1. Communication and Meetings Training Spring 2014

2. Housekeeping Mobile Phones, Fire Drills, etc 10.45am – 11am Coffee Break 12.45pm – 1.30pm Lunch Break Finished by 4pm Parking Lot

3. Learning Outcomes 1.Participants will understand the barriers to good communication and how these barriers can be overcome 2.Participants will understand the need for parents, carers and young people to experience equity and ownership 3.Participants will be able to identify when a meeting is required and will show understanding of pre, during and post meeting processes and paperwork 4.Participants will be able to convene and chair a Solution Focussed meeting which remains focussed on the needs of the young person and ensures on-going engagement and participation of parents, carers and young people.

4. Activity Listen carefully to the following clip

5. Session 1 Barriers to Good Communication Session 1 - Activity 1 In your group – Make a list of possible barriers to communication

6. Barriers to Communication Sensory barriers - hearing - visual - mobility Language barriers - English not first language Literacy barriers- written word - spoken word Emotional barriers- anxiety /stress - anger - previous perceptions

7. Overcoming Barriers to Communication Session 1 - Activity 2 In your group – Discuss ways in which you have previously overcome a barrier to communication. Choose one example of good practice to feedback, using the sheet provided.

8. Session 2 Involving Young People Session 2 – Activity In your group look at the handout - this is a list of statements taken from Child Assessment Reports Debate

9. Feedback from Young People in Looked After Children Meetings Talk to me before the meeting so I know what will happen and who will be there Talk to me about my views before the meeting so I have a chance to think In the meeting don’t ask other people questions that I can answer first for myself e.g. how is he/she getting on at school?

10. Involving Parents/Carers A Joint piece of work between Psychological Services and Parents Inclusion Network Feedback from parents was sought regarding their experiences of meetings Production of a booklet outlining what parents think helps them in meetings

11. Involving Parents/Carers Activity 1.Read through the booklet – In your group – discuss the points that are made. 2.For yourself – highlight any area in which it would be possible to improve on present practice.

12. Tea/Coffee Break back in 15 mins

13. Session 3 Processes and Paperwork Which of the three do you think are most important? Which of the three do you feel is most difficult? Child’s Assessment Child’s MeetingChild’s Plan

14. Session 3 - Activity 1 True or False

15. GIRFEC Quality Assurance

16. Should a meeting be held? If so, who should be invited? Session 3 - Activity 2 Scenarios

17. Session 3 – Activity 3 What might you consider at each of these stages in order for a child’s meeting to be successful? Pre Meeting During a meeting Post Meeting

18. Pre Meeting Who needs to know what before a meeting? How and what do we communicate? Who is present and why? When and where do you hold a meeting? During the meeting What is the role of chairperson and how the meeting will be conducted? How do you ensure the attendance and contribution of those invited? How to use the child’s meeting template and plan? Summing Up Post meeting clear SMART action plan communicated to all – with clarity around review and follow up

19. Lunch Back in 45 minutes

20. Session 4 Solution Focussed Child’s Meeting Raise awareness of Solution Focussed principles in the context of meetings Increase knowledge and skills in chairing a Solution Focussed meeting Provide opportunities for practising chairing a Solution Focussed meeting Only a starting point, coaching will be offered to help develop your practice

21. Child’s Meetings are crucial to 'Getting it Right for Every Child'.'Getting it Right for Every Child Solution focussed meetings are central to GIRFEC processes and to developing a child’s plan

22. Why Solution Focussed Meetings Work Make better use of time 80% of time is on strengths and solutions, 20% on problems. Are collaborative Everyone is involved in solution-building Provide consistency Thinking is underpinned by a set of shared principles. Everyone uses solution-focussed language. Focus on future & solutions Acknowledges the problem and sees beyond it. Emphasis on preferred future and possibilities. Focus on what works Emphasis is on strengths, resources and successes. Focus is on what people can do – not what they can’t.

23. Elements of Solution Focussed Practice Problem free talk – indicates an interest in the person, rather than the problem. Brief summary of problem Preferred future – helps identify goals and solutions. Exceptions – seeks to find exceptions, strengths, resources, motivation which the child/family already possess. Scales – helps to evaluate progress and steps towards preferred future.

