Young Carers and Family Group Conferencing– a short term and change focused service delivery model Rob Harrison, Children’s Service Manager Action With Young Carers Bolton

Key Messages Young carers are children and young people first and should be able to access the same opportunities as their peers. Parents should be supported to be parents and just because a parent has an illness or disability, it doesn’t mean that they cannot be a good parent and are not entitled to support to be the best parent they can be. All agencies are involved in supporting young carers and many agencies have a duty to support them. Ground Rules!

Action With Young Carers Service has been running in Bolton since 1996 Funded by Barnardo’s, Bolton Children’s Social Services, and the Carers Grant Team of 5, including 3 full time Project Workers Post 16’s work funded by Comic Relief Targeted to work with 120 young carers each year – needed to increase turnover to maximise capacity to respond to more young carers Focusing on access to mainstream services to reduce the impact of caring, and integrated working with other agencies

North West Quality Protects Definition of a Young Carer “Young Carers are children and young people under the age of 18, who provide care to another family member usually an adult, who has a physical illness/disability; mental ill health; sensory disability; has problematic use of drugs or alcohol. The level of care they provide would usually be undertaken by an adult and as a result of this has a significant impact on their normal childhood.” “Supporting young people in their roles as Young Carers only endorses their existence. It gives the message that their role is worthy and justified and does not address the real issue. If the disabled parent received adequate support, the young person would not need to carry out inappropriate caring tasks and therefore would not need such support.”  (Reesha Armstead 2003 on The Disabled Parents Network web site).  

Some Figures There are approx. 175000 young carers in the UK (2001 census) It is estimated that there are at least 1190 young carers in Bolton (not including those caring for relatives with mental health difficulties/ substance misuse) The average age of a young carer is 12 They provide care for an average of 17 hours a week – some care for up to 7 hours a day Many young carers care for 4 years before they receive any support. 25% of young carers miss school or experience educational difficulties 77% of young carers reported being bullied in the last 12 months. At least 30% of young carers are caring for a parent with mental health difficulties 40% of former young carers said their mental health had been directly affected by caring – emotional traumas, depression, low self esteem

Young Carers tell us they: Have no one to talk to Feel frightened and isolated Are scared to tell anyone about their home circumstances Miss out on friendships Are tired and hungry Are often bullied and stigmatised Feel worried and stressed Feel ashamed and guilty Have difficulty getting to school on time/stay in the whole day Find it difficult to concentrate and/ or hold on to their tempers Find it difficult to do homework Struggle to get involved in activities in their community Carry high levels of responsibility with little support

Key Challenges for Provision Views of parents – Disabled Parents network quotes and issues around parental and family responsibility Mainstream providers should be in a position to provide general support and activities, and specialist services should offer targeted intervention/ lead professional role to coordinate services and maximise changes Issues around “Investment” – young carers may not want their caring role to reduce if they feel they may lose activity-based services All services need to be challenged around inclusivity rather than young carers being separated out Services cannot problematise parents because of their condition, or young people’s experience of childhoods If we argue caring affects young people negatively, we should not offer support to sustain them in this role, but should seek to change this and reduce their level of caring

EMOTIONAL CARE DOMESTIC CHORES LEISURE SOCIAL LIFE PHYSICAL EDUCATION

How Barnardos Action With Young Carers responds: Facilitate access to mainstream services for young carers Coordinate services where lead professional is needed or add to an existing lead professional’s planning arrangements Work with young carers (eg resilience work, advocacy support, arts work, emergency planning) Ensure young carers can access breaks from caring, including those which can be facilitated by extended family members Raise awareness to enable professionals to identify young carers and listen to what they need Mobilise other services to meet the needs of the young carers and their families Provide consultation for professionals working with children and young people who are young carers Influence local and national service delivery and strategic planning All aimed at reducing the impact of caring for the young carer

Every Child Matters and Young Carers Maximise young carers’ potential to achieve the 5 outcomes Use of CAF as referral form Ensuring single assessment and avoiding duplication Promoting role of lead professional Young carers’ participation in assessment and measurement of progress Sustainability of plans for young carers to meet their long term needs The Process: Referral – CAF/ not letting this be a barrier/ need for joint protocols with Adult Services Assessment – outcomes/ areas where change is needed/ clear assessment as to level of risk (linked to “windscreen wiper” model) Preparation Meeting Actions Review What we do if level 3 – still working on a outcome and change focused basis – linking with the lead professional to move risk down a level and adding to a Social Worker’s plan

Framework for Action “Windscreen wiper” model:

Theory, Evidence and Policy Background FGC, Solution Focused Approaches, Task Centred Practice, Learned helplessness, Advocacy, hierarchy and taxonomy of need, cycle of change, Drama Triangle (notions of “rescuing”), Systems theory. Evidence as to impact of FGC and solution focused work (as well as “soft evidence” which the service is collecting locally) Every Child Matters, Lead Professional and CAF, Think Family, law and local policy around young carers and mainstream responses.

Case Study - S 14 years old. Mum has mental health difficulties Her Aunt, Uncle and Nan live in the local area, but do not see S regularly The Education Social Worker is currently involved Provides Mum with emotional support and some practical support around the home 65% attendance at school and teachers feel S is isolated socially S says she is worried about her future and what will happen to her and her Mum ACTIVITY – Considering outcomes

S’s Worker from Barnardo’s S’s Mum S’s Worker from Barnardo’s The ESW S’s teacher Connex-ions PA S’s Nan and Aunt S S’s Dad Mum’s CPN

Education Social Worker Friends Dad Aunt Form Tutor Nan Mum Doctor Uncle Education Social Worker Connexions PA Barnardo’s Mum’s CPN ‘An ecological approach that locates the individual within layers of systems from immediate family up to wider society.’ Bronfenbrenner, 1989

I wish my Mum would get better My teacher tries to help, but she never has enough time to spend with me I wish my Mum would get better S I miss my Dad and would like to see my family more. I’m so behind at school, I feel stupid. I don’t want to be split up from my Mum. I get really tired doing jobs and helping Mum – why can’t someone else help out? I am worried about what will happen when I leave school.

