This document outlines ideas generated from a workshop on family inclusive practice strategies. It discusses implementing ideas from a bottom-up approach that don't require changes to policy or senior management approval. Some ideas require redirecting resources currently used to supervise family contact. The document is divided into sections on casework practice, carer recruitment and support, family relationships, and organizational issues. It provides examples of strategies caseworkers can implement immediately, such as building trust with families and learning their histories, and supporting families practically and financially. It also discusses introducing family inclusion expectations early in recruiting and training new carers.
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
Monthly webinar series hosted by Mentoring Partnership of Minnesota. #9 - Parental Involvement in Mentoring Programs with panelist Andrea Taylor, Ph.D., October 6, 2010
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
БРИТТА ФЕРХАГЕН, ОСТРОВ СВЯЩЕННЫХ ЛЕБЕДЕЙ. ИСТОРИЧЕСКИЙ РОМАН Василь Петренко
Действие романа происходит в седьмом и восьмом веках, когда христианство сначала проникло в Северную Германию и затем в ходе конфликта, продлившегося несколько поколений, изменило старые представления и обычаи. Основное место драматических событий в романе – остров Гельголанд, древняя «Святая земля», который был культовым и время от времени также государственным центром Северной Европы со своим более чем двухтысячелетним главным святилищем бога Фосите или Фосты. В живо изображенных персонажах, действия которых в романе прочно опираются на старинные письменные свидетельства, противостоят друг другу терпимое, близкое к природе местное язычество с его светлым священным миром и пришедшее с юга, частично олицетворенное фанатичными «борцами за божье дело», христианство. Осужденный на мученическую смерть за осквернение святилища его братьями-миссионерами молодой монах через душевные испытания и с помощью «лебединой девы» языческого святилища старается выпутаться из конфликта, в котором он оказывается виновным, и постепенно понимает, что бог язычников и бог христиан – это, по сути, один и тот же бог.
АЙЗЕНК, ГАНС ЮРГЕН. ЗИГМУНД ФРЕЙД. УПАДОК И КОНЕЦ ПСИХОАНАЛИЗА Василь Петренко
Название этой книги отражает ее содержание. В ней Ганс Юрген Айзенк осуществляет «генеральное наступление» на Зигмунда Фрейда (1856-1939), на его школу и на методы лечения, которые данная школа защищает. Ученый демонстрирует, что методы фрейдистской терапии противоречат эмпирически доказанным фактам. Что особенного содержится в этой новой книге известного психолога? Айзенк доказывает, что творчество Фрейда и результаты его трудов своеобразным образом связаны с обстоятельствами жизни самого исследователя. Айзенк хоть и не претендует на полное научное новаторство – его размышления основываются на работах его видных коллег, но ему удается в понятной форме объяснить теорию Фрейда даже тем читателям, которые совсем мало знают о психоанализе. Так он информирует читателя о том, что узнала современная наука о правде и лжи фрейдистского учения. Он делает доступным материал, затрагивающий широкий круг тем: толкование снов, психопатологию обыденной жизни, фрейдистский психогенез, экспериментальное изучение психоаналитических теорий и другие аспекты. Критика посчитает тезисы Айзенка спорными. Но как раз к этому и стремится автор. Он представляет читателю противостоящие друг другу мнения на основе фактов – комментарии и интерпретации добавляются лишь там, где они служат объяснению.
Improve Outcomes for Children in Foster Care by Reforming Congregate Care Pay...Public Consulting Group
In child welfare, there is growing emphasis on keeping children at home, and when that isn’t possible, placing them with relatives or in other family-like settings. Secure attachments to consistent caregivers are critical for the healthy development of children and youth, especially for very young children.Congregate care placements are also significantly costlier than traditional foster care or kinship care placements.
