Statement Does your skills, knowledge and capabilities include
A Questioning Culture for Child Protection
Slide 6
Exercise Why do we undertake home visits? What are the
reasons/purpose for the home visits? Office based visits vs home
visits? What your experience of home visits? How do you plan for
your home visits? (be honest?
Slide 7
Maslows Hierarchy of Needs
Slide 8
Assessment Framework Child Safeguarding and promoting Welfare
Health Education Emotional and behavioural development CHILDS
DEVELOPMENTAL NEEDS PARENTING CAPACITY FAMILY AND ENVIRONMENTAL
FACTORS Identity Family and social relationships Social
presentation Self-care skills Basic care Ensuring safety Emotional
warmth Stimulation Guidance and boundaries Stability Family history
& functioning Wider family Hous i ng Employment Income Familys
social integr a tion Community resources
Slide 9
Planning and Anticipation Family/Parent Factors What do we know
about history? What form does aggression take? Towards whom? Other
factors Mental health, substance misuse, DV Triggers caused by us
threat of loss, kept waiting, discourteous behaviour, invasion of
territory 9
Slide 10
Planning and Anticipation Context Factors Office, home setting,
safety, Route, environment Exits Other members of staff Lone
working policy Where to sit in room door, objects Contact phone NB
where is the child in this? 10
Slide 11
Planning and Anticipation Intimate family space Progress door,
hall; living room kitchen, bathroom/toilet. The importance of
movement Main stage back stage (not just the front room) A core aim
of child protection is to reach an understanding of the childs
world, experience and well being and to respond accordingly 11
Slide 12
Planning and Anticipation Worker Factors Always ensure you are
safe update your training Is there a risk assessment in place?
Alone or co-working? Code/method? Agreed areas - managing the
unexpected Anything that could be a trigger factor? If scheduled
arrive on time! Use your instincts - is it OK to feel scared? Know
the impacts you may experience and manage them? What can I do about
it? Can you and have you talked about this in supervision? 12
Slide 13
Planning and Anticipation Personal Factors Personal issues
Confidence in self Confidence in process Confidence in co-worker
Confidence in organisation Can you acknowledge fear Preparation
13
Slide 14
Getting through the door (and staying there) Know why we are
visiting e.g. assessment Making judgements Negotiable and
non-negotiable factors What factors may influence the outcome may
go wrong and have to go back. Be authoritative not authoritarian
Language clarity, role, expectations, consequences (not threats),
benefits Empathy and reflection on parents underlying feelings,
alongside responsible childcare An assertive, confident, and caring
approach 14
Slide 15
Getting through the door (and staying there) Understand why
they are uncooperative Keeping relationship formal but warm Clear
indications the work is focussed on child(ren) Clearly state your
professional and/or legal authority; Continuously assess
motivations & capacities of parent/s to respond cooperatively
in interests of child/children; Confront uncooperativeness when it
arises, bringing it back to the reason for being there Establish
written agreement - include areas of resistance/ uncooperativeness,
your expectations regarding them. 15
Slide 16
Assertiveness and other skills Pitch between
aggressive/passive, formal/warm. Respect yourself and others
equally Clear goals and outcomes Say if you dont know or dont
understand Listen to and acknowledge other peoples points of view
even if you dont understand Empathy not aggression Maintain
scepticism and respectful uncertainty Broken record listen to what
other says and then if you dont change your mind repeat statement
Yes Ill take that on board but can I remind you/come back to Find 3
Yes questions ahead of difficult questions 16
Slide 17
Its not working Stay alert to underlying resistance Be willing
to take appropriate action to protect the child/children 17
Slide 18
Prevalence of uncooperativeness & resistance 75% of
families in analysis of SCRs characterised as uncooperative.
Resisting services or not receiving the services that they needed?
