1. Winangay Kinship Carer Assessment Stronger ways with kids, carers and families

2. The WINANGAY team Aunty Sue Blacklock 2 Karen Gillian Deeply concerned by overrepresentation of Aboriginal children Passionate and motivated to work toward change by developing innovative resources for workers Reconciliation in action – Aboriginal controlled not for profit with a mixed team each bringing different specialisations Paula Clayton

3. WINANGAY… WINANGAY Resources – Stronger Ways with Aboriginal Children and Families WINANGAY in Gamilaraay means: to know, to think, to love, to understand. The WINANGAY Kinship Care Assessment Tool is informed by research, practice wisdom, Aboriginal Elders, academics and service providers and consumers 3

4. Why it matters.. Aunty Sue Blacklock: “This is all about our kids,,, as they are our future ! This approach means Aboriginal peoples will be listened to and be equal in the process, so kids and Aboriginal carers can say what they need 4

5. Over-represented and rising! Indigenous kids Non indigenous kids Australian Institute of Health and Welfare (2013, p.46) Notes; Rate calculation exclude children whose indigenous status is un known The ABS has improved the methodology used to obtain estimates of the resident population which has caused a downward revision of the 2012 non indigenous estimates based on the 2011 census (see ABS 2012c d) Due to these changes comparisons of rates over time should be interpreted with population estimates 2008-2012 caution Source; Table A30 and ABS population estimates 2008-2012 Figure 4:6: Children aged 0-17 in out of home care by indigenous status, 30 June 2008 to 30 June 2012 (rate)

6. Kids in Care One third of children (nearly 33.6 per cent or 11,468 ) placed in out-of-home care are Aboriginal One third (32%) of children living in grandparent families are Aboriginal –Twice as likely to be living in a household with a lower or very low household income compared to children living with their parents. Kinship Care is growing exponentially - becoming the preferred option for children entering OOHC both in Australian and internationally SNAICC (2013) “we risk another stolen generation”

7. Families are experts in their own experience and know more about their own strengths and vulnerabilities. Our job is to engage with them in ways that encourage collaboration and build solid foundations from which to develop a positive intervention plan. (Action Plan) (Salomen N, and Sturmfels D 2011) Families are Experts

8. Emerging best practice Collaborative approach Power and decision making is shared Collaborative exchange of information between worker and families or carers Acknowledge families as expert Family Group Conferencing mobilise resources to meet kid’s needs Working in Trauma informed ways

9. Aboriginal and Torres Strait Islander Child Placement Principle Goal to enhance and preserve the child’s connection to family and community, and sense of identity and culture in all aspects of government intervention with children –Recognise and protect the rights of Aboriginal and Torres Strait Islander children, family members and communities in child protection and out-of-home care matters. –Increase the level of self-determination for Aboriginal and Torres Strait Islander people in child protection & OOHC matters. –Reduce the disproportionate representation of Aboriginal and Torres Strait Islander children in the CP/OOHC system. Elements of the Principle have been introduced in legislation across all Australian States and Territories to varying extents

10. The Winangay Way…………

11. 3 ways forward 1. Preventative (Building capacity in families and communities) 2. Kin Placement (keeping kids in culture and connected to family) 3. Restoration (Strengthening families to restore kids) Reducing the number of our kids in care and keeping identity strong The Way Forward 3 strategies Preventative Building capacity in families and communities Kin Placement Keeping kids in culture and connected to family Restoration Strengthening families to restore kids Emu tracks – only move forward and we need to too

12. Question We talk about working and thinking in Aboriginal ways what does that mean?

13. Aboriginal Ways (general worker training) It is all about Respect and Relationship and working with cultural sensitivity Cultural safety Connecting Vouching Cultural consultants Self determination Reconciliation Differing perspectives and world views Kinship Some key cultural understandings: Communication and decision making Jawbreakers Indirect communications Using Questions Silence Eye contact Shame Agreement Growling

14. 3 Steps for Workers 1.Relationships 2.Hearing the Stories to build understanding 3.Journey together (Strengths and Concerns)

15. Question What are the principles that guide you in your work with Aboriginal people?

16. Winangay Principles of Aboriginal Care Best Interest of the Kids Aboriginal Kids with Aboriginal carers Value and maintain cultural identity and connection Kids and carers have a say and participate in decisions Value and Support for carers Kids having stable, safe and long term places to live Empowerment and partnerships Building Strengths and Capacity Respecting and Rights are key Creating safe places and relationships Winangay Principles of care

17. Question How would you describe an Aboriginal practice model What are some of the key elements in that model?

18. Scope Model S S trengths identified C C oncerns identified O O ptions identified E E mpowerment and growth P P articipatory processes S = Strengths acknowledged C = Concerns and unmet needs identified O = Options and opportunities to address needs mobilise resources, provide services P = Power sharing, participatory respectful processes E = Enabling capacity, empowerment and equality

19. Question What do you think non Aboriginal people need to do differently?

20. An example in action………… A practical tool

21. The Winangay development: Aim - address major gap as there were no Aboriginal kinship carer assessment tools Guided by Elders from across Australia, input workers, Aboriginal kids, and carers as well as Aboriginal reference group Shaped by research - national and international (Dr Marilyn McHugh and Professor Marianne Berry: the Australian Centre for Child Protection)

22. Winangay Tool a paradigm shift Culturally appropriate tool Collaborative, transparent, trauma informed assessment tool Aboriginal and non-Aboriginal versions Kinship carers knowledge and insights are sought and valued Focus on strengths of the carer, safety for the child, concerns and unmet needs, as well as strategies for meeting needs

23. Yarning Up… 4 collaborative conversations about : –Environment and meeting Needs, –Staying strong as a carer, –KiDs Wellbeing, –Safety and working well with others

24. Visual Cards Bus Stop Can you get where you need to go? School Lunches Bush food Breakfast Is there healthy food at each meal? Holidays Hobbie s Time out Looking after you, recharging and staying strong Heading in the same direction Honest and Trustworthy Resolving Conflicts Are the kids carefully supervised? After? How are they going at school? Finishing Going to school Homework Cultural identity NAIDOC Beading class

25. Tingha Talk “No Jawbreakers!”

26. 7 cards that allow you to rate strengths and concerns Rating Cards and Action Plans This is deadly, it is a significant strength! Things are just OK or adequate. This a little or mild concern! Joint Action Plans Optional Graph

27. Research Project Tools rolling out in Queensland-Carmody (QATSCIPP (Aboriginal Peak) the Dept of Child Safety and Foster Care Queensland) Research project funded by the Sidney Myer foundation partnership with Winangay Resources, Professor Fiona Arney (Director Australian Centre for Child Protection) Professor Morag McArthur (Institute Child Protection Studies, ACU) Research in Australia build evidence base what works working with Aboriginal children and families

28. Conclusion and Recommendations Family Support Carer training Worker training SEWB (social emotional wellbeing) cards Disability cards Non Aboriginal versions – strong uptake especially in CALD contexts