A Framework for Practice: The Best Interests Case Practice Model Summary Guide

Июль 22, 2022

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A Framework for Practice: The Best Interests Case Practice Model Summary Guide

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2. Program Outline Overview of Best Interests Case Practice Model (BICPM) The BICPM Summary Guide Strategies for
3. Introductory Activity What have you had to leave behind to come to this training? Why did
4. The Best Interests Framework
5. How it all fits… The Children, Youth and Families Act 2005 The Best Interests Framework Best
6. Learning and Development Strategy Phase 1 – Preparing for Enactment Phase 2 – Embedding Reforms Phase
7. Lead the way!!
8. What we do and How we do it
9. Key Message We can only do the “What” we do effectively if we attend to “How”
10. Key Message The Best Interests Case Practice Model is a process and a way of thinking.
11. What is it not? A checklist A tool to be “done” A prescriptive document A manualised
12. The Model as we know it…
13. Trauma and Development The parents of the children we work with are often impacted by trauma
14. How trauma and deprivation can impact on parenting: Inability to regulate own emotions Never learning what
15. What we do and How we do it
16. Information-Gathering “Any risk or safety assessment or future casework is only as good as the quality
17. Tools for Information-Gathering: How we do it Genograms Eco-maps Timelines Assist in drawing out the family’s
18. Analysis and Planning
19. Analysis The BICPM is based on a professional judgement model – analysis supports workers to make
20. Professional judgement “It is important that practitioners are aware of the problems associated with professional judgement.
21. Resource Key reference: “Effective Child Protection Practice” (Eileen Munro, 2002) - relevant to all who work
22. Analysis “Research and experience has shown that there is usually lots of information available about the
23. Analysis – Risk Assessment The BICPM should not be viewed by practitioners only as a risk
24. Definitions Harm/Cumulative Harm Impact Vulnerability Sustainability Culture Activity: define these terms
25. Harm - Considerations What has happened or is likely to happen to the child? Distinguish between
26. Cumulative harm Child’s unmet needs = harm to development over time ‘Research evidence has shown that
27. Impact - Considerations What effect has the harm had on the child’s safety, stability and development?
28. Vulnerability - Considerations Considering the child’s age, stage, culture and gender, how do these factors increase/decrease
29. Sustainability - Considerations Where strengths and/or protections have been identified, how do we assess the likelihood
30. Culture - Considerations Culture is a broadly-defined concept that encompasses a child’s core identity, the meaning
31. Thinking…
32. Taking a good look…
33. Putting the pieces together…
34. Making sense of it all
35. The 5 C’s
36. Articulating Your Analysis “Practitioners need to be able to present evidence to the Children’s Court that
37. Articulating your Analysis
38. Articulating your analysis
39. Articulating your analysis
40. Articulating your analysis
41. Articulating your analysis
42. Activity – Articulating Analysis Harm and impact – what is going well/not well for Jake and
43. Key Message Any plans and recommendations that we develop must clearly and logically flow from our
44. Action “Any action should be based on sound analysis and be purposeful towards engaging the family
45. Action Engagement of the family in an action plan is fundamental to its success True engagement
46. Engagement “Possibly the strongest indicator of engagement is when you feel you can talk about change
47. Family Group Conferencing and Aboriginal Family Decision Making AFDM and FGC give a strong message of
48. Implications for Practice - Children “Effective therapeutic and enrichment interventions must recruit other adults in a
49. Key Message “Where there is harm, referral to another service will not ensure that the family
50. Review
51. Review “Review is the continual process of being curious about our effectiveness” Summary Guide p.45
52. Review “Review information frequently. Identify gaps. Be open to changing your initial views rather than interpreting
53. The child’s lived experience
54. Spot the difference 1. “The child is at risk due to exposure to parental substance abuse,
55. Spot the difference 2. “The child’s physical safety is at risk as the parent’s substance use
56. The model is relationship based, child focussed, family centred ecological and systemic culturally competent
57. The model is (cont) developmentally and trauma informed gender aware and analytical dynamic and responsive
58. The model is (cont) based on professional judgement strengths based outcomes focussed
59. Reflective Practice The BICPM requires reflective practice: “In Victoria there is a strong commitment to strengthening
60. Reflective Practice
61. Forums for Reflective Practice Supervision Case conferences Peer supervision Team meetings Individual reflection Reflective Practice prompts
62. Activity: Where to from here? What are we doing well? Where do we need to further
63. Where to from here? Possible obstacles to embedding the Best Interests Case Practice Model? Crisis driven;
64. Obstacles…
65. Program Outline Overview of Best Interests Case Practice Model (BICPM) The BICPM Summary Guide Strategies for
66. Resources every child every chance documents on website: The Best Interests Framework The Best Interests Principles
67. Resources –Specialist Practice Guides By end 2008 Working with vulnerable infants Young people 10-14 years with
69. Скачать презентацию

