Cwc Children200612 2
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This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
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The document summarizes findings from a parental opinion survey in the UK that explored parents' experiences, views, and confidence in various parenting domains. Key findings include:
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This document discusses establishing relationships and communicating with parents of children in early childhood education. It emphasizes listening to parents, developing partnerships through shared decision making, and honoring the parental role. Information is exchanged through various formal and informal strategies like daily reports, notices, and newsletters. Educators will collaborate with parents on care practices to provide continuity between home and the service, such as following routines for sleep, feeding, toilet training, and behavior management. The document also addresses responding respectfully to any parental concerns according to the complaints policy, and maintaining privacy and confidentiality. A community resource file is suggested to help families access support services.
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This document summarizes an approach to consultancy, training, and development for residential child care. It describes a case where a staff team was experiencing daily aggression from children in their care and felt a lack of support from management. The staff team was in crisis and on the verge of walking out. The authors' organization, MOSAIC Consortium, provided an initial consultation that prevented the walk-out. The staff team outlined needs including training, supervision, understanding trauma and its impacts, and therapeutic skills. The consultant found the staff team's emotional pain and anxiety to be evident during the meeting.
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The document provides an introduction and evaluation of a social pedagogy training programme delivered to staff at Sycamore Services in Scotland. Some key points:
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This document summarizes a thesis written by Emily Carrick titled "Non-Directive Play Therapy with Children and Young People in Residential Care: A Qualitative Study of Play Therapistsโ Experiences." The thesis explores the experiences of 7 play therapists conducting non-directive play therapy in residential care settings through semi-structured interviews. The interviews uncovered several themes including the complex mental health needs of children in residential care, the challenges of establishing therapy in these settings, and difficulties achieving stability for the children. The study provides insight into play therapists' perspectives on working with this client group in residential facilities.
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This document summarizes key points from a presentation on principles and practices of risk assessment and management with young people. The presentation covered:
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This document provides an introduction and overview for a two-day training pack on communicating with children during assessments of their needs. The training aims to improve practitioners' competence and confidence in involving children in the assessment process. It was developed based on evidence that children's voices are often absent from assessments, despite guidelines requiring their participation. The pack contains 16 sessions with exercises, presentations, and handouts to help practitioners understand child development, barriers to communication, tools for assessment, and techniques for accurately representing children's views and needs. The overall goal is for assessments to be more child-centered and for decisions to truly reflect children's perspectives.
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The document summarizes several research studies that sought to understand children's perspectives on various topics. Children reported that they are most likely to first confide in family members rather than professionals. They described social workers as lacking understanding, imposing their own views, and not maintaining confidentiality. Children wanted professionals who are good listeners, available, non-judgmental, have a sense of humor, and maintain trust and confidentiality. Many children felt their voices were not heard in court proceedings. Being in care was described as confusing and lonely by some children, though others felt happy. Children wanted reliable professionals who keep promises and take the time to listen to them.
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The document outlines 10 areas of danger and concern related to physically restraining children:
1) Neck holds, prone restraint, seated holds, supine restraint, basket holds, and pain compliance are highlighted as carrying risks of injury or death.
2) Obstructing a child's mouth or nose and certain seated holds that restrict breathing are also dangerous and should never be used.
3) Prone restraint and medication a child is taking can increase risks and require careful risk assessment in each situation.
Service providers and individual staff are responsible for only using restraint methods that are safe and appropriate for the situation.
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Attachment refers to the affectionate bond between individuals that provides emotional closeness and endures over time and space. It offers a safe base and supports psychological, physical, cognitive, and moral development from infancy through adulthood. Attachment behaviors signal a child's need for care and protection. Patterns of attachment include secure, ambivalent, avoidant, and disorganized. While concepts of attachment are universal, aspects vary across cultures. A lack of attachment can cause difficulties relating to others, developing social skills, caring for others, and following rules. Separation and loss involve stages of shock, denial, anger, bargaining, sadness, and eventually resolution.
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1) The document discusses how to properly represent children's voices and perspectives in assessments. It notes that often children's views are absent, minimized, or given less weight than adult perspectives.
2) Examples are given of ways children's voices have been silenced or their views misrepresented in reports by not directly quoting them, portraying them as minor characters, or making presumptions about what they might say.
3) The document provides guidance on best practices for ensuring children's voices are included, such as acknowledging information gaps about the child, putting information in context, and directly consulting with the child.
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This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
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An ecological perspective views child development as being shaped by the interaction between the child's needs, the parents' ability to meet those needs, and wider environmental factors over time. These environmental factors include the macrosystem of government policies, the exosystem such as parents' employment conditions, and the links between microsystems like home and school. A child's development is influenced not just by their family, but also by societal attitudes, the availability of community resources, and other external stressors and supports that impact parents' ability to care for their children effectively. An ecological approach recognizes that addressing social problems requires confronting their societal and systemic roots, not just treating individuals.
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Personal Communication Passports provide a practical way to communicate key information about children with communication disabilities across transitions in an accessible format. The passports draw together complex information about a child's communication abilities, preferences, and needs in a clear and positive way. This helps ensure staff and others can consistently interact with and support the child. Evaluation found passports to be more effective than traditional records at conveying accurate personalized information. The passports focus on empowering children and improving communication, rather than just listing problems. They provide guidance on each child's unique communication and how to include their views.