Family Group Conferencing Key Elements: A family-centred decision-making process. The voice of the young person is central to the process and guides the adults’ decisions. Involves a wide network of friends, family and significant others. Encourages collaborative working by frontline statutory agencies and service providers. Adopts a strengths based perspective. In keeping with other legislative and policy initiatives.

The Process: Referral Any source including self referral FGC is a solution focussed model, therefore there should be clear goals set - what exactly do the young carer and their family hope to achieve by having an FGC? There must be a commitment from agencies to the FGC process. This means taking part in the preparation period, attending the conference and reviews, and providing resources where they have a duty to do so. Preparation The Project Worker is responsible for preparing the young person for their conference, e.g. what it is they want to ask for and how they will word it. The young person identifies the people involved in their support network who they would like to be part of their conference. Mediation may be needed prior to the conference if some relationships have broken down. The co-ordinator meets with all those who have agreed to be part of the conference and prepares them for it, using the agenda as a tool for this preparation

The Process The Conference - This begins with the professionals sharing their information with the conference. There may be a period of questions after this for clarification. - The young person shares their hopes and anxieties. - The co-ordinator and professionals leave, while the young person and their support network have some private time to create a plan. - The plan must i) meet the young person’s needs, ii) include contingency plans, and iii) state how it will be monitored and reviewed. - The whole conference get back together and the young person shares their plan with the professionals. - If the plan has not fulfilled the criteria, or puts the young person at risk, then it can be challenged. However, if the plan does fulfil the criteria it should be agreed to by all agencies, as challenging it unnecessarily would compromise the whole process by taking the power to make decisions away from the family. - Everyone needs to be happy to accept and support the plan. Review - Review focuses on changes which have occurred and a reassessment of level of risk ACTIVITIES – Writing agendas and preparing for a conference

The Plan Once a week me, Mum, Uncle Ian and Aunty Pat will go for our tea at Nan’s house for some family time.  I will start going to school every day and Aunty Pat will make sure I do! Pat will come and help S’s Mum with the cleaning on Mondays and Thursdays so S can stay at after school football club and home work club. I want to talk to Barnardo’s about my Mum’s illness and I would like to do this with another young carer (4 sessions – not Mondays or Thursdays!) Mum’s CPN will check Mum is OK every fortnight I will see the Connexions Adviser to talk about what I am going to do after Year 11 Ian and Pat will do S’s weekly shopping when they do theirs. If they cannot do this, S will ask Dad to help out. S will stay over at Dad’s on Saturday nights. Mum will cook the tea as long as she feels well

How does the FGC model fit with young carers services? To reduce the level and impact of caring for young carers Our Remit To work with young carers and their families with the aim of maximising our impact and reaching those who need support With the right information and resources families will make good and safe decisions for their children. How does the FGC model fit with young carers services? The FGC Ethos and Values Multi-agency approach, working within communities and families. Independent and neutral. Advocacy is central. Families have the right to define their own problems and find solutions to their difficulties.

Evaluations and Feedback Parent: Parent: I feel I achieved Parents: “Barnardo’s There was good something in the way reassured us that things communication of help have been put in place to at all times support us now and in the future” Referrer: Everyone was very Referrer: helpful and I really Very impressed Young Person: appreciated the joint visit with the service It’s given me so initially to help with CAF many opportunities

A young person’s view of the model Barnardo’s organised this meeting so that everyone sat down and talked about me for a change. I had someone there to help me say what I wanted to say. My Nan and my aunties came and they were surprised when they heard how much I had to do to help my mum. My head of year from school came along and they said they could organise someone for me to go to if I had a bad morning. They organised for the connexions advisor to talk to me about going to college and putting my future first. My aunties agreed to come over twice a week so I could stay at school for basketball club and homework club so I wouldn’t get behind on my coursework. I asked for more help for my mum with shopping and stuff like that, and someone from social services arranged for someone from Crossroads to start coming to help with these things do I don’t have to do all of them. Barnardo’s gave me choices about the things they could do too- they spent some time talking to me about my mum’s illness and about my future.........

A young person’s view of the model - continued ...I felt I had no other choices available to me other than to continue caring, which I didn’t really want to do for the next 20 – 40 years. There seemed to be no other way for me to get away from my caring responsibilities. All I could think of was living for the here and now and not about the future because I was confused about the options available to me Barnardo’s stepped in and showed me the options available and what they could do to help and support me. Barnardo’s do not judge you, they tell you that you are important so do not consider yourself to be less important than the person you are caring for Even though I am still a young carer, I feel I have more choices, options and information in my life. I feel I have someone to talk to if I don’t know what step to take next. I feel there needs to be a better understanding from local and national agencies of the issues affecting young carers today

Outcomes Outcomes framework Self assessment tool

What this model needs to succeed Backing of partners - clear agreement locally on what we are aiming for and why Staff – boundaries/ notions of “help” A clear and agreed outcomes framework Policy and procedure need to be robust Protocols – joint working with Social Services (Adult and Children’s) Partnerships with many other agencies at strategic level Barriers: Staff – need clear boundaries, processes and belief in the model/ potential for change Managing expectations of other agencies and families (motivation) Funding – can be centred on activities – how local agreement on the model and what a break constitutes helps this

Thank you for participating Activity - Strengths and Potential Barriers in other areas Any questions?