Several different schools of thought have emerged from such or studies. This includes some of the following theories:

• The Scientific approach
• The Process approach
• The human relations approach
• The systems approach
• The organisational approach

Professional managers should be aware of the development of practice ideas in their profession. It is important to be familiar with the above alternative approaches and more because they can provide you with varieties perspectives on your work. They can therefore help you to develop a better understanding of your job and thus to manage more effectively. They may also help towards better appreciation of different views held by managers in your organisation.

https://www.youtube.com/watch?v=vNfy_AHG-MU

Alternative management approaches may also help you towards a better appreciation of different views on management. The latter Monitor and manage the quality of the provision of care services.pdf min approaches listed above tend to build on the ideas developed in the earlier ones. As you assess each approach – You might look for evidence of ways in which that which later approaches built on the strengths of their predecessors, while rejecting the weaker aspects. Once you’ve reflected on these approaches you may consider your own approach to management.

The Scientific Approach

Around the turn of the century, Frederick Taylor and others began trying to apply scientific approaches to management rather than the rule of thumb approaches that was current. They therefore brought the skills of observation, quantification, analysis, experimentation, and evaluation to management in place of the more traditional approaches of institution, opinion, and guesswork. The work of Frederick Taylor and others therefore gave rise to approach, known as scientific management.

The Process Approach

The process approach to management owes much to Henri Fayol’s assessment at the beginning of the 20th century. Fayol focused his attention on the things that a manager does. Fayol’s views included the assertion that to manage is to forecast and plan, to organise, to command, to coordinate and to control.  Almost a century later, this analysis still forms the basis of arguably one of the most popular views of management, so much so that is often called a classical view. It is also widely known as the ‘process school’ because it views management as a process, and it examines the component parts of the process separately.

https://www.youtube.com/watch?v=a1n6jYQ-hPs

The Human Relations Approach

The human relations approach was partly as a reaction against the seemingly impersonal features of the scientific approach, but mainly because research studies during the previous two decades had demonstrated the importance of good human relations and the influence of social factors on workers motivation.

These related ‘Hawthorne studies’ driven by supporters of human relations approach can be viewed as a milestone in the evolution of management ideas. An important observation made in the Hawthorne human relations approach studies was the output of morale went up every time management varied working conditions, regardless of whether the change was for better or worse. The inference drawn from this was workers respond positively whenever management appears to be concerned with their working conditions. This important finding is known as the ‘Hawthorne effect’.

TSD Standard 4 Know how to communicate effectively

The systems Approach

The systems thinking approach was developed concurrently with the quantitative approach and emerged quite evidently during the 1960s and 1970s. It is an approach which emphasises the interrelatedness and interdependence of the parts and the way in which contributes to the functioning of the whole. It is not you. It’s not unique to management thinking, having been applied to problems in many scientific fields. However, it provides a helpful way of looking at the many management problems, particularly those concerned with organisations.

The term ‘system’ can mean the way of working and organising work according to certain procedures; ‘structures’ and has a looser meaning as well as meaning the framework and patterns of relationships which people have with one another. The system approach recognises that there are often several competing tensions: within people themselves, between different people and between people and organisations. Current management practice also recognises that discrimination against people may occur for a wide range of reasons such as gender, race, sexual orientation, age, culture and more.

If we reflect on the notion of interdependent systems in terms of the human body, which we know contains a variety of systems. If a major system such as that of blood circulation breaks down completely, the body simply will not function. However, if the system is operating at less than the optimum efficiency the body will continue to function, but not so efficiently as before. Problems affecting systems may be minor. To be major or minor, for example, an obvious major problem is a serious malfunction of the heart, since this will affect not only the function of the circular system, but the function of the body as a whole. In contrast, some minor injuries might be seen as a relatively minimal problem, particularly in comparison with the effect of a serious malfunction in the heart.

The Social Care Common Inspection Framework (SCCIF) for independent fostering agencies provides an example of systems related management practice, under 5.3, the effectiveness of leaders and managers. For fostering agencies to achieve a good standard of effective management Ofsted may therefore require evidence around:

1. the quality of professional relationships to ensure the best possible all-round support to children and young people in all areas of their development
2. whether leaders and managers actively challenge when the responses from other services are not effective
3. the extent to which leaders and managers actively promote equality and diversity
4. Whether ‘Leaders and managers actively and regularly monitor the quality of care provided, use learning from practice and feedback to improve the experiences and care of children. This includes, for example, direct testimony from children, young people, parents, carers, other professionals, and other stakeholders’.
5. If leaders and managers ‘challenge effectively and take action when they are concerned that placing authorities are not making decisions that are in children’s best interests, when the statutory requirements for looked-after children are not met, or when they cannot keep children safe’.