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This document provides a summary of the proceedings from the National Centre for Excellence in Residential Child Care's annual conference.
The conference examined leadership and management in residential child care through various presentations and seminars. Positive leadership and management are essential for providing high-quality care for children, while maintaining the child-centered approach. The conference explored research on leadership, developments in measuring outcomes for children, and how outcomes are viewed internationally. Topics included social pedagogy, restorative justice, leaving care, mental health issues, and workforce planning - all highly relevant to residential child care.
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This document discusses ways that experiences with physically restraining children can provide learning opportunities. It emphasizes that after a restraint, time should be given to the restrained child, those involved, and managers to reflect. The child should have a chance to discuss their perspective and feelings, and identify alternative behaviors. Staff should also have time to reflect on how to improve practice and build a culture of open discussion. The overall goal is for all parties to learn from what happened and develop plans to handle similar situations differently in the future.
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This document provides the proceedings from the National Centre for Excellence in Residential Child Care's annual conference in 2006. It includes summaries of presentations on various topics related to residential child care such as defining the role of homes, ensuring stability, addressing costs, and improving outcomes for children. The keynote speech by the Parliamentary Under-Secretary of State discusses the government's Care Matters green paper which aims to transform the care system so that children in care can achieve better outcomes and have more stable placements like a family. It outlines proposals related to commissioning, placement practice, qualifications for staff, and addressing continued non-compliance with standards.
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This research summarizes findings from a comparative study of residential child care in Finland, Ireland, Scotland, and Spain. The study used both qualitative and quantitative methods, including reviewing histories of each country's systems, analyzing statistics, interviewing young people, staff, managers, and policymakers. Key findings include: young people suffered trauma before care and have emotional disturbances; relationships with caring staff are important to their well-being; countries show progress but also need improvement in areas like inter-disciplinary collaboration, mental health services, and education; an action research model helped empower young people and improve reflective practice; overall, the systems show similarities and differences, all working to improve quality of care.
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This document provides guidance for residential child care practitioners and managers on physically restraining children. It emphasizes that restraint should only be used as a last resort to prevent harm when no other options are available. The guidance aims to build confidence in staff around appropriately restraining children when necessary. It is intended to help practitioners and managers develop policies and practices, provide training, and ensure restraint is done safely and respects children's rights. The guidance can be used for staff training, supervision, developing good practices, and quality assurance regarding the restraint of children in residential care.
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The document discusses risk assessment and care planning for children in residential care. It states that care planning is central to caring for a child and defines the aims of their placement and how to meet those aims. Risk assessments should be done for the establishment as a whole, individual children, and specific events. Care plans should anticipate but not assume a child will be restrained and only allow for restraint in exceptional circumstances to secure a child's welfare. Managers must also protect staff safety when making care plans.
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Cwc Children200612 2
- 1. Principles and Practice in Communicating With Children
Editor's Notes
- This slide explains what the rest of the presentation will be about.
- Article 12 of the UNCRC: โState parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the childโ. Get a quote from the Framework for the Assessment of Children in Need. Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the children act 2004 A guide to interagency working to safeguard and promote the welfare of children
- A number of child death enquiries have indicated that if children had been listened to, the evidence about the risk would have emerged . Spending time with children, and talking to them, and making sure that you are actively listening and taking seriously what they say is an essential safeguarding activity. Laming Recommendation 26 Directors of social services must ensure that no case involving a vulnerable child is closed until the child and the childโs carer have been seen and spoken to, and a plan for the ongoing promotion and safeguarding of the childโs welfare has been agreed. (paragraph 4.183) Recommendation 35 Directors of social services must ensure that children who are the subject of allegations of deliberate harm are seen and spoken to within 24 hours of the allegation being communicated to social services. If this timescale is not met, the reason for the failure must be recorded on the case file. (paragraph 5.127) I found it hard to understand the evidence I heard from qualified social workers about what they described as a lack of clarity on how they should assess the needs of a child and its family. While the National Assessment Framework was published more recently, and welcomed, I would have expected qualified social workers at the time Victoria needed protection to be capable of completing an assessment of her needs. The Children Act 1989 had been implemented in 1991. The forms for this purpose were available and senior managers accepted that the tasks had been completed. In reality, however, the conversations with Victoria were limited to little more than โhello, how are you?โ. The only โassessmentโ completed involved the writing down of limited and sometimes contradictory information provided by Kouao.
- From Making Every Child Matter โ a summary of 69 childrenโs inspections over a 2 year period from April 2003 to March 2005
- Second point โ Ruth Sinclair (1998) โInvolving children in planning their careโ in Child and Family Social Work . Vol 3. Third point โ refers to collective participation rather than individual, but makes the point that organisations who take this seriously provide a culture where front line workers are more likely to be given time and encouragement to work with individual children.
- These are the basic building blocks for good communication and involvement of children and young people.
- It doesnโt have to be McDonaldโs โ it should be somewhere private. One young woman said that she told her social worker all the important things when she was in the car.
- Creating trust by taking time, doing what you say youโll do, keeping communication open.
- Think about the different factors affecting how children will respond โ developmental.
- More on other methods, tools and techniques, on day two of the course.