БРИТТА ФЕРХАГЕН, ОСТРОВ СВЯЩЕННЫХ ЛЕБЕДЕЙ. ИСТОРИЧЕСКИЙ РОМАН Василь Петренко
Действие романа происходит в седьмом и восьмом веках, когда христианство сначала проникло в Северную Германию и затем в ходе конфликта, продлившегося несколько поколений, изменило старые представления и обычаи. Основное место драматических событий в романе – остров Гельголанд, древняя «Святая земля», который был культовым и время от времени также государственным центром Северной Европы со своим более чем двухтысячелетним главным святилищем бога Фосите или Фосты. В живо изображенных персонажах, действия которых в романе прочно опираются на старинные письменные свидетельства, противостоят друг другу терпимое, близкое к природе местное язычество с его светлым священным миром и пришедшее с юга, частично олицетворенное фанатичными «борцами за божье дело», христианство. Осужденный на мученическую смерть за осквернение святилища его братьями-миссионерами молодой монах через душевные испытания и с помощью «лебединой девы» языческого святилища старается выпутаться из конфликта, в котором он оказывается виновным, и постепенно понимает, что бог язычников и бог христиан – это, по сути, один и тот же бог.
АЙЗЕНК, ГАНС ЮРГЕН. ЗИГМУНД ФРЕЙД. УПАДОК И КОНЕЦ ПСИХОАНАЛИЗА Василь Петренко
Название этой книги отражает ее содержание. В ней Ганс Юрген Айзенк осуществляет «генеральное наступление» на Зигмунда Фрейда (1856-1939), на его школу и на методы лечения, которые данная школа защищает. Ученый демонстрирует, что методы фрейдистской терапии противоречат эмпирически доказанным фактам. Что особенного содержится в этой новой книге известного психолога? Айзенк доказывает, что творчество Фрейда и результаты его трудов своеобразным образом связаны с обстоятельствами жизни самого исследователя. Айзенк хоть и не претендует на полное научное новаторство – его размышления основываются на работах его видных коллег, но ему удается в понятной форме объяснить теорию Фрейда даже тем читателям, которые совсем мало знают о психоанализе. Так он информирует читателя о том, что узнала современная наука о правде и лжи фрейдистского учения. Он делает доступным материал, затрагивающий широкий круг тем: толкование снов, психопатологию обыденной жизни, фрейдистский психогенез, экспериментальное изучение психоаналитических теорий и другие аспекты. Критика посчитает тезисы Айзенка спорными. Но как раз к этому и стремится автор. Он представляет читателю противостоящие друг другу мнения на основе фактов – комментарии и интерпретации добавляются лишь там, где они служат объяснению.
Kundeservice er ikke for begyndere, studerende eller outsourcing. Kundeservice er din vigtigste kanal til at gøre kunderne glade - og til at få input til at gøre dit arbejde endnu bedre.
Slides fra Peytz & Co's morgeninspiration om Digital Kundeservice - 10 november 2016
Parent engagement is a shared effort. It is rooted in the slow and patient work of relationship-building. What experiences and know-how do parents bring to the table? How are parents engaged in their children’s lives right now? How can agencies change its system and beliefs about parent ?
ReferenceHardin, B. J., Wortham, S.C. (2015). Assessment in Ear.docxsodhi3
Reference:
Hardin, B. J., Wortham, S.C. (2015). Assessment in Early Childhood Education (7th ed.). [Vitalsource Bookshelf Online]. Retrieved from https://kaplan.bitalsource.com/#/books/9781323290804/
In-text citation: (Hardin & Wortham, 2015)
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1.Discuss characteristics of family-professional partnerships that promote children’s development and learning.
2.Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3.Describe strategies for conducting effective parent conferences.
4.Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such, they have a critical role in their child’s development and learning. Teachers, administrators, and other early childhood providers understand that children’s success as learners depends on parents as well as professionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst & Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Today’s children experience a variety of family relationships. Some children live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriages and children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families should acknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book, information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted to how professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during the assessment process. Strategies for communicating with families about children’s progress will be discussed, including planning and how to conduct effective family conferences.
Family-Professional Partnerships that Promote Children’s Development and Learning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first author’s father was an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch for the children. Traditionally, parents helped with school parties and volunteered in the classroom. Parent–teacher organizations raised money to secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging f ...
8.1 Why Working With Families Is So ImportantBuilding supportive.docxalinainglis
8.1 Why Working With Families Is So Important
Building supportive and collaborative relationships with families is one of the most important priorities in early childhood education. Trust between home and school is built over time, starting with the very first phone call or visit to the program. Positive relationships between program staff and family members are supported in small ways, such as the friendly tone of voice a teacher uses at pickup time, or in big ways, such as the welcoming policies described in the family handbook.
