2. Element 3 – Responding to a family's
concerns
•
Recap Week 10
19/9/2013
• Parents concerns
• Following up on concerns
• Dealing with problem situations
CHC08 Community Services Training Package Learning Guide Pp 62 - 66
3. Parent's concerns
There is no training available to become a
parent. There is no training available that
allows families to stop worrying if they are
doing the right thing. However, there are
correct ways for children's services staff to
respond to families concerns.
Q
What could some of those concerns be?
(list on whiteboard)
4. Parent's concerns
•
•
•
•
•
Is my child eating correctly?
Are they getting enough sleep?
Do they have enough friends?
Are they accepted by their extended family?
Does their teacher like or engage enough with
them?
• Do they feel good about themselves?
5. Parent's concerns
• Parents will always have concerns over their
child's welfare, particularly when they are
separated during the day.
• It is our role to communicate support to the
families as they work through their concerns.
• Some concerns may not relate to the care
being provided.
6. Parent's concerns
LETS LOOK AT THE NQS
What would be the area that would be
relevant to our investigations today?
7. Parent's concerns
AGAIN, LETS LOOK AT THE NQS – in particular
Quality Area 6 Standard 6.2
• Look specifically at 'About Standard 6.2'
• And follow up with 'What we aim to achieve
with Standard 6.2' on p 155.
8. Following up on concerns
WHEN DEALING WITH CONCERNS IT IS IMPORTANT
THAT WE -
• Listen attentively and not interrupt the family
member. Do not assume you know what they
have to say.
• Ensure body language is open and receptive
• Use active listening and clarification
statements to demonstrate your interest and
understanding.
9. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED?
• You may be feeling confronted and
overwhelmed.
• Even though you may not be able to resolve
the problem, it is still important that the
family feels they have been heard.
10. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED? (cont)
• You may need to talk it over with someone –
possibly to gain some new perception on the
situation or to seek some information or
advice.
• Remember your confidentiality requirements.
• So ensuring it stays 'in house' is important – a
supervisor could be an appropriate person to
talk to.
11. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED? (cont)
• Families need to feel that they can trust you
to take their concerns seriously and not
dismiss them with a laugh or breach
confidentiality as you talk it over with another
family.
• If the concern is over an issue regarding the
service, what steps would you need to take in
line with a possible procedure?
12. Following up on concerns
BUT WHAT HAPPENS TO A CONCERN AFTER IT HAS
BEEN RAISED?
• Some concerns you will be able to assist with.
• Others will require a more qualified or senior
staff member (even if you feel you may be
able to deal with the issue).
• It is important that you become aware of what
types of concerns you can deal with vs what
more qualified staff are expected to deal with.
13. Element 3 – Responding to a family's
concerns
•
Week 11
10/10/2013
• Dealing with problem situations (cont)
• Looking at the big picture
• Assumptions
CHC08 Community Services Training Package Learning Guide Pp 66 - 72
14. Element 3 – Responding to a family's
concerns
“IT'S A PROBLEM....”
• READ TO THE CLASS THE SCENARIO ON PAGE 66 – use
as a discussion point.
15. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• Most problems are easily solved. Yet others are
not.
• It is not always possible to have an answer on
the spot.
• Some concerns may need to be taken to staff
meetings or to the owner/committee of
management.
16. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• How then, do we acknowledge the problem
and communicate our commitment to working
through it, without sounding like we are
dismissing the concern or not taking it
seriously?
17. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• ACTIVITY 1 Consider your response to the following...
• 1) The children are encouraged to take responsibility for their
environment. As part of the program, children are expected to
assist in packing away at the conclusion of activities. Recently
you have noticed that a small group of boys have been standing
back and not participating in this pack away time. You have
tried to encourage them but to no avail..Mohamed appears to
be the most resistant to clean up time. You decide to approach
his mother at the end of the day. Her response surprises you
“Yes, I have been meaning to talk to you about this. My son is
not expected to clean up. This is women's work and it is
demeaning to him.''
18. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• What do you say?
• How do you respect cultural views vs the rules of the service?
• Debate • GROUP 1 IS FOR RESPECTING THE CULTURE OF THE FAMILY
• GROUP 2 IS AGAINST THE CHILD NOT PACKING AWAY – AND
WANTS TO FOLLOW THE POLICY OF THE SERVICE.
• Using the knowledge you have gained in class write a list of dot
points to debate your case and we will deliver a final solution in
class.
19. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
• Your response could be...
“I had not realised that this was a concern for
your family, thank you for sharing this. Our
pack away policy is one that we have spent a
lot of time discussing at staff meetings. We had
not considered your expectations. I would like
to take your concerns back to our next staff
meeting on Thursday and discuss pack away
time further. We can then meet again, and talk
about this”.
20. Element 3 – Responding to a family's
concerns
DEALING WITH PROBLEM SITUATIONS
ACTIVITY 2 (3.4) p67/68
21. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• Sometimes the concerns that are expressed to
us are outside our area of expertise. When
families grow to trust us they will share
information – not always looking for a solution,
but as a way to deal or understand a situation.
• It is important to consider whether some of the
roles you are expected to play are appropriate...
22. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• BE MINDFUL OF THE ROLES YOU TAKE ON.
• Sometimes information given to us can be
quite personal and has strong implications in
terms of confidentiality.
• For us the challenge then lies in assisting
families in finding the help they need, without
taking on this role ourselves.
23. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• It can be tempting to talk about their concern
for their child from our own experiences, but
depending on the nature of this concern, this is
not always appropriate.
• You need to be comfortable about your own
training – what this qualifies you for –
and what it does not.
24. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• When you talking to a parent, you do need to
make them feel respected, and that they are
being listened to.
However, take note of the following key points
1) Acknowledge what has been said. Your role as
a listener is to understand what is being said.
Use any information to relate back to what is
happening in the service with the child.
25. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• 2) Decide whether this is a problem that is
within your level of ability or whether a
supervisor or outside referral is required.
• 3) Take action if the situation is do-able. This
could include having other educators at the
service involved – or taking it to a staff meeting
for further input.
26. Element 3 – Responding to a family's
concerns
THE BIG PICTURE
• 4) Agree to assist if possible (within the
guidelines of your role). Even if referred to
another agency, there may be ways to assist
both the family and the agency. As, once the
problem has been acknowledged, it is
important for everyone concerned that it is
worked through to the end.
27. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
Let us have a look at the following DVD...
• ECE PLP Have you thought about series...
How do we understand cultural diversity?
www.earlychildhoodaustralia.org.au/nqsplp/
28. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
• When we communicate with families, we need
to be careful that we are not using an
assumption based on their culture, age or
linguistic background as a characteristic in the
way we deal with them. Such assumptions can
prove dangerous in the establishment of a
partnership with families.
29. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
• Students can now view
Speaking two languages a DVD from the Raising
Children website
www.raisingchildren.net.au
– using the following links
GROWNUPS/WORKINGWITHFAMILIES/DIFFERENTCULTURES/
DIFFERENT CULTURES VIDEOS
Now, looking at video 2 – what are your comments?
30. Element 3 – Responding to a family's
concerns
ASSUMPTIONS
• When families bring a concern to us, they are
saying that they are trusting our judgement. They
believe that we will be professional in taking their
concern seriously.
• Rather than feel anxious, we should feel pleased
that families are comfortable enough to share
and express concerns with us.
• Even if we are not always in a position to answer
concerns, we are in a position to assist & and
listen so that they can get the help they need.
