2 Day Training Programme Best HopesObjectives The Signs of Safety Assessment amp Planning Framework A Little History the creation amp evolution of the approach An Interactive Demonstration of the Framework ID: 503791
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Slide1
Signs of Safety
2 Day TrainingSlide2
Programme
Best Hopes/Objectives
The
‘Signs of Safety Assessment & Planning Framework’
A Little History: the creation & evolution of the approach
An Interactive Demonstration of the Framework
Practicing
‘Mapping’
in groups of 3
‘Safety Planning’
in brief
Involving Children with
‘The Three Houses’
& the
‘Safety House’
Using the
‘Words & Pictures Explanations’Slide3
Best Hopes
Provide a comprehensive introduction to the thinking and practice skills of the
Signs of Safety
approach to child protection work so that you can immediately begin to use it in your own practice (including supervisors).Slide4
Best Hopes
Equip participants to use the
Signs of Safety
risk assessment protocol collaboratively with families and other professionals in Child Protection Conferences and elsewhere
Ground all the training in actual case material including local cases – via a live ‘mapping’ demonstration & group work. Slide5
Best Hopes
Introduce the tools for involving children and young people in child protection assessment and planning.
Share solution-focused, safety-organised interviewing and questioning skills to use with parents, children & professionals.Slide6
Best Hopes
Provide a brief introduction to methods for building rigorous, sustainable
safety plans
with the family that address the child protection concerns.Slide7
Reading About Signs of Safety
Signs of Safety 1999, Andrew
Turnell
& Steve Edwards, WW Norton, New York
Signs of Safety Comprehensive Briefing Paper, 2012, Andrew
Turnell
, Resolutions Consultancy
Working with Denied Child Abuse – The Resolutions Approach 2006, Andrew
Turnell
& Susie
Essex,Open
University Press, Buckingham Slide8
Experiencing The Framework
Think about a child/teenager in your life who has a problem you are worried about.
(A child or young person other than someone you are working with)Slide9
Thinking about a child/teenager in your life that you feel a worried about:
What’s Working Well?
What are you Worried About?
What Needs to Happen?
On a scale of 0 to 10 where 10 means this problem is sorted out as much as it can be and zero means things are so bad for the young person you need to get professional or other outside help, where do you rate this situation today? (Put different judgment numbers on scale for different people e.g., you, child, teacher etc).
0
10
What has happened, what have you seen, that makes you worried about this child/teenager?
When you think about what has already happened to ____ what do you think is the worst thing that could happen to ____ because of this problem?
What do you like about ___ what are his/her best attributes?
Having thought more about this problem now, what would you need to see that would make you satisfied the situation is at a 10?
What words would use to talk about this problem so that ____ would understand what you’re worried about?
Are their things happening in ____’
s
life or family that make this problem harder to deal with?
Who are the people that care most about ___? What are the best things about how they care for ____?
What would ___ say are the best things about his/her life?
Who would ___ say are the most important people in his/her life? How do they help ___ grow up well?
Has there been times when this problem has been dealt with or was even a little better? How did that happen?
STEP ONE: START HERE, BACK AND FORWARDS
STEP TWO: JUDGEMENT
STEP THREE
What would ___ need to see that would make them say this problem is completely sorted out?
What do you think is the next step that should happen to get this worry sorted out?
Animations Off
HARM
Complicating
Factors
Existing
Strengths
FUTURE
SAFETY
Existing
Safety
Next Steps
DANGERSlide10
Safety Scale
: On a scale of 0 to 10 where 10 means everyone knows the children are safe enough for the child protection authorities to close the case and zero means things are so bad for the children they can’t live at home, where do we rate this situation? (If different judgements place different people’s number on the continuum).
What are we Worried About?
What
s Working Well?
What Needs to Happen?
Signs of Safety Assessment and Planning Form
0
10
Past Harm to Children
Action/Behaviour – who, what, where, when; Severity; Incidence & Impact
Danger Statements: Future Danger for Children
Worries for the future if nothing changes.
Complicating Factors
Factors which make the situation more difficult to resolve.
Existing Safety/Protection
The Strengths demonstrated as protection over time.
Must directly relate to danger.
Existing Strengths
SafetyGoals:
Future Safety/Protection
What must the caregivers be doing in their care of the child that addresses the future danger?
Next Steps
What are the next steps to be taken to move towards achieving the goal?
Family Goals:
What does the family want generally and in relation to safety?Slide11
What is the Signs of Safety Approach?