Benefits to Children
Just as infants and young children must learn how to trust others in order to learn and grow, an early childhood program must earn a family's trust before the child can fully participate in what the program has to offer. Children benefit when families and teachers communicate and work closely together, forming trusting relationships and sharing expectations and ideas (Barbour, 2007).
Strong parent-school relationships create positive outcomes for children both cognitively and emotionally (Callender & Hansen, n.d.). For example, studies of Head Start children reveal a positive correlation between parent involvement and children's academic growth in the areas of vocabulary, literacy, and mathematics (Wen, Bulotsky-Shearer, Hahs-Vaughn, & Korfmacher, 2012). Other studies indicate that parental involvement in school improves children's behavior and self-esteem, and it also decreases the chances children will be referred for special education services (Callender & Hansen, n.d.; Henrich & Blackman-Jones, 2006; Pena, 2000).
Benefits to Families
Parents and other family members, such as grandparents, also benefit from family involvement in early childhood programs. The staff members of the early childhood programs, including administrators, teachers, and caregivers, serve as role models for parents, demonstrating nurturing and learning relationships and interactions. Parents who spend time in their children's early childhood classrooms learn strategies for supporting children's learning that they can use in their own interactions with their children (Keyser, 2006).
Benefits to the Program
For the early childhood administrator, building a strong collaborative partnership with families is good for business. Whether your organization is nonprofit or for-profit, your program's success and reputation are built on the positive word of mouth generated by happy families. From marketing to fee collection, strong collaborative relationships with families will help make every part of the administrator's job easier and more productive.
Parent involvement also helps inform and enhance the work of teachers and administrators. When parents and teachers communicate frequently, teachers learn more about the traditions, values, and culture of the families, and can use this information to shape the curriculum and activities (Gonzales-Mena, 2008).
For administrators, parent involvement can sometimes help the program .
1 Ivy Bucsa SOC-320 June 28, 2015 David Claerbaut.docxmercysuttle
1
Ivy Bucsa
SOC-320
June 28, 2015
David Claerbaut
Policy and discourse on family responsibilities revolve around obligations and rights of parenting. The purpose of this paper is to present a discussion on responsibilities of spouses so that they attain a work-life balance. It is possible to transmit physical, mental, and moral qualities from parent to child. The burden of responsibility for the moral character of a wayward child rolls back from one generation to another. Parents have the responsibility of retaining the thread of sensuality bequeathed by earthly ancestors.[this sentence is not really clear] For many adults, marriage constitutes a central interpersonal relationship that engages a person. Shared and flexible performance of household tasks associated with mutual commitment and diffusion of responsibility. High attraction and stability in solidary marriages presumes to provide a basis of security for spouses. High marital satisfaction and satisfaction with their spouses helping behavior report low levels of stress and physical wellness. [Ivy, you are using a lot of large words and it actually makes this less clear. Make it simple and clear.]
Spouses in personal and interpersonal relationships confront with conflict situations. Conflict in marriage institution arises due to child rearing differences, religious differences, sex relations, household chores, social activities, and interests. The repercussion of spousal conflicts is that they may an effect n their children, relatives, or even the society. A conflict situation can weaken a spousal relationship leading to separation or divorce. By the law of recurrence, it is possible to transmit qualities from grandparents to the grandchildren (De Lange, 2013). Some of the aspects of conflicts include aggression, hatred, fighting, or bitterness. All can admit that lamentable amount of domestic discontent and positive unhappiness grows out of the fact that the spouses have different ideas concerning a perfect marriage.
In the past, policies that focused on children and families operated on the assumption that families were synonymous with mothers. In the modern day, fathers’ role is crucial in the contribution of child development. The government supports and encourages father involvement. Fathers are potentially relevant to the discussion of parenting cultures. Fatherhood irrespective of the degree of involvement cares for their children and other parental roles effectively. It is the duty of both fathers and mothers to provide smooth, steady, and evident love to all children without showing any partiality. Parents should provide useful love during high and low moments of the day. Fathers according to Magne[omit] Bakke (2006) are psychological role models for their children, provide an economic resource for the family and play an active role in the care of the children. A mother is in charge of all domestic work in her household whether she is working or a single mother. ...
