Congruence in Service of the Childrens Best Interests:

1
Congruence in Service of the Childrens Best
Interests A Core Challenge for Residential
Care Dr. James Anglin School of Child and Youth
Care University of Victoria, Canada
2
The Framework Matrix for Understanding Group Home
Life and Work
3
Core theme discovered in this study
the struggle for congruence in service of
the childrens best interests
4

• Congruence encompasses
• 1. Consistency the degree to which the same
  set of values, principles, processes, or actions
  are demonstrated over time, and within and across
  the various levels and domains of group home life

5

• 2. Reciprocity the degree of
• mutuality (two-way engagement with respect)
  demonstrated in interactions
• between persons involved with,
• and within the home

6

• 3. Coherence the degree to which all of the
  behaviours and activities of an individual, a
  group, a team or the system of care have an
  overall sense of wholeness and integrity.

7

• Full congruence is an ideal state or goal, and
  is never fully achieved
• It is always a struggle to achieve congruence,
  and what is needed is to achieve at least a good
  enough group care environment while continuing
  to struggle for an even better one. The struggle
  can be a useful learning experience.

8
Competing interests can include

• Financial constraints
• Referring agencies needs
• Staff convenience or preferences
• Program/system rules and procedures
• Maintaining control or exerting authority
• Pressure to fill beds

9

• In the well-functioning homes, the managers and
  supervisors would frequently be heard saying
• Yes, but what is in (Johnnys) best interests?
  or How do you think that will that affect the
  kids? or Is it in the kids interests for us to
  do that?

10
Flow of congruence
11

• Levels of group home operation

• 1. Extra-agency level (contracting, funding,
  liaison, etc.)
• 2. Management level (administration, budgeting,
  resource allocation, personnel management, etc.

12
Levels of group home operation

• Supervision level (overseeing careworkers, team
  development, programming, resident care, etc.)
• Carework and Teamwork level (working individually
  and collectively with youth and family members,
  completing reports, linking with community
  agencies, etc.) and
• 5. Resident and Family level (daily living,
  visiting, etc.).

13

• What does it mean to refer to
  the childrens best interests?
• I am tired of having adults tell me what is in
  my best interests!
• Rachel (Victoria, B.C.)

14

• Factors considered by the court in deciding the
  best interests of a child include
• The childs physical, emotional and/or
  educational needs now and in the future
• The likely effect on the child of any change in
  the circumstances now and in the future

15

• The ascertainable wishes and feelings of each
  child concerned (considered in light of his or
  her age and understanding)
• The childs age, sex, background and any other
  characteristics which are considered relevant

16

• Any harm which the child has suffered or is at
  risk of suffering now and in the future
• How capable each of the childs parents, and any
  other person in relation to the child, is of
  meeting the childs needs.

17
Childs best interests tests NEW BRC (break)

• Needs of this child
• Effects of our actions on this child
• Wishes of this child
• Background and characteristics of this child
• Risk of pain and suffering
• Capabilities of caregivers

18
Interactional Dynamics differences that make a
difference
1. Listening and responding with respect to
young people helps them to develop a sense of
dignity, a sense of being valued as persons, a
sense of self-worth.
19
Interactional Dynamics differences that make a
difference

• Communicating a framework for understanding with
  young people helps them to develop a sense of
  meaning and a sense of the rationality within
  daily life.
• 3. Building rapport and relationships with young
  people helps them to develop a sense of belonging
  and connectedness with others.

20
Interactional Dynamics - differences that make a
difference

• Establishing structure, routine, and expectations
  with young people assists them to develop a sense
  of order and predictability in the world, as well
  as a sense of trust in the reliability of others.
  
• 5. Inspiring commitment in young people
  encourages them to develop a sense of value,
  loyalty, and continuity.

21
Interactional Dynamics differences that make a
difference
6. Offering young people emotional and
developmental support helps them to develop a
sense of caring and mastery. 7. Challenging
the thinking and actions of young people helps
them to develop a sense of potential and
capability.
22
Interactional Dynamics differences that make a
difference

• 8. Sharing power and decision-making with young
  people encourages them to develop a sense of
  personal power and discernment.
• 9. Respecting the personal space and time of
  young people helps them to develop a sense of
  independence.

23
Interactional Dynamics differences that make a
difference
10. Discovering and uncovering the potential
of young people helps them to develop a sense of
hope and opportunity. 11. Providing resources
to young people helps them to develop a sense of
gratitude and generosity.
24
Overarching Goal of Care
To strive for congruence across our actions and
activities in service of the childrens best
interests in order to help our young people to
experience their integrity as persons and the
wholeness of human life.
25

• Questions and comments?