The education Trust Research (2018) highlight that ‘social service systems do not exist in isolation and are constantly interacting with other systems. In the context of child protection, examples include the justice, social welfare, education and health systems (Delaney et al. 2014: 13)’. However, it also sates ‘as different systems exist alongside and interact with each other it is important to establish clear boundaries for each system, and define its structures, its functions, the necessary capacities, and resources to enable it to operate in an optimal way, and the manage the governance of the system. This promotes greater accountability: if the different actors know what they are responsible for then it is easier to hold them to account (Delaney et al. 2014: 14)’.

HELPING CHILDREN COPE WITH A DEATH

The Organisational Behaviour Approach

The organisational Behaviour approach is another approach of management that is still very much with us. It developed from the human relations approach and builds on the belief that to put strategies into action, people must be encouraged to act in a way that produces the desired results.  It is in line with the human relations approach, the organisational behaviour approach is concerned with people as individuals.

Behaviours in groups or by individuals, motivations, staff development within the organisation and their receptivity to new ideas and change are areas that can be observed. Managers who take on the organisational behaviour approach may be trying to create an environment in which learning and personal development takes place and staff training and coaching are encouraged and provide benefits in output and quality.

This people centred approach influences many of the activities carried out by Managers, including motivation, management style, consultative processes, team building, job design and training. However, some criticised the approach as putting too much concentration on the process and too little emphasis on the outcomes of the work. Nevertheless, the organisational behavioural approach considers the organisational structures within which people work and investigates the structures in relation to:

• do they allow people to come together in the right groupings to perform a task? or
• do they allow people to decide? or
• do the barriers of selection or department or hierarchical structures or complexity of the decision makers structures get in the way?

Astell Evans (2004) Updated 2022

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

• Registered Managers
• Managers
• Assistant managers
• Deputy managers
• Senior care/support workers/supervisors
• Co-ordinators
• Team leaders

Health and social care and children and young people’s services also include:

• Residential services for older people, people with disabilities, younger adults, children and young people
• Domiciliary care services
• Day services
• Respite services
• Community based services
• Adoption and fostering services

City and Guilds (2019)

To achieve the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) Award learners must demonstrate the requirements of unit 503, Champion equality, diversity and inclusion (SHC53). Participating learner’s knowledge, understanding and skills of whole systems approach to equality, diversity and inclusion are therefore assessed by appropriately qualified individuals.

The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. Learning outcomes for unit 503 include learners being able to champion diversity and inclusion as well as analysing the potential effects of barriers to equality and inclusion in own area of responsibility, analysing the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility  including:

• Promoting equality, diversity and inclusion in policy and practice, challenging discrimination and exclusion in policy and practice and providing others with information about:

1. the effects of discrimination
2. the impact of inclusion
3. the value of diversity

Learners must also show they understand how to develop systems and processes that promote diversity, equality and inclusion including being able to champion diversity, equality and inclusion (an more) and must be able to champion diversity, equality and inclusion. When completing this course learners should therefore be able to

1. analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion
2. evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility
3. propose improvements to address gaps or shortfalls in systems and processes

Some relevant practice standards are as follows:

• National Minimum Fostering Standards (2011). Standard 2 – Promoting a positive identity, potential and valuing diversity through individualised care. Target outcome: Children have a positive self-view, emotional resilience and knowledge and understanding of their background.
• The Children Act 1989, Guidance and Regulations, Volume 4, 3.46. Foster carers should be informed, trained and confident about dealing with issues relating to gender, religion, ethnic origin, cultural background, linguistic background, nationality, disability or sexual orientation, and be able to involve external professional advice and support as necessary. They also need to be able to balance the individual needs, wishes and preferences of the individual child with those of others in the household. Foster carers should always be sensitive to gender issues, especially when caring for children and young people of the opposite sex.
• The Children Act 1989, Guidance and Regulations, Volume 4, 3.47. Foster carers should be supported to help individual children and young people cope if they are subject to discrimination, marginalisation or ridicule from their peers by virtue of their gender, religion, ethnic origin, cultural background, linguistic background, nationality, disability, sexual orientation or looked after status.
• The Children Act 1989, Guidance and Regulations, Volume 4, 5.8. The fostering service must ensure that the fostering panel has sufficient members, and that individual members have between them the experience and expertise necessary to effectively discharge the functions of the panel. As far as is practicable, panel membership should reflect the issues under consideration, and so should as appropriate include people with experience of fostering, education, short break care and family and friends care, be gender balanced and reflect the diversity of the local community.