CHAPTER 11 Communicating with FamiliesSuzanne ClouzeauPearson.docxmccormicknadine86
CHAPTER 11 Communicating with Families
Suzanne Clouzeau/Pearson
Chapter Objectives
As a result of reading this chapter, you will be able to:
1. Discuss characteristics of family-professional partnerships that promote children’s development and learning.
2. Explain strategies for establishing and maintaining family-professional partnerships that benefit children.
3. Describe strategies for conducting effective parent conferences.
4. Discuss the roles of families in screening and assessment.
Parents are children’s first and most important teacher. As such, they have a critical role in their child’s development and learning. Teachers,administrators, and other early childhood providers understand that children’s success as learners depends on parents as well asprofessionals. The importance of having parents as partners in early childhood settings is essential to quality care and education (Dunst &Trivette, 2012; Schmidt & Matthews, 2013; Turnbull et al., 2006). Today’s children experience a variety of family relationships. Somechildren live with a single parent or with grandparents. Children may live in blended families where both parents had previous marriagesand children from the first and second marriages now live together as one family. Other children live in households with same-sex parents. Still others may live in households that include adults who function as caretakers but are not related. Therefore, the term families shouldacknowledge the expanded roles of parenting to include any persons that function as family in their daily lives. Throughout this book,information related to family partnerships during screening and assessment processes has been discussed. This chapter will be devoted tohow professionals can engage in meaningful partnerships with adults who serve in parenting roles for children, particularly during theassessment process. Strategies for communicating with families about children’s progress will be discussed, including planning and how toconduct effective family conferences.
11.1 Family-Professional Partnerships that Promote Children’s Development andLearning
Parents have always actively participated in early-childhood settings such as child-care centers and schools. When the first author’s fatherwas an elementary school student in the early 20th century in Austin, Texas, mothers took turns going to the school to prepare lunch forthe children. Traditionally, parents helped with school parties and volunteered in the classroom. Parent–teacher organizations raised moneyto secure needed books, equipment, and other materials that were not in the school budget.
Today, the idea of a partnership with parents goes beyond helping with school programs toward empowering and engaging families inmutually respectful interactions that benefit children. Fundamental to effective family-professional partnerships is the belief that theyshould be strengths-based (built on family resources and assets) and family-centered (led by family conce ...
Right help - Right Time, Safeguarding guidance from Birmingham CouncilThe Pathway Group
On the 14th February 2020, the Birmingham Safeguarding Children Partnership published the refreshed threshold guidance “Right Help, Right Time” – Delivering effective support for children and families in Birmingham. (Version 4 - February 2020).
Ever thought about changing lives in the most heartwarming way? Parent and child foster placement is your chance to do just that! 🤗 Imagine providing a safe, nurturing haven for both a struggling young parent and their child. It's about fostering unbreakable bonds, offering guidance, and empowering parents to build brighter futures with their child. Find out more by downloading our free guide here: https://f5fostercare.co.uk/wp-content/uploads/2023/08/Parent-and-Child-Fostering-Guide.pdf
#FosterCare #MotherAndBabyFostering #BreakingTheCycle #FreeDownload
Running Head Journal 1Learning PartnershipAnnette Wil.docxwlynn1
Running Head: Journal 1
Learning Partnership
Annette Williams
ECE 672 Personnal Management & Staff Development for Early Childhood Administrators
April 5, 2020
Dr. Guevara
- 1 -
1
1. April
date goes last [Frank
Guevara]
Journal 2
Learning Partnerships
Mentoring for professional development goes beyond just building respectful and
trustworthy relationships with adults. It is assumed that once a relationship has been built,
early childhood teachers are left to handle the dilemma of putting their effort into practice
(Stormshark et al. 2016). This may not be true since such partnerships not only help to
enhance professional development but also establish professional boundaries basing on
culture among many other factors. One reason for this partnership is the fact that however,
many teachers may be experienced, they need support to help them effectively take up the
roles they have been assigned to do. Adults are better placed to provide this support,
showcasing their special abilities, personal as well as professional guidance for the teachers.
Through established relationships, mentors can offer the support that these teachers need.
