1. HIGH LEVEL OUTCOMES INTERMEDIATE OUTCOMES Evaluative Measures
The School & Family Works (“SFW”) – Multi-Family Therapy Groups
CYP are re-connected with their families and schools
Trans-generational cycles of poor outcomes are broken through change in families, schools and communities
Development of Family Group model to support ongoing sustainability
HIGH LEVEL
OUTCOMES
INDEPENDENT
EVALUATION:
Wellbeing measures:
My Outcomes
Evaluation – hard data:
School Attainment Monitor
Evaluation – hard data:
Attendance/exclusion levels
In-depth evaluation:
Case studies/qualitative research
‘At risk’ families have a voice in their child’s school; have an improved relationship with their school; both parties see other as ‘enablers’ to positive change.
CYP make progress against targets, (e.g. improvements in anger management and violence; attention span and focusing skills, stress management, empathy and social skills). This leads to increased wellbeing
CYP have less exclusions and unexplained absences; they engage more effectively with learning. This leads to increased attainment
Parents are more reflective, less reactive; have the capacity to change their behaviour; have improved confidence, competence and wellbeing
Families develop and apply strategies on how to manage situations to achieve more positive outcomes
Vulnerable families feel less isolated and develop social relationships with other parents and stakeholders in their community
Improved relationships and communication within families
INTERMEDIATE
OUTCOMES
Evaluative Measures
CYP, parent and teacher agree external and internal targets for behaviour
Sessions help develop reflective and analytical skills in all participants
Group exercises within session designed to develop and strengthen relationships between participants; promote mutual challenge and support
Relationships are formed and trust is established within a stable group over time.
Parents have access to support and challenge from other parents and individual support from the SFW therapist
School based partner and SFW therapist review issues in their context to help support change in school setting
Creation of evidence base for dissemination of model
ACTIVITIES / OUTPUTS
Innovation – eg development and trial of attachment based behavioural screening package, to enable ‘at risk’ families to be identified in non-stigmatising way
Recruitment of ‘families at risk’/‘families with multiple disadvantage’ – via the school and outreach. Non-stigmatising approach.
Family Group sessions held weekly in schools (each convening 6-8 families; 1 focus child and 1 adult per family).
NB - facilitated during school hours by a senior school based partner and a SFW therapist. Each session lasts for approximately 3 hours.
Family Group
INPUTS
INPUTS
Funding and support: The school, charities, local authorities etc
Existing good practice: Marlborough Multi-Family Therapy Groups
Partnership arrangements: between the school and a specialist mental health service provider (SFW); multi-agency steering group; link to Extended School Management Group
External expertise and capacity: External evaluation, Project Oracle etc

2. Why does Family Group work?
The problem:
When babies are born, parents are unconsciously reminded of their own early experiences and feelings of being a baby
If a parent has unresolved distress and trauma connected to their own birth family, then this is likely to be felt and re-enacted within the relationship with the new baby without any conscious awareness or intention to do harm
So, vulnerabilities and unresolved experiences can often be passed into the next generation
In these circumstances, we are made aware of the emotional incapacities in the family by the behaviour and low achievement of the child in school
The solution:
The SFW model works because Family Group enables vulnerable parents to experience sufficient acceptance and supportive understanding to begin to process their own unresolved experiences and to experience their children more positively and so to be more emotionally available and supportive of their own children. The inter-generational patterns of expectations and behaviours can be broken and so not passed into the next
The relationship with other mothers establishes a network of support and contact which survives the life of the group
The work being based in school strengthens the relationship with the school and so enables more collaborative support between parent, child and school. This then facilitates more positive engagement with teachers, peers and with learning