This contrasts with residential children’s homes where” the registered person should have a workforce plan which can fulfil the workforce related requirements of regulation 16, schedule 1 (paragraphs19 and 20). This plan should:

detail the necessary management and staffing structure, (including any staff commissioned to provide health and education), the experience and qualifications of staff currently working within the staffing structure and any further training required for those staff, to enable the delivery of the homes Statement of Purpose;

• detail the processes and agreed timescales for staff to achieve induction, probation, and any core training (such as safeguarding, health and safety and mandatory qualifications).
• detail the process for managing and improving poor performance.
• detail the process and timescales for supervision of practice (see regulation 33 (4) (b)) and keep appropriate records for staff in the home.

The plan should be updated to include any new training and qualifications completed by staff while working at the home and used to record the ongoing training and continuing professional development needs of staff – including the home’s manager.”

The social work England professional standards (4.5) highlight that social workers will contribute to an open and creative learning culture in the workplace to discuss, reflect and share practice, thus, a professional development plan (PDP) (or Professional Development Plan) is a record of measurable actions to support and enable individual/s to achieve their work setting or career goals and a tool that supervising social workers should benefit from using themselves as well as enabling foster carers to use to reflect on their personal/professional development as foster carers.

In connection to the personal development of foster carers, the training development standards for foster care is clear what is required of foster carers regarding the skills and knowledge for those working with children, young people, and families to practice at a basic level. Thus, foster carers should be able to develop themselves (TSD Standard Seven). To meet aspects of this standard, foster carers need to consistently demonstrate the skills and knowledge that indicates their practice meets or is above the following standards:

• 7.3a Understand the purpose of your personal supervision and annual foster carer review and know how to make the best of these opportunities.
• 7.3b Know what additional support and training is available to you.

• 7.3c Be able to recognise when you need support and the importance of asking for help and advice.

• 7.3d Develop knowledge, skills and understanding pertinent to your foster care role (e.g., treatment foster care, fostering teenagers.

• 7.3e Develop knowledge, skills and understanding to enable you to “broaden” your foster care role.

• 7.4a Understand the need for continuing professional development and the ways in which it can improve your practice.

• 7.4b Understand and be able to reflect on how your day-to-day work as a foster carer is influenced by feedback from people you come into contact with and from children, young people and their families.

• 7.4c Work with your supervising social worker or other relevant person to agree and follow a personal development plan.

• 7.4d Be willing to continually improve your practice and understand how to do this.

Given these required standards – The Fostering Network (2021) research highlights that since 2016 –the number of carers who have a personal development plan has increased. Nevertheless, 35% of foster carers do not have a PDP despite this being a National Minimum Standard (NMS 20.5).

Download Free EMPT_016_Supervision WORKBOOK_DIGITAL_v2 (1)Updated 23.12.24

Kolb’s Reflective cycle shown below highlights the need for you to reflect on your experience from participating on learning events/training and to say/write down what you think you have learnt.  You should reflect, following participation on a learning event, on how such participation influences your current practice.

The Experiential Learning Cycle

1. Concrete Experience – (a new experience or situation is encountered, or a reinterpretation of existing experience).
2. Reflective Observation of the New Experience – (of particular importance are any inconsistencies between experience and understanding).
3. Abstract Conceptualisation (reflection gives rise to a new idea, or a modification of an existing abstract concept The person has learned from their experience).
4. Active Experimentation (the learner applies their idea(s) to the world around them to see what happens).

A good personal development plan format can contribute to enabling you to methodically think about your practice aspirations/goals that you need to reach. A Personal Development Plan should be a continual reflective reference or audit trail about your progress regarding the knowledge and skills and understanding you have developed to broaden your role within the service setting, and you should update it every time you reach important milestones. Regularly updating your Personal Development Plan enables you to target new goals that help you grow professionally and as an individual. The following five steps can contribute to creating a professional development plan:

1. Self-assessment to develop yourself: Evaluate your professional interests, knowledge, and skills. Identify areas in which you can improve to obtain your goals (targets).
2. Goals/targets: Set SMART (Specific, Measurable, Achievable, Relevant and Timely) goals that are trackable and achievable by completing small steps. List goals/targets in order of priority with the highest first so you can quickly identify them. Categorise goals as short-, mid- or long-term so you can develop more detailed steps to achieve each one.
3. Action plan: Create a plan of action for each goal. Identify the resources you need to achieve each goal, you should be collaborating and discussing these targets with your supervisor/line manager. Your strategy to participate on specific training, mentorship, online learning, or networking opportunities are some of the proposed actions you can add to your plan.
4. Implementation: Implement your plan of action by taking small steps to achieve each goal. Regularly review your progress and adjust your plan as needed. Your supervisor/line manager should meet with you frequently to discuss your progress and reflection from your participation on learning events.
5. Evaluation: Evaluate your progress by measuring your success against the goals you set (What have you learnt from doing the targeted actions you planned). Try to complete the evaluation forms from training courses that you participate on. The effectiveness of this plan should also be evaluated by your supervisor and or line manager. Celebrate your successes and learn from your failure/vulnerabilities. Then start a new personal development plan.

When considering independent living and the wellbeing/mental health of teenagers working towards independence, Children who enter care in adolescence for abuse, neglect or family breakdown often have an established level of emotional and behavioural problems that make it less likely they will settle and do well in care (Sinclair et al, 2007; Ward et al, 2008). In this group are those who continue to experience placement instability, whose care careers are more likely to be marked by offending, substance misuse, running away, truancy and school exclusion. These young people leave care for independent living at an exceedingly early age, often because of their behaviour (Source:   Promoting the Wellbeing of Children in Care: Messages from Research (2014: 242). ‘There are also concerns about the vulnerability of children leaving care to social isolation due to limited social and familial networks’ (Jones, 2019; Kellyet al., 2016; Mendes & Rogers, 2020).

However, Care leavers (or children in care developing independent living skills) should expect the same level of care and support that other young people get from their parent/s (Care Leaver Strategy 2013:4). The Care Leavers Strategy (2013:10) also asserts that ‘Government is committed to ensuring that care leavers are adequately supported financially in their transition from care to adulthood to enable young people leaving care to have the same opportunities to fulfil their potential as their peers.

Children’s Commissioner’s Stability Index (2018: 5)

‘Teenage children are the most likely of all age groups to experience placement instability. Around 1 in 7 children aged 16 or over experienced multiple placements moves in a year, while 1 in 20 experienced it two years in a row. By contrast, children aged 5-11 are age group least likely to experience these changes.

Children whose earliest known period of care was at age 12-15 are at particular risk of experiencing instability. Nearly one in five children in this group experienced multiple placements moves within the year, and 7% experienced multiple placements moves two years in a row. Children whose special educational needs and disability (SEND) are around social, emotional and mental health (SEMH) are around 50% more likely to experience multiple placements moves, compared to children with other types of SEND or no identified SEND needs’.

Therefore, stability needs of young people entering supported accommodation also need to be considered.

In terms of independent living, ‘stability can be the difference between children flourishing in their environment or having the difficulties they have already had to endure further compounded. Instability makes it harder for a child to form positive trusting relationships with their carers, teachers and social workers, and makes them feel less safe’ (Children’s commissioner 2018:7).

Unregulated accommodation for children in care

Some children, under the age of 16, have been prepared for independent living whilst residing in unregulated accommodations.  There has been some recent media attention about unregulated accommodation for children in care. Sources such as Sky News have highlighted that ‘at least 10,000 children in care were placed in potentially unsafe accommodation including caravans, tents and barges’. A ‘BBC News investigations revealed that children as young as 11 were being housed in these homes, and young people faced “organised abuse” in placements’.

Vulnerable children on reality of life in unregulated housing | UK News | Sky News

The Government has introduced ‘a ban on placing vulnerable children under the age of 16 in unregulated accommodation. This will come into force in September’ 2021. 