What may appear to be resistance may be evidence that the services
families are receiving are not fit for purpose (Faith &
Shemmings, C4EO) 18
Slide 19
Keeping the Child Central Children cannot wait indefinitely for
their needs to be met!! When parents needs are in conflict with
their childrens needs, this increases the vulnerability of the
child. Parenting Ability vs Parenting Capacity
Slide 20
Focus on the child 20 The failure of all professionals to see
the situation from the childs perspective and experience; to see
and to speak to children; to listen to what they said, to observe
how they were and to take serious account of their views in
supporting their needs (is) probably the single most consistent
failure in safeguarding work with children Ofsteds evaluation of 50
serious case reviews between April 2007 and March 2008
Slide 21
Slide 22
Slide 23
Slide 24
Slide 25
Purpose/Focus of Consultation Danger/Harm Risk Statements
Complicating Factors Current Ranking Safety Strengths/Protective
Factors Partnering: Action w/family in their position: willingness,
confidence, capacity (Immediate Progress) Safety/Protection
Required Enough safety to close 1 2 4 5 7 8 9 10 6 Building Safety
& Strengthening Families Practice Framework Next Steps Detail
re: incident(s) Bringing the family to the attention of the agency.
Pattern/history GENOGRAM/ECOMAP Strengths demonstrated as
protection over time Pattern/history of exceptions What is the
worker/team looking for in this consult? Risk to child(ren) Context
of risk Condition/behaviors that contribute to greater difficulty
for the family Presence of research based risk factors Development
of next steps relevant to risk context What Who When Etc. Assets,
resources, capacities within family, individual/community Presence
of research based protective factors Child & Family
Services/(Lohrbach) (Gray Area) 3
Slide 26
Why is this approach useful? Helps us to engage with children,
young people and their families about their worries/concerns but
also what is going well for them (strengths) Organises and
structures our thinking in a logical manner from the huge amount of
information we gather from various sources Helps us to be proactive
not reactive Enables children, young people and their families to
problem-solve their own issues/difficulties to make sustainable
changes which will lead to better outcomes
Slide 27
Why is this approach useful? Ensures that professionals are
honest, fair, objective, inclusive and transparent Professionals
have to justify their concerns and be accountable for them
Professionals have to use language that makes sense to children,
young people and their families Less likely to have families who
are resistant or reluctant Ensures not to just concentrate on the
deficits/negatives (as you will only just get more of this)
Evidenced-informed practice A good tool to use after your visits A
good tool to use before, during and after meetings A good tool to
use in supervision
Slide 28
Lasting change is more likely to happen when you find out whats
working and help people figure out how to do more of it People are
more likely to behave/think differently when you work with their
goals for change Rapid change or resolution can happen when people
hit on ideas that work
Slide 29
Put Simply! What needs to change? How will you/other
agencies/child/yp/parents/carers/other people know things have
improved enough for us to Exit but only when it is safe to doso
Think about children and young people daily experiences
Slide 30
How families avoid? Be welcoming Stage manage visits Avoid home
visits and attend office/clinic Restrict or refuse access Failure
to attend mtgs Remove children from school/nursery/day clinic
Families move
Slide 31
How families avoid? Avoid being in for visits/refuse to answer
the door Lie about childs whereabouts Directly threaten
professionals Pressure on non-abusing adult not to report or say
anything Family tells professionals what they want to hear
Slide 32
How families avoid? Asking for housing move hence professionals
becomes distracted Parents/carers discuss their own difficulties
and needs Child is scape-goated Parents/cares makes complaints
Family questions professionals credibility to undertake their
job
Slide 33
How families avoid? Playing agencies against each other Leaving
the TV on The presence of animals Allowing their mates to be
present
Slide 34
Levels of co-operation a spectrum? 34 Not co-operative Low
co-operation Neutral /some co-operation Co-operation V
cooperative/persistently seeks help
Slide 35
Analysis and Professional Judgement A Child Developmental Needs
must be based on knowledge/research of what would be expected of
the childs development. Are their concerns about the childs
development in relation to the dimensions? Are we protecting the
child from maltreatment? Are we preventing impairment of childrens
health or development?
Slide 36
Analysis and Professional Judgement Parenting Capacity should
be draw on knowledge about what would be reasonable to expect a
parent to give their child which ensures that the child is growing
up in circumstances consistent with the provision of safe and
effective care Whats missing? Capacity and prognosis for change?
