This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$                                                                   ...
Tell$it$Like$it$Is$$$$                                                 ©$    $“!  How we communicate                      ...
“   Decision$making$by,$&$involvement$of,$statutory$$        services$in$peoples$lives$can$be$a$life$changing$            ...
Child Abuse & Child Protection are          inherentlydifficult & complex areas for us to explore.They challenge our whole...
Life is Complex, Dynamic, Constantly           Forming, Evolving & Reforming within                                 a Flui...
“In the beginner’s mind there are                               many possibilities, in the expert’sBorobudur,$Java,$Indone...
“      There$are$     There$are$                                              .$These$are$things$we$know$that$we$know.$$  ...
BE$AUTHENTIC$•    Be$Yourself$•    Be$Different$•    Give$More$•    Respect$Others$•    Be$Happier$•    Model$What$You$Want...
$$$$$    “$     ATTITUDE IS A LITTLE "     THING THAT MAKES A BIG$     DIFFERENCE$$     "     Winston Churchill"   ”$     ...
“ Hope is$one$of$the$main$issues$in$my$work.$Hopefulness$is$an$important$component$of$resilience. Hopefulness is expressed...
“$$   In$the$Middle$of$Every Difficulty                                      ”$$$    Lies$Opportunity                     ...
$$$$$    $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$   Don’t Run at the Wall - Find a Way Around It!      ...
Image$V$Bruno$Cals$   ©$R.Sneddon$2012$
Control Your Environment        –$a$key$principle$of$all$risk$and$stress$management$                                      ...
Calder$Training$&$onsultancy$(CaTaC)$2010$Image$–$Juan$Osborne$                                                ©$R.Sneddon...
BELIEVE$in$Yourself$&$Your$Team$V$Invest$in$both$&$always$seek$to$be$be&er$than$you$think$you$can$be$          LEAD YOUR  ...
Meet Less        Do More              ©$R.Sneddon$2012$
$Face Your Fears!$$$ The   Fears We Don’t Face Become Our Limits!$                                       Robin$Sharma$    ...
Believe in Your   Potential, Commit to Excellence, &                   Strive to be Better!                               ...
Create$Your$Own$Retreat$V$Find Time for Solitude:"Set out all that you need to say no to & say yesto other possibilities. ...
“ In$any$moment$of$decision$the$best$thing$you$can$do$is$$$       the right thing,$the$next$best$thing$is$$$    the wrong ...
$$                                A$good decision$                              does$not$guarantee$a$$$                   ...
$$CRITICAL THINKING Requires$  SELF AWARENESS$$$$$    Know Yourself &$Your$Limits$$$$$$$$$$$$$$$$$$$$$$    Become Comforta...
©$R.Sneddon$2012$
Recognise$that$NO$is$Some)mes$the$POSITIVE$AFFIRMATION$that’s$Required$to$Regain$CONTROL.$                                ...
Whatever$You$Call$It$V$“Healthy$Scep)cism,$Respec]ul$Enquiry$or$                                         Professional$Curi...
•  Events$Q$Cause,$Character,$Context$&$Consequence$                      •  Factors$of$Corrobora=on$&$Contradic=on$      ...
Its Your Brain!                                      V$Or$lose$it$Without$proper$exercise$the                 brain can lo...
JUST DO IT             “Nike”$as$adapted by Lord                    Laming a_er$reviewing$               progress$on$the$V...
Performance$Led$Prac)ce$$or$Practice LedPerformance?“   Not Everything that$can$be$Counted      Counts and$not$everything$...
Risk$Likelihood$is$about$Projected$Probability$&$While,$with$Prac)ce,$We$Can$Become$Good$at$Iden)fying$Risk$Poten)als$We$C...
Working with Difficulty   & Complexity                                 Means You Have to:    LISTEN to things Others Don’t...
Learning Organisations:Key$Characteris)cs$&$Components$   Openness                                Structure               ...
Assessment &$Analysis$are$the$Key$Founda)ons$on$which$Effective Planning$&$Interventions$Occur$                           ...
them!to!do!so!E!for!example,!in!circumstances!of!violent!men.!!!2.3!    10PractitionersAssessmentKey Assessment Principles...