A
Questioning
not an expert approach
Informed by
Core & Practice Principles and Practice Elements
From research and from what workers and families say is good practice!
Supported by a
Skill Base
SFBT questioning
Safety Planning
Engaging Children
Skillful Use of Authority
Constructed around a comprehensive risk assessment framework that involves everyone in the assessment (families and professionals) and that incorporates harm, danger, complicating factors, strengths and safety.
Focused above all on BUILDING ENOUGH SAFETY to close the case.
Practiced from a
Stance of Humility
about what we think we know
Involves building
relationships
with all stakeholders that are focused on safety for children.Slide12
Good Performance - Human Needs
Choice
Respect
& Appreciation
Communication &
Clear objectives
Empowerment
Initiative
Frustration
Resentment
Confidence
Enthusiasm
Anxiety
Confusion
High morale
Low morale
Absenteism
Motivators
Adapted from Human Needs at Work, University of NottinghamSlide13
Partnership in practice – the social discipline window
(
Wachtel
&
McCold
)
TO
WITH
NOT
FOR
Punitive
Restorative
Neglectful
Permissive
Support (encouragement, nurture)
Low
High
Control (limit-setting, discipline)
HighSlide14
A little History
A
ndrew
Turnell
& Steve Edwards Collaboration 1993.
Interested in how SFBT fitted with Child Protection Work.
150 Practitioners Slide15
A Little History
What they did was created safety through partnership & collaboration:
Partnerships with parents/carers;
Collaboration between agencies/professionals; &
Worked with practitioners to develop the modelSlide16
A Little History
What the
practitioners
asked for:
Capture & balance the concerns and strengths so as to make judgements on balanced information.
Doesn’t just tell us what we already know but provides guidance about what to do about the problem. Slide17
A Little History
The
team leaders & managers
wanted an approach that:
would increase the confidence of CP workers in their own practice;
Would help workers get unstuck in difficult and protracted cases; and
Minimal paperwork. Slide18
18
Assessment
form
on one
page!Slide19
A Little History
“
If workers use the ideas they are in the model.
If workers don't
, they
’
re in the bin!
”
Steve EdwardsSlide20
What makes a difference?
The most important factor in making a difference in the lives of vulnerable children in open child protection cases is relationships
Realtionships
between family and professionals (partnership) and relationships between professionals themselves (collaboration)Slide21
Review of what works in family support
interventions
WHY?
Kieran McKeowan (Dublin, 2000)
% of Variance in Outcome ExplainedSlide22
Summary of the Tool
It is a
QUESTIONING
approach
Keeps the child at the centre – Impact
Designed to be used with young people and their families
Highlights what is already working wellSlide23
Practice Principles
Respect service users as people worth doing business with
Cooperate with the person, not the abuse
Recognise that cooperation is possible even where coercion is required
Recognise that all families have signs of safety
Maintain a focus on safety
Learn what the service user wantsSlide24
Practice Principles
Always search for detail
Focus on creating small change
Don’t confuse case details with judgments
Offer choices
Treat the interview as a forum for changeSlide25
Exercise
What do you like about what you have heard?
What worries / questions do you have?Slide26
Demonstrating the Framework
Family map
3 – 4 free description ‘Why are Children’s Services involved?’ or ‘What are your main concerns or the things you most worried about?’
Worker’s goalSlide27
What’s Working Well?
‘Strengths’
Who is doing what for the child, where and when, that reduces the worries and how do we know?
Exceptions to the harm? Presence of?
‘Existing Safety’
Examples of the ‘strengths that have been demonstrated as protection over time’.
(
Boffa
and
Podesta
, 2004 refined from an earlier definition used by McPherson,
Macnamara
and Hemsworth, 1997)Slide28
Demonstrating the Framework
Based on the initial background information you have just heard, develop questions you could ask the worker if you were facilitating the process to capture information for the
What’s Working Well?
column i.e.
Strengths
that might translate into
Safety
or
Existing SafetySlide29
What Are We Worried About?
Past Harm
–
Clear & specific statements of harm that has occurred to any children in the care of the parents/caregivers. When there has been an extensive history of abuse, focus on mapping First, Worst & Last incidents alongside a description of Frequency e.g. how many times a week / month would the harm typically happen?
Danger Statements –
Who is worried about whose behaviour towards whom in the future based on the past harm and /or Complicating Factors and what is the likely impact on the child.
