A Framework for Practice Bicpm 1day Training Notes

8/13/2019 A Framework for Practice Bicpm 1day Training Notes

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A Framework for Practice: Best Interests Case Practice Model

1 day version

A FRAMEWORK FOR PRACTICE

The Best Interests Case Practice ModelSummar !uide

Train the TrainerTrainin" #otes

Child Protection and Youth Justice ProfessionalDevelopment Unit

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Learning Outcomes

At the completion of this one day train the trainer workshopparticipants will be able to:

Clearly understand and be able to navigate the Best nterests

Case Practice !odel "ummary #uide$

Articulate analysis and the reasons why an action is in the best

interests of the child$

%nderstand and apply the Best nterests Case Practice !odel inrelation to children and young people and their families$

Promote the integration of the Best nterests Case Practice !odel

and "ummary #uide into practice within the workplace$

arget Audience

Participants in this module will include Child Protection& 'amily"ervices& (ut of )ome Care and Aboriginal Controlled (rganisationstaff who are e*perienced practitioners and team leaders& and who willbe delivering and supporting staff in the application of the Bestnterests Case Practice !odel "ummary #uide$

Facilitation

+his module will be ,ointly facilitated by Child Protection -outh .usticeProfessional /evelopment %nit and regional C"( representatives$ +hefacilitators bring the following complementary skills andunderstandings:

An understanding of the child protection and child and family

welfare sector$

An understanding of the Best nterests Case Practice !odel$

A respect for and an ability to build on the practice wisdom&

knowledge& skills and understanding of the audience

A commitment to ensure the learning outcomes for this moduleare met in a participatory and inclusive manner$

!enue

t will be important to ensure the venues for the delivery of thisworkshop are comfortable& accessible& have parking available and arelarge enough for the participants to break into small groups$

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A"#$%A

$12 elcome and introduction of facilitators

$02 4earning agreement5 issues register

$32 ntroductory Activity: hat 7m leaving behind to be here8

19$99 +he .ourney "o 'ar

19$12 +he BCP! (verview& +rauma

19$;2 nformation># +?A

11$12 Analysis !essages from the BCP!& Power point11$39 Analysis Activity: /efinition of +erms

10$99 Analysis +he 2 C7s @power point

10$39 1$12 4%>C)

1$12+he 2 C7s Activity

0$99 Articulating Analysis power point

0$12 Articulating Analysis Activity

3$99 3$12 A'+?=>((> +?A

3$12 Planning5Action5=eview

3$39 ncorporating the BCP! into daily practice < the key principles < child at centre

< reflective practice

;$99 Activity: here to from here8

;$39 'eedback and uestions5/iscussion

;$;2 ?valuations and Close

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&&IO$ O$#: '#LCOM# A$% I$(O%)CIO$& *+mins

I$(O%)CIO$ OF FACILIAO(& A$% L#A($I$"O)COM#& 1+ minutes

Department of Human Services

A Framework for PracticeA Framework for Practice TheThe

Best Interests Case PracticeBest Interests Case Practice

Mode Summar! "uideMode Summar! "uide

Facilitators, ask:'acilitator opens the workshop by an Acknowledgement of +raditional(wners& and welcomes participants to the workshop$

D would like to acknowledge the traditional owners of the land that weare standing on today& to pay my respects to their elders past andpresent& and to acknowledge any elders in the room with us today$7Please note: If trainers know the name of the local Traditional Ownersthey should refer to them specifically in this Acknowledgement.