©$R.Sneddon$2012$
Build the Picture – Tell the Story.!                                                                                      ...
Assess$the$Child$&$Family$across$All$3$Dimensions$–$Examine$Individual$Aspects$of$Each$&$the$Dynamic$Rela=onship$Across$&$...
IDENTIFIED$                                   CONCERN$                                  SINGLE/MULTIVAGENCY$RISK$ASSESSMEN...
GENOGRAMS            ©$R.Sneddon$2012$
GENOGRAMName:             Paternal Aunt/                 Uncle             Paternal Aunt/                                 ...
GENOGRAMName: Date:     Worker:                     © R.Sneddon 2012
ECOMAPS          THE$ECOMAP$$          The$EcoMap$is$a$simple$visual$assessment$tool$used$to$highlight$relationships$betwe...
ECOMAP on ...........                  CHILD$Name:                      Date:   ©$R.Sneddon$2012$
THE$CHRONOLOGY$$$$Chronologies$provide$a$key$link$in$the$chain$of$understanding$needs/risks,$including$the$need$for$protec...
Simple$Case$Example$CHRONOLOGYFAMILY/INDIVIDUAL:Date Last Reviewed/Updated: DATE       DETAIL OF EVENT   OUTCOME     NOTES...
Complex$Case$Example$CHRONOLOGYFAMILY/INDIVIDUAL:Date Chronology was Last Reviewed/Updated: DATE        DETAIL OF         ...
Understanding      Preparing for          Facilitating !    CHANGE Supporting         Sustaining                          ...
CYCLE OF CHANGE   10$Ques)ons$to$Consider$When$                  Working$for$Individual$Change.$                  1.  Is$t...
$$Thinking$about$change$but$      Not$thinking$about$change$                                                              ...
IDENTIFYING & TRACKING CHANGE!                                                                                            ...
This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$RIKKI SNEDDON, 2012A$collec=on$of$50$or$so$slides$aimed$at$helping$...
Do the Basics Well
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Do the Basics Well

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A collection of 50 or so slides aimed at helping convey simple understandings about frontline practice & management with children and families. Some to incentivise, some to motivate, others simply to inform.

The messages they reflect are not new – “acquire the history, build the story, grasp familial context & the significance of relationships, organise & analyse your information & identify patterns and trends”. Unfortunately though, in busy practice environments, working with multi-dimensional need and complex risk scenarios these simple messages and the tasking behind each can sometimes get lost.

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Do the Basics Well

  1. 1. This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$ Pay$A&en)on$to$the$Detail$Tell it Like it Is$Do It Like it MattersAll$Interven)on$has$Significance$ Rikki$Sneddon,$2012$for$Calder$Training$and$Consultancy$Ltd$$
  2. 2. Tell$it$Like$it$Is$$$$ ©$ $“! How we communicate &$ capture$prac)ce$percep)ons$of$need$&$risk,$ critically shapes the views of all involved,$the$interven)ons$ undertaken$&$the$potential outcomes achieved ” Calder$Training$&$Consultancy$(CaTaC)$2010$ ©$R.Sneddon$$2012$