Complicating Factors –
What are the factors/ issues/ things that make this situation more complicated both for the family and the professionals.Slide30
Complicating Factors Typically Include…
Poverty
Addiction
Issues of Mental Health
Disability
Isolation
Disputes between family members and professionals
Fear & misunderstanding between people of different cultures
Oppressive use of professional authority
Too many professionals involved
Professionals not working togetherSlide31
Demonstrating the Framework
Develop as many questions as you can think of to get the harm and complicating factors articulated simply and clearly including details on:
Action / Behaviour
Severity
Incidence
ImpactSlide32
Demonstrating the Framework
Thinking about the information gathered in the
‘What are We Worried About?’
column develop a possible
‘Danger Statement’
, i.e. a statement about your worries for the future for the child if nothing changes based on the
‘Past Harm’
and the
‘Complicating Factors’
(where relevant)Slide33
Danger Statements
What are you worried will happen to these children if nothing changes?
Need to be based on (the evidence of) past harm and complicating factors, not on catastrophic thinking
Danger statements need to be in simple straightforward language that make sense to the family without minimising the seriousness
Can draw on professional expertise and knowledge e.g. research
Slide34
Danger Statement Examples
Rob will almost certainly carry on feeling he is no good, not wanted, sad, scared and angry because step-dad
Shabs
and brother Lyle are telling him so every day.Slide35
Danger Statement Examples
There is a good chance that Rob will get into crime or drink; as likely as not he will get permanently excluded from schoolSlide36
Danger Statement Examples
Rob will get hit again a lot by Lyle and probably will get injured. Slide37
Judgement
On a scale of 0 – 10, rate the situation where 10 = there is sufficient safety to close the case and 0 = things are so serious the children need to be removed immediately
Look at this from a number of different perspectives
You may ask further questions based on the rating
Consider whether the danger statement needs to be changed?Slide38
Danger Statements:
Safety Goals:
What
Chidren’s
Services is worried will happen to the child if nothing changes (i.e. the problem/concern that has to be solved)
What
Children’s Services needs to see to know the child is safe and they can close the case (not services). Slide39
Safety Goals
‘Safety goals’
are clear statements about what the parents/caregivers will be doing in their care of the child to address the
‘Future Danger’
.
‘Safety goals’
are not attendance at services; services are likely to be part of the ‘how’
‘Safety goals’
= safe ‘preferred future’ / outcome / what safety will look like Slide40
Safety Goals Examples
Rob will almost certainly carry on feeling he is no good, not wanted, sad, scared and angry because step-dad
Shabs
and brother Lyle are telling him so every day.
Those visiting will see
Shabs
and Gaynor both being fair, firm but kind to Rob, speaking respectfully to him and protecting him from verbal abuse Slide41
Safety Goals Examples
There is a good chance that Rob will get into crime or drink; as likely as not he will get permanently excluded from school
Rob will be happier and less inclined to steal or drink and Gaynor and
Shabs
will praise and reward him for this
Because he feels better about himself, Rob will want to do and behave better in school – school will see improvementSlide42
Safety Goals Examples
Rob will get hit again a lot by Lyle and probably will get injured.
Rob will be kept safe by Gaynor and
Shabs
from being hit and
criticised
by Lyle – they will be able to describe their plan for this and how it is working and Rob will say he feels safer Slide43
Safety Goals
‘Safety Goal’
What would the parents/caregivers changed behaviour be achieving in their day-to-day care of the children, which addresses the
worries for the future
i.e. the
Danger Statement
?
‘Next Steps’
What are the very next steps to move closer towards to the
safety goal/s
? Who needs to do what and when?
Have a go…In your groups develop a
Safety Goal
that relates to the
Danger Statement
Slide44
Exercise – Groups of 3
Practitioner
Be prepared to talk about a case you are worried about and feeling stuck on.
Facilitator
Leads the process.
Ask questions and seek the responses in clear language that describes actions and
behaviours
and is clearly evidenced.
Advisor/Observer
Observe the process and be prepared to provide feedback.
Assist the facilitator.
Keep time.Slide45
Safety Scale
: On a scale of 0 to 10 where 10 means everyone knows the children are safe enough for the child protection authorities to close the case and zero means things are so bad for the children they can’t live at home, where do we rate this situation? (If different judgements place different people’s number on the continuum).
What are we Worried About?
What
s Working Well?
What Needs to Happen?
