Date post: | 16-Aug-2015 |
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What gets in the way of responding to child neglect? The development of an
innovative organisational learning package
Hannah Roscoe, Senior Research Analyst, SCIE
Jane Wiffin, SCIE Associate
DfE funded project to develop training materials on child neglect
Evidence
• Rapid review of research evidence and Learning Together reviews
eLearning
• Development of an eLearning ‘primer’ course• Focus on critical reflection on definitions of neglect, and on
‘myths and misconceptions’
Develop training
• Developed scenario-based training in partnership with London Borough of Hackney
Pilot training
• Piloting and evaluation in Doncaster, Essex and Brighton & Hove• Feedback to subgroup of LSCB in each site
Aims of this workshop session
Thinking behind the training ‘Taster’ of some of the materials – your
thoughts and feedback Feeding back some of the issues from our
pilot sites Reflections
Background and aims of the project
Significant evidence base on neglect - yet widespread challenge (for example, frequent issue in Serious Case Reviews)
Develop training materials to: Support individual learning about neglect Promote organisational learning about blocks and barriers
to working effectively with neglect Links with Munro Review recommendations:
Fostering professional judgement and reflection Creating channels for managers to hear concerns of
frontline staff
Taking a systems approach
“The crux of a systems approach... is that it examines human performance in its context and recognises that people’s competence in carrying out tasks to a high standard is influenced by the whole system around them” (Munro, 2012)
What this means in practice
Giving people information but also: Helping them think through barriers to putting
training in to practice Training as a ‘two way street’ and opportunity for
organisational learning
Using fictional case scenarios to trigger exploration of ‘real-life’ multi-agency working context
Linking back in to multi-agency Learning and Improvement activities – eg feedback
The ‘blended learning programme’
Scenario-based training day
Key messages to senior managers
Multi-agency scenario day
Time Session
9.30 – 10.00 Introduction
10.00 – 11.30 Scenario – assessment, analysis and decision making
11.45 – 1.15 Reflection on how we work together on neglect
14.00 – 16.10 Analysis of systems issues
16.10 – 16.30 Reflections and close
Scenarios
‘Composites’ of common aspects of a variety of cases
Include aspects of practice which literature and SCRs tell us that practitioners find difficult
Keeping people deliberately under time pressure
Scenario part 1
Family member Relationships Age Ethnicity
Vicky Mother 25 years White/UKKylie Daughter 3 years White/UKRuby Daughter 15 months White/UK
Robbie Son 15 months White/UK
• Family recently moved in to area, and attending a Children’s Centre
• Some concerns about Kylie who is not speaking yet, is struggling to play with other children, and has had a number of accidents at home
• Mum is under pressure with the twins, and has separated from her partner
Scenario 2 (10 months on)
Usually we ask groups to: Do an initial analysis of the information Gather more information (‘Oracle’) Write a referral to Children’s Social Care Get feedback on the referral from another group
Read the scenario and discuss with the person next to you: What issues do you think this exercise might
raise?
What came up in the sites
Who can you get information from? Confusion and inconsistency
Euphemistic language and reluctance to name neglect
Thresholds and working across interface of statutory versus non-statutory services
Conceptual framework – five areas
The form the neglect takes, and the aspects of the child or young person’s life that are affected:
Physical Emotional Educational/stimulation Medical Supervisory Social
Its persistence and pervasiveness. The impact from the point of view of the child. What has caused the caregiver to neglect the child. Whether neglect is intentional or unintentional, and
caregiver commitment and capacity to change
What came up in the sites
Thinking about omission and commission – people find this difficult
Causality never clearly articulated, even if ideas exist about it
Difficulty taking the child’s perspective
Helping people think about ‘why’
Scenarios help to create a ‘microcosm’ of practice
Highlight a number of barriers and challenges (and good practice)
Afternoon session aims to: Further understand and unpack these issues Think about underlying reasons Think about solutions – individual and
organisational
Reflections
Aim: ‘a different kind of training’ Scenarios do help to foster conversations
about ‘real’ practice Participants find it helpful to talk through
practice ‘dilemmas’ – even when no immediate answers
Helping people unpack the issues can be challenging
Next steps
Training will be available on a paid-for basis to LSCBs
Variety of options, including purchasing additional eLearning licenses
Marketing via SCIE website