Can the parent change within the childs timescale? (Safety over
time)
Slide 37
Analysis and Professional Judgement Family and Environmental
Factors should be drawing on knowledge about the impact these will
have on both parenting capacity and directly on a childs
development. Is the accommodation suitable/accessible for a
disabled child? Impact of poverty/hardship/isolation? Who else is
in the family/extended family that could help/ support? (It takes a
village to raise a child-African saying)
Slide 38
Significant Harm Under Section 31 Children Act 1989 as amended
by Adoption and Children Act 2002 harm means ill-treatment,
impairment of health or development, including seeing or hearing
the ill- treatment of another development means physical,
intellectual, emotional, social or behavioural development health
means physical or mental health ill- treatment includes sexual
abuse and forms of ill- treatment which are not physical The
question of significant has to be compared to what could reasonably
be expected of a similar child
Slide 39
Signs of Safety 1.What are we worried about? (past harm, future
danger and complicating factors) 2.Whats working well? (existing
strengths and safety) 3.What needs to happen/change? (future
safety) 4.Scaling (0-10) 10 means there is enough safety 0 means
situation is dangerous
Slide 40
ENGAGING CHILDREN, YOUNG PEOPLE AND THEIR FAMILIES INCLUDE:
Working ethically and with consideration for consent and
confidentiality Understanding behaviour Interviewing Questioning
Observation Listening Summarising Accurate empathy and reflective
listening Giving constructive feedback Challenging Working for
change and positive outcomes for all
Slide 41
Reflection!! Be respectfully uncertain Do not just be a passive
recipient of information Can you critically separate the story
given from the actual reality?
Slide 42
Culture & Safeguarding Discrimination is an everyday
reality. Our job is to ensure that we do not reinforce that reality
and therefore our professional job is to treat people with respect
and fairness regardless of non-visible or visible differences
(refer to the Culture Map) No culture supports the abuse of
children or young people Every child or young person living in the
UK is entitled and has the right to be given the protection of the
law regardless of his or her background. The basic requirement is
that children or young people are kept safe is universal and cuts
across cultural boundaries. Never make assumptions about what you
see Always question your own prejudices and assumptions. What
evidence do you have?
Slide 43
Culture & Safeguarding What is your understanding and
experiences of working across different cultures? How do you know
if some aspect of a culture is illegal? Always check out with the
child/YP and family what their cultural norms are to avoid making
any judgements, which are based on stereotypes. Lord Laming said
that we should be respectfully uncertain and do not just be a
passive recipient of information when working with people.
Slide 44
Culture & Safeguarding All staff working with children and
young people should seek advice about what practices are acceptable
and which are not within a particular culture to ensure that there
are no significant harm concerns and/or a criminal offence has not
been committed within UK law. Some individuals will use the word
culture or their circumstances (e.g. poverty, relationship
breakdown, class) to justify child abuse or neglect. All children
and young people have a right to grow up safe from harm and
ill-treatment. Child abuse affects all groups to which children
belong:- -all social classes -all genders -all ages (including
pre-birth) -all abilities -all cultures and ethnic groups
(including white children)
Slide 45
Why we lose sight of child/YP Professionals dont believe the
childs account Child/YP is fearful of the professionals
Professionals like the parents they are a nice family Child/YP has
no verbal communication Parents appear nice and plausible Child is
fearful of being removed into care Professionals are frighten of
the parent (s)
Slide 46
Why we lose sight of child/YP Professionals dont believe the
childs account Child/YP is fearful of the professionals
Professionals like the parents they are a nice family Child/YP has
no verbal communication Parents appear nice and plausible Child is
fearful of being removed into care Professionals are frighten of
the parent (s)
Slide 47
Intervention Who is going to do what, when and how? How are we
going to measure progress and ensure life is better for the
child/YP?
Slide 48
Exercise Child/YPs Needs Services -how will we know that this
will improve or get better for the children(improving their
lives)
Slide 49
HELPING CHILDREN TALK
Slide 50
WORKING WITH CHILDREN THE FAIRY AND THE WIZARD
Slide 51
Indicators of poor outcomes Disruptive or anti-social behaviour
Overt parental conflict or lack of parental support/boundaries
Involvement in or risk of offending Poor attendance or exclusion
from school Experiencing bulling or discrimination Special
educational needs Disabilities
Slide 52
Indicators of poor outcomes Disengagement from education,
training or employment post 16 Poor nutrition/poverty Ill-health
Substance misuse Aniexty or depression Housing issues Pregnancy and
parenthood
Slide 53
Model of Change Tony Morrison Action Rehearsing new behaviours
Maintenance Sustaining and internalising New behaviours Relapse
Return to some or all old behaviour. Give up or try again EXIT
Contemplation Weighing up pros and cons Start of change process
Pre-contemplation Defensive, denial, Projecting blame, depressed,
unaware
Slide 54
Six stages of contemplation I accept that there is a problem I
have some responsibility for the problem I have some discomfort
about the problem and my part in it I believe that things must
change I can see that I can be part of the solution I can see the
first steps towards change. (Calder, forthcoming)
Slide 55
A scale for assessing motivation 1.Shows concern and has
realistic confidence. 2.Shows concern, but lacks confidence.
