Week 12 Work effectively

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Week 12 Work effectively

  1. 1. CHCRF301E Work effectively with families to care for the child
  2. 2. Element 3 – Responding to a family's concerns • Recap 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
  3. 3. 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.
  4. 4. 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...
  5. 5. 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.
  6. 6. 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.
  7. 7. 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.
  8. 8. 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.
  9. 9. 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.
  10. 10. 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.
  11. 11. 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.
  12. 12. Element 4 – Facilitating the transition to care Week 12 17/10/2013 • • • • • Choosing a centre Enrolment The first day Arrivals and departures Collaborating with families about arrivals and departures • Attitudes towards child care CHC08 Community Services Training Package Learning Guide Pp 75 - 99
  13. 13. Element 5 – Facilitating the transition to care Choosing a centre
  14. 14. Element 5 – Facilitating the transition to care Choosing a centre • This can be a difficult decision. • All families not only need to like the person caring for their child they need to trust them. • The age of the child can make this decision less difficult.
  15. 15. Element 5 – Facilitating the transition to care Choosing a centre • All parents want what is best for their child. They may however have different ways of showing this, but ultimately it is every parent's aim.
  16. 16. Element 5 – Facilitating the transition to care Choosing a centre • So what can parents do to allay their fears about their child starting child care?
  17. 17. Element 5 – Facilitating the transition to care Choosing a centre A visit to the service can include • Introduction of staff (particularly relevant room staff); • A description of the program and activities offered; • What facilities the service has; • How the service can incorporate both the child's and family's individual needs.
  18. 18. Element 5 – Facilitating the transition to care Choosing a centre • Students to complete Activity 1 (4.2). p79
  19. 19. Element 5 – Facilitating the transition to care Choosing a centre • What concerns might a family have?
  20. 20. Element 5 – Facilitating the transition to care Choosing a centre • How to get their child to eat (if they are a fussy eater); • Sleep time – how much?, how they have time to individually rock a child to sleep?; • A shy child – how can they be encouraged to interact with others?; • Cultural/religious requirements.. • Toileting etc
  21. 21. Element 5 – Facilitating the transition to care Choosing a centre Activity 2 - WORKING IN PAIRS Imagine that you are a parent who is placing their child into a service for the first time. • What are the most important things you would like to hear? • What are the most important images would you like to see? • What do you see as important aspects or areas to be shown?
  22. 22. Element 5 – Facilitating the transition to care Choosing a centre SO WHAT WAS IMPORTANT? • First impressions (both physical and emotional); • The information given ... Was it relevant to what you were asking? Did you understand it?; • The non-verbal communication between staff and your family; • What you actually saw AND felt i.e. did both the children and staff appear happy and engaged?
  23. 23. Element 5 – Facilitating the transition to care Enrolment
  24. 24. Element 5 – Facilitating the transition to care Enrolment • The next stage of transition to care usually involves the enrolment process. • From a family's perspective, this is the first real chance to ask specifically how your service will meet their child's/children's needs. • This will be when much personal information about the family will be shared. • It will also provide them with the understanding of how continuity can happen between home and the service.
  25. 25. Element 5 – Facilitating the transition to care Enrolment and the orientation process • When does the orientation process start and stop? • Is it after the paperwork or the one or two visits before the child actually commences care? • The orientation process ends when ….
  26. 26. Element 5 – Facilitating the transition to care Enrolment and the orientation process • The family is able to say “I am comfortable with leaving my child here...;” • A trusting relationship has developed; • The child feels comfortable and relaxed – this process can take awhile depending on the individual child.
  27. 27. Element 5 – Facilitating the transition to care Enrolment and the orientation process • One of the most important aspects of helping a child to settle is to have familiar faces around them – it is important to have what is called continuity with staff, as often a child will emotionally need to bond with someone before they can start to feel comfortable and secure.
  28. 28. Element 5 – Facilitating the transition to care Enrolment and the orientation process ACTIVITY 3 Make a list of what things you would do or use at a service to help families throughout the orientation period.
  29. 29. Element 5 – Facilitating the transition to care Enrolment and the orientation process • Delegating a primary educator for the child – in those initial first few days or weeks; • Have a notice on the front or room door to welcome them as a new family; • A phone call on the first day to advise parents as to how the child is settling; • A welcome letter to the family prior to commencement at the service; • Introducing the family to other families.
  30. 30. Element 5 – Facilitating the transition to care Enrolment and the orientation process • Send home photographs – either electronically or printed, so that families can visually see how their child is progressing; • Send a certificate or first day laminated A4 poster with a photograph of their child etc • Welcome new families in the newsletter; • Make contact with families during those first few days, weeks and subsequent months to reflect on their experiences – is there anything else that could have been done to ensure the process ran more smoothly?
  31. 31. Element 5 – Facilitating the transition to care Enrolment and the orientation process • Developing positive relationships takes time and skill. We need to be skilled communicators, able to consider the points of view of not only the people we come into contact with, but absent parents as well. We need to consider the development of these relationships as a very important part of our day.