• Training Support and Development Standards for foster Care, 1.2 Equality, inclusion and anti-discriminatory practice

a Understand the different types of prejudice and discrimination which can affect a children and young people.

b Understand why it is important to provide care which respects and preserves each child’s ethnic, religious, cultural and linguistic background.

c Demonstrate how you support and encourage children and young people to develop skills to deal with discrimination, enhance self-worth and make a positive contribution.

• TSD 8 Supporting disabled children and children with special educational needs

a Understand the social model of disability and what it means in relation to your work as a Foster Carer.

b Have a broad understanding of the needs of children and young people who are disabled or have learning difficulties.

c Understand the need to adapt activities and experiences so individual children and young people can take part.

d Understand how you might support children and young people with special educational needs, and their families.

• Social Work England, Professional Standards: As a social worker, I will:

1.5 Recognise differences across diverse communities and challenge the impact of disadvantage and discrimination on people and their families and communities.

1.6 Promote social justice, helping to confront and resolve issues of inequality and inclusion.

3.7 Recognise where there may be bias in decision making and address issues that arise from ethical dilemmas, conflicting information, or differing professional decisions.

3.14 Assess the influence of cultural and social factors over people and the effect of loss, change and uncertainty in the development of resilience.

Training Support & Development Standards for foster care and the Social Model of Disability (5.8 a)

Equality and inclusion and cultural identity Presentation 2020 Final www.emptlondon.com Web Copy V2

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

• 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

• Potentially, supervised child contact can be intrusive, but it can also play a therapeutic role that provides the environment for children to have contact with significant others to develop how they relate to each other. Thus, on the one hand, supervised contact can be viewed as indiscreet, as the child contact supervisor may be required to remain within reasonable proximity to the child or children involved in the contact to ensure their safety. The contact supervisor is also expected to intervene if they consider that a child or children are at risk.

• The Coram, guide to Best Practice in Supervised Child Contact highlights risk indicators (Characteristics) of child contact suggesting that the contact is dangerous. On the other hand, good practice suggests that the child contact supervisor/s should establish positive working relationships with the children and adults involved in the contact process whilst focusing always on the children’s needs as paramount consideration. The child contact supervisor is also expected to work in an impartial way with significant people involved in child contact who maybe distressed or expressing behaviour associated with conflict.

• Please click here to view contact presentation 2016 www.emptlondon.com 

• The National Association of Child Contact Centres (NACCC) gives a broad range of information related to child contact.

Sponsored by:Telephone: 0330 335 1848

http://www.emptlondon.com/tsd-standard-4-know-communicate-effectively

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

The Fostering Network research involved in total 2,530 foster carers from across the UK completed the survey online: 1,942 of these fostered in England, 359 in Scotland, 122 in Wales and 107 in Northern Ireland. These numbers represent four per cent, eight per cent, three per cent, and five per cent of the total foster carer populations respectively.

 Aspects of the Fostering Network reports findings are:

•  32 per cent of foster carers felt that children’s social workers do not treat them as an equal member of the team around the child
• 31 per cent of foster carers reported that they were rarely or never given all of the information about a fostered child prior to placement
• 46 per cent of foster carers said their fostered children were unlikely to receive information about independent visitors
• Almost a third of foster carers had been referred children from outside their defined approval range
• 52 per cent of those who had taken children from outside their approval range had felt pressured into it
• Three-quarters of those who had taken a child from outside their approval range said they received no additional training and support from their fostering service
• Just under half of all foster carers (49 per cent) did not have an agreed training plan for the next 12 months and the same proportion of carers felt there were training courses they would have liked to attend but did not.

