• The draft introduces two connected sets of standards: seven Fostering Quality Standards for services (They will replace the National Minimum Standards for Fostering Services 2011) and seven Foster Carer Development Standards covering what carers should know and do in their first year (These will replace the TSD standards 2012).

• Its central test is whether fostering practice creates a safe, stable and loving home, built around enduring relationships, identity, belonging and the child’s wider support network.

• There are some significant changes from the NMS for fostering 2001 draft and the 2011 fostering standards.

• The standards define what good outcomes look like, not one prescribed model of family life or service delivery; services should support diverse households and innovate without compromising safety.
• Safeguarding should rely on clear expectations, trusted relationships and prompt, fair responses to concerns, rather than excessive process or documentation.
• Services—not carers alone—are accountable for providing proportionate assessment, training, supervision and practical support, with quality judged by the difference made to children’s lives.

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.

• 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/

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

• 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