The Team Around the Child Raising Awareness Session - PowerPoint PPT Presentation

1 / 49
About This Presentation
Title:

The Team Around the Child Raising Awareness Session

Description:

It streamlines processes and uses IT to support best practice on information sharing ... New professionals need to gain trust and consent ... – PowerPoint PPT presentation

Number of Views:95
Avg rating:3.0/5.0
Slides: 50
Provided by: mary266
Category:

less

Transcript and Presenter's Notes

Title: The Team Around the Child Raising Awareness Session


1
The Team Around the ChildRaising Awareness
Session
  • June 2009

2
Learning Outcomes
  • Understand core principles concepts of Getting
    it Right For Every Child in relation to Team
    around the Child Implementation
  • Understand the core principles of GIRFEC
  • Understand and use the Integrated Assessment
    Framework , including Wellbeing Indicators,
    Resilience Framework and My World Triangle
  • Understand and use the Childs Plan
  • Understand the service delivery model and
    pathways to support for children
  • Be able to understand the role and
    responsibilities of Named Person
  • Be able to understand the role and
    responsibilities Lead Professional

3
Background
  • Getting it Right for Every Child Reform agenda
    for Children
  • Team around the Child will help us put it into
    practice
  • Learning Partnership with Scottish Govt
  • Pilots
  • North and South Edinburgh 0-5
  • Cohort of selected vulnerable young people
  • City-wide practice by 2011

4
GIRFEC origins
  • GIRFEC has evolved over time
  • Kilbrandon Report 1964
  • Children (Scotland) Act 1995
  • For Scotlands Children (2001)
  • Its everyones job to make sure Im alright
    (2002)
  • Review of Childrens Hearings (2004)

5
What is GIRFEC ?
  • Getting it right for every child is a way of
    working which focuses on improving outcomes for
    all children by placing the child at the centre
    of thinking, planning and action
  • It affects all services that impact on children
    (i.e. adult services working with parents/
    carers)
  • It builds from universal services moving crisis
    intervention to early intervention
  • It streamlines processes and uses IT to support
    best practice on information sharing

6
So what does this mean in practice?
  • Children, young people and families should have
  • a seamless experience
  • a key role in the process listened to and
    empowered where appropriate
  • their capacity, and that of the wider community,
    built and developed

7
Children, young people and families should have
  • services come to them, responding to the
    individual's needs and risks with onward referral
    only for specialist support
  • their identified needs and risks acted on (single
    or multi-agency) without artificial threshold
    restrictions
  • facts and information recorded accurately, once
    and then appropriately updated and shared between
    agencies, subject to privacy and respecting
    confidentiality

8
The GIRFEC approach comprises
  • Core components
  • Principles and values
  • Common understanding
  • Shared language
  • Practice model (needs and strengths)
  • Well-being and well becoming

9
GIRFEC Child at centre a network of support
10
The Scottish Government vision for children -
supported by eight well-being indicators
  • Childrens well-becoming
  • confident individuals
  • effective contributors
  • successful learners
  • responsible citizens
  • Supported by the 8 well-being indicators
  • Safe Healthy Achieving Nurtured
  • Active Respected Responsible Included

11
National implementation requires
  • CULTURE CHANGE
  • Learning together, co-operating, children at the
    centre
  • SYSTEMS CHANGE
  • Streamlining, simplifying, improving
    effectiveness
  • PRACTICE CHANGE
  • Appropriate, proportionate and timely help,
    shared materials, tools, protocols

12
Three Features of Implementing Team around the
Child
Systems Streamlined pathways to support
Practice New tools Key roles
Culture Shared principles Common language
13
Governanceand Implementation
  • Project Board (High Level)
  • Early Intervention Change Manager
  • Project Manager - Project Plan
  • Key Champions and partner agencies to deliver
    change and reform agenda

14
Making it real
  • What is Team around the Child?
  • Acting on concerns early
  • Physical team of people supporting child
  • Clear roles and responsibility for members of the
    team
  • Common language
  • Seamless planning , action and review
  • Shared use of tools and paperwork