'acilitators to introduce themselves to participants$

Facilitators, ask: Learning Agreement

?*plain to participants that we are now going to develop a 4earningAgreement to ensure that we all can get the most out of today7sworkshop in a way that is participatory& respectful and en,oyable$

"how the list @below on butcher paper and seek subscription to this&

adding or amending if necessary$ f there are gaps facilitators need toadd to the list$

4earning Agreement:

respect each person7s e*perience

listen to each person7s view

any Euestion is okay to ask

speak without being interrupted

stick to breaks

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mobile phones turned to silent

be open to new ideas and challenges

encourage group participation

Pro#ram $utinePro#ram $utine

% $verview of Best Interests CasePractice Mode &BICPM'

% The BICPM Summar! "uide

% Strate#ies for eadin# the inte#ration ofthe BICPM into !our workpace

Facilitator,s ask:"how the participants the outline of the day7s training and reconfirmthe times for this training$

#valuations-

I$(O%)CO(. ACI!I.: '/A I,M L#A!I$" B#/I$% O B#/#(#-

*+minutes

Facilitators, ask:ntroduce the following activity to participants by e*plaining that weare now going to take some time to get to know each other$

Introductor! Activit!Introductor! Activit!

() *hat have !ou had to eave +ehind tocome to this trainin#,

-) *h! did !ou nominate for this roe,

.) *hat /uestions do !ou have a+out theBest Interests Case Practice Mode andpromotin# its use amon# !our staff,

Facilitator,s ask:Ask participants at their tables to undertake the following:

ntroduce yourself and discuss the Euestions as above @"lide 3

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At the end of this& each participant will be asked to introducethemselves to the whole group and discuss why they nominated forthis role$Participants will also be asked to detail any Euestions about the BCP!they hope to have answered by5discussed at this training$

Feed0ack:'acilitator asks participants to come back to the large group sointroductions and feedback can begin$ (ne facilitator co


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How it a fitsHow it a fits00

+he Children& -outh and 'amilies Act 0992

+he Best nterests 'ramework

Best nterests Conceptual (verview

Cumulative )arm Conceptual (verview

Best Interests Case Practice Model

=esource #uide "ummary #uide@under development

+rauma and /evelopment #uide "pecialist Practice #uides

/ow does it all fit togeter4+he C-'A 0992& in particular "ection 19: Best nterests formed thebasis of the Best nterests 'ramework& which then informed the Bestnterests Conceptual (verview& leading on to the Best nterests CasePractice !odel$ +he BCP! will be further supported by "pecialist

Practice #uides which are currently under development and will beavailable to all practitioners via the every child everychancewebsite$

1earnin# and Deveopment Strate#!1earnin# and Deveopment Strate#!

Phase ( Preparin# for 2nactment

Phase - 2m+eddin# 3eforms

Phase . 2nsurin# 1astin# Cutura

Chan#e

e are now in Phase 0 of the 4F/ "trategy& with this A 'ramework forPractice8 a key pro,ect to embed the BCP! across the workforce$Alongside this strategy are also:

"tate


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e are targeting people who are interested in and capable ofpromoting the Best nterests Case Practice !odel& to champion anddisseminate the key messages of the Best nterests Case Practice!odel$

Facilitator,s ask: 'acilitator to ask the group: hat does being achampion mean8 'acilitator to lead discussion with the group aboutthe concept of being a Best nterests Champion8 and try to elicitthoughts about why people were nominated5nominated themselves forthe role& and what this role will look like in practice$

1ead the wa!441ead the wa!44

Trainer to emphasise: +his program is not intended to purelydevelop participants as trainers8$ hile a training package will be

provided to participants& the content is intended to supportparticipants to develop their own strategies& alongside their colleagueswithin their regions& to promote the understanding of and integrationof the BCP! in practice$ +he form that this may take might include:

/iscussion of the BCP! in team meetingsG

!anagement meetings to incorporate the concepts of the !odel

in supervision within an agency5organisationG

/evelopment of cross


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WhatWhat we do andwe do and HowHow we do itwe do it

Facilitator notes: It is im6ortant tat facilitators s6end time ontis section and following slides7 tis content is a key messageof te training-

+his diagram visually represents the key components of ourinterventions the hat we do8& as well as the fundamentalprinciples that underpin our interventions the )ow we do it8$

8ey Message: t is essential to emphasise to participants that theBCP! is recursive& and that this diagram represents not only the lifeof a case& but also every action and decision within that case.