  Ofsted (2015) published an earlier report about foster care that amongst other findings showed:

• There were fewer fostering households overall, but more family and friends households: there were 36,890 fostering households, a decrease of 1% from the same date in 2014. In the same period, the number of family and friends households increased by 6% to 4,145
• More children were recorded as missing from placements and going missing more often: there were 5,055 children recorded as missing in 2014-15, an increase of 19% from the previous year. The number of times that children were recorded as going missing increased by 29%

 Whilst Ofsted (2012) highlighted the following:

• 67,340 foster carers were approved on 31 March 2012. Of these, a large majority of carers were White (84%). The next largest number was Black (8%), followed by Asian (4%), Chinese and ‘Other’ (2%) and Mixed (1%). This was very similar to the ethnicity profile of foster carers for 2010-11
• There were a total of 40,842 fostering households on 31 March 2012. This is an increase of around 7% from the previous year. Of these, 67% were registered with local authorities and 33% were registered with IFS
• Overall, there were 7,427 new fostering households approved during the year. This is an increase of 9% from the same period in 2010-11. Local authorities approved 63% (4,648) of new households and 37% (2,779) were approved by IFS. This compares with 60% of new households approved in 2010-11 by local authority and 40% by IFS

There are some similar findings in both the Fostering Network’s stateofthenationsfostercare2016 and their 2014 state of the nation’s foster care report findings. In the Fostering Network 2014 report foster carers also felt  foster carers should be respected and treated as a skilled co-professional, and to be recognised as part of the team working with the child; often, in fact, they are the person who knows the child best.

The Fostering Network 2014 report showed that foster carers felt that not only should their experience and expertise be valued and listened to about day-to-day care, but also in long-term planning for children. This report also highlighted that foster carers wanted to be recognised and treated as professionals by teachers, health care workers, police and others involved in children’s lives. These working in partnership issues are consistent – The Fostering Network National conference way back in 2002 (Working Across Boundaries) raised similar issues concerning working together.

Click here for State of the Nation Report 2021_DIGITAL_FINAL_0.pdf (thefosteringnetwork.org.uk)

• Child contact refers to all relationship links between a child and their families of origin and friends, regardless of the form and frequency of these links. This may include overnight stays, telephone calls, exchange of letters or photographs or indirect links through third parties.
• These will range from frequent face to face contact to occasional exchanges of information. In some cases, contact will be supervised. Whatever the type of contact a child or young person receives – it can help them maintain important emotional and psychological bonds with significant people.
• The majority of children’s interests will best be served by efforts to maintain or develop relationship links with their birth families. Face to face meetings will generally be the most common and satisfactory way of maintaining such relationships.
• Even when there is no obvious contact, social workers and carers need to address the need to keep a child connected with their family background and to help them develop a sense of identity.
• Research related to child contact shows that the earliest weeks of a Child In Care episode are crucial to the success of a placement, the relationship between the parents, carers and social workers, the level of future contact and the prognosis for an early return home.
• Corporate parents therefore should ensure that contact arrangements are in place before or at the point a child moves to a foster placement and that arrangements for contact are recorded on the Placement Agreement/Plan.
• See our promoting-contact-course-pptx-sample-extracts-pdf-signed

Some useful practice guidance:

1. For children separated from one or both birth parents through divorce or care proceedings, continuing contact with family members is usually important to their emotional and psychological development and well-being, Alan Slade, Coram (2002:7), A Guide to Best Practice in Supervised Child Contact. The EMPT® Managing Director, Astell Evans contributed to this guide and is acknowledged on page 5 of this book.
2. Foster carers ‘are able to form and maintain contact and positive working relationships with parents and other significant adults for the child or young person’, Ofsted Framework for Independent Fostering Agencies (2014: 16).
3. Children have, where appropriate, constructive contact with their parents, grandparents, siblings, half-siblings, wider family, friends and other people who play a significant role in their lives (NMS 9). Ofsted Framework for Independent Fostering Agencies (2014: 20).
4. Foster carers play a crucial role in supporting children’s relationships. They need to offer a consistent, reliable base from which children can connect with their families safely. Their approach to the tasks involved in contact has implications for the welfare of their fostered children at the time and in the longer term, Fostering Network (2016).
5. If the child has been abused, contact can allow abuse to continue if there is unsupervised direct contact or ineffective scrutiny of letters and cards.  Foster carers are generally positive about contact but some report problems associated with it. In some cases these are serious, SCIE (2004).