Слайд 2

Program Outline
Overview of Best Interests Case Practice Model (BICPM)
The BICPM Summary

Guide
Strategies for leading the integration of the BICPM into your workplace

Слайд 3

Introductory Activity
What have you had to leave behind to come to

this training?
Why did you nominate for this role?
What questions do you have about the Best Interests Case Practice Model and promoting its use among your staff?

Слайд 4

The Best Interests Framework

Слайд 5

How it all fits…
The Children, Youth and Families Act 2005
The Best

Interests Framework
Best Interests Conceptual Overview
Cumulative Harm Conceptual Overview
Best Interests Case Practice Model
Resource Guide Summary Guide
(under development)
Trauma and Development Guide Specialist Practice Guides

Слайд 6

Learning and Development Strategy
Phase 1 – Preparing for Enactment
Phase 2 –

Embedding Reforms
Phase 3 – Ensuring Lasting Cultural
Change

Слайд 7

Lead the way!!

Слайд 8

What we do and How we do it

Слайд 9

Key Message

We can only do the “What” we do

effectively if we attend to “How” we do it

Слайд 10

Key Message
The Best Interests Case Practice Model is a process

and a way of thinking.
It is not an event.

Слайд 11

What is it not?
A checklist
A tool to be “done”
A prescriptive document
A

manualised treatment model
An additional “task” to be added to people’s workload
All “new” concepts

Слайд 12

The Model as we know it…

Слайд 13

Trauma and Development
The parents of the children we work with

are often impacted by trauma themselves.
“Remain compassionate to the distress that children and families experience and mindful that anger and resistance usually reflect the hurt and overwhelm that lies beneath” (Summary Guide p.15)

Слайд 14

How trauma and deprivation can impact on parenting:
Inability to regulate own

emotions
Never learning what healthy parenting looks and feels like.
Not knowing what to expect for healthy development
Dissociative states
Misinterpreting child’s normal behavioural and developmental responses as an attack.
Projecting image of perpetrator on to the child.
Maladaptive survival strategies, such as substance abuse.
Fear of child’s anger
Currently in fear or traumatisation.
Living in a state of chaos and crisis that crowds out anything other than survival
(Annette Jackson, Take Two/Berry Street)

Слайд 15

What we do and How we do it

Слайд 16

Information-Gathering
“Any risk or safety assessment or future casework is only

as good as the quality of information on which it is based”
BICPM Summary Guide
p.17

Слайд 17

Tools for Information-Gathering: How we do it
Genograms
Eco-maps
Timelines
Assist in drawing out the

family’s story
Assist practitioners to think and act systemically

Слайд 18

Analysis and Planning

Слайд 19

Analysis
The BICPM is based on a professional judgement model –

analysis supports workers to make considered judgements and to be able to clearly articulate the rationale behind these judgements.