Under the Fostering National Minimum Standards and the older Children’s Homes: National Minimum Standards  (12.1), whilst working towards promoting good outcomes (including promoting useful  independent living skills) for children and young people foster carers and residential care workers together with the placing authority as well as fostering services/residential children’s homes also need to ensure the care provided includes supporting children and young people to:

1. establish positive and appropriate social and sexual relationships;
2. develop positive self-esteem and emotional resilience;
3. prepare for the world of work and or further or higher education;
4. prepare for moving into their own accommodation;
5. develop practical skills, including shopping, buying, cooking and keeping food, washing clothes, personal self-care, and understanding and taking responsibility for personal healthcare;
6. develop financial capability, knowledge and skills;
7. know about entitlements to financial and other support after leaving care, including benefits and support from social care services

Residential children’s homes also need to ensure they:

The home contributes to the development of each child’s care plan, including the pathway plan for “eligible” care leavers and works collaboratively with the young person’s social worker or personal adviser in implementing the plan (NMS: 12.2).

The home liaises with the child’s responsible authority and their Independent Reviewing Officer where applicable, about the progress of the child’s readiness to move to any future accommodation where they would expect to take on greater responsibility and personal independence (NMS: 12.3).

Homes support the young person’s transition to adult services, when required by the care plan (NMS: 12.4).

Under the most recent children’s homes regulation and quality standards (2015:2.8), ‘where the placing authority or another relevant person does not provide the input and services needed to meet a child’s needs during their time in the home or in preparation for leaving the home, the home must challenge them to meet the child’s needs (see regulations 5(c)). Staff should act as champions for their children, expecting nothing less than a good parent would. The registered person should consider the use of an independent advocate (see paragraph 4.16) if the child’s needs are not being met’.

Promoting adulthood and citizenship 2018 EMPT web copyReduced

https://www.voypic.org/wp-content/uploads/2021/01/Leaving-Care-During-Covid-19-in-NI-FINAL-REPORT.pdf

Promoting Safe and stable placements in which children can develop safe and secure relationships

Online safety within fostering households NLAFC Aims

Home

Why not explore EMPT free downloads: https://www.emptlondon.com/information-and-file-downloads/ 

https://www.barnardos.org.uk/sites/default/files/2021-05/No-Place-Like-Home-Report-IKEA.pdf

https://www.gov.uk/government/publications/ready-or-not-care-leavers-views-of-preparing-to-leave-care/ready-or-not-care-leavers-views-of-preparing-to-leave-care

• family illness or the death of a close relative;
• divorce and family break-up;
• issues related to sexuality;
• adoption;
• the process of asylum;
• disability;
• parental mental health;
• losing their home,
• loss of a job and the consequences of crime.

Like physical ill health, mental ill health may impact on the lives of individuals and those who play an important role in their lives. In addition, the impact of mental ill health on significant people in a person’s life may sometimes be unseen by supporting some public services.

Factors, such as discrimination, prejudice and stigma may also impact on perceptions and understanding of mental ill health and its consequences. However, early intervention and recognition of indicators of mental ill health can be useful in promoting mental health and wellbeing. Half of all mental health problems emerge before the age of 14 and three quarters by age 25. Inequality underlies many risk factors for mental health problems, and needs to be addressed through the wider determinants of health which are outlined in ‘Understanding place’ and ‘Understanding people’, Public Health England (2017).

Some Mental Ill Heath Indicators (Pearson, BTEC Level 3 Diploma in Adult Care Unit 12: Understand Mental Ill Health)

• Emotional, e.g. low mood, feeling sad or down, excessive fears or worries, or extreme feelings of guilt, extreme mood changes of highs and lows, inability to cope with daily problems or stress, trouble understanding and relating to situations and to people.
  Thinking, e.g. confused thinking or reduced ability to concentrate, suicidal thinking.
• Behaviour, e.g. excessive anger, hostility or violence, Withdrawal from friends and activities, detachment from reality (delusions), paranoia or hallucinations.
• Physical, e.g., significant tiredness, alcohol or drug abuse, major changes in eating habits, low energy or problems sleeping, headache, stomach pain or other unexplained aches and pains.