  3. 3. “ Decision$making$by,$&$involvement$of,$statutory$$ services$in$peoples$lives$can$be$a$life$changing$ experience$$ ” Do$it$Like$it$Ma&ers$$$$ Calder$Training$&$Consultancy$(CaTaC)$2010$ ©$ ©$R.Sneddon$2012$
  4. 4. Child Abuse & Child Protection are inherentlydifficult & complex areas for us to explore.They challenge our whole mindset &world view, our ideas of family, parenting & childhoodas well as the limits of human behaviour and experience. © R.Sneddon 2012
  5. 5. Life is Complex, Dynamic, Constantly Forming, Evolving & Reforming within a Fluid Context. !THERE ARE NO EXPERTS!WE ARE ALL LEARNING! ©$R.Sneddon$2012$
  6. 6. “In the beginner’s mind there are many possibilities, in the expert’sBorobudur,$Java,$Indonesia$$ mind there are few ” ©$R.Sneddon$2012$
  7. 7. “ There$are$ There$are$ .$These$are$things$we$know$that$we$know.$$ .$That$is$to$say,$there$are$things$that$we$ ” know$we$dont$know.$But$there$are$also$ .$There$ are$things$we$dont$know$we$dont$know.$$ $ Donald$Rumsfeld,$US,$Secretary$for$Defense$$$ ©$R.Sneddon$2012$
  8. 8. BE$AUTHENTIC$•  Be$Yourself$•  Be$Different$•  Give$More$•  Respect$Others$•  Be$Happier$•  Model$What$You$Want$with$Who$You$Are$•  Live$Your$Dream$$ BE$REMARKABLE$ ©$R.Sneddon$2012$
  9. 9. $$$$$ “$ ATTITUDE IS A LITTLE " THING THAT MAKES A BIG$ DIFFERENCE$$ " Winston Churchill" ”$ ©$R.Sneddon$2012$
  10. 10. “ Hope is$one$of$the$main$issues$in$my$work.$Hopefulness$is$an$important$component$of$resilience. Hopefulness is expressed in opportunities for change, recovery and well being Graham Bryce. ”$ (Consultant Child & Adolescent Psychiatrist) ©$R.Sneddon$2012$
  11. 11. “$$ In$the$Middle$of$Every Difficulty ”$$$ Lies$Opportunity A.$Einstein$$ ©$R.Sneddon$2012$
  12. 12. $$$$$ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Don’t Run at the Wall - Find a Way Around It! ©$R.Sneddon$2012$
  13. 13. Image$V$Bruno$Cals$ ©$R.Sneddon$2012$
  14. 14. Control Your Environment –$a$key$principle$of$all$risk$and$stress$management$ ©$R.Sneddon$2012$
  15. 15. Calder$Training$&$onsultancy$(CaTaC)$2010$Image$–$Juan$Osborne$ ©$R.Sneddon$2012$
  16. 16. BELIEVE$in$Yourself$&$Your$Team$V$Invest$in$both$&$always$seek$to$be$be&er$than$you$think$you$can$be$ LEAD YOUR TEAM! ©$R.Sneddon$2012$
  17. 17. Meet Less Do More ©$R.Sneddon$2012$
  18. 18. $Face Your Fears!$$$ The Fears We Don’t Face Become Our Limits!$ Robin$Sharma$ ©$R.Sneddon$2012$
  19. 19. Believe in Your Potential, Commit to Excellence, & Strive to be Better! ©$R.Sneddon$2012$
  20. 20. Create$Your$Own$Retreat$V$Find Time for Solitude:"Set out all that you need to say no to & say yesto other possibilities. Robin Sharma ©$R.Sneddon$2012$
  21. 21. “ In$any$moment$of$decision$the$best$thing$you$can$do$is$$$ the right thing,$the$next$best$thing$is$$$ the wrong thing,$and$the$worst$thing$you$$$ can$do$is$nothing!$$ ”$$$ (Theodore$Roosevelt)$ Calder$Training$&$Consultancy$(CaTaC)$2010$ ©$R.Sneddon$2012$
  22. 22. $$ A$good decision$ does$not$guarantee$a$$$ good outcome$$ $An$undesirable NB:$A$good$outcome$$ outcome does$not$ does not prove that$ necessarily$mean$that$$ the decision was the decision was$ not the best in$the$ good!$$ circumstances$ ©$R.Sneddon$2012$
  23. 23. $$CRITICAL THINKING Requires$ SELF AWARENESS$$$$$ Know Yourself &$Your$Limits$$$$$$$$$$$$$$$$$$$$$$ Become Comfortable in Your Own Skin ©$R.Sneddon$2012$
  24. 24. ©$R.Sneddon$2012$