15
The Continuum of Need and Response
Increasing need for multi-agency collaboration
Needs can be met in universal services
Specialised and intensive support required
16
Team concept
  • The TATC is the group of people who meet to focus
    on supporting a child/family when their needs are
    escalating and creative coordinated solutions
    required
  • The child and parent/carers are part of the team
  • The team agree the steps needed to support the
    child and make a plan and agree who will take
    actions forward with a review date

17
Team around the Child Meetings
  • The child and/or their parent/ carers participate
    in the Team around the Child if they wish
  • The Team around the Child agrees a Childs Plan
    with the child and parent/carer
  • Agencies work together to provide a co-ordinated
    support service and are accountable for their
    part in the Childs Plan
  • The Plan of action is reviewed according to
    appropriate timescales
  • The Team around the Child meeting will be the
    primary meeting for a Childs Plan or its review
  • Other required meetings will be supported by
    Team around the Child to ensure information
    sharing and consistency

18
Named Person Concept
  • The Named Person role is part of universal
    services core business
  • The Named Person is key to early identification
    of a childs increasing need for multi-agency
    support
  • The Named Person will be a key contact for others
    if they identify a need
  • When a Team around the Child has met the needs of
    the child, the Named Person monitors change

19
Named Person Role
  • Point of contact and support for the family, if
    required
  • Point of contact for other professionals, if
    required
  • Holds childs universal record
  • Reviews progress using holistic framework
  • Coordinates support from within their own agency
    or service
  • Calls a Team around the Child meeting

20
Lead Professional Concept
  • The Lead Professional may be additional to the
    Named Person
  • The Lead Professional could be from any
    profession and brings
  • leadership, time , experience , relationship with
    family
  • Factors in appointing a Lead Professional
  • Case is complex
  • Good and sustainable relationship with child/or
    family
  • When your agency needs to take primary baton for
    child (core business) eg social work

21
Lead Professional Role
  • Coordination and leadership of the Childs Plan
  • to be the main point of contact for child,
    practitioners and family members
  • to coordinate the production of the Integrated
    Assessment and Childs Plan, supporting its
    implementation and ensuring it is reviewed
  • to be familiar with and understand the remit of
    other agencies

22
Support at local level for the team
  • Multi agency Resource Group
  • Local group of professional/manager who have
    authority to make resource allocation relating to
    their service/organisation
  • Meet monthly to discuss any Request for Action
    regarding Children
  • Problem solving role

23
Support at local level for the team
Multi-Agency Resource Group remit
  • Complexity of needs are increasing
  • Concerns are not reducing despite the Childs
    Plan having been in place and advice is required
  • Creative solution being sought which might
    emerge from wider multi-agency discussions
  • Volume of work exceeds agency capacity to deliver
    the Plan

Monitoring of met and unmet need
24
Key Tools for staff and keeping up to date
  • Practitioners Toolkit
  • www.edinburgh.gov.uk/teamaroundthechild
  • SG website www.scotland.gsi.gov/gettingitright
  • Learning Community

25
Activity First Impressions
  • What is the potential?
  • For children and families you work with
  • For your practice
  • For your collaboration with other agencies
  • Small group discussion

26
Elements of the GIRFEC practice model
  • My World Triangle
  • Well-being wheel
  • Resilience matrix

27
Well-being
28
(No Transcript)
29
Culture and LanguageResilience Matrix
30
The GIRFEC Practice Model
31
Making it real in Edinburgh
  • Named Person
  • Team around the Child Integrated Assessment
    (dynamic process using wellbeing, resilience
    matrix and My World)
  • Team meeting with agreement to share information
  • Childs Plan and review (Lead Professional)
  • Request for Action (if required)
  • Multi agency Resource Group
  • High Level Project Board

32
Information sharing
  • Parents involved in reviewing consent as
    circumstances change
  • Trust and relationships develop
  • Key issues may require different levels of
    information sharing
  • New professionals need to gain trust and consent