Слайд 20

Professional judgement
“It is important that practitioners are aware of the

problems associated with professional judgement. These problems include a lack of recognition of known risk factors, the predominance of verbal evidence over written, a focus on the immediate present or latest episode rather than considering significant historical information, and a failure to revise initial assessments in the light of new information”.
(Munro 1999)

Слайд 21

Resource
Key reference:
“Effective Child Protection Practice” (Eileen Munro, 2002)
-

relevant to all who work with vulnerable children and families, not just Child Protection practitioners.

Слайд 22

Analysis
“Research and experience has shown that there is usually lots

of information available about the child and family, however reviews of practice often find that there was insufficient shared analysis to form a good plan”
Summary Guide p. 9

Слайд 23

Analysis – Risk Assessment
The BICPM should not be viewed by practitioners

only as a risk assessment tool – it is a framework for practice.
The BICPM asks us to carefully analyse the information we have, taking into consideration historical, systemic and ecological factors, to inform our risk and needs assessment, as well as our planning, actions and review.
Key message: The BICPM does not become redundant once you have done your risk assessment.

Слайд 24

Definitions
Harm/Cumulative Harm
Impact
Vulnerability
Sustainability
Culture
Activity: define these terms

Слайд 25

Harm - Considerations
What has happened or is likely to happen

to the child?
Distinguish between harm and harm-causing behaviour
Describe the evidence of harm i.e. injuries, behaviours which indicate harm, developmental delay that has been assessed by a medical professional as non-organic, high-risk adolescent behaviours etc.
Harm = acts of omission and commission

Слайд 26

Cumulative harm
Child’s unmet needs = harm to development over time

‘Research evidence has shown that a child can be as severely harmed by the cumulative impact of less severe risk factors e.g. neglect and family violence, as by a single, severe episode of harm’
Summary guide page 8

Слайд 27

Impact - Considerations
What effect has the harm had on the child’s

safety, stability and development?
How severe do you judge this impact to be?

Слайд 28

Vulnerability - Considerations
Considering the child’s age, stage, culture and gender, how

do these factors increase/decrease this particular child’s vulnerability to further harm?
Does the child’s particular temperament/personality impact on their vulnerability to further harm?
Does the child have a physical/intellectual disability that adds to their vulnerability to further harm?
Are there socio-economic factors that make this child more/less vulnerable to further harm?
Do family patterns indicate increased vulnerability to the child?

Слайд 29

Sustainability - Considerations
Where strengths and/or protections have been identified, how do

we assess the likelihood that they can be sustained over time?
Strengths should not be confused with safety

Слайд 30

Culture - Considerations
Culture is a broadly-defined concept that encompasses a child’s

core identity, the meaning of that identity to that child and their family, and the wraparound scaffolding that maintains that cultural identity i.e. family/cultural connectedness (extended family, community), family rituals and customs, stories and music etc.
Key message: Culture is not a “Yes/No” question to be ticked off!!

Слайд 31

Thinking…

Слайд 32

Taking a good look…

Слайд 33

Putting the pieces together…

Слайд 34

Making sense of it all

Слайд 35

The 5 C’s

Слайд 36

Articulating Your Analysis
“Practitioners need to be able to present evidence

to the Children’s Court that shows the effects of harm…and future risks to children’s safety, stability and development. The Court will also want to know the rationale for professional judgements and decision-making, what assistance has been provided to the family and the outcomes of previous interventions, all supported by evidence.”
Summary Guide p.4

Слайд 37

Articulating your Analysis

Слайд 38

Articulating your analysis

Слайд 39

Articulating your analysis

Слайд 40

Articulating your analysis

Слайд 41

Articulating your analysis

Слайд 42

Activity – Articulating Analysis
Harm and impact – what is going well/not

well for Jake and what are your thoughts about the reasons for these?
Pattern and history (constraints/strengths)
Beliefs and relationships (constraints/strengths)
Current environment (complicating factors, system/service factors) – (constraints/strengths)

Слайд 43

Key Message
Any plans and recommendations that we develop must clearly

and logically flow from our analysis.