  25. 25. Recognise$that$NO$is$Some)mes$the$POSITIVE$AFFIRMATION$that’s$Required$to$Regain$CONTROL.$ ©$R.Sneddon$2012$
  26. 26. Whatever$You$Call$It$V$“Healthy$Scep)cism,$Respec]ul$Enquiry$or$ Professional$Curiosity”$ Don’t$Be$Afraid$to$Ques)on$the$Informa)on$ or$to$Exercise$Authority$ ©$R.Sneddon$2012$
  27. 27. •  Events$Q$Cause,$Character,$Context$&$Consequence$ •  Factors$of$Corrobora=on$&$Contradic=on$ •  Informa=on$–$Source,$Quality,$Integrity$ •  Aspects$of$AVachment$&$AVunement$ •  Dynamics$of$Power$&$Control$ •  Significance$of$Rela=onships$ •  Compliance$&$Resistance$ •  Impact$of$Interven=on/s$ •  Mo=va=on$&$Intent$ •  Poten=als$for$Bias$ •  Significance$of$Harm$ •  Poten=al/s$for$Change$ •  Expecta=ons$&$Timescales$ •  Enduring$Nature$of$Concern/s$ •  Responsibili=es$&$Accountabili=es$ •  Accommoda=on/s$of$Circumstances$ •  Mul=QDimensional$Aspects$of$Needs/Risks$ •  Individual/Genera=onal$PaVerns$of$Behaviour$ •  Your$Thoughts$&$Conclusions$About$What’s$Happening$ $$ $$ $$$ ©$R.Sneddon$2012$
  28. 28. Its Your Brain! V$Or$lose$it$Without$proper$exercise$the brain can lose function, memory decreases, and$processing,$thoughts$and$ reaction times slow. ©$R.Sneddon$2012$
  29. 29. JUST DO IT “Nike”$as$adapted by Lord Laming a_er$reviewing$ progress$on$the$Victoria$Climbie$ recommenda=ons.$$ ©$R.Sneddon$2012$
  30. 30. Performance$Led$Prac)ce$$or$Practice LedPerformance?“ Not Everything that$can$be$Counted Counts and$not$everything$that$Counts can be Counted ”$ ©$R.Sneddon$2012$
  31. 31. Risk$Likelihood$is$about$Projected$Probability$&$While,$with$Prac)ce,$We$Can$Become$Good$at$Iden)fying$Risk$Poten)als$We$Can’t$Predict$the$Future$with$100%$Accuracy.$$ As$a$Result$We$Have$to$Grasp$that$our$Projected$Risk$Understandings$Carry$ Inherent$Error$Poten)al$&$On$Occasion$We$Will$Not$Get$it$Right.$$ What’s$Important$is$that$we$Learn$from$These$Events.$$ ©$R.Sneddon$2012$
  32. 32. Working with Difficulty & Complexity Means You Have to: LISTEN to things Others Don’t Want to Hear SEE things Others Don’t Wish to SeeDISCUSS things Others Don’t Want to Talk About © R.Sneddon 2012
  33. 33. Learning Organisations:Key$Characteris)cs$&$Components$ Openness Structure Information Sharing Systems Organisational Leadership Culture Celebrates Human Positives Resources Opportunities Risk ©$R.Sneddon$2012$
  34. 34. Assessment &$Analysis$are$the$Key$Founda)ons$on$which$Effective Planning$&$Interventions$Occur$ ©$R.Sneddon$2012$
  35. 35. them!to!do!so!E!for!example,!in!circumstances!of!violent!men.!!!2.3! 10PractitionersAssessmentKey Assessment Principles Key Should Consider These 10 Principles$ 1.! Gather!&!read!the!available!records!&!information!–!all!of!them!! ! 2.! Identify!and!gather!information!that!is!referenced!but!not!at!hand! ! 3.! Build!as!full!a!history!as!possible!relating!to!the!child,!parent/carer!and!child’s!wider!world! ! 4.! Check!this!history!for!corroboration!and/or!disagreement!with!the!various!parties’!involved!–!child,! family!and!other!professionals.! ! 1 5.! Build!the!case!chronology!of!significant!events!(single!or!multi!agency) ! ! 6.! Consider!the!4!C’s!