1. 1 MULTI-FACETED USE OF LOOKING AFTER CHILDREN APPROACH Judith Gour Sylvie Demers August 15 th, 2006

2. Prescott-Russell as a parent!  We are parents in every sense of the word  Good parenting equals good outcomes.

3. Beverly Ann Byrne Child Welfare  Too often, the standards represent the minimal requirements and have little to do with quality.  Conforming to the minimal standards does not equal good outcomes.  To strive for good outcomes, measurement is essential.  Tendency to measure process rather than the outcome Parents are interested in outcomes. Good intentions are simply not good enough

4. PURPOSE OF Looking After Children  LAC is about improving current life conditions and experiences in order to promote positive development and achieve the outcome of resilience.

5. Looking after children- quality effectiveness- management stand point Quality control Practices Policies Training Values/Philosophies Strategic Planning

6. Values and Philosophies  Short term/intensive services  Community integration  Family-oriented services  No group home settings for children in care  Home and Center based services  Personalised intervention plans  Psychosocial approach is privileged  Evidence based practices  Resiliency, positive psychology  Social role valorization  Equal rights and opportunities  Experiences similar to those of other children/adults in the community

7. Training  Mandatory training for board of directors, management, front line staff, foster parents and partners in the community  Ongoing training on: AAR, values, resilience, social role valorization, community integration, plan of care’s, positive parenting  2001: creation of the Valor Institute( due to high demand)

8. Policies  Compiled data impacted the development of new policies: No placement in group homes No more than two children in foster homes Transportation is to be provided by foster parents Educational materials is to be purchased and reimbursed by agency Promoting importance of post-secondary education

9. Education statistics- Does…receive special education because of physical, emotional, behavioural or other problems that limits the kind or amount of school work he/she can do?

10. Identity-Similarity in ethnicity: Are the ethnic/cultural backgrounds of the youth and at least one of his foster parents the same, similar or neither?

11. Family and Social Relationships- Is all necessary action being taken to provide a permanent placement?

12. Personal appearance- Overall does…personal appearance give people the impression that he takes care of himself properly?

13. Self-care skills- Are you learning all necessary assistance to loearn independent living skills?

14. Practices  Impact on agencies practices: 2005: post-education fund set aside for youth in care at a young age 220-230 children in care= 1 child placed in a group home setting No placement of children under the age of 6 living in a smoking environment Giving back parenting to foster parents Creation of Outcomes and Commitments for Teens and adults ( based on LAC philosophy) Creation of after care fund ( 18 and over) We are parents for our children until the age of 23… All post-secondary education is paid

15. Quality control  Internal quality control committee that review’s data on a monthly basis  Quarterly reviews of the plans of care  Data review day: involve all key players in data aggregation, interpretation and in decision making  LAC committee ( responsible for initiating and recommending changes, publicizing results)

16. PRSCA results on people’s lives Good results Good parenting Planning ( plan of care or OAC) Assessment of needs

17.  Education  Family and social development  Health  Behavioural and emotional development  Identity  Self-care skills  Social presentation

18. Planning  Individualized goals and objectives  In response to cultural, religious and personal needs  Building competencies based on positive experiences  Geared towards strengths  Celebrating success and personal accomplishments  Permanency, consistency  Sense of community, companionship  Involvement of significant people in the individual’s life

19. Good parenting  Ongoing training for social workers, foster and natural parents  Stability  Permanency  Allows children to experience the same opportunities as their peers in the average population

20. Good results  Members of a family  Equal rights  Equal opportunities  Participants in their own planning

21. Developmental Trajectories PAST: Adversities: Severe and prolonged adversities PRESENT: Promotion Of Normal Development: Normal life experience and conditions (promoting protective factors while reducing risk factors FUTURE: Resilience as an outcome Section 4 – Overhead #1

22. Amanda’s life experiences before positive planning Health: Fragile, refuses to eat, vision problems, heavily medicated Education: Segregated, extremely isolated Identity: No concept of self, no friends, no one dreams for her future Emotional and behavioural: Aggressive, cries constantly, self-abusive behaviours Self-care skills: requires Assistance for everything Social Presentation: Inappropriate clothing for her age, hygiene issues Social and family: ostracized by family members

23. Amanda’s life experiences after positive planning Health: weight gain, decrease in medication, Education: Placement in appropriate setting, one on one support, actively participates in activities Identity: smiles, loves music, affectionate, has interests Emotional and behavioural: Significant decrease in behaviours, stronger relationship with mother, respite Self-care skills: feeds self, Toilet training Social Presentation: Age appropriate clothing, initiates Contacts with peers and adults Social and family: Renewed contact with extended family, made friends, Invited to birthday parties..

24. Thank you!  Judith Gour : jgour@seapr.cajgour@seapr.ca  Sylvie Demers: sdemers@seapr.casdemers@seapr.ca  A copy of the material presented can be found on our web site: www.seapr.ca