Слайд 44

Action
“Any action should be based on sound analysis and be purposeful

towards engaging the family members in a change process”
Summary Guide p.38

Слайд 45

Action
Engagement of the family in an action plan is fundamental to

its success
True engagement is when the family signs on to a common agenda for change.

Слайд 46

Engagement
“Possibly the strongest indicator of engagement is when you feel

you can talk about change without fear of jeopardising the relationship”
(The Bouverie Centre 2006)

Слайд 47

Family Group Conferencing and Aboriginal Family Decision Making
AFDM and FGC give

a strong message of partnership and empowerment to the family.
AFDM is culturally appropriate
AFDM/FGC convenors exist in DHS in each region
We must give greater consideration to engaging absent fathers and their families

Слайд 48

Implications for Practice - Children
“Effective therapeutic and enrichment interventions must recruit

other adults in a child’s life – caregivers, teachers, parents – to be involved in learning and delivering elements of these interventions, in addition to the specific therapy hours dedicated to them during the week.” (Perry, 2005, 38)

www.childtrauma.org

Слайд 49

Key Message
“Where there is harm, referral to another service will

not ensure that the family will engage or that change will occur. There needs to be active casework to ensure that the family engages with the service in a meaningful way.”
(Summary Guide p.29)

Слайд 50

Review

Слайд 51

Review
“Review is the continual process of being curious about our

effectiveness”
Summary Guide p.45

Слайд 52

Review
“Review information frequently. Identify gaps. Be open to changing your

initial views rather than interpreting new information in a way that supports a pre-existing opinion of a child or family”
BICPM Summary Guide p.17

Слайд 53

The child’s lived experience

Слайд 54

Spot the difference
1. “The child is at risk due to exposure

to parental substance abuse, the parent has refused to access a treatment service and has not complied with Child Protection’s investigation. This child needs a safe and stable environment where her physical and emotional needs are met.”

Слайд 55

Spot the difference
2. “The child’s physical safety is at risk as

the parent’s substance use occurs when the parent is the sole supervisor of the child. The child displays evidence of harm to her development in her delayed speech, her untreated eczema and her significant weight loss over the past month”

Слайд 56

The model is
relationship based, child focussed, family centred
ecological and systemic
culturally

competent

Слайд 57

The model is (cont)
developmentally and trauma informed
gender aware and analytical
dynamic and

responsive

Слайд 58

The model is (cont)
based on professional judgement
strengths based
outcomes focussed

Слайд 59

Reflective Practice
The BICPM requires reflective practice:
“In Victoria there is a strong

commitment to strengthening a culture of reflective practice so that the best interests of children are achieved” (p.49)

Слайд 60

Reflective Practice

Слайд 61

Forums for Reflective Practice
Supervision
Case conferences
Peer supervision
Team meetings
Individual reflection
Reflective Practice prompts

are in the Summary Guide (p.49)

Слайд 62

Activity: Where to from here?
What are we doing well?
Where do we

need to further develop in terms of Best Interests?
What strategies can I use to promote Best Interests:
Within my team
Within my organisation
Across services in my local area
Across my region
What networks/resources do I know of that can be a part of this strategy?

Слайд 63

Where to from here?
Possible obstacles to embedding the Best

Interests Case Practice Model?
Crisis driven; dealing with the urgent, neglecting the important
We’re too busy
I already act in children’s Best Interests, always have.
Workplace culture
Hierarchy
CRIS compatibility
CSO Registration process
Resources
Recruitment and retention
What can we as “champions” do to address these?