–!Cause,1Character,1Context1and1Consequence!E!of!any!significant!event!for!all! involved!! ! • Cause!E!!!What!is!stated!or!noted!to!be!triggering!the!event! • Character! E! Describe! the! concerns/abuse! E! be! specific! on! the! detail! not! just! the! generalities! (eg.! “assault! to! the! body”! E! assault! by! punches!targeting! the! chest! and! arms,! causing!fracture,!bruising!and!lacerations)!! • Context! E! ! What! was! happening! at! the! time! E! actual! circumstances! of! the! event/s! (e.g:! timing,!location,!presence!of!others,!etc)! • Consequence!E!What!is!the!impact!and!outcome!of!the!event!or!circumstances!–!individual! and/or! cumulative?! Again! note! the! detail! and! specifics,! identify! individual! or! collective! vulnerabilities,!risks!and!harm/s.!! ! 7.! Examine!the!evidence!baseE!Identify!where!circumstances!and!events!are!corroborated,!challenged! or!contradicted!by!information!from!other!sources.!!Note!the!different!sources,!how!long!concerns! have! existed! and/or! if! prevalent! across! generations.! ! Identify! the! significance! of! the! concerns! for! individual! and! family! functioning,! for! the! particular! child/young! person,! for! effecting! potential! change,!for!efforts!to!be!made!at!addressing!needs!and!reducing!risks.! ! 8.! Build!visual!reference!material!to!support!your!analysis!and!help!convey!understandings!with!the! family!and!other!colleagues!through!the!use!of!EcoMaps,!Genograms!–!ensure!copies!are!retained! within!core!records! ! 9.!! Balance!informed!analysis!with!practitioner!intuition–!practitioner!senses!are!an!inherent!part!of!. assessment,!and!should!be!acknowledged!within!the!analysis!process! ! 10.! Revisit!and!reconsider!the!initial!analysis!and!conclusions!reached!through!multiEagency!case ! planning!and!review!processes! ©$R.Sneddon$2012$
  36. 36. ©$R.Sneddon$2012$
  37. 37. Build the Picture – Tell the Story.! •  3D$Assessment$ Generic Risk Indicators •  Chronologies$ •  Family$History$ Risk Indicators Particular to the Child (How I Grow and Develop) Risk Indicators Child Child Child Child Notes 1 2 3 4 Premature birth / low birth weight •  Genograms$ Early prolonged separation at birth Baby born with substance withdrawl (NAS) •  EcoMaps$ Very young - highly dependent (birth - 5 yrs) Cries frequently, difficult to comfort •  Risk$Indicators$ Difficulties in feeding/toileting Periods of separation from parent / primary caregiver •  Profile$the$Child$ Adopted or step-child Fostered Child developmental •  Profile$the$Adult/s$ delay Child mental health difficulties Child learning disabilities Child behavioural •  Assess$&$Measure$Change$$$ difficulties Each indicator needs to be considered and comment put against each R = Relevant NR = Not relevant N/K = Not Known This Document is Subject to License & Protected by Copyright © 31 Do$the$Basics$Well!$ ©$R.Sneddon$2012$
  38. 38. Assess$the$Child$&$Family$across$All$3$Dimensions$–$Examine$Individual$Aspects$of$Each$&$the$Dynamic$Rela=onship$Across$&$Between$Them$ SCOTLAND$ IAF$ Integrated$Assessment$ Framework$ COMMON NATIONAL ASSESSMENT PROCESSESSCOTLAND$–$GIRFEC$&$IAF$ IN THE U.Kh&p://www.scotland.gov.uk/Topics/People/YoungVPeople/gehngitright$$ ENGLAND$ NORTHERN$ &$WALES$ IRELAND$ENGLAND$&$WALES$V$CAFh&p://www.educa)on.gov.uk/childrenandyoungpeople/strategy/integratedworking/ CAF$ UNOCINI$caf/a0068957/theVcafVprocess$ Common$Assessment$ Understanding$the$ Framework$ Needs$of$Children$in$NI$NORTHERN$IRELAND$V$UNOCINI$h&p://www.dhsspsni.gov.uk/index/ssi/ossV FAMILY$&$SOCIAL$ENVIRONMENTAL$FACTORS$childrensVservices.htm$$ Family$History$&$Func)oning,$Extended$Family$&$Networks,$Social$&$ Community$Resources,$Housing,$Employment$&$Income,$Belonging$$ ©$R.Sneddon$2012$