5e! Messa#e5e! Messa#e

We can only do the What wedo effectively if we attend to

How we do it

8ey message:+hat we can only do the hat we do8 effectively if weattend to howwe do it$ 'acilitator to give e*amples of case where thewhat8 was done but the )ow8 was not attended to @or give e*ampleof a case scenario using 0 differing methods& one purely proceduraland the second attending to the inner )ow8 principles


The Best Interests CasePractice Model is a process anda way of thinking.

It is not an event.

8ey message: +hat the BCP! is a 'ramework for practice a processand a way of thinking& it is not an event$Page of 36


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*hat is it not,*hat is it not,

% A checkist

% A too to +e 6done7

% A prescriptive document% A manuaised treatment mode

% An additiona 6task7 to +e added topeope8s workoad

% A 6new7 concepts

Anecdotal feedback from practitioners is that the BCP!& asconceptualised above& has been used as a practice tool8 forassessment and a task8 to be completed at a particular time in thelife of a case$ ?mphasise that the model is a process rather than anevent& it is fundamental that practitioners make this shift in thinking$

The Mode as we know itThe Mode as we know it00

'acilitator to acknowledge that up until now& many practitioners and

agencies have used this tool as their way of implementing the Bestnterests Case Practice !odel$

'acilitator to point out that the phases have changed from nformation#athering Analysis and .udgements /ecisions5Agreements forAction& to nformation


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BCP! can be provided in case notes& meeting minutes& goal


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whether that be currently or in the past& impacts on their ability tosupport and meet the needs of their child$As practitioners we need to consider how we approach parents and thetasks we ask them to undertake given their own trauma e*perience$

I$FO(MAIO$"A/#(I$" 13MI$)#&


InformationInformation


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-ou will note that the information


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Ana!sis and Pannin#Ana!sis and Pannin#

Ana!sisAna!sis

% The BICPM is +ased on aprofessionaljudgementmode ana!sis supportsworkers to make considered>ud#ements and to +e a+e to cear!articuate the rationae +ehind these>ud#ements)

Facilitator,s $otes:+he Best nterests Case Practice !odel incorporates:

4ooking After Children

/r /anya #laser

/ingwell7s =ule of (ptimism% Barbara !eddin

% Paul Brearly

% =isk !anagement !odel

% !anitoba =isk ?stimation "ystem @!=?"

% /)" Protection and Care #uidelines

+he Best nterests Case Practice !odel relies on professional,udgement& rather than an actuarial approach and it is critical that anydecisions are based on significant historical and current informationand shared analysis& and a professional knowledge base$

!unro @1I states Dmore common than a failure to share informationis the failure to assess the shared information accurately$7

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Professiona ?ud#ementProfessiona ?ud#ement

6It is important that practitioners are aware of thepro+ems associated with professiona >ud#ement)These pro+ems incude a ack of reco#nition ofknown risk factors@ the predominance of ver+aevidence over written@ a focus on the immediatepresent or atest episode rather than considerin#

si#nificant historica information@ and a faiure torevise initia assessments in the i#ht of newinformation7)

&Munro ('

Facilitator,s $otes:Analysis is crucial and many practitioners may struggle with thedifference between conceptualisation and procedure$ +his sessionmay need more attention& probably by teasing out the process ofanalysis$ +he temptation is to ,ump from information gathering toplanning without fully utilising an analytic process$ A couple of

frameworks for analysis that might be useful are those suggested byCournoyer and !ilner F (7Byrne$ ?ssentially& they regard analysis as:

weighing the data to focus on what is most relevant5significant

identifying themes5links

prioritising

identifying and incorporating specific knowledge5research

synthesising an assessment statement

to include multiple hypotheses

All of the above to be developed collaboratively with client families and

other professionals$ithout this process being well understood the BCP! may be seen asa substitute checklist$

