Reframing Leaving Care as Family Support: Implications for Practice Prof John Pinkerton School of Social Work Queens University Belfast j.pinkerton@qub.ac.uk

Aim of presentation Five steps in reframing The problem of Silos The Green Cheese dilemma The central role of the workers

Five steps in the process of reframing Describe basic characteristics of existing work Locate within a view of wider child welfare system, Evaluate consistency with family support criteria, Plan to strengthen alignment with family support criteria Act to implement family support

Conceptual aids to reframing Whole systems Aspects of provision Levels of support Care careers Service delivery criteria Methods

Whole System – split view

Whole System - integrated view

Step 1: Describing the work Target Client Group Who is the central target service user group for my work ? parents, toddlers, teenagers, children with a disability Major Activities What activities am I primarily involved in delivering or managing ? home visits, play school, youth group, parenting course, counselling sessions, family therapy, residential care Skills & Methods What skills and methods am I using ? information giving, empathy, advocacy, counselling, group work, community development Work Force Who is it that I work with as colleagues ? social worker, psychologist, family centre worker, community mother, youth and community worker Purpose What is the purpose of my work ? community development, child protection, alternative care social inclusion of marginalised youth, \promotion of child development,

Step 2 Locating the work in the Four Levels of Support for Families Level One: open access support Level Two: targeted support Level Three: targeted intervention Level Four: out of home care managed reintegration community play group family centre respite care family and child care team placement aftercare team preparation for leaving (adapted from Hardiker et al 1991)

Phases in a care career Dependence Inter- dependence Pre Care After Care Care Placement Foster Care Home in Care Residential Care Preparation for Leaving Care Dependence Inter- dependence In-Care Position ? Need ? Support ?

Care Career and Levels of Support Level One: Pre-Care After-Care Level Two: Pre-Care After-Care Level Three: Level Four: In-Care Leaving Care Preparation for leaving

Step 3: Evaluating Service Delivery CRITERIA DESCRIPTORS Criterion 1 planned, managed, flexible process Criterion 2 explicit methods, techniques and skills Criterion 3 draws on expertise of other service providers Criterion 4 draws on the contribution of relatives, friends, neighbours Pinkerton et al 2000 Family Support – Linking Project Evaluation to Policy Analysis Aldershot:Ashgate

Step 3: Evaluation criteria (cont) Criterion 5 responsive to children/young people and parents/carers opinions, wishes and feelings Criterion 6 understanding and respect of race and culture Criterion 7 incorporates child protection Criterion 8 minimises effect of disabilities

Step 3: Meeting the criteria on Check List 2 ? ACHIEVED YES / NO Criterion 1 process YES Criterion 2 methods, NO Criterion 3 other services Criterion 4 informal networks

Step 3: Meeting the criteria ? (cont) Criterion 5 responsive YES Criterion 6 race and culture NO Criterion 7 child protection Criterion 8 disabilities

PLANNED STRENGHTHENING Step 4: Planning to strengthen the allignment of practice to criteria CRITERIA ACHIEVED YES / NO PLANNED STRENGHTHENING Criterion 1 process YES Closer attention to opportunities within agency policy and procedure Criterion 2 methods, NO Develop and run group work programme Criterion 3 other services Involve other agencies in developing, running and contributing to the programme Criterion 4 informal networks Involve members of the young people’s informal networks in contributing to the programme

Planned strengthening (cont) Criterion 5 responsive YES Involve young people and their families in planning the programme Criterion 6 race and culture NO Criterion 7 child protection Include risk as an underlying theme for the programme Criterion 8 disabilities Identify those young people with special needs and plan accordingly

I think …. shared approach to family support practice integrated four level service system clear family support practice criteria five step reframing

I am sure … the answers lie in what the front line worker does