  39. 39. IDENTIFIED$ CONCERN$ SINGLE/MULTIVAGENCY$RISK$ASSESSMENT$ RISK$ANALYSIS$ RISK$MANAGEMENT$ STAGE$1$ STAGE$2$ STAGE$3$ TOOLS$ $ TOOLS$ TOOLS$ $GIRFEC$WELLVBEING$WHEEL$&$ RISK$PROMPTS,$RVV$MATRIX,$ MY$WORLD$TRIANGLE$ GENOGRAM,$ECOMAPS,$ SINGLE$CHILDS$PLAN$$ CHRONOLOGIES,$CYCLE$OF$ (CARE$PLAN/MULTIVAGENCY$ PROTECTION$PLAN)$ CHANGE$ ©$M.$Calder,$M.$McKinnon$&$R.Sneddon$2012$
  40. 40. GENOGRAMS ©$R.Sneddon$2012$
  41. 41. GENOGRAMName: Paternal Aunt/ Uncle Paternal Aunt/ Step-Mother Sibling Uncle PaternalG/FATHER Paternal Aunt/ FATHER Sibling Uncle PaternalG/MOTHER PARENTS CHILD Child of Child MaternalG/FATHER Maternal MOTHER Sibling Aunt/Uncle MaternalG/MOTHER Maternal Step-Father Sibling Aunt/Uncle Maternal Aunt/Uncle Date: Worker: © R.Sneddon 2012
  42. 42. GENOGRAMName: Date: Worker: © R.Sneddon 2012
  43. 43. ECOMAPS THE$ECOMAP$$ The$EcoMap$is$a$simple$visual$assessment$tool$used$to$highlight$relationships$between$a$child,$their$ family$and$their$social$network.$Practitioner$and$Service$User$together$map$out$the$key$connections$ between$the$child,$the$family$and$their$ecological$environment.$Identifying$theses$links$clarifies$and$ organises$information$displaying$familial$dynamics;$raising$issues$about$the$character$and$reciprocity$ of$relationships,$and$access$to$or$absence$of$available$resources.$ $ The$EcoMap$uses$standard$symbols$to$express$how$the$child/young$person$connects$with$the$radial$ elements$in$their$life$–$family,$people,$organisations,$activities$etc.$For$example,$a$Solid$Line$may$ indicate$a$Strong$and$Healthy$Relationship,$while$a$Broken$Line$represents$a$weaker$tie.$Arrows$ can$be$added$at$the$end$of$each$line$to$indicate$reciprocity$of$some$relationships$while$Stressful$or$ Adverse$relationships$are$represented$by$a$Dotted$Line$crossed$by$several$Hashed$Lines.$ $ Using$the$EcoMap$the$practitioner$can$work$directly$with$the$child/family$in$an$effort$to$better$ identify$those$relationships$that$are$strong$and$resilient$and$those$that$may$be$characterised$by$risk$ and$adversity.$$ $ As$a$simple$visual$tool$the$EcoMap$can$helpfully$support$the$analysis$and$understandings$of$family$ relationships$and$assist$improve$grasp$of$the$child/young$person’s$wider$circumstances.$ $ Place$the$person$of$focus$H$Child/Young$Person,$Parent/Carers$or$Family$H$at$the$centre$ $ Identify$the$significant$relationships$this$person$has$to$other$people,$organisations$and$activities$ $ The$EcoMap$is$good$at$identifying$a$family’s$focus$on$and$for$the$child$as$well$as$its$resilience$and$ vulnerability$to$crisis.$ $ Using$the$key$below,$draw$connecting$lines$that$identify$the$character$of$connection/relationship$ between$the$person$of$focus$at$the$centre$and$the$other$people,$organisations,$and$activities$that$ are$noted$around$them.$ KEY$ = A Strong Relationship = A Weak/Vulnerable Relationship = A Stressful/Adverse Relationship ©$R.Sneddon$2012$
  44. 44. ECOMAP on ........... CHILD$Name: Date: ©$R.Sneddon$2012$