Giving advice and information, to young people, about substance misuse risk taking

In terms of promoting positive relationships and socially aware behaviour the following methods are sometimes useful in supporting behaviour management and working in line with the Training Support and Development Standards:

• Using positive reinforcement strategies;
• Modelling positive behaviour and responses to situations;
• Having an overall positive culture in the setting;
• Creating an environment that promotes positive behaviour;
• Individual behaviour planning;
• Distraction and diversion strategies;
• Boundary setting and collaborative ground rule making;
• Supporting children and young people’s reflection on and managing of own behaviour.

PRE-EMPT RISKY BEHAVIOUR

In some cases working with children and young people involves knowing why  a child or young person might actively seek out negative reinforcement through socially unacceptable behaviour.  The result of learned behaviour outcomes could include foster carers/child care workers:

• Identifying triggers and how to minimise triggers, e.g. ensure appropriate structure/planning of environment;
• Promoting consistency; familiarity and routine in minimising risk of triggers;
• Promoting clear boundaries or effective communication;
• Ensuring that the child or young person’s needs are being met (as appropriate);
• Working towards attention being gained for positive behaviour and not predominately for negative behaviour;
• Being aware that anxiety impacts on behaviour;
• Being knowledgeable around substance misuse (Training Support and Development Standards 3.3 c);
• Promoting an understanding  around the possible impact of abuse, separation and loss on the behaviour of children and  young people (Training Support and Development Standard 5.6 c);
• Being aware of how some learning difficulties or mental illness may impact on behaviour.

Given the likelihood that working with children and young people may involve knowing about a range of behaviours presented by children and young people and how to encourage positive behaviour (Training and Support Standard 3.4 b) – foster carers and residential care workers should receive appropriate training and clearly be competent around:

1. Promoting the use of proactive and reactive behaviour management strategies
2. Responding appropriately to incidents challenging behaviour
3. Being able to support individuals and others following an incident of challenging behaviour
4. Being able to review and revise approaches to promoting positive behaviour
5. Being able to Promote effective personal safety and security strategies to protect yourself, staff and members or your family (Training Support and Development Standards 3.4 a)

Promoting National Minimum Standards

The Fostering National Minimum Standards (2011) section 3.8 states:

Whilst the Children’s homes quality standards (2015) section 7.18 state:

‘Staff should have the relevant skills and knowledge to be able to help children understand, and where necessary work to change negative behaviours in key areas of health and well-being such as, but not limited to, nutrition and healthy diet, exercise, mental health, sexual relationships, sexual health, contraception and use of legal highs, drugs, alcohol and tobacco’.

The Guide to the Children’s Homes Regulations including the quality standards (April 2015) highlights the following positive relationships standards:

Thus, to promote principles related to supporting the development in children and young people leaders and managers in independent fostering settings will need to promote some of the following Ofsted Framework (2014:sections 36 & 44) requirements for a good grade:

Children and young people looked after take, or are learning to take, responsibility for their behaviour. They are either being helped to reduce any incidents of, or are not, offending, misusing drugs or alcohol, going missing or being sexually exploited. If any such risks are identified, the independent fostering agency takes action, in partnership with the local authority, that reduces the risk and protect the child or young person.

The agency offers placements to children and young people with complex needs and challenging behaviour and provides the necessary specialist support and help for as long as it is required.

In addition, leaders and managers in residential children’s homes settings should ensure they contribute to leading their related organisation in meeting the following Inspections of children’s homes Ofsted good characteristics (December 2015):

Children and young people develop skills and strategies to manage their own conflicts and difficult feelings through developing positive relationships with the staff. There are clear, consistent and appropriate boundaries for children and young people. Adults understand how children’s experiences and present emotions can be communicated through behaviour. They are able to be clear with children and young people about the consequences of difficult and unsafe behaviour and the help and support they may need. Children and young people report that adults are consistent and clear about the management of all behaviour and expectations (53.i).

Under section 57 of the framework for the Inspections of children’s homes Ofsted Inspectors judgements, amongst other factors ,takes account of:

• How well risks are identified, understood and managed and whether the support and care provided help children and young people to become increasingly safe
• The response to children that may go missing or may be at risk of exploitation or self-harm
• How well situations and behaviour are managed by staff and whether clear and consistent boundaries contribute to a feeling of well-being and security for children and young people.
• https://youtu.be/NvCh0jN_IHw

 

Champion equality, diversity and inclusion

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

1. What type of relationship they had with the person who has died. Death of a Mother for example, maybe much harder than the death of an Uncle.
2. Age and level of understanding – for infants they may feel the loss in terms of how it affects their day to day routine. Pre-school children usually see death as temporary and reversible. Older children may have realised that death involves a permanent separation. Sometimes children may feel that they “caused” the death – e.g. by being naughty. They will show their feelings about the loss usually in terms of their behaviour or presentation.
3. Circumstances of the death – a traumatic death may be hardest of all for children to cope with sudden death will also be very hard for children.