Partnerships become more comfortable with teachers and vice versa, making children
appreciate the fact that important people in their life are working together. This enhances
children’s learning due to a perfect environment characterized by a healthy teacher-parent
relationship. This partnership also helps teachers and mentors to establish expectations and
formulate strategies that can help them achieve the set objectives and expectations. Mentors
may not have trained as teachers but are in a better position in society to understand the
societal expectations of their children in academic and other facets of life. Through
partnerships, mentors and teachers brainstorm together, do consultations and come up with
effective strategies that enhance professional development.
Lastly, partnering with adults helps to achieve learner’s needs more effectively.
Mentors act as watchdogs who review the learning process and can help comb out. In case of
any challenges, mentors always come in to help and address them. They are also the first
- 2 -
1
2
1. effective strategies
this is a key difference
[Frank Guevara]
2. can help comb out.
I'm not sure what you mean
here? [Frank Guevara]
Journal 3
people to point out any mistakes that could affect the learning process and do not hesitate to
talk with teachers and find positive ways of solving emerging problems.
I have observed parent involvement in family-school partnerships. In this case,
parents are involved in the academic lives of their children by taking part in their activities.
There are four patterns in parent involvement. The first one is home-based involvement,
whereby parents initiate activities at home that can promote the child’s learning. There is also
school-based involvement where p.
In 2015, LWB began the implementation of the Leading Practice strategy, aiming to build a learning culture among a 4,200-strong workforce that improves leadership and practice quality at the frontline.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
ZGB - The Role of Generative AI in Government transformation.pdfSaeed Al Dhaheri
This keynote was presented during the the 7th edition of the UAE Hackathon 2024. It highlights the role of AI and Generative AI in addressing government transformation to achieve zero government bureaucracy
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
Presentation by Jared Jageler, David Adler, Noelia Duchovny, and Evan Herrnstadt, analysts in CBO’s Microeconomic Studies and Health Analysis Divisions, at the Association of Environmental and Resource Economists Summer Conference.
Donate to charity during this holiday seasonSERUDS INDIA
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
https://serudsindia.org/how-individuals-can-support-street-children-in-india/
#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
This session provides a comprehensive overview of the latest updates to the Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly known as the Uniform Guidance) outlined in the 2 CFR 200.
With a focus on the 2024 revisions issued by the Office of Management and Budget (OMB), participants will gain insight into the key changes affecting federal grant recipients. The session will delve into critical regulatory updates, providing attendees with the knowledge and tools necessary to navigate and comply with the evolving landscape of federal grant management.
Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
- Develop strategies for effectively implementing the new guidelines within the grant management processes of their respective organizations, fostering efficiency and accountability in federal grant administration.
Fish Workshop Outcomes - LWB Building a Better Life Conference
1. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 1
Family Inclusive Practice Workshop Outcomes.
Outcome report prepared by Jessica Cocks with Teegan Bain, Felicity Kime and Tammy Prince
Doyle.
Introduction
This paper includes a range of practice ideas and activities that were generated by LWB casework
staff following a presentation from Family Inclusion Strategies in the Hunter (FISH) at the LWB
case management conference in April, 2016. The documentation of these ideas was a commitment
made by FISH to follow the presentation.
Many ideas are able to be implemented immediately from the “bottom up” by caseworkers and
care teams. They don’t require any change in the law, LWB or government policy. Nor do they
need direction or resource allocation from senior management.
Some ideas do require resources to be used differently. For example, the resources currently used
to supervise family contact in a conventional way could be redirected to support family inclusion
and family relationships. Other ideas will require some support from LWB as an organisation such
as policy and procedure development and reduced caseloads.
The ideas and activities are divided into sections concerned with casework practice, carer
recruitment training and support, family relationships and organisational issues. They do not
represent an exhaustive list of family inclusive practice strategies and should be seen as a starting
point only.
The workshop questions that generated these ideas are an annexure.
Family Inclusion Strategies in the Hunter (FISH).
FISH is a collaboration of agencies, individuals and family members who are concerned with
building and promoting family inclusion in the lives of children and young people in the child
protection and out of home care systems. The collaborative approach taken by FISH is role
modelling a partnership approach between workers, carers and family members. Our presentations
and workshops amplify the voices and lived experience of parents and family and give workers and
carers the opportunity to learn from the expertise of parents and family.
Family Inclusion Strategies in the Hunter
Family Inclusive Practice Strategies,
Life Without Barriers Conference 2016
2. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 2
The goals of FISH are to improve outcomes for children and young people in care or subject to
child protection intervention. Family inclusion is an evidence based pathway to better outcomes.