Слайд 64

Obstacles…

Слайд 65

Program Outline
Overview of Best Interests Case Practice Model (BICPM)
The BICPM Summary

Guide
Strategies for leading the integration of the BICPM into your workplace

Слайд 66

Resources
every child every chance documents on website:
The Best Interests Framework

The Best Interests Principles – Conceptual Overview
Child Development and Trauma Guide
Cumulative harm – Conceptual Overview
Stability – Guidance Paper
Strategic Framework for Family Services
Fact Sheets
Reference list at back of Summary Guide
Child Protection Practice Manual

Слайд 67

Resources –Specialist Practice Guides
By end 2008
Working with vulnerable infants
Young people 10-14

years with problematic sexualised behaviours
Children under 10 years with problematic sexualised behaviours
Engaging parents: assessing and enhancing parenting capability/capacity
Working with young people
Working with families in which someone is abusive
By mid 2009
Stability – child and family
Stability in long term out of home care
Stability and issues associated with reunification
Cumulative Harm

A Framework for Practice: The Best Interests Case Practice Model Summary Guide

Содержание

Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary

Introductory ActivityWhat have you had to leave behind to come to

The Best Interests Framework

How it all fits…The Children, Youth and Families Act 2005The Best

Learning and Development StrategyPhase 1 – Preparing for EnactmentPhase 2 –

Lead the way!!

What we do and How we do it

Key Message We can only do the “What” we do

Key Message The Best Interests Case Practice Model is a process

What is it not?A checklistA tool to be “done”A prescriptive documentA

The Model as we know it…

Trauma and Development The parents of the children we work with

How trauma and deprivation can impact on parenting: Inability to regulate own

What we do and How we do it

Information-Gathering “Any risk or safety assessment or future casework is only

Tools for Information-Gathering: How we do itGenogramsEco-mapsTimelinesAssist in drawing out the

Analysis and Planning

Analysis The BICPM is based on a professional judgement model –

Professional judgement “It is important that practitioners are aware of the

Resource Key reference: “Effective Child Protection Practice” (Eileen Munro, 2002) -

Analysis “Research and experience has shown that there is usually lots

Analysis – Risk AssessmentThe BICPM should not be viewed by practitioners

DefinitionsHarm/Cumulative HarmImpactVulnerabilitySustainabilityCultureActivity: define these terms

Harm - Considerations What has happened or is likely to happen

Cumulative harm Child’s unmet needs = harm to development over time

Impact - ConsiderationsWhat effect has the harm had on the child’s

Vulnerability - ConsiderationsConsidering the child’s age, stage, culture and gender, how

Sustainability - ConsiderationsWhere strengths and/or protections have been identified, how do

Culture - ConsiderationsCulture is a broadly-defined concept that encompasses a child’s

Thinking…

Taking a good look…

Putting the pieces together…

Making sense of it all

The 5 C’s

Articulating Your Analysis “Practitioners need to be able to present evidence

Articulating your Analysis

Articulating your analysis

Articulating your analysis

Articulating your analysis

Articulating your analysis

Activity – Articulating AnalysisHarm and impact – what is going well/not

Key Message Any plans and recommendations that we develop must clearly

Action “Any action should be based on sound analysis and be purposeful

ActionEngagement of the family in an action plan is fundamental to

Engagement “Possibly the strongest indicator of engagement is when you feel

Family Group Conferencing and Aboriginal Family Decision MakingAFDM and FGC give

Implications for Practice - Children “Effective therapeutic and enrichment interventions must recruit

Key Message “Where there is harm, referral to another service will

Review

Review “Review is the continual process of being curious about our

Review “Review information frequently. Identify gaps. Be open to changing your

The child’s lived experience

Spot the difference1. “The child is at risk due to exposure

Spot the difference2. “The child’s physical safety is at risk as

The model is relationship based, child focussed, family centredecological and systemicculturally

The model is (cont)developmentally and trauma informedgender aware and analyticaldynamic and

The model is (cont)based on professional judgementstrengths basedoutcomes focussed

Reflective PracticeThe BICPM requires reflective practice:“In Victoria there is a strong