  45. 45. THE$CHRONOLOGY$$$$Chronologies$provide$a$key$link$in$the$chain$of$understanding$needs/risks,$including$the$need$for$protec=on$from$harm.$Secng$out$key$events$in$sequen=al$date$order,$they$give$a$summary$=meline$of$child$and$family$circumstances,$paVerns$of$behaviour$and$trends$in$lifestyle$that$may$greatly$assist$any$assessment$and$analysis.$They$are$a$logical,$methodical$and$systema=c$means$of$organising,$merging$and$helping$make$sense$of$informa=on.$They$also$help$to$highlight$gaps$and$omiVed$details$that$require$further$explora=on,$inves=ga=on$and$assessment.$$$$$They$can$and$should$also$be$used$to$promote$engagement$with$the$service$user/s.$The$content$of$chronologies$is$however$determined$by$individual/collec=ve$professional$judgements$as$to$what$is$in$fact$significant$in$a$child$and$family’s$lives.$They$should$not$replicate$or$aVempt$to$subs=tute$for$case$recording$but$should$rather$provide$clear$outline$of$the$most$important$elements$of$individual$or$family$circumstances.$$$$As$noted$in$recent$SWIA$Prac=ce$Guidance$on$Chronologies,$chronologies$need$to$be:$$$Succinct–$if$too$detailed$and$capturing$every$issue$or$contact$they$lose$their$value.$$$$Simple,$ensuring$that$informa=on$can$be$effec=vely$and$efficiently$combined$and$sorted.$$$$Standardised$in$format$u=lising$a$shared$template$to$capture$core$details$and$events.$$$Chronologies$can$be$single$agency$or$mul=$agency$in$character,$simple$or$sophis=cated$in$format,$individual$or$collec=ve$in$focus$and$can$be$used$for$a$variety$of$purposes.$A$good$Chronology$is$a$cri=cal$tool$in$helping$make$sense$of$the$complexity$of$a$child$and$family’s$life$and$circumstances.$It$also$establishes$a$sound$founda=on$for$future$understandings,$and$analysis$where$professional$staff$change$or$new$staff$or$services$come$on$board.$Chronologies$are$however,$not$an$end$in$and$of$themselves;$rather$they$cons=tute$one$significant$element$of$the$suite$of$tools$that$we$point$to$as$useful$in$facilita=ng$analysis$of$needs/risks$in$assessments$and$interven=ons.$(Risk$Indicator$Sheets,$Risk$Prompts,$EcoMaps,$Genograms$&$the$Cycle$of$Change)$$$ ©$R.Sneddon$2012$
  46. 46. Simple$Case$Example$CHRONOLOGYFAMILY/INDIVIDUAL:Date Last Reviewed/Updated: DATE DETAIL OF EVENT OUTCOME NOTES/ CODE OF COMMENTSEVENTSignature:Job Title: ©$R.Sneddon$2012$
  47. 47. Complex$Case$Example$CHRONOLOGYFAMILY/INDIVIDUAL:Date Chronology was Last Reviewed/Updated: DATE DETAIL OF ACTION OUTCOME SOURCE AGREED AGE NOTES CODE OF EVENT OF INFO BY OFEVENT FAMILY CHILD Y NSignature:Job Title:All Materials Copyright Protected © 2012 44 ©$R.Sneddon$2012$
  48. 48. Understanding Preparing for Facilitating ! CHANGE Supporting Sustaining ©$R.Sneddon$2012$
  49. 49. CYCLE OF CHANGE 10$Ques)ons$to$Consider$When$ Working$for$Individual$Change.$ 1.  Is$there$a$clear,$shared$understanding$of$concern$by$service$user$ 2.  Are$they$thinking$about$the$need$for$change?$ 3.  What$are$the$factors$that$support$the$poten)al$for$change$and/or$ lapse/relapse?$ 4.  Are$they$mo)vated$to$change?$ 5.  Are$there$indicators$of$intent$&$planning$to$support$change?$ 6.  Are$they$able$&$willing$to$work$openly$&$honestly$with$services$to$ address$the$iden=fied$concerns?$ 7.  Are$they$mo)vated$&$posi)vely$engaged$with$others$to$secure$ change?$ 8.  Is$there$Professional$Confidence$that$engagement$is$genuine$&$ sincere?$ 9.  Is$change$being$achieved,$progress$being$made$&$improvement$ being$sustained$by$them?$ 10.  If$lapse/relapse,$what$factors$were$contributory?$ $ ©$R.Sneddon$2012$