For more information about the research in support of family inclusion and about FISH please go to
our website at www.finclusionh.org.
What is family inclusive practice?
“Family inclusion is the active & meaningful participation of parents and family in the lives of
children. It requires open, warm, professional relationships aimed at building equity with workers &
carers. It is underpinned by respect & trust.”
(Family Inclusion Strategies in the Hunter, 2015)
Practice ideas and activities for LWB
These ideas are divided into several categories:
Casework practice
Recruitment, training and support of carers
Family relationships
Organisational issues
These areas overlap somewhat. Many of them can be implemented immediately without the need
for extra resources, approval from senior management or law /policy changes from government.
These ideas are not intended to be exhaustive. Family inclusive practice is an evolving term and
we recognise that it is best developed and grown from your work with families themselves.
Casework practice by individual case managers and staff
This was a key area for change identified by participants.
Case managers can build relationships of trust and respect directly with parents
and family.
The case manager role was described as a linking role with the potential to build relationships
between parents, carers, children and young people. This linking or facilitating role is different from
the traditional role that has been focused on management, control and making decisions. A family
inclusive case manager facilitates and enables relationship building rather than trying to control or
manage them. In the longer term case managers who adopt this approach will “do” less as family
members and carers will take on more and more decision making. Case managers can only do this
when they have good relationships with family.
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WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
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Date of last review – 10 May 2016 3
Build professional relationships – not professional boundaries.
Like most of us, parents and family value relationships of trust, warmth and positive regard. Case
managers recognised that parents and family may have every reason not to trust workers. Being
honest and transparent about the power differential that exists between LWB and other
stakeholders including parents and family is important as is ensuring that when power is used it is
explicit and accountable. The case manager role is to try and reduce the power differential
between parents, family, LWB, carers, children and young people as it is much easier to work
productively in the best interests of children within relationships of greater equity.
Get to know the histories and current life circumstances of family and parents.
Getting curious about the stories and experiences of parents and family is a good way to do family
inclusive practice. Many children and young people in care have experienced complex trauma and
this is often mirrored in the experience of their parents. Many parents and family have a care
history including abuse in care. They may worry deeply about their children also being abused.
Gathering information and stories may take time and needs a professional relationship. Trust and
respect is needed before we can expect parents and family to openly share information and
stories. Case managers expressed a readiness to get to know parents and family better and
understand their backgrounds and current experiences.
Build genograms and involve family in life story work.
Case managers discussed that life story work does not begin and end in a photo album or box of
memorabilia collected by carers or held on a file. Life story work is a process of stories and
relationships including stories about great grandparents who we may never meet and family origins
from long ago. They are frequently stories of adversity and diversity. Parents and family are the
starting point for positive life story work.
Practical and financial support
Parents and family of children in care are almost always on very low incomes. Parenting while in
poverty is always difficult. Parenting your children in care while in poverty is even more
challenging. Practical and financial support is a vital part of family inclusive practice and should be
part of our relationship with all parents and family. Parents and family will often avoid asking for
help for fear they will be judged or that their need for assistance will be used as evidence of their
lack of ability to parent well. Case managers had a range of ideas for practical help including the
following:
Transport to contact, meetings, school events
Paying for activities at contact
Travel, accommodation and other costs for family to attend special events, meetings or for
contact
Support letters and references to support parent and family access to basic needs including
housing, workforce participation etc
Referral and linking to support services including counselling and parenting programs
Providing information and advocacy when needed including referring parents and family to
the FISH website
4. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 4
These things are often not expensive or time consuming but can make a big difference for parents
and family who are struggling to manage and get the support services they need. Your discussions
indicated that you saw a disparity in the way carers families receive ongoing support and our
approach to work with first families and a recognition that this disparity needs to change.
Recruitment training and support of carers
This was a key theme that emerged from the presentation and from discussions.
Introduce family inclusion expectations early in recruitment.
It is important to recruit, train and induct new carers with strong and explicit expectations about
family inclusion. This will require changes in the way LWB currently works with carers and there
was clear acknowledgement of this in your discussions.
Be family inclusive in our publication material, training material and on our website
Ensure family inclusion is part of early discussions with carers
Make sure carers know they are normally expected to meet and form relationships with
family – the “doing” of family inclusion.