Signs of Safety Assessment and Planning Form
0
10
Harm
Danger Statements
Complicating Factors
Safety
Strengths
SafetyGoals
Next Steps
Family GoalsSlide46
Mapping Process Using The 3 Columns
Things to be aware of
:
If you ask a question that the worker doesn’t know the answer to, ask if it would be useful to know and put it under
‘Next Steps’
.
As you progress, you can move back and fourth between the columns.
Your use of language – help the worker to keep it simple and clear. Use the worker’s exact words wherever possibleSlide47
Getting Started
The Facilitator (who scribes) starts the process by asking the worker for:
Information to construct a genogram
A 3 – 4 minute free description ‘What are you main concerns or the things you are most worried about right now?’
Worker’s Goal (at this stage)?
Start asking questions to elicit information for the ‘What’s Working Well?’ column
(NB: Advisor/Observer take note of good questions)Slide48
Ask for information to complete a genogram
Get a 3 – 4 minute free description of the key worries in
the case
Ask for the worker’s goal for the exercise
Begin asking questions to elicit ‘What’s working well?
– Elicit and Amplify
Then ask questions to elicit ‘What are we Worried about?’
– Elicit and Amplify to get
behaviour
, severity, incidence
and impact
Ask questions to help the worker develop danger statement –
reflect on meaning of harm and complicating factors
Ask one or more scaling questions about the levels of
danger; ask from different perspectives
Revisit the danger statement to see if it needs to be amended; ask more questions to elicit worries if necessary
Ask questions to help the worker develop safety goals
Ask questions to elicit next steps
Revisit and scale the worker’s goalSlide49
Process Review Exercise
Practitioners – what was most helpful?
Observers:
What worked best? What were the best questions?
Facilitators:
Which sections of the mapping flowed best?
What did you struggle with? Slide50
Introduction to Safety Planning
Developed from Danger Statements; parent led journey to Safety Goals
How, in our house / our family’s life, is next week going to be different from last week?
Comprised of decisions and ‘rules’ supported by extended family and friends, services and professionals Slide51
Danger Statements:
Safety Goals:
Together with the family, the practitioners journey from the problem of the danger statements to the safety goals through a structured process.
This is the
how
of safety planning
The journey is more important than the end product.
What
Chidren’s
Services is worried will happen to the child if nothing changes (i.e. the problem/concern that has to be solved)
What
Children’s Services needs to see to know the child is safe and they can close the case (not services). Slide52
Resource Planning
vs
Safety Planning
Resource Plans
Agreed at CP conferences
Led by Safety Goals
Specialist services
Visiting and monitoring arrangements
Additional assessments
Contingencies
Reviewed every 3 – 6 months
Safety Plans
Agreed by keyworker and family after conference
Led by Risk Statement(s)
Detail of how daily life will be different
Build on exceptions and ideas developed with family
Reviewed every week or two
Take 3 or 4 months to ‘bed in’Slide53
Case Example
14 month old Jack – severe health needs
Separated parents in their early 20s
Mum Sharon has a mild learning disability
Father Gary been in prison for assaulting Sharon
Parents
minimising
impact on Jack of being exposed to fighting
Sharon not providing the medicines and care needed and removed Jack from hospital x 3 against medical adviceSlide54
Resources
Case in Court
Couples
counselling
Individual
counselling
Separate parenting classes
Regular involvement with community health nurse
Little co-ordination or coherence between services
Parents engaging but no clarity about what needed to be achieved for Jack to stay with parentsSlide55
Danger Statement 1
“The County and the Guardian are worried that Jack could be physically and emotionally hurt when Gary and Sharon get into arguments and fights and they become so wrapped up in the argument they forget to pay attention to Jack.” Slide56
Building on Strengths
Gary had tried to walk away on occasions when he felt an argument was getting out of control
Sharon would follow him when he did this and continue the argument
Sharon worked with her counselor on avoiding escalation and not following GarySlide57
Concrete Actions
Written signed plan which said that Gary would always walk away from fights when they began to escalate and that Sharon would not follow him
Gary agreed to keep a diary of times when he and Sharon began to argue and he walked away
Confirmed by each parent independently to their
counsellor
and observed and reported by family members and professionalsSlide58
Danger Statement 2
“The County and the Guardian are worried that Jack’s illnesses may get worse when Sharon does not follow medical recommendations.”Slide59
Collaborating on Safety
Social worker brought Sharon and the community health nurse together to ‘concretize’ the concerns
Sharon agreed to keep a log of every medical intervention she made with Jack
Sharon and the nurse reviewed the log together each week
Nurse prepared a series of cards with simple directions to cue Sharon in different medical situations (e.g. asthma attack,
coughing, vomiting)Slide60
Children’s ToolsSlide61
Children’s Tools
For Listening…
The Three Houses
Nikki Weld & Maggie Greening
The Wizard and Fairy
Vania
de Paz
The Safety House
Sonja Parker
For Telling…
The Words and Pictures
Susie EssexSlide62
Words & Pictures
A storyboard (words and pictures) for children to help them understand events that are difficult for adults around them to talk about
Parents and worker develop the words together using the family’s own words.