24. Principles of Solution Focussed Meetings 1.The problem is the problem, not the person. 2.We don’t have to understand the cause of the problem to find solutions. 3.People have resources to make changes. 4.Collaboration enhances change. 5.Everyone is listened to for possibilities. 6.Focussing on possibilities and solutions enhances change. 7.There are always exceptions to the problem. 8.Small changes can lead to bigger changes. 9.If it works do more of it; if it doesn’t, do something different.

25. Chairing a Solution Focussed Child’s Meeting Before Plan and co-ordinate the arrangements for the meeting. Can any of the issues be dealt with outside the meeting? What is the main problem to be solved? Who will scribe and time-keep? At The Start Set the tone and expectations of the meeting. Explain role of scribe and time-keeper. During Structure the meeting. Ensure all participants are included, engaged and involved in the meeting. After Ensure the actions are agreed, recorded and disseminated. Review progress of the actions.

26. Roles in Solution Focussed Child’s Meeting CHAIR SCRIBE TIME KEEPER

27. Timing Solution Focussed Child’s Meetings 20% on Problems (steps 1 – 4) 80% on Solutions & Actions (steps 5 – 7)

28. 7 Steps to Solution Focussed Meetings 1-4 (Problems - 20%) 1.Focussing (Chair) - Relaxes group, explains format and expectations. “The next... minutes are really important for us all. We are here to focus on working together and doing our best to help…” 2.Problem Description (Chair) Briefly describes problem, giving the facts and not personal views. 3.Problem Identification (Participants) Each individual group member is given a very limited time to say what they see as the main problem. This might be a few minutes or only 30 seconds depending on numbers of participants and time available. 4.Problem Prioritisation (All) From the list generated at Step 3, there already may be consensus, but each group member says what is now the main (or most achievable) problem. “Working on which of these would help best?”

29. 7 Steps to Solution Focussed Meetings 5-7 (SOLUTIONS - 80%) 5Solution Generation (Participants) - Brain storm or ask each group member for all potential solutions 6Prioritisation (Participants) - There may general agreement already, but individuals can select their preferred solution (or top 3) based on practicality, achievability or for other reasons. “Which idea(s) in Step 5 do you think will be the best to help with the challenge we spoke about at the beginning of the meeting”. If more than one problem is to be addressed, start again from Step 4 and include in the Action Plan. 7Action Planning (Chair) What? Who? How? By When? Date of next meeting

30. Session 4 – Activity 1 Case Study 1 20 minutes Steps 1-4 (20%) = 4 mins Steps 5-7 (80%) = 16 mins

31. Session 4 - Activity 2 In pairs, think of how you rate yourself as a cook. 1 = the worst cook you could ever be and 10 = the cook you aspire to be.

32. Tea/Coffee

33. Reviews It is essential to include a review date as part of the action plan, especially for complex situations. This could be a review by a subgroup from the meeting, or a school based group only where it is expected that a monitoring role only is required and progress is anticipated. This process must also include feedback to parents and where appropriate further face to face discussion with parents.

34. Session 4 - Activity 3 Case Study 2 20 minutes Steps 1-4 (20%) = 4 mins Steps 5-7 (80%) = 16 mins

35. More Information on Solution Focussed Meetings which includes References and Further Reading is included in your packs

36. Contacts GIRFEC Website www.dumgal.gov.uk/girfec GIRFEC Mailbox girfec@dumgal.gov.uk GIRFEC Support Officers Social Work – Lizette Van Zyl – lizette.vanzyl@dumgal.gov.uklizette.vanzyl@dumgal.gov.uk Education – Audrey Lowrie – audrey.lowrie@dumgal.gov.ukaudrey.lowrie@dumgal.gov.uk Health – Ann Fitzpatrick – ann.fitzpatrick@nhs.netann.fitzpatrick@nhs.net

37. Learning Outcomes 1.Participants will understand the barriers to good communication and how these barriers can be overcome 2.Participants will understand the need for parents, carers and young people to experience equity and ownership 3.Participants will be able to identify when a meeting is required and will show understanding of pre, during and post meeting processes and paperwork 4.Participants will be able to convene and chair a Solution Focussed meeting which remains focussed on the needs of the young person and ensures on-going engagement and participation of parents, carers and young people.

38. Thank you for your participation