Change language and challenge the beliefs and assumptions that carers (and other LWB
staff) may hold about families
Provide training to new and existing carers about the importance of first family and family
inclusion
Include first families in recruitment, training, induction and support activities as consultants
and trainers. This will role model a family inclusive and power sharing approach
Make sure families and carers have the opportunity to meet and form relationships
This was a strong theme and there were some great ideas. Case managers seemed keen to begin
to change the “mindset” of carers AND the organisation and to move away from an organisational
and practice culture where carers may have been seen to need “protecting” from family.
Case managers to encourage and support meetings between carers and family in all
situations unless there are clear reasons for people not to meet. Case managers can
negotiate what this support looks like with family, carers, children and young people. Good
case planning happens in relationships so it is important that opportunities for relationship
building happen in their own right and are not just combined with particular events such as
annual meetings
Find opportunities for relationship building in day to day life such as school and sporting
events, birthday parties and family occasions
LWB can begin to host events that are inclusive of family such as family fun days, picnics
and Christmas parties.
5. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 5
Family relationships and family time together.
There was discussion that current “casework as usual” tended to focus on arranging and
“managing” family contact events and not on supporting meaningful and sustainable family
relationships. Family inclusion is about a lot more than contact arrangements.
“I definitely think it comes from the
caseworker…. If they have a relationship
with the family, if this is trusting, then this
will mean a better culture, a better
relationship with the family..”
(Parent with children in care, Newcastle, 2015)
The way family contact, including time together, is arranged and supported is very important. It is
through seeing and interacting with each other that children and families maintain and develop
their relationships. LWB needs to move towards a practice culture of support and facilitation and
away from management and control when it comes to family relationships. Some of the ideas in
the above section on carer recruitment, training and support are also very relevant here.
The case manager as role model and leader
Many of the barriers to family inclusion are concerned with values, attitudes and beliefs. Family
members are a part of this as are carers and workers. Stigmatisation is very powerful. However, as
the quote above illustrates when caseworkers role model a respectful and inclusive approach then
this impacts positively on all other parties, especially children and young people who see their
family, and therefore themselves, being respectfully included.
Review and reconsider the need and purpose of paid workers in family contact.
The role and purpose of the “supervisor” or other worker in contact arrangements should always be
explicit and understood by everyone. In the experience of FISH there is rarely a need for formal
supervision for safety reasons. However at times there may be a need for support to assist family
relationships to grow and thrive. Be clear about the purpose of any worker, aim to reduce the
structure and formality of family time as much as possible and consistently with the needs of the
family, children and young people.
Respectful attitudes and behaviour from paid workers and carers
Family time for children and young people in care is often stressful. Getting prepared for visits,
taking part in them and then recovering from them can be emotionally draining and difficult. If a
worker or carer is present for any period of this visit then disrespectful attitudes and behaviour
makes them even harder. Conversely if workers and carers behave respectfully and display non
judgemental attitudes and beliefs then parents, family, children and young people are likely to
experience more positive outcomes.
It is important not to blame families for the stressful nature of family time.
6. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 6
The role of carers in family time
There was a suggestion from the LWB conference that carers take the role of “supervisor” of family
contact. This is also something that may be being encouraged by Family and Community Services.
While this is well intentioned, FISH cautions against this. It may be detrimental to positive
relationships between carers and family. If supervision is needed, this should come from elsewhere
with clear roles and purpose as described above.
Carers can play a very productive role during family time but this role should be concerned with
relationship building, partnership with parents and family and be child focused. There should be no
absolute requirement that carers be present throughout a child’s time with their family. Family
members often feel under scrutiny by carers and a “supervisor” role, real or perceived, is likely to
make this worse.
Concerns regarding carers “supervising” family time together also applies to phone and other non-
direct contact.
Less formulaic and more “natural” family relationships.
“Treat me like I’m normal… because I am normal. Treat me like a normal parent”
“Because children need their parents in their lives…. One way or the other”
“If a child can live in a family and love mum and dad, as well as loving their extended family, then a
child can live in a foster family and have a love for their parents as well. There doesn’t need to be
such segregation. There should be room to bring families together”
Parents with children in care, various FISH events, 2014 - 16
“Family relationships are a process, a journey, just like in other families. They aren’t a series of
family contact events.”
