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

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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

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According to Sartre, ‘existence precedes essence’ it means that people don’t have any predetermined purpose why they exist in this world. Sartre’s opinion is that people are radically free.  Thus, existentialism claims that ‘If we are in a bad mood, for example, it’s because we choose to be. It suggests the external world doesn’t impose itself upon our consciousness and that we control our moods, thoughts, attitudes, and choices.

From Sartre’s perspective, freedom is something that we cannot avoid. Our ability to choose could either lead toward ‘sincerity’ or ‘bad faith’. To live in ‘bad faith’ is to let one’s being defined by social categories such as race, gender, disability, ethnicity, work position, and economic class etc. Therefore, from an existentialism perspective a person who lives in ‘bad faith’ is passive for accepting his current condition to define who they are and does not bother to transcend their situation; whilst negating themselves by the dictation of the crowd/group.  Thus, a ‘person who lives in ‘sincerity’ is the one who transcends their current situation and not being a follower of public/group opinion and actively interacts and perpetually creates their own life’s meaning’.

Anxiety and Alienation

In a society influenced by systemic racism, sexism, Disablism/ableism, and where various forms of abuse may impact on behaviour people may have many internal conflicts whilst managing freedom and experience anxiety. According to Soren Kierkegaard “anxiety is the dizziness of freedom”. Knowing that we are carrying a huge responsibility of creating meaning for ourselves, people may feel a sense of burden, since there is no one who will help them in this course. It is up to us! People may well recognize that life maybe farcical and can become disillusioned from the beliefs they used follow and adhere to. Thus, such experiences may well make people feel alienated as it’s individuals who needs to move their own steering/Life wheel in whichever direction they choose!

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You may well then think that your current state of knowledge is currently insufficient, and you must continue to learn on what you have previously learnt. Thus, you cannot go back in time, but, in light to any updated knowledge you can adjust the way you behave.
The Brazilian educator Paulo Freire is a useful example of a person going back to where they were (what was thought about an issue by an individual) before having the lived experience of poverty and adjusting behaviour due to updated knowledge. Therefore, in reflection, Freire adjusted the way he behaved towards the oppressed.

Paulo Freire who came from a middle-class family, in his book ‘Pedagogy of the Oppressed’, gives a good example of changes a person can make following considering new knowledge and experiences. This involved Paulo’s family losing their wealth and having the experience of living in poverty. Freire found himself sharing the plight of the absolute poor. Thus, in reflection, Freire learned about hunger, fell behind in school and vowed to dedicate his life to challenge issues of hunger. He then went on to help to ‘empower countless impoverished and illiterate people’.

Social Policy and the Poor Law sample 2006 pptx
https://www.raiselearning.com.au/blogs/news/5828398-promoting-diversity-equity-and-cultural-competence-in-the-early-years 
https://www.globaledulink.co.uk/wp-content/uploads/2015/09/Group-B-Model-Assignment.pdf
https://www.simplypsychology.org/learning-kolb.html
https://www.youtube.com/watch?v=MzU03oFkfa0
https://libguides.hull.ac.uk/reflectivewriting/kolb
https://www.mindfulnessmuse.com/dialectical-behavior-therapy/how-to-practice-radical-acceptance
https://www.theguardian.com/social-care-network/2016/may/24/radical-social-work-quick-guide-change-poverty-inequality
https://study.com/academy/lesson/marxist-theory-definition-impact-on-politics.html
https://www.philosophyzer.com/marxist-theory-on-poverty/

https://cdn.bdadyslexia.org.uk/documents/Advice/Dyslexic-Employee/Dyslexia_Style_Guide_2018-final.pdf?mtime=20190409173541

https://www.w3.org/WAI/RD/2012/text-customization/r11

Social Policy and the Poor Law sample 2006 pptx

• promote the care plan needs of Children in Care
• contribute to children’s risk assessments
• inform you around what you could do in a crisis.
  

To understand substance misuse aim to improve your knowledge around the range of different substances and the range of different indications of substance misuse related behaviours. Also improve your knowledge around:

• Substance misuse jargon
• Strategies around engaging/involving children and young people in the assessment of their needs, including assessing an their understanding of services available
• Assessing the risk to individuals and to others, and the importance of reviewing substance misuse risk assessments
• Sources of information about, and the range of, substance misuse services available locally

For those who work with children and young people, its also useful for you to be aware of the:

• importance of gathering full and accurate information, and how to do so
• any legal requirements
• the organisation’s policies and procedures in dealing with risk of danger to individuals
• how to report accurately
• the importance of stating any gaps in information or assumptions made

Listen as well as talk

Talking to teenagers can be sometimes be challenging. When you’re discussing drugs and substance misuse, don’t preach or give a speech and don’t make assumptions about what they know or do. Let the child or young person tell you their experiences. It’s often easier not to talk face-to-face, but to have a conversation side-by-side, such as when you’re driving in the car, washing up together, watching television or preparing food.

The following learning material provide useful information around the harm reduction substance misuse method:

Readers can also get information from other credible sources such as the drugs website: FRANK

Rehab 4 Alcoholism is a free and impartial helpline for people troubled with drug and alcohol issues. Rehab 4 Alcoholism aims to save lives by stopping addiction before it becomes too late. Tel: 0800 111 4108 Web: https://www.rehab4alcoholism.com  

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.

Boris MacKey | Community Outreach Manager for Rehab 4 Addiction has forwarded the following link for A resource for stopping drinking and improving mental health during the COVID-19 pandemic.

https://www.drugsenseuk.co.uk/danos.pdf

Parental substance misuse | NSPCC Learning

https://happyhappyvegan.com/suicide-hotlines-list/

What are the UK drug laws?