Annual Practice learning review Innovation in practice learning

Slides:



Advertisements
Similar presentations
Stage One: Registrant Mentor, (N.M.C., 2006).
Advertisements

Barnardos DVRAM Barking & Dagenham Pilot Emma Gray Domestic Violence & Hate Crime Manager.
SAFE AND WELL Angela McKinnon Feb What is Safe and Well? A document building on previous guidance - part of the SE reform programme Supplement.
E.g Act as a positive role model for innovation Question the status quo Keep the focus of contribution on delivering and improving.
Child Safeguarding Standards
Mapping Perpetrator’s Pattern Practice Tool
A Brief overview of the Standards to support learning and assessment in practice. Nursing and Midwifery Council (2006) Standard to Support Learning and.
Stage One: Registrant, (N.M.C., 2006). Student Handout. (May, 2008).
Signs of Safety Toni Morkin, Senior Manager
Signs of Safety Barb Lacroix Child Intervention Practice Specialist
A Brief overview of the Standards to Support Learning and Assessment in Practice. Nursing and Midwifery Council (2006) Standard to Support Learning and.
Mentor Workshop: Assessing Learners Facilitated by a Practice Education Facilitator.
1 A proposed skills framework for all 11- to 19-year-olds.
Staying Safe on the Internet Parent/Carer Meeting Tuesday 24 th March 2015.
Whole Systems Approach to GIRFEC 25 th February 2014.
SCHOOL COUNSELING "Helping children to become all that they are capable of being." Created by Tammy P. Roth, MEd Licensed School Counselor.
Joint Area Review Overview. What is a JAR? Q. What is a Joint Area Review (JAR)? A. A JAR provides a comprehensive report on the outcomes for children.
‘What are the little thingsand why do theymatter?’‘What are the little thingsand why do theymatter?’‘What are the little thingsand why do theymatter?’‘What.
Individualized Service Plan Who attends the ISP?
‘CHILD’S PLAY’ THE EARLY YEARS LEARNING FRAMEWORK Child Studies 1 – Group Task.
CHILDREN & YOUNG PEOPLE’S PLAN ‘MAKING A DIFFERENCE IN MEDWAY’ Sally Morris Assistant Director of Commissioning and Strategy NHS Medway/Medway.
Strictly adhere to the FTC model and all of ACS’s requirements for General Preventive services Maintain caseload of 45 families Conduct 2 face-to-face.
SUPERVISION: SIGNS OF SAFETY STYLE Phase 1 The Supervision Contract Phase 2 Case Specific Supervision Phase 3 Performance Booster Phase 4 Review of P.E.
Child Welfare in Ontario: Implementing a Collaborative Intervention Model for Child Protection Services Finding the Key to Success Phase II September 2006.
ACWA Recognising the Damage: Children with a Disability living with Domestic Violence Eileen Baldry & Jan Breckenridge (UNSW) Joan Bratel (Spastic.
The inspection of arrangements for the protection of children and young people Ofsted unannounced inspections from May 2012.
Assessing Coaching Needs Coach Needs to Upgrade Staff and Organization Skills (Transfer Innovation Process) Portuguese Partner.
Family-Centered Care Collaboration: Practice Components Unit II 1.
Literature Review: Domain F Authors: Harry K. Wong & Rosemary T. Wong Title: The First Days of School: How to be an Effective Teacher Year: 2009.
Family Assessment Response. Welcome & Introduction Introduce yourself to the group: 1.Name 2.Work location 3.Work title 4.What is it about FAR that brought.
SDF Conference & Projects Fair 29 th October 2014 Rosie Kerr, Manager, North Lanarkshire Integrated Addiction Service Eleanor McDermott, Development Officer,
Themes Calderdale’s Holiday Childcare Pilot had four themes. 1)Development of a ‘Safe Place to Be’ 2)Linking provision 3)Development of the Childminder.
Parents Meeting to discuss Ofsted Report
Using evidence to review and moderate students’ progress against the Teachers’ Standards Explain that the review will relate directly to three different.
Signs of Safety Toni Morkin, Senior Manager
What's happening about developing services and provision in Suffolk?
Self Assessment for Pastoral Care
Personal Learning Planning Learning Logs and Pupil Achievement Folders
Introduction to being an Autism Lead
RAPID RESPONSE program
Consent, throughout the Early Help Journey
Child Outcomes Summary (COS) Process Training Module
My Journey With A Long Term Health Condition
Case Management Pre-Service Curriculum Specialty Track
Family Management and parenting
Analysis and Critical Thinking in Assessment
Helpful Hints for action to prevent elder abuse
Team Around the Family (T.A.F)
How to audit and spot Good
Role & Responsibilities: Surrey Safeguarding Children Board (SSCB)
Think Family approaches to strategic safeguarding partnerships
Let’s Talk Data: Making Data Conversations Engaging and Productive
National Qualifications
My Journey With A Long Term Health Condition
Good afternoon! Help yourself to refreshments
Consent, throughout the Early Help Journey
Child Protection Practitioner’s Forum
The Early Help Assessment Journey. Team Around the Family Meetings
Completing the Child’s Plan (Education – Single Agency Assessment)
Child Outcomes Summary (COS) Process Training Module
The Early Help Assessment Journey. Request for Early Help Support Form. Support for OUR Early Help Partner Agencies.
Barnahus Linköping Started in 2005, first in Sweden. Today around 30
OGB Partner Advocacy Workshop 18th & 19th March 2010
Social and Emotional Learning at Scholars
EDFGC 5807 Theory and Practice of Learning and Teaching
The Early Help Assessment Journey. Team Around the Family Meetings
Planning a cross- curricular topic
WHAT WORKS BEST WHEN COMPLETING PRE-BIRTH RISK ASSESSMENTS?
Enhancing Learning in Practice
The Early Help Assessment Journey. Team Around the Family Meetings
Presentation transcript:

Annual Practice learning review Innovation in practice learning Stuart Mulhern – Student social Worker Jane Hindes – Practice Teacher

Over view of presentation Context of placement Identification of practice issue From a student’s perspective Working Together Series Learning Journey Moving forward

Pressures on case loads Context of placement Learning goals Student Final placement Four students Practice teacher Practice development Pressures on case loads Placement setting Child and Family Team

Identification of practice issues Stagnant cases Lack of services Problem Cases escalating Additional pressures on staff Impact Supporting staff to complete work Innovate practice Solution

Student’s perspective Experience of the placement setting, managing a busy caseload and ‘getting through placement’ Finding a more innovative and effective way to practice

Working together Objectives: Jane Hindes The parent/carer will have an increased knowledge and understanding of domestic abuse and the impact on their children The parent/carer will have an increased knowledge and understanding of a protective parent and what is required from them to be protective of their children The parent/carer will have an increased knowledge of safety plans and will have constructed a safety plan relevant to their circumstances The parent/carer will have shared their knowledge and the safety plan with the children in an age appropriate manner This work will support the social worker to complete a more in-depth assessment of the parent/carer’s ability to be protective and contribute towards evidenced based decision making. Jane Hindes

Domestic abuse awareness and safety planning Overview of the next 6 weeks - Introductions - What is domestic abuse and what is a protective parent Week 2: Being a protective parent Week 3: Signs and symptoms of domestic abuse Week 4: Safety planning Week 5: Talking to your children about domestic abuse and keeping safe Week 6: Moving forward Reflection on the last 6 weeks and sharing with others Week 7: Ending and evaluating the work that’s been completed Hints and tips: Parents/carers are more likely to be motivated to complete work if they have a goal in sight and a clear plan on how to get there. Have a discussion with your line manager about what this work is hoping to achieve and ensure that you have a goal you want to work towards. Case closure? Re-starting contact? Jane Hindes

Learning journey How? Why? What? (Maclean, 2017)

Moving forward Moving into AYE Evidence informed practice Innovation in practice Better outcomes for children and families Support for staff Evidence informed practice

Feedback from the family