1. Creating space for voices within teams who work with children with complex and challenging needs
Deborah James, Associate Professor & Emily Kasher-Kell, Staff Nurse
Social Work Education and Community Wellbeing, Faculty of Health and Life Sciences, Northumbria University
Barry Ingham, Consultant Clinical Psychologist, Associate Psychological Services Director, NTW Julie Morrow, AHP Lead Children & Young People Inpatient and Regional Services, Clinical Lead New Care Models, NTW Carol Oliver, Clinical Lead, Riding, NTW and the MDT

2. Partners in Video Feedback Practice
North East Autism Society
Percy Hedley School/ Percy Hedley Foundation
NIHR – Biomedical Research Unit in Hearing
NTW (Adults/ASD/LD)
Newcastle City Council
Royal Borough of Kensington and Chelsea
NTW (CYP)
Change the way service users are seen
Change the collective narrative around children with behaviour that is challenging
Change the conditions for autonomous communication for children with complex needs
Change expectations of the other team members’ view of self and patient
Change the trajectory of children within Social Care services
Work with values and words to change gaze
Work with hierarchy within team to get change
Change my practice to support intent within the workforce to get change in perspective of self and other and to use perspectives generatively

5. Using the ecological model of the family Bronfenbrenner (1986)
Macrosystem (cultural narratives and frameworks that circulate and influence the family/child)
Exosystem (settings that child does not engage in)
Mesosystem (other settings/systems that the child engages with)
Microsystem (child/parent/child interaction)

6. On the workshops (the intervention)
Learning Objectives:
Participants use micro-analysis of video footage to expand their understanding of the child with particular focus on principles of attuned interaction.
Participants experience video-feedback and how micro elements of interaction between themselves (session 1) and between themselves and the child (session 2) could link to wider patterns of communicative behaviour in themselves and the child.
Learning Outcome:
Participants find space for potential development in their own practice and become more reflexive; linking micro behaviour with changes they want to see for themselves, in teamwork, and in the systems around the child to support their learning and development.

7. Partners in Learning – bringing into being
I:you Object relation (partly known)
I:thou
Subject relation (fully known)

8. Next Steps
NIHR RfPB – Tier 3 application for funding to develop understanding of the outcome measures from the intervention from the perspective of the staff
Focus on developing the mechanisms of change in the intervention and the best way to measure the outcome of the intervention