3.Seems concerned, but impulsive or careless 4.Indifferent about
the problems 5.Rejection of parental role
Slide 56
It takes a Village to raise a Child TAC/TAF
Slide 57
T.E.A.M YOT School/College Housing Neighbourhood Police Early
YearsHealth Visitor Nursery GP Child/ Young Person Youth CAMHS
Parents/Carers/families Midwives CFF Children Centres Voluntary
Agencies
Slide 58
Intervention Planning is getting all the different pieces TO
FIT TOGETHER
Slide 59
WORKING TOGETHER TO ACHIEVE BEST OUTCOMES AND TO IMPROVE
CHILDREN AND FAMILIES LIFE CHANCES
Slide 60
Asking the right questions? What are the needs of this Family?
How can WE help and support this Family- stay as a Family? Who
needs to be involved and can help make changes with the
family?
Slide 61
Possible Roadblocks What are the possible road-blocks to
working together? How can the road-blocks be addressed?
Solutions?
Slide 62
Put Simply! What needs to change or be improved? How will
Families and you know that things have improved or are better for
children within their timescale? Who and What will tell us ?
Slide 63
Getting Plans to work It is the plan that is developed where
everyone involved knows clearly what needs to remain the
same/change, what needs to be achieved, what needs to be different
within what timescale, with clear actions that are measurable
(SMART) Children and their families are integral to this process.
We must think and work differently in how we negotiate with
children and their families
Slide 64
Review the Plan Any review needs to consider: Have there been
any changes since the last time we all met? What progress has been
made? What difference has been made-have you made progress towards,
or achieved, the differences you or the family hoped for? Do we
need to consider other options?
Slide 65
Scaling and Goal setting What are the child/rens goals? What
are the parents/carers goals? What are the agencies goals? 0-No
engagement/no progress made 10-engagement/progress made which is
real and meaningful to the childs safety and well-being
Slide 66
Karen is a 32 year old mother who has 7 children by 6 different
men She is unemployed and living on a council estate Karen had a
difficult upbringing, frequently truanting school. She had few
aspirations and borderline low intelligence At 14 the relationship
with her mother broke down and she spent time in and out of the
care system She had a string of failed relationships, based upon
heavy drinking, smoking and violence The home was often dirty,
dishes piled up in the sink, dirty washing on the floor House was
often full of friends who stayed until the early hours drinking and
smoking Social Services contacted on numerous occasions by family,
neighbours and school staff Services attended the property by
appointment, giving Karen chance to clean the property and prepare
to adopt the caring parent image Children were placed on the CP
Plan, which called for Karen to be constantly supervised because of
her inability to successfully place the childrens needs above her
own
Slide 67
Just over a year later the children were removed from the Plan
as they were deemed no longer at risk and step down to a CAF
Children continued to present at school dirty and unkempt with
matted hair Karen was manipulative and refused to engage in support
services There were no support services engaging with this family
How would you support this family?
Slide 68
(Karen Matthews)
Slide 69
Shannon Matthews
Slide 70
A National Framework for Change Following the inquiry into the
death of Victoria Climbie, Lord Lamings recommendation made clear
that child protection should not be separate from policies to
improve childrens lives as a whole
Slide 71
Network of Victorias Services
Slide 72
Information Sharing Almost every child death enquiry since
Maria Caldwell has never criticised professionals for sharing
relevant information but they have for NOT.in a timely manner!
