• What don’t you like about what you’ve heard?
• What questions do you have?
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