3esource3esource

% 5e! reference;

62ffective Chid Protection Practice7&2ieen Munro@ --'

< reevant to a who work with

vunera+e chidren and famiies@ not>ust Chid Protection practitioners)

?ileen !unro has published considerable research regarding the errorsthat can be made in analysis and the importance of ensuring reflectionand critical thinking is undertaken in analysis and planning$

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Ana!sisAna!sis

63esearch and e9perience has shownthat there is usua! ots of informationavaia+e a+out the chid and fami!@however reviews of practice often findthat there was insufficient sharedana!sis to form a #ood pan7Summar! "uide p)

Facilitator,s notes:"tress that the BCP! provides a common language and framework forall services to analyse and plan for children and families$ t allows forindividual services7 particular perspective and organisationalphilosophies& while ensuring that we have a unifying framework and

language upon which to develop common plans and interventions$

As practitioners we sometimes gather information and Euickly makeassumptions which can lead to poorly considered and flawedplans5actions and outcomes due to a lack of analysis being undertaken$

+he Best nterests Case Practice !odel encourages and supports us tocritically reflect on each phase of our intervention& and what thisintervention means for a family and the ne*t steps$ Analysis is theprocess of reflecting on information and testing a range of hypotheses&it reEuires an open mind and a willingness to consider a range of

theories and options$

Ana!sisAna!sis 3isk Assessment3isk Assessment

% The BICPM shoud not +e viewed +! practitionerson! as a risk assessment too it is a framework forpractice.

% The BICPM asks us to carefu! ana!se theinformation we have@ takin# into considerationhistorica@ s!stemic and ecoo#ica factors@ to informour risk and needs assessment@ as we as ourpannin#@ actions and review)

Key message: The BICPM does not becomeredundant once you have done your riskassessment.

ACI!I.: %#FI$IIO$& OF #(M& 5+minutes(esources:Butcher7s paperPens

Facilitator,s task:Break participants in to five groups& have them put their PowerPointnotes away and allocate one of the following words to each group$

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DefinitionsDefinitions

% HarmCumuative Harm

% Impact

% unera+iit!% Sustaina+iit!

% Cuture

Activit!; define these terms

)ave each group write the definition for the word they have beengiven$ Allow the groups 2 19 minutes to write their definition$ )aveparticipants come back and then feedback to the group$

HarmHarm uries@ +ehaviours whichindicate harm@ deveopmenta dea! that has +een assessed +!a medica professiona as non


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unera+iit!unera+iit!


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Takin# a #ood ookTakin# a #ood ook00

Puttin# the pieces to#etherPuttin# the pieces to#ether00

Makin# sense of it aMakin# sense of it a

/ow do we tink44

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The : CThe : C88ss

Facilitator,s $otes

+he 2 C7s are the core components of the BCP! "ummary #uideanalysis framework$ By systematically e*amining each of thesedomains when undertaking your analysis& you will ensure a soundassessment$

Contet: =efers to the circumstances surrounding the currentconcerns and the historical conte*t$Circularity: =efers to the patterns surrounding the concerns currentlyand historically$Constraints: =efers to the barriers that are preventing goodoutcomesConnectedness: =efers to thepositive emotional bonds of affectionand regard that hold meaning for the child& young person and familyCuriosity: =efers to the attuned practitioner who does not makeassumptions and seeks to learn from the family and other

professionals

+he process of synthesising the information you have gathered aboutthe child and family reEuires critical reflectionwhere you challengeyour own assumptions and think critically about the views you areforming$ Consultation and supervision is vital$

+he 2 C7s support practitioners to think carefully about a case andconsider the interrelating factors that are contributing to the family7scurrent situation$

L)$C/D3 minutes

A$AL.&I&: /# 3 C,& ACI!I. *+minutes(esources:Case "tudy 1Best nterests Case Practice !odel "ummary #uideChild /evelopment and +rauma #uide