  50. 50. $$Thinking$about$change$but$ Not$thinking$about$change$ undecided$re$need$to$change$$ Where$the$ Pre$Contempla)on$ Contempla)on$ individual$begins$ to$show$intent$to$ change$&$starts$to$ plan$for$change$ This$is$an$important$ aspect$of$change$&$can$ Lapse/Relapse$ CYCLE$$ Prepara)on$ lead$to$a$return$to$ behaviours$of$concern$ OF$ CHANGE$Sustaining$the$changes$made$over$)me$ Maintaining$the$changes$ made$ Las)ng$Change$ Maintenance$ Ac)on$ $$$$$$$$$$$$$$$$The$individual$is$ mo)vated$&$works$with$others$ to$start$to$effect$change$$Adapted$from$Prochaska$&$DiClemente$1983$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ©$R.Sneddon$2012$
  51. 51. IDENTIFYING & TRACKING CHANGE! 2$ 1$ Thinking$about$ change$but$ undecided$about$the$ Not$thinking$ need$to$change$$ about$change$ 3$ Lapse/Relapse$ CYCLE$$ Showing$intent$to$ change$&$star)ng$to$ OF$ plan$for$change$ CHANGE$ 6$ 5$ 4$ Las)ng$change$ Mo)vated$to$change$ Successfully$ &$working$with$ Maintaining$the$ others$to$start$to$ changes$made$ effect$change$$ Date$ Current$Posi)on$ Period$for$Change$$ Target$Posi)on$ Actual$Posi)on$Aser$ Review$12$Sept$2012$ 1$ 4$Weeks$ 2$ 2$10th$Oct$2012$ 2$ 4$Weeks$ 3$ Lapse$Name: $ $ $ $ $ $Signed:$$Worker:$ $ $ $ $ $ $Signed:$$Adapted$from$Prochaska$&$DiClemente$1983$$&$the$Graded$Care$Profile$by$Polnay$&$Srivastava$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ ©$R.Sneddon$2012$ $$
  52. 52. This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$RIKKI SNEDDON, 2012A$collec=on$of$50$or$so$slides$aimed$at$helping$convey$simple$understandings$about$frontline$prac=ce$&$management$with$children$and$families.$Some$to$incen=vise,$some$to$mo=vate,$others$simply$to$inform.$$$The$messages$they$reflect$are$not$new$–$“acquire$the$history,$build$the$story,$grasp$familial$context$&$the$significance$of$rela)onships,$organise$&$analyse$your$informa)on$&$iden)fy$pa&erns$and$trends”.$Unfortunately$though,$in$busy$prac=ce$environments,$working$with$mul=Qdimensional$need$and$complex$risk$scenarios$these$simple$messages$and$the$tasking$behind$each$can$some=mes$get$lost.$$Many$of$the$messages$&$tools$operate$on$a$visual$basis$&$aim$to$help$iden=fy$and$present$key$aspects$of$an$assessment.$As$such$they$can$be$easily$used$to$communicate$core$data$with$families$and$other$prac==oners$and$professionals.$In$this$way$we$can$demys=fy$risk$and$build$collec=ve$understandings$that$may$be$beVer$shared$and$understood$such$that$interven=ons$and$outcomes$for$children$&$families$can$be$significantly$improved.$$$Some$of$this$material$reflects$work$done$with$Mar=n$C$Calder$&$Moira$McKinnon$for$the$Scocsh$Governments$Na=onal$Mul=$Agency$Risk$Framework$2012.$$Any$use$of$this$material$must$occur$within$the$limits$of$the$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Crea=ve$Commons$Licence$and$with$appropriate$acknowledgement$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$of$source.$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$“Tell it like it is – Do it like it matters”$ Rikki$Sneddon$2012$for$Calder$Training$and$Consultancy$Ltd$$$

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