In addition, the following groups are identified at being of high risk of mental ill Health (Public Health England, 2017

• black and minority ethnic groups (BAME)
• people living with physical disabilities
• people living with learning disabilities
• Prison population and offenders
• LGBT people
• Carers
• people with sensory impairment
• homeless people
• refugees, asylum seekers and stateless person

Thus, in addition to mental ill health indicators, specific groups of people ‘are at a higher risk of mental health problems because of greater exposure and vulnerability to unfavourable social, economic, and environmental circumstances’, Mental Health Foundation, facts about Mental Health (2016:56).

However, there are those who think that we all have the ability within us to improve aspects of our well-being. ‘No matter what challenges we face, everyone has the ability to take steps to look after and improve their mental health and wellbeing’ (NHS 2017).

Click here: Working With Mental ILL Health to download the EMPT Working With Mental ILL Health Sample Slides.

Click the following links for other useful information:

http://www.emptlondon.com/introduction-attachment-theory

http://www.emptlondon.com/giving-advice-information-young-people-substance-misuse-risk-taking

http://www.emptlondon.com/helping-children-cope-death

Offending_BehaviourWORKBOOK_DIGI_EMPT_Web_version.PDF

Oliver from rehap4addiction has provided the following information: My name is Oliver and I operate a national drug and alcohol addiction advice helpline called “Rehab 4 Addiction”. I started this free helpline back in 2011. You can find my website here: http://www.rehab4addiction.co.uk 
Rehab 4 Addiction offers a free hotline dedicated to assisting those suffering from drug, alcohol and mental health issues. Rehab 4 Addiction was established in 2011 by people who overcame addiction themselves. You can contact Rehab 4 Addiction on 0800 140 4690.

https://youtu.be/1Gai2jjCsN

A resource for stopping drinking and improving mental health during the COVID-19 pandemic

On Sat, Jul 13, 2019 at 12:29 PM “Lisa Williams” < lisa@happyhappyvegan.net> wrote:
Hey there,
Lisa here from Happy Happy Vegan, hope this email finds you well.
I’m reaching out today to let you know that I’ve compiled a huge global resource of mental health and suicide hotlines (70+ countries thus far) and to ask if you’d consider collaborating?
This is a subject extremely dear to my heart and my hope is that it’ll be as useful to others as the help I’ve received in the past was to me. Obviously, though, it needs to be visible for that to happen…which is where you come in. Would you consider adding a link to the page somewhere on your site?
I know this is a big ask, and I appreciate that it may not be something you’d entertain, but I figured that I may as well ask before talking myself out of emailing you!
Anyway, enough chat for now, I’ll let you be the judge of whether or not this is something you’d like to help out with: https://happyhappyvegan.com/suicide-hotlines-list/
Thanks so much for taking the time to read this, I look forward to hearing from you soon,
Lisa

https://withinhealth.com/learn/nutrition-counseling

How To Have A Healthy Heart

Barbara Vagas from know your DNA  believes EMPT readers would benefit from the article that follows:

In the United States, heart disease is the leading cause of death for both men and women.

Medically, this is known as coronary artery disease (CAD). It happens when one or more of the blood vessels supplying oxygen into the heart is blocked.

Anyone can develop heart conditions regardless of gender and age. But women over 45 and men over 55 have a higher risk for heart disease.¹

Other risk factors of cardiovascular disease include:

• High cholesterol levels
• High blood pressure
• Diabetes
• Smoking
• Being overweight or obese
• Not getting enough physical activity
• Not eating a healthy diet

Your family history also affects how likely you are to get heart conditions. The good news is that you can do many things to prevent heart disease.

You can avoid having heart disease or heart conditions by making healthy lifestyle choices. Here are 10 tips on taking better care of your heart.

• 1. Avoid overeating
• 2. Try to maintain a healthy body weight
• 3. Limit your salt or sodium intake
• 4. Eat more fruits and vegetables
• 5. Add whole grains to your diet
• 6. Avoid unhealthy fats
• 7. Get regular exercise
• 8. Decrease your alcohol consumption
• 9. Quit smoking and avoid secondhand smoke
• 10. Learn to manage stress