Module three
Early Days in a Placement
Session plan
Quality Care: Foster Care Training
Pre- service training: Module three, Version 4, December 2014 Page 1
Time / Resources / Method of delivery / Learning outcomes / Assessment3 hrs / PowerPoint slides
Whiteboard/pens
DVD/DVD Player
Multiple copies of:
· Decision making
for children and
young people
· Confidentiality
· Support for carers (fact sheet)
· Information for support carers (fact sheet)
· Community Visitors Program from OPG website
Multiple copies of the Checklist for accepting a Placement
Multiple copies of a Placement Agreement template
Multiple copies of Handout: Accepting a Placement – what do I need to consider?
Multiple copies of the handout – Exercise on the Principles of the Act
Multiple copies of Handout – Ensuring Children and Young People have a voice
Multiple copies of Handout – Encouraging a child’s sense of safety and identity
Multiple copies of – My Journey in Care
Multiple copies of Policy – Participation in Decision Making: Children and Young People in Alternate Care (369)
Multiple copies of Handout – Statement of Standards
Multiple copies of Handout – Principles of the Act
Multiple copies of Handout – Crucial Role of Education
Copy of Child Safety Practice
Manual chapter
8 and 5 for trainer
reference
Resources can be obtained from CSSC staff or via a search of the Child Safety internet, infonet or within the Child Safety Practice Manual / Lecture; large group;
brainstorm; activities / At the end of this module participants
will be able to:
1. Demonstrate an understanding of the framework for decision making in meeting a child or young person’s protective needs.
2. Discuss the factors that would be taken into consideration in deciding whether to accept a placement.
3. Outline key factors in building a relationship with a child or young person.
4. Demonstrate knowledge of ways to encourage a child or young person’s sense of self and
identity
5. Demonstrate an understanding of advocacy for children and young people / The assessment necessary for each participant will be based
on:
Participation in discussions and training activities; and
Completion of worksheets at the end of the session.
Completion of personal reflection.
Time / Content / Resources/Additional comments or questions
Introduction and welcome activities
Acknowledgement of Country
I would like to respectfully acknowledge the Traditional Owners of the land on which we are meeting and remind people that we are on Aboriginal land.
I also would like to acknowledge and pay my respect to the Elders (both past and present) and extend that respect to other Aboriginal Australians who are present.
Thank you
Show Slide 1
Distribute name tags. / Slide 1
Explain that this training is one part of a process that will allow us to assess their suitability to become a foster carer. Brief explanation only as this information was covered in module one.
Introduce trainers
Brief review of information as this should have been covered in Module one.
Housekeeping details – location of exits and toilets, breaks and catering, arrangements for smokers, phone messages and any other WH&S requirements relevant for the group or training environment, eg. Evacuation, fire and emergency procedures.
Brief review of information as this should have been covered in Module one.
Group Rules
These should be sourced from the group - ask what people would need from the group in order to feel comfortable. Ensure that the following are covered:
1. Confidentiality – any information that is shared in the group will be confidential to the group HOWEVER, try not to disclose any identifying information when discussing experiences– link to need to respect confidences in a placement situation.
2. Mutual respect and tolerance for a diversity of opinions and experiences.
3. Punctuality and respectful processes in discussion.
Brief review only as this should be covered in Module one.
Overall aim of Quality Care: Pre service training.
Explain that at the completion of training prospective carers should be able to demonstrate and will be assessed on:
1. an awareness of why children and young people require out-of home placements, how children come into care, and the impact this process has on children and young people;
2. an understanding of the past issues affecting a child or young person in an out-of-home placement and the importance of a child’s right to privacy
3. the knowledge and skills to meet the physical, emotional and social needs of children and young people subject to statutory intervention, and develop an understanding of the importance of participation by children and young people and their families in decision-making
4. an understanding of the partnerships that exist between children, their families, foster carers and workers (both in the government and non-government sectors), and their roles and responsibilities of working together as a team.
Remind participants that pre-service training is provided in 4 parts and this is module 3.
5 mins / 1. Welcome and re-cap Module two / Show Slide 2
This module of the training will cover some of the things you need to know before you accept a placement of a child or young person.
Show Slide 3 & 4 “Module three: Early Days in a Placement”.
Highlight the time allocated to each session.
1 Accepting a Placement – What Do I Need to Know and Consider? 40 mins
2. Building Relationships – how to welcome a child or young person while respecting their privacy, 45 mins
3. Decision Making about how to meet the child or young person’s needs, 30 mins
4. Promoting a sense of self and identity for a child or young person, 40 mins
5. Advocacy for children and young people, 20 mins / Slides 3 and 4
40 mins / 2. Accepting a placement – what do you need to know and consider?