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Facilitator,s ask:Break the participants in to five groups$ Allocate each group one of thefive C7s$ )ave each group read case study 1 and complete the analysis

Euestions outlined for their particular C in the "ummary #uide @appro*page 03$ =emind participants to refer also to the %evelo6ment andrauma guide andoutto assist them in their thinking$

Allow participants 09 minutes to work through the e*ercise$)ave each group feedback how they found the process of synthesisingthe information for their C$Also seek feedback from each group about key thoughts&considerations or themes they identified for .ake and his family$

A(IC)LAI$" A$AL.&I& 13

MI$)#&

Articuatin# Gour Ana!sisArticuatin# Gour Ana!sis

6Practitioners need to +e a+e to presentevidence to the Chidren8s Court that showsthe effects of har0and future risks tochidren8s safet!@ sta+iit! and deveopment)The Court wi aso want to know therationale for professiona >ud#ements anddecision


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< ritten Court reports< #iving evidence in court

Articuatin# !our ana!sisArticuatin# !our ana!sis

< Putting your professional assessment forward at a case conference

Articuatin# !ourArticuatin# !our

ana!sisana!sis

< /iscussing your concerns and plans with a family'acilitator to stress the importance of being able to articulate ouranalysis to the family$ (ne study of families involved with ChildProtection showed that appro*imately E+ of te families did notknow wy Cild Protectionwere involved wit teir cild$ e

must ensure that we e*plain our reasons for involvement to the family&in ways that are understandable and that are focussed on the risksto5needs of their child$


< Providing feedback to people @professionals5family about yourdecision to close a case$

< #iving people your rationale for not accepting a referral5report

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< riting case notes5assessments5reports$

ACI!I.: B#& I$#(#&& A&&&M#$ A(IC)LAI$"A$AL.&I&D3 MI$)#&(esources:Case "tudy 1BCP! "ummary #uideBest nterests Assessment "ummary +ool handout

Facilitator,s ask:Participants will now be asked to refer to Case "tudy 1 again& in light offeedback from the group and their own emerging analysis of the case$Participants will be then asked to pull out the Best nterestsAssessment "ummary +ool handout$

Activit!Activit! Articuatin# Ana!sisArticuatin# Ana!sis

(' Harm and impact what is #oin# wenotwe for ?ake and what are !our thou#htsa+out the reasons for these,

-' Pattern and histor! &constraintsstren#ths'

.' Beiefs and reationships&constraintsstren#ths'

' Current environment &compicatin# factors@s!stemservice factors' &constraintsstren#ths'

At people7s tables& ask each group to consider a scenario in which theymight have to articulate their analysis about .ake @i$e$ supervision

session& court report& case note& cross e*amination& family discussion$

Based on that scenario& groups should then write a short statement ordot points or role play an articulation of their analysis$Facilitator to encourage the group to avoid making referraldecisions or in/out decisions, and to stay in the process ofanalysis and articulation

!emind participants to keep "ake at the forefront of theirstatements$

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$ny plans and

recoendations that wedevelop "st clearly and

logically flow fro o"r analysis.

AF#($OO$ #A 13MI$)#&

PLA$$I$"7ACIO$7(#!I#'13mins

(esources:PowerPoint


ActionAction

6An! action shoud +e +ased on soundana!sis and +e purposefu towards

en#a#in# the fami! mem+ers in achan#e process7

Summar! "uide p).

Facilitator,s $ote:

Action refers not only to particular decisions and enactment ofgoals5tasks& it also includes everything that we as professionals do in

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our daily interventions$ +his includes home visits& phone calls& caseconferences& transporting& referring and contacts with both servicesand families etc$ +herefore our actions must attend to the core innerprinciples of:

=elationship building

?ngaging Partnering and

?mpowering

at all stages of a case$

ActionAction

% 2n#a#ement of the fami! in an actionpan is fundamenta to its success

% True en#a#ement is when the fami!

si#ns on to a common agenda forchange.