33
Child Protection
  • How does Team Around the Child fit in with the
    Edinburgh and Lothian Child Protection
    Procedures?
  • The Child Protection Procedures remain the same
    all roles, responsibilities, meetings,
    conferences etc. remain the same, there is no
    change
  • If you have a child protection concern follow the
    Child Protection Procedures

34
Concern by a TATC member that a child is or may
be at risk of being abused
TATC member follows their agencies Child
Protection Procedures
(e.g. recording the information and reporting to
Designated Member of
Staff/ Line Manager)
Procedure
Inter-agency Referral Discussion (IRD)
Police/Health/Social Work (Children Families)
IRD gives information back to referrer who then
advises TATC
35
Child Protection Referral to IRD
Case Conference
Planning returns to TATC
Child Protection Plan
Core Group
Review Case Conference
De-registration
36
Families and Team around the Child
  • Getting it right for every child
  • Support the existing capacity of the family and
    the community to support children and ensure that
    their role is respected and valued.

37
Making it real in Edinburgh Including Families
  • Children and their families are part of Team
    around the Child
  • Basics
  • Families consent to share information
  • Families are prepared for the meeting
  • Families are understood by professionals to be
    part of the team
  • Families contribution to the solution is valued

38
Meetings with FamiliesValues
  • Respect
  • Holistic basis for work child as part of family
    and social network
  • Families are expert on themselves
  • Families can make a difference for themselves

39
Meetings with FamiliesOutcomes
  • Families strengths and social networks are part
    of the solution
  • Families agree plans jointly with workers
  • Power imbalances are reduced
  • Plans and reviews are more effective

40
Meetings with FamiliesSolution Focused Working
  • What works
  • the most important condition for success was
    found always to be the quality of the
    relationship between the childs family and the
    responsible professional

41
Team around the ChildWhat works?
  • protection is best achieved by building on the
    existing strengths of a childs living
    environment, rather than expecting miracles from
    isolated and spasmodic interventions

42
TATC Solution Focused Meetings
  • Equal status to all attending, including families
  • Focus on solutions rather than problems
  • Big problems dont always need big solutions
  • If it works, do more of it, if it doesnt, do
    something different
  • Non-fixed membership the people who can
    directly share experience or engage with the
    problem are present
  • Pragmatic focus
  • Meet every stakeholders needs to some degree

43
Persistence and Hope
  • Furman 1998
  • It may take extraordinary efforts to achieve
    ordinary experiences
  • Aim to reinforce hope with practicality
  • Practicality means involving families in
    understanding, participating and leading plans
    where possible

44
Mapping Team around the Child
Named Person identifies vulnerability and
increasing complexity
Integrated Assessment Framework
Team around the Child meeting
apply assessment tools with family and gain
consent to share and seek information with other
agencies
Another Service identifies vulnerability
Lead Professional appointed if situation becomes
more complex
Plan
Another service has relevant information
Review
Family and friends have relevant information
45
Project Plan - key work streams
  • Workforce development and support

Infrastructure development /IT
Operational implementation
Communications
Model and systems redesign
Quality and evaluation of the work
46
Toolkit
  • Section 1 Background
  • Section 2 Team around the Child in Practice
  • Section 3 Pathways to support
  • Section 4 Professional roles and
    responsibilities
  • Section 5 The Tools
  • Section 6 Glossary
  • Will be updated with learning from implementation

47
Further GIRFEC Workforce Development
Solution Focused Training
Family Group Conferencing
Leadership for Lead Professionals
Core training
Learning seminars
Engaging with uncooperative families
Child Development, Resilience and Attachment
48
Workforce Development Contacts
  • Events regularly updated on www.edinburgh.gov.uk/t
    eamaroundthechild
  • Email updates sign up with lucy.johnston_at_edinbur
    gh.gov.uk
  • Booking for training
  • becca.hockey_at_edinburgh.gov.uk

49
  • Evaluation and learning
  • Survey monkey - TATC Roll
  • Case studies
  • Interviews
  • Learning Seminars
  • Report on trial and testing Sept/Oct
Write a Comment
User Comments (0)
About PowerShow.com