Slide 73
Who can give consent Children aged 12 and over, consider age,
understanding, maturity (consider Lord Fraser judgement)
Slide 74
Information Sharing Whilst the law rightly seeks to preserve
individuals privacy and confidentiality, it should not be used (and
was never intended) as a barrier to appropriate information sharing
between professionals. The safety and welfare of children is of
paramount importance, and agencies may lawfully share confidential
information about children or the parent, without consent, if doing
so is in the public interest. Lord Laming
Slide 75
Information Sharing A public interest can arise in a wide range
of circumstances, including the protection of children from harm,
and the promotion of child welfare. Even where the sharing of
confidential medical information is considered inappropriate, it
may be proportionate for a clinician to share the fact that they
have concerns about a child. Lord Laming
Slide 76
Information Sharing The Key factors in deciding whether or not
to share confidential information are necessity and
proportionality, ie whether the proposed sharing is likely to make
an effective contribution to preventing the risk and whether the
public interest in sharing information overrides the interest in
maintaining confidentiality. In making the decision you must weigh
up what might happen if the information is shared against what
might happen if it is not and make a decision based on professional
judgement Lord Laming
Slide 77
Sharing Information Likely outcome if information is shared
Data Protection Act 1998 Human Rights Act 1998 Freedom of
Information Act 2000 Children Act 1989 and 2004 Likely outcome if
information is not shared
Slide 78
Lessons from Haringey SCRs Working together in CP is like being
in a relay team- make sure the information you hand over has been
received and understood. The rule of optimism means that
professionals can even rationalise evidence that contradicts
progress
Slide 79
Lessons from Haringey SCRs A child does not have to be hit to
be harmed. All neglect indicators stem from a parental choice to
prioritise something else above their childs basic needs. Think the
Unthinkable: It is crucial to be sceptical of the accounts parents
give-they should be tested thoroughly against the facts
Slide 80
Lessons from Haringey SCRs The presence of a child in a
household where domestic violence is an issue should immediately
alert you to risk. A Seen Child is not necessarily a Safe Child:
Almost every child that has died in the last 40 years was seen by
professionals within days (or hours) of their death.
Slide 81
Lessons from Haringey SCRs At times professionals failed to act
because they thought that another involved professional would take
action. The best predictor of future behaviour is past behaviour
There is no such thing as a typical family or a typical child, and
it is dangerous to think that way.
Slide 82
Lessons from Haringey SCRs Do not confuse an apparent good
adult-child interaction with secure attachment....even abusive
parents can have good days with their children Risk refers to the
probability of a future even; current harm is not a risk but a
reality
Slide 83
Messages from Mike Stop and re- group (Critical Thinking)
Communication/information sharing Keeping the child/yp central to
your conversations/analysis and decisions/plans Dont assess
families to death!!!!!!! Child/yp cannot wait for their needs to be
met-be confident in your professional judgements to date!
Slide 84
What if this was your child? What would happen if we did
nothing? Whats reasonable to expect from parents/carers? When is
enough enough? Collective responsibility TEAM When to escalate?
Stop trying to fix the unfixable(Children cannot wait!)
Messages
Slide 85
Understanding Thresholds across agencies Multi-agency
training-do we share/agree with the child/yp welfare concerns?
Supporting each other with the workload-its ok and right to ask for
help and support!!! We believe in diversity and difference but not
at the expense of the child/yp Messages
Slide 86
Being honest and clear about your concerns-being upfront. Its
not what you say but how you say it!!!!!!!!!!! We dont have to
tolerate abuse/intimidation/
Slide 87
Messages Importance of info sharing-we are all part of the
jigsaw puzzle Think of meetings like going to a birthday party-we
all bring a present (info) Multi-agency training-roles and
responsibilities
Slide 88
Messages Seeking guidance/direction from your
peers/supervisor/manager/colleagues We all need to be
calm/proactive/critical/reflective thinkers.
Slide 89
PLAN Actions to facilitate outcomes IMPLEMENT Carry out the
plan REVIEW What looks different? ASSESS Solution focused
Transparent Negotiated OUTCOMES (specific, realistic measurable
agree how progress will be measured and scale current situation
from 1-10 ) AN OUTCOME FOCUSED PRACTICE MODEL Workers will Family
Members will child/parent will What looks different? (scale against
outcomes) Have plans been carried out? Impact of the change?
(update assessment) Has a good service been provided?
Slide 90
Exercise What have I learnt? What has been confirmed for me?
What will I do differently if anything? Messages for the wider
audience/colleagues/senior managers/Heads of
Services/Councillors/Government and the wider community