1. Congruence in Service of the Children’s Best Interests: A Core Challenge for Residential Care Dr. James Anglin School of Child and Youth Care University of Victoria, Canada

2. The Framework Matrix for Understanding Group Home Life and Work

3. Core theme discovered in this study: “the struggle for congruence in service of the children’s best interests”

4. Congruence encompasses: 1. Consistency – the degree to which the same set of values, principles, processes, or actions are demonstrated over time, and within and across the various levels and domains of group home life

5. 2. Reciprocity – the degree of mutuality (two-way engagement with respect) demonstrated in interactions between persons involved with, and within the home

6. 3. Coherence – the degree to which all of the behaviours and activities of an individual, a group, a team or the system of care have an overall sense of wholeness and integrity.

7. Full congruence is an ideal state or goal, and is never fully achieved; It is always a struggle to achieve congruence, and what is needed is to achieve at least a “good enough” group care environment while continuing to struggle for an even better one. The struggle can be a useful learning experience.

8. Competing interests can include … Financial constraints Referring agencies’ needs Staff convenience or preferences Program/system rules and procedures Maintaining control or exerting authority Pressure to “fill beds”

9. In the well-functioning homes, the managers and supervisors would frequently be heard saying: “Yes, but what is in (Johnny’s) best interests?” or “How do you think that will that affect the kids?” or “Is it in the kids’ interests for us to do that?”

10. Flow of congruence

11. Levels of group home operation: 1. Extra-agency level (contracting, funding, liaison, etc.); 2. Management level (administration, budgeting, resource allocation, personnel management, etc.

12. Levels of group home operation: 3.Supervision level (overseeing careworkers, team development, programming, resident care, etc.); 4.Carework and Teamwork level (working individually and collectively with youth and family members, completing reports, linking with community agencies, etc.); and 5. Resident and Family level (daily living, visiting, etc.).

13. What does it mean to refer to “the children’s best interests”? “I am tired of having adults tell me what is in my best interests!” Rachel (Victoria, B.C.)

14. Factors considered by the court in deciding the best interests of a child include: The child’s physical, emotional and/or educational needs now and in the future; The likely effect on the child of any change in the circumstances now and in the future;

15. The ascertainable wishes and feelings of each child concerned (considered in light of his or her age and understanding); The child’s age, sex, background and any other characteristics which are considered relevant;

16. Any harm which the child has suffered or is at risk of suffering now and in the future; How capable each of the child’s parents, and any other person in relation to the child, is of meeting the child’s needs.

17. Child’s best interests tests: NEW BRC (“break”) 1.Needs of this child 2.Effects of our actions on this child 3.Wishes of this child 4.Background and characteristics of this child 5.Risk of pain and suffering 6.Capabilities of caregivers

18. Interactional Dynamics – differences that make a difference 1. Listening and responding with respect to young people helps them to develop a sense of dignity, a sense of being valued as persons, a sense of self-worth.

19. Interactional Dynamics – differences that make a difference 2.Communicating a framework for understanding with young people helps them to develop a sense of meaning and a sense of the rationality within daily life. 3. Building rapport and relationships with young people helps them to develop a sense of belonging and connectedness with others.

20. Interactional Dynamics - differences that make a difference 4.Establishing structure, routine, and expectations with young people assists them to develop a sense of order and predictability in the world, as well as a sense of trust in the reliability of others. 5. Inspiring commitment in young people encourages them to develop a sense of value, loyalty, and continuity.

21. Interactional Dynamics – differences that make a difference 6. Offering young people emotional and developmental support helps them to develop a sense of caring and mastery. 7. Challenging the thinking and actions of young people helps them to develop a sense of potential and capability.

22. Interactional Dynamics – differences that make a difference 8. Sharing power and decision-making with young people encourages them to develop a sense of personal power and discernment. 9. Respecting the personal space and time of young people helps them to develop a sense of independence.

23. Interactional Dynamics – differences that make a difference 10. Discovering and uncovering the potential of young people helps them to develop a sense of hope and opportunity. 11. Providing resources to young people helps them to develop a sense of gratitude and generosity.

24. Overarching Goal of Care: To strive for congruence across our actions and activities in service of the children’s best interests in order to help our young people to experience their integrity as persons and the wholeness of human life.

25. Questions and comments?