  32. 32. Element 5 – Facilitating the transition to care Enrolment and the orientation process ACTIVITY 4 Using your iPads, identify the Quality Area from the National Quality Standards that is relevant to settling new arrivals and their families. • Discuss. Those students who are already involved with a service are invited to comment about their orientation process.
  33. 33. Element 5 – Facilitating the transition to care Enrolment and the orientation process “ When we show a genuine interest in getting to know each child and their family as individuals we create a sense of belonging and of partnership.” 'Connecting with families – Bringing the Early Years Learning Framework to life in your community' p.8 www.deewr.gov.au
  34. 34. Element 5 – Facilitating the transition to care The first day
  35. 35. Element 5 – Facilitating the transition to care The first day • Families have the power to choose the service that they feel complement their practices and beliefs; • If the service that they have chosen is truly committed to the ideal of partnerships they will feel involved in the decision making process; • This is why it is so important to have a continual flow of information sharing between both parties.
  36. 36. Element 5 – Facilitating the transition to care Preparing the parent • Parents will at this stage have been given all relevant printed information; • They will have visited the service; • They will have asked questions and have had questions asked of them; • It is important to continue to work on this new relationship.
  37. 37. Element 5 – Facilitating the transition to care Preparing the child • If the family is feeling confident and happy about their decision, this will transfer to the child; • However – this is also dependant on the child and their personality/past experiences in care/readiness etc • The way in which children are assisted in the transition period is also dependant on their age and what they can relate to, understand, or articulate.
  38. 38. Element 5 – Facilitating the transition to care Reading – Abstract p 87 The day had finally arrived.....
  39. 39. Element 5 – Facilitating the transition to care Arrivals and departures
  40. 40. Element 5 – Facilitating the transition to care Arrivals • Leaving a child in care is not easy, and we need to recognise that it can be a very emotional time for them – even though they may have full confidence in the service. • Children need consistency in their lives – and the process of arriving at care and saying farewell to a family member should be consistent to assist them.
  41. 41. Element 5 – Facilitating the transition to care Departures This can be a very emotional time for parents. They will need guidance on how to approach departures. • Every family will differ in the way they choose to handle it; • We need to respect these differences and accommodate for the individual approaches.
  42. 42. Element 5 – Facilitating the transition to care Departures The following strategies can be used to assist parents when they are commencing care • Plan a relaxed morning. Pack the child's bag the night before so you are both feeling unhurried. Rushing adds to the stress of the situation. • Plan to spend some time with your child those first few mornings. Learn the names of some of the other children and toys so you can talk about them the next time your child comes.
  43. 43. Element 5 – Facilitating the transition to care Departures • When it is time to leave, say goodbye confidently. • Give the child a hug and a kiss and then leave. • Lingering can make the situation worse for both parties. • Saying goodbye assists greatly with the trust element. It is not emotionally empowering to just leave without saying goodbye. • If possible, plan shorter days initially until the child has settled in.
  44. 44. Element 5 – Facilitating the transition to care Departures • When it is time to go home at the end of the day, try not to be in a hurry to leave. Children will often want to show their family what they have done/seen etc while they are in the care environment rather than having to explain it on the way home. • Remember to pack a special comfort toy/blanket etc • Again, resist the temptation to just slip out in the morning.
  45. 45. Element 5 – Facilitating the transition to care Arrivals and departures Students who have been involved in child care are invited to describe the arrival and departure moments that they have observed. • What made them positive? • What could have been done if they were not positive?
  46. 46. Element 5 – Facilitating the transition to care Arrivals and departures • Students can now complete ACTVITY 5 (4.9) p89
  47. 47. Element 5 – Facilitating the transition to care Collaborating with families about arrivals and departures
  48. 48. Element 5 – Facilitating the transition to care Collaborating with families about arrivals and departures • Developing a routine for farewells is important for family and child alike. • Familiarity and routine creates security – for both parties; • Educators must recognise the value of these rituals and support them.
  49. 49. Element 5 – Facilitating the transition to care Collaborating with families about arrivals and departures ACTVITY 6 (4.10) • Students can now respond to the case scenarios as listed on pp 92-93
  50. 50. Element 5 – Facilitating the transition to care Attitudes towards child care
  51. 51. Element 5 – Facilitating the transition to care Attitudes towards child care • It is not our place to pat families on the back and say, “you are doing the right thing”. The truth is there really is nobody who can do this for families. Our role is to provide support to families to enable them to feel comfortable with their decision.
  52. 52. Element 5 – Facilitating the transition to care Attitudes towards child care • We need to acknowledge their feelings and help them to better understand what they are seeking for their child. We may never fully understand this because families may find it difficult to articulate.
  53. 53. Element 4 – Facilitating the transition to care Attitudes towards child care • The fact that we support families by trying to both understand and then work together to meet these aspirations is what a partnership is about. Students are to complete ACTVITY 6 (4.10)pp92 - 93
  54. 54. Element 5 – Facilitating the transition to care Attitudes towards child care Video – Raising children network Playgroups and preschool http://raisingchildren.net.au/articles/playgroups_video.html/context/1011
  55. 55. Element 5 – Facilitating the transition to care REMINDER ASSESSMENT TASK 1 DUE 31/10/2013

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