3. Primarily used to explain worries, concerns and difficult situations to younger children
4. Also used as part of a safety planning processSlide63
Exercise – in Pairs
In pairs:-
Why is it important for children to know the truth / is it important for children to know the truth? How well are you doing in your Agency?
To what extent do children have the best possible understanding where:-
0 = involved with our service have little understanding of their situation
10 = children involved with our service always have a good understanding of their situation
Slide64
Practice Example
Jennifer Levitt -
WandsworthSlide65
65
Practice ExampleSlide66
66
Practice ExampleSlide67
67
Practice ExampleSlide68
68
Practice ExampleSlide69
69
Practice ExampleSlide70
70
Practice ExampleSlide71
71
Practice ExampleSlide72
72
Practice ExampleSlide73
73
Practice ExampleSlide74
74
Practice ExampleSlide75
75
Practice ExampleSlide76
76
Practice ExampleSlide77
77
Practice ExampleSlide78
78
Practice ExampleSlide79
79
Practice ExampleSlide80
Exercise – Words & Pictures
In pairs talk about:
What do you think will be the benefits to the child in the future as a result of this work?Slide81
Follow-on Exercise
In pairs:
Thinking of the children on your caseload today – which of these do you think it could be useful to use this tool with? Slide82
Exercise – in Pairs
Why is it important for children to be heard?
Think about a time in your childhood when you were listened to by an adult and a time when you were just paid lip service to – what was the difference?
What is the importance of the child’s voice in Safeguarding workSlide83Slide84
84
Poppy’s House of Good ThingsSlide85
85
Poppy’s House of WorriesSlide86
86
Poppy’s House of DreamsSlide87
3 Houses - Process
Consent – is it needed?
Deciding where to meet with the child.
Wherever possible talk through the idea of using the tool with the parents and obtain their permission to speak with the child.
Is there benefit to having the parent/s present? Involved?
Talking with children separately or together?
Introducing your role and the
Three Houses
to the child.
Which house to start with? Pictures, words or both? Who will write?
Talking with the child about what will happen next.
Sharing the assessment with the parents.
What if the child makes a disclosure? Slide88
88
Created and
illustrated by
Vania
da Paz
The Wizard and…Slide89
89
…Fairy
Created and
illustrated by
Vania
da PazSlide90
People who live in
my safety house
People I don
’
t feel safe with
Rules of my safety house
People who come to visit my safety house
Path to my
safety house
What we do in my safety house
The Safety House
Created by Sonja Parker
www.aspirationsconsultancy.comSlide91
Safety House
Preparations: decide how you want to use the process its usually a good thing to draw
Safety House
together but pre-drawn is fine
2. Wherever possible explain the
Safety House
interview process to the parents and obtain permission to interview child/
ren
. You might involve the children in this discussion. If explained to parents ask them to tell child its okay.
3. Make decision whether to work with child with/without parents present.
4. Explain the
Safety House
to child working through each element
5. Use words and drawings as appropriate. The more time you have the more creative you can be, if you are on a tight time line probably need to stay more word focused and do at least some of the writing.
Make sure it’s the child’s words and images throughout – don’t alter or paraphrase. Slide92
Safety House
6
. Typically process is to start with who lives in my
Safety House
, what we do in
Safety House
, who visits, who isn’t allowed in my
Safety House
, and
Safety House
rules
7. Once finished obtain permission of child to show to others - parents, extended family, professionals. Explain what happens next to the child.
8. Present to parents/caregivers and safety network. Explore with them how to integrate the child’s ideas into the final
safety plan
and how to show the child their concerns and what they want is addressed.
9. Makes sure the
Safety House
is put on the file.Slide93
Follow on Exercise
In pairs:
Thinking of the children on your caseload today – which of these do you think it could be useful to use these tools with? Which tools would you use and why?Slide94
The End
THANK YOU – SAFE HOME!
damiangriffiths898@gmail.com