OOHC Worker, Newcastle, 2015
When thinking about family inclusion it is useful to think about how “normal” families function and
what we mean by a “normal” family anyway. Families in Australia are as diverse as our society and
it is just as possible to “do family” when your children are in out of home care as it is when parents
are living away from their children in any other situation.
Parents, family and children and young people in care do not want to be stigmatised or marked out
as different by rules and procedures that are unnatural and formulaic. These are some of the ideas
that emerged from your discussions:
Get to know one another and have shared family time (carers, parents, children and young
people)
Include extended family in activities and events, along with the carers extended family
Find out what kids want and try and get it for them. This should include overnight stays with
grandparents, parents, siblings and more, school holiday trips and restoration after long
term orders if this is what kids want and need.
7. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 7
Treat kids in care like normal kids who see their family often and when they want and need
to.
Include parents in decision making and make sure they know what’s going on
Be flexible and realistic about section 149 information. Make sure parents and family have
the information they need and that their kids need them to have. Kids shouldn’t have to
keep secrets from their parents.
Organisational issues
There were a number of suggestions about opportunities for LWB to make organisational changes
and improvements to build family inclusive practice. Case managers felt there were organisational
barriers to family inclusive practice.
Policy and procedure development
Case managers argued for the development of an organisational position on family inclusion
including practice guidelines. FISH supports the development of an overall organisational policy
position, practice support resources and the implementation of a family inclusive practice
framework. The NSW Child and Family strategy has made family inclusion a key platform in the
LWB approach to permanency. This is an important step towards an overall organisational position
on family inclusive practice.
Care should be taken in the development of practice guidelines that are very prescriptive and
formulaic. Prescriptive and formulaic practice is counter to relationship based practice and to family
inclusion. Children and young people need us to respond to them and their families and carers in
ways that are individualised and appropriate to their unique circumstances. Case managers need
both autonomy and support to practice in ways that are different and family inclusive.
Caseloads and resource allocation
Case managers have argued for lower caseloads that will allow them to spend time developing
relationships with family and to work more inclusively. Realistic caseloads are a very important part
of family inclusion. Resource allocation in LWB should make direct casework practice a priority as
it is through day to day casework and case management that change will be achieved.
Support from management to work differently
This was a significant theme from conference discussions. Case managers are concerned that
their managers and colleagues, including those in clinical roles, may not support a more family
inclusive approach.
As stated earlier a family inclusive approach gives case managers autonomy and support to work
differently. A very risk averse organisational culture runs counter to family inclusive practice and
there was some feedback from case managers that LWB may be working in risk averse, rule
dominated ways. Managers and clinicians may also need support and training to empower teams
to work in more family inclusive ways.
8. FAMILY INCLUSIVE
PRACTICE
WORKSHOP OUTCOMES
Family Inclusion Strategies in the Hunter
www.finclusionh.org / contact@finclusionh.org
Document is considered uncontrolled once printed
Date of last review – 10 May 2016 8
Training in family engagement and relationship based practice
Although much of the discussion about training was concerned with carers there was also a need
expressed for ongoing training for case managers and other direct service staff such as family
contact workers. Case managers clearly appreciated the opportunity to learn from parents who
have children placed in out of home care as well as from others with lived experience of the child
protection and out of home care system and expressed a willingness to continue to learn in these
ways.
Case managers overall expressed a need for more skill development to work more productively
and respectfully with everyone affected by the out of home care system including children, young
people, their families and their carers. They clearly understood the complexity and the importance
of their work.
To contact FISH and arrange training, a speaker for your event or consultation please email
contact@finclusionh.org.
Annexure – Workshop questions – April 11th
, 2016.
Pick two questions to work on in your group – make sure you keep good
notes so we can write up your ideas. If you have time then choose another
question to work on.
1. What can I and my team do to build better relationships with parents and family of
children in our care?
2. What can I and my team do to build meaningful connections between carers and
parents?
3. What can I and my team do to make family contact better (with a refocus on
relationships) for children, parents and family?
4. How will I know that my relationships with children and their families are respectful
and positive for them? How can I check this?
5. What can LWB do as an organisation to support me and my team to be more family
inclusive?