Reflective Practice

Forums for Reflective PracticeSupervisionCase conferencesPeer supervisionTeam meetingsIndividual reflection Reflective Practice prompts

Activity: Where to from here?What are we doing well?Where do we

Where to from here? Possible obstacles to embedding the Best

Obstacles…

Program OutlineOverview of Best Interests Case Practice Model (BICPM)The BICPM Summary

Resourcesevery child every chance documents on website: The Best Interests Framework

Resources –Specialist Practice GuidesBy end 2008Working with vulnerable infantsYoung people 10-14

Похожие презентации

Program Outline
Overview of Best Interests Case Practice Model (BICPM)
The BICPM Summary

Introductory Activity
What have you had to leave behind to come to

How it all fits…
The Children, Youth and Families Act 2005
The Best

Learning and Development Strategy
Phase 1 – Preparing for Enactment
Phase 2 –

Key Message

We can only do the “What” we do

Key Message
The Best Interests Case Practice Model is a process

What is it not?
A checklist
A tool to be “done”
A prescriptive document
A

Trauma and Development
The parents of the children we work with

How trauma and deprivation can impact on parenting:
Inability to regulate own

Information-Gathering
“Any risk or safety assessment or future casework is only

Tools for Information-Gathering: How we do it
Genograms
Eco-maps
Timelines
Assist in drawing out the

Analysis
The BICPM is based on a professional judgement model –

Professional judgement
“It is important that practitioners are aware of the

Resource
Key reference:
“Effective Child Protection Practice” (Eileen Munro, 2002)
-

Analysis
“Research and experience has shown that there is usually lots

Analysis – Risk Assessment
The BICPM should not be viewed by practitioners

Definitions
Harm/Cumulative Harm
Impact
Vulnerability
Sustainability
Culture
Activity: define these terms

Harm - Considerations
What has happened or is likely to happen

Cumulative harm
Child’s unmet needs = harm to development over time

Impact - Considerations
What effect has the harm had on the child’s

Vulnerability - Considerations
Considering the child’s age, stage, culture and gender, how

Sustainability - Considerations
Where strengths and/or protections have been identified, how do

Culture - Considerations
Culture is a broadly-defined concept that encompasses a child’s

Articulating Your Analysis
“Practitioners need to be able to present evidence

Activity – Articulating Analysis
Harm and impact – what is going well/not

Key Message
Any plans and recommendations that we develop must clearly

Action
“Any action should be based on sound analysis and be purposeful

Action
Engagement of the family in an action plan is fundamental to

Engagement
“Possibly the strongest indicator of engagement is when you feel

Family Group Conferencing and Aboriginal Family Decision Making
AFDM and FGC give

Implications for Practice - Children
“Effective therapeutic and enrichment interventions must recruit

Key Message
“Where there is harm, referral to another service will

Review
“Review is the continual process of being curious about our

Review
“Review information frequently. Identify gaps. Be open to changing your

Spot the difference
1. “The child is at risk due to exposure

Spot the difference
2. “The child’s physical safety is at risk as

The model is
relationship based, child focussed, family centred
ecological and systemic
culturally

The model is (cont)
developmentally and trauma informed
gender aware and analytical
dynamic and

The model is (cont)
based on professional judgement
strengths based
outcomes focussed

Reflective Practice
The BICPM requires reflective practice:
“In Victoria there is a strong

Forums for Reflective Practice
Supervision
Case conferences
Peer supervision
Team meetings
Individual reflection
Reflective Practice prompts

Activity: Where to from here?
What are we doing well?
Where do we

Where to from here?
Possible obstacles to embedding the Best

Program Outline
Overview of Best Interests Case Practice Model (BICPM)
The BICPM Summary

Resources
every child every chance documents on website:
The Best Interests Framework

Resources –Specialist Practice Guides
By end 2008
Working with vulnerable infants
Young people 10-14