Facilitator,s note:?ngagement as a concept is often defined by practitioners as the childand family Dliking7 us& complying with visits and agreeing torecommended actions$ hile all of these factors are an indication ofengagement being more likely than not& true engagement in terms ofwhat we are seeking to achieve is when the family acknowledges thethings that need to change& are actively involved in developing a plan

to address those changes& and then actually take the steps agreedupon to make changes$

2n#a#ement2n#a#ement

6Possi+! the stron#est indicator of

en#a#ement is when !ou fee !ou cantak a+out chan#e without fear of>eopardisin# the reationship7

&The Bouverie Centre -J'

'or this engagement to occur& practitioners carry a responsibility tofacilitate the engagement$ +his relies on honesty and transparencywith the family& as well as ensuring that all agencies involved with thefamily are included as partners in the assessment& planning andinterventions for the child$ Being able to clearly communicate thereasons for our involvement with the family& based on harm5likelihoodof harm to the child& in a way which focuses on the needs of the child

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and not on blaming the parent& is a key skill which enhances ourchances of effecting change$

Fami! "roup Conferencin# andFami! "roup Conferencin# and

A+ori#ina Fami! Decision Makin#A+ori#ina Fami! Decision Makin#

% AFDM and F"C #ive a stron# messa#e ofpartnership and empowermentto the fami!)

% AFDM is cutura! appropriate

% AFDMF"C convenors e9ist in DHS in eachre#ion

% *e must #ive #reater consideration toen#a#in# a+sent fathers and their famiies

Facilitator,s note: 'amily /ecision !aking5'amily #roupConferencing is a model of intervention that fits neatly with the BCP!$t gives a strong message of empowerment to and partnership with thefamily$

Family "rou6 Conferencingis a model of intervention which sees afacilitator make contact with a child7s immediate and e*tended familyand seek their involvement in a family decision4os Angeles has a model of ;I


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'#C can be adapted the pure8 model involves pre


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Impications for PracticeImpications for Practice


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Facilitator,s note: t is common for practitioners to start to viewcases as being of a particular type8 and to predict the outcomeswithout taking a curious and analytical approach to individual cases$

'amilies who are well known to the system can sometimes be seen ashopeless cases8 and the subseEuent interventions are limited topeople7s past e*periences of the family and subseEuent assumptionsabout future likelihood of change$

+he BCP! supports us to carefully gather information at all points ofour involvement with a family& and to reflect critically on thatinformation$ e must be careful to Guestion our effectiveness& andif an intervention isn7t working we should be careful to not ,ust blamethe family for lack of change& but instead think about our own role inthe change process and 0e 6re6ared to try new strategies or

e*plore new theories about the family$

&&IO$ '#L!#: I$CO(PO(AI$" /# BICPM I$O %AIL.P(ACIC#5+ mins(esources:PowerPoint

The chidThe chid88s ived e9periences ived e9perience

Spot the differenceSpot the difference

() 6The chid is at risk due to e9posure toparenta su+stance a+use@ the parenthas refused to access a treatmentservice and has not compied with ChidProtection8s investi#ation) This chidneeds a safe and sta+e environmentwhere her ph!sica and emotiona needsare met)7

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Spot the differenceSpot the difference

-) 6The chid8s ph!sica safet! is at risk asthe parent8s su+stance use occurs whenthe parent is the soe supervisor of thechid) The chid dispa!s evidence of

harm to her deveopment in her dea!edspeech@ her untreated ecKema and hersi#nificant wei#ht oss over the pastmonth7

The mode isThe mode is

% reationship +ased@ chid focussed@fami! centred

% ecoo#ica and s!stemic

% cutura! competent

The mode is &cont'The mode is &cont'

% deveopmenta! and trauma informed

% #ender aware and ana!tica

% d!namic and responsive

The mode is &cont'The mode is &cont'

% +ased on professiona >ud#ement

% stren#ths +ased

% outcomes focussed

Facilitator,s $ote:

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+he "ummary #uide should be viewed as a Framework for Practice&including a set of 6rom6ts for good 6ractice7 guiding professional,udgement at any point in the life of a case$ #t is not a prescriptivechecklist

&trengtsBased: A strength


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3efective Practice3efective Practice

The BICPM re/uires refective practice;

6In ictoria there is a stron# commitmentto stren#thenin# a cuture of refective

practice so that the +est interests ofchidren are achieved7 &p)'

Facilitator $otes:Ask Participants what they think reflective practice is and how theywould define it$=efer participants to page 1;


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&ession 15: 'ere to from ere4

ACI!I.: 9'/#(# O F(OM /#(#45+ mins(esources:PowerPoint)andout Prompt sheet: Participant "trategies for Championing the Bestnterests Case Practice !odel

Facilitator ask:'acilitators to handout prompt sheet and display the following slide$Allow 12 mins for participants to consider their answers to thefollowing Euestions individually and make some notes$ +hen ask

participants to move into groups that they believe they will continue tocollaborate with in relation to championing Best nterests$ #roups tothen work on ,oint ideas and strategies$ 'acilitator to facilitate a brieffeedback session ensuring that each group gets an opportunity toshare at least one of their ideas5strategies with the larger group$

Activit!; *here to from here,Activit!; *here to from here,

*hat are we doin# we,

*here do we need to further deveop in terms of BestInterests,

*hat strate#ies can I use to promote Best Interests;

(' *ithin m! team

-' *ithin m! or#anisation.' Across services in m! oca area

' Across m! re#ion

*hat networksresources do I know of that can +e apart of this strate#!,

*here to from here,*here to from here,

Possi+e o+staces to em+eddin# the Best Interests Case Practic eMode,

% Crisis drivenL deain# with the ur#ent@ ne#ectin# the important% *e8re too +us!

% I aread! act in chidren8s Best Interests@ awa!s have)% *orkpace cuture

% Hierarch!% C3IS compati+iit!% CS$ 3e#istration process% 3esources% 3ecruitment and retention

What can we as chapions do to addressthese*

Facilitator notes:'acilitators to discuss with the group some of the obstacles& and theirsolutions$ 'acilitator to encourage the group to come up with solutions$

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$+staces$+staces00

&ession 1D Feed0ack=%iscussion=uestions13mins

(esources:

PowerPoint)andout Ley !essages

Facilitator $otes:

'acilitator to summarise the training program in detail providingparticipants with the key messages of the Best nterests Case Practice!odel "ummary #uide$ 'acilitator to go back over the Euestions thegroup had at the beginning of the day in relation to the Best nterestsCase Practice !odel& and address any outstandingEuestions5Eueries5issues$

'acilitator to also refer to the issues register and provide guidance tothe group as to how their issues will be addressed and how they will beinformed of the outcome$

Pro#ram $utinePro#ram $utine

% $verview of Best Interests CasePractice Mode &BICPM'

% The BICPM Summar! "uide

% Strate#ies for eadin# the inte#ration ofthe BICPM into !our workpace

'acilitator to outline what resources are currently available topractitioners& and where to source future resources& as outlined in thefollowing slide$ 'acilitators to outline in particular what "P#7s arecurrently available on the ecec website and what are planned for thefuture$

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3esources3esources

% every child every chance documents on we+site;

The Best Interests FrameworkThe Best Interests Principes Conceptua $verviewChid Deveopment and Trauma "uide

Cumuative harm Conceptua $verviewSta+iit! "uidance PaperStrate#ic Framework for Fami! ServicesFact Sheets

% 3eference ist at +ack of Summar! "uide

% Chid Protection Practice Manua

3esources3esources Speciaist Practice "uidesSpeciaist Practice "uides

B! end -% *orkin# with vunera+e infants% Goun# peope (


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Date post:	04-Jun-2018
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A Framework for Practice Bicpm 1day Training Notes

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