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What gets in the way of responding to
child neglect? The development of an
innovative organisational learning
package
Hann...
DfE funded project to develop
training materials on child neglect
Evidence
• Rapid review of research evidence and Learnin...
Aims of this workshop session
 Thinking behind the training
 ‘Taster’ of some of the materials – your
thoughts and feedb...
Background and aims of the project
 Significant evidence base on neglect - yet widespread challenge
(for example, frequen...
Taking a systems approach
 “The crux of a systems approach... is that it
examines human performance in its context
and re...
What this means in practice
 Giving people information but also:
 Helping them think through barriers to putting
trainin...
The ‘blended learning programme’
E-learning ‘primer’ materials
Scenario-based training day
Key messages to senior
managers
Multi-agency scenario day
Time Session
9.30 – 10.00 Introduction
10.00 – 11.30 Scenario – assessment, analysis and decisio...
Scenarios
 ‘Composites’ of common aspects of a variety
of cases
 Include aspects of practice which literature
and SCRs t...
Scenario part 1
Family member Relationships Age Ethnicity
Vicky Mother 25 years White/UK
Kylie Daughter 3 years White/UK
R...
Scenario 2 (10 months on)
 Usually we ask groups to:
 Do an initial analysis of the information
 Gather more informatio...
What came up in the sites
 Who can you get information from?
Confusion and inconsistency
 Euphemistic language and reluc...
Conceptual framework – five areas
 The form the neglect takes, and the aspects of the child or
young person’s life that a...
What came up in the sites
 Thinking about omission and commission –
people find this difficult
 Causality never clearly ...
Helping people think about ‘why’
 Scenarios help to create a ‘microcosm’ of
practice
 Highlight a number of barriers and...
Reflections
 Aim: ‘a different kind of training’
 Scenarios do help to foster conversations
about ‘real’ practice
 Part...
Next steps
 Training will be available on a paid-for basis
to LSCBs
 Variety of options, including purchasing
additional...
Contact details
 Hannah Roscoe, Senior Research Analyst
 Hannah.roscoe@scie.org.uk
 www.scie.org.uk
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What gets in the way of responding to child neglect?

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The development of an innovative organisational learning package

Hannah Roscoe Senior Research Analyst SCIE
Jane Wiffin SCIE Associate

Social Care Institute for Excellence

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What gets in the way of responding to child neglect?

  1. 1. What gets in the way of responding to child neglect? The development of an innovative organisational learning package Hannah Roscoe, Senior Research Analyst, SCIE Jane Wiffin, SCIE Associate
  2. 2. DfE funded project to develop training materials on child neglect Evidence • Rapid review of research evidence and Learning Together reviews eLearning • Development of an eLearning ‘primer’ course • Focus on critical reflection on definitions of neglect, and on ‘myths and misconceptions’ Develop training • Developed scenario-based training in partnership with London Borough of Hackney Pilot training • Piloting and evaluation in Doncaster, Essex and Brighton & Hove • Feedback to subgroup of LSCB in each site
  3. 3. Aims of this workshop session  Thinking behind the training  ‘Taster’ of some of the materials – your thoughts and feedback  Feeding back some of the issues from our pilot sites  Reflections
  4. 4. Background and aims of the project  Significant evidence base on neglect - yet widespread challenge (for example, frequent issue in Serious Case Reviews)  Develop training materials to:  Support individual learning about neglect  Promote organisational learning about blocks and barriers to working effectively with neglect  Links with Munro Review recommendations:  Fostering professional judgement and reflection  Creating channels for managers to hear concerns of frontline staff
  5. 5. Taking a systems approach  “The crux of a systems approach... is that it examines human performance in its context and recognises that people’s competence in carrying out tasks to a high standard is influenced by the whole system around them” (Munro, 2012)
  6. 6. What this means in practice  Giving people information but also:  Helping them think through barriers to putting training in to practice  Training as a ‘two way street’ and opportunity for organisational learning  Using fictional case scenarios to trigger exploration of ‘real-life’ multi-agency working context  Linking back in to multi-agency Learning and Improvement activities – eg feedback
  7. 7. The ‘blended learning programme’ E-learning ‘primer’ materials Scenario-based training day Key messages to senior managers
  8. 8. Multi-agency scenario day Time Session 9.30 – 10.00 Introduction 10.00 – 11.30 Scenario – assessment, analysis and decision making 11.45 – 1.15 Reflection on how we work together on neglect 14.00 – 16.10 Analysis of systems issues 16.10 – 16.30 Reflections and close
  9. 9. Scenarios  ‘Composites’ of common aspects of a variety of cases  Include aspects of practice which literature and SCRs tell us that practitioners find difficult  Keeping people deliberately under time pressure
  10. 10. Scenario part 1 Family member Relationships Age Ethnicity Vicky Mother 25 years White/UK Kylie Daughter 3 years White/UK Ruby Daughter 15 months White/UK Robbie Son 15 months White/UK • Family recently moved in to area, and attending a Children’s Centre • Some concerns about Kylie who is not speaking yet, is struggling to play with other children, and has had a number of accidents at home • Mum is under pressure with the twins, and has separated from her partner
  11. 11. Scenario 2 (10 months on)  Usually we ask groups to:  Do an initial analysis of the information  Gather more information (‘Oracle’)  Write a referral to Children’s Social Care  Get feedback on the referral from another group  Read the scenario and discuss with the person next to you:  What issues do you think this exercise might raise?
  12. 12. What came up in the sites  Who can you get information from? Confusion and inconsistency  Euphemistic language and reluctance to name neglect  Thresholds and working across interface of statutory versus non-statutory services
  13. 13. Conceptual framework – five areas  The form the neglect takes, and the aspects of the child or young person’s life that are affected:  Physical  Emotional  Educational/stimulation  Medical  Supervisory  Social  Its persistence and pervasiveness.  The impact from the point of view of the child.  What has caused the caregiver to neglect the child.  Whether neglect is intentional or unintentional, and caregiver commitment and capacity to change
  14. 14. What came up in the sites  Thinking about omission and commission – people find this difficult  Causality never clearly articulated, even if ideas exist about it  Difficulty taking the child’s perspective
  15. 15. Helping people think about ‘why’  Scenarios help to create a ‘microcosm’ of practice  Highlight a number of barriers and challenges (and good practice)  Afternoon session aims to:  Further understand and unpack these issues  Think about underlying reasons  Think about solutions – individual and organisational
  16. 16. Reflections  Aim: ‘a different kind of training’  Scenarios do help to foster conversations about ‘real’ practice  Participants find it helpful to talk through practice ‘dilemmas’ – even when no immediate answers  Helping people unpack the issues can be challenging
  17. 17. Next steps  Training will be available on a paid-for basis to LSCBs  Variety of options, including purchasing additional eLearning licenses  Marketing via SCIE website
  18. 18. Contact details  Hannah Roscoe, Senior Research Analyst  Hannah.roscoe@scie.org.uk  www.scie.org.uk

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