When helping children cope with death some adults try to shield children from what has happened by withholding information from them.  But research tells us that children benefit from knowing what has happened as soon as possible.  Children also need to be listened to and have their questions answered.

Sometimes a child many not be able to clearly recall their loved one’s face and this can be very distressing for them.  Helping children to cope with death could also include the use of a significant photograph as a source of comfort.  Most of all they need to be given a way of saying goodbye – if for example they’re considered too young to attend the funeral they might be able to say a prayer for the person they’ve lost.  As time goes on they’ll need permission from the adults around them to show their feelings in whatever way helps (anger, sadness etc).

Grief and loss video

• Fostering Services Regulations (England) 2011: Regulation 13 (3) – Behaviour management and children missing from the parent’s home
• Fostering Services National Minimum Standards 2011, 4.1 – Children’s safety and welfare is promoted in all fostering placements. Children are protected from abuse and other forms of significant harm (e.g. sexual or labour exploitation)
• Fostering Services National Minimum Standards 2011 – Standard 5 – Children Missing from Care
• Fostering Services National Minimum Standards 2011, 12.1 – Children are supported to: a. establish positive and appropriate social and sexual relationships; b. develop positive self-esteem and emotional resilience
• Children’s Act 1989, Guidance and Regulations Volume 4 Fostering Service, Chapter 3 – Ensuring the best for children and young people (paragraph 3.88. to 3.94)
• Sexual Offences Act 2003
• The Children’s Homes and Looked After Children (Miscellaneous Amendments) Regulations 2013 (Section 29 (a)
• The Children and Families Act 2014
• (Fostering Services) Training Support and Development Standards (Safeguarding actions specifically related to subsections: 6.1 a, b, 6.2 b, c, d, 6.3 a, b, c, d, e, 6.4 a, b, c, 6.5 a, b, c, d) regarding understanding how to promote good sexual health with children and young people as well as enabling children and young people to develop a positive sexual identity with regard to their sexuality (5.7 a & 5. 7 b)
• Ofsted Framework for Inspecting Independent Fostering Agencies (2014;19) area 46, the incidence of children or young people going missing and/or being at risk of sexual exploitation is monitored rigorously. Adults take action to protect children and to review plans for them where they continue to be at risk

• http://www.londoncp.co.uk/chapters/sg_sex_active_ch.htm
• http://www.mscb.org.uk/pdf/Kent%20and%20Medway%20Procedures%20and%20practice%20guidance%20for%20working%20with%20children%20who%20are%20sexually%20active%202014.pdf
• http://www.westsussexscb.org.uk/parents-carers/sexual-abuse/
• http://www.essexequip.nhs.uk/images/file/Safeguarding%20Guidance%20%20no%203%20working%20with%20sexually%20active%20under%2016s%20cluster%20NEC005%20V%202%20Jul%2012.pdfhttp://www.fosteringresources.co.uk/documents/HEALTHTSDSlinks.pdf
• The NHS choices web site provides useful information and guidance related sex and young people. It covers issues such as boy’s/girls bodies, alcohol and sex, it’s OK to say no, pregnancy tests, peer pressure, am I gay, lesbian or bisexual and much more.
• http://bromleychildcare.proceduresonline.com/pdfs/sexual_health_policy.pdf
• The Children Act 1989 Guidance and Regulations Volume 4, states that ‘the experience of being cared for should also include the sexual education of the young person’. On the one hand, past guidance around sexual health sexual health and children in care, such as the National Children’s Bureau, have suggested that staff and foster carers often feel too shy and embarrassed to talk about sex education with children and young people in public care’. On the other hand, there is also evidence that failure to intervene when a problem is first identified can result in the behaviour escalating.
  Thus, fostering services should ensure that as well providing training around sexual health matters for fostering household members – an effective sex and personal relationships policy is put in place as a means of meeting current foster care standards and providing a clear framework for managing sexual health matters related to children and young people.