Activity – Show Slide 5
We will start with an exercise to illustrate how the child’s family may be feeling when their child is placed in out-of-home care and to start to think about what parents might expect of a carer caring for their child.
Ask participants to work individually for 5 minutes. Show Slide
“Activity”. Ask for any volunteers to report to the group some of their answers.
At the end of the module return to this activity and let them review their answers.
It should highlight the importance of maintaining meaningful connections between children and their families. / Slide 5
Show Slide 6
As discussed in Module one, it is Child Safety Services responsibility to ensure a child placed in care is cared for in a way that meets the child’s rights, the Principles of the Act and the legal standards of care in the Child Protection Act 1999. These standards of care are called the Statement of Standards. Foster carers also have a legal obligation to provide care which is consistent with the Charter of Rights, the Principles of the Act and the Statement of Standards.
The Charter of Rights, Principles of the Act and Statement of Standards all guide the role and responsibilities of both department staff and carers. Throughout the training we have been covering these areas and showing you how to incorporate these frameworks into your day to day activities as a carer. For example – Positive Behaviour Support assists with the requirement to receive positive guidance to help change inappropriate behaviour (Statement of Standards (g)). Maintaining relationships with family assists with meeting Principle 2 (f) (ii) and Statement of Standards (j)).
Trainers are to refer back to the Charter of Rights and Principles of the Act and provide the Statement of Standards. Allow participants to review these and highlight some from the slide relevant to the group.
Handout or posters of Charter of Rights and Principles of the Act
Refer to handouts or the posters regularly in this section. / Slide 6
Handout or posters of Charter of Rights and Principles of the Act.
In Module one we discussed the Principles of the Act including:
· Preferred way of meeting a child’s wellbeing is through the support of the family – 2 (c).
· The views of the child and family are considered and they have the opportunity to take part in making decisions that affecting their lives - 2 (ii) (iii).
· The child needs to maintain contact with their family and social contacts, including their ethnic and cultural identity – f (ii)
· The welfare and the best interests of the child are paramount – 1.
As well as the Principles of the Act, carers need to understand and be committed to the Statement of Standards in the Child Protection Act 1999, which we will look at next.
Activity - Applying the Statement of Standards
Handout - Refer to Handout “Statement of Standards”.
As well as the Principles of the Act the Statement of Standards are a legal obligation that foster or kinship carers must meet.
Trainers can use their own activity.
Example: Place the standards around the room. Give participants a sheet of paper to write down how they might address a standard. Ask the participant to describe a standard then stick their strategy next to the standard on the wall. Discuss as a group, which were harder or easier.
After reading through the Statement of Standards please note down one way to meet each of the Standards. The practice resource: Meeting the Statement of Standards in Chapter 8 of the Child Safety Practice Manual has examples of ways to meet each Standard.
We will then feedback to the larger group. Facilitate a thorough group discussion of how the standards can be met noting examples.
If time permits.
Ask participants to identify any challenges they might have in meeting the Statement of Standards and ask others for suggestions to resolve these.
Experienced foster carer may lead. Eg- financial difficulties may reduce the carers ability to pay for counselling, dental care, no recreation activities in the area the child likes, don’t want contact with family, no culturally appropriate people in the family, limited behavioural intervention skills. Where there are examples provided suggest that these could be incorporated into a placement agreement which you will discuss next. / Handout “Statement of Standards”
Experienced foster carer may lead
The renewal of you as a foster carer includes the assessment of your continued suitability, whether you have met the standards of care for children placed with you during the preceding one or two year period and whether you continue to meet the legislative and policy suitability requirements.
When it is indicated that the standards of care have not been met for a child, Child Safety Services will respond through the matters of concern process to ensure the safety and well-being of the child. Matters of concern will be discussed in more detail in Module four.
Provide examples of Breaches of the Statement of Standard if relevant at this time.
Accepting a placement – what do you need to consider?
When you are approved as a foster or kinship carer you will at some stage be called to care for a child or young person. This might be when you least expect it so it is important that you are prepared and consider the timing for you and your family. This next section will provide you with some questions to ask so that you make the best decision for you, your family and the child. / Experienced foster carer presenter could present this session.
Brainstorm – Show slide 7
Ask participants to discuss the information they might need before saying yes to a placement?
Ensure that the following is covered: Show Slide 8 and provide handout of checklist for accepting a placement
Some of the information that is important to ask and to consider includes:
· The need to obtain information on the child or young person to ensure that you can meet their needs, without causing undue problems for your own family. Obtain this from the worker over the phone or in person. eg behavioural risk factors, ongoing appointments
· Is this the right time for my family (holidays, Christmas, exams)?
· Age and sex of the child/children?
· Reason for the placement?
· Is the placement intended to be emergency/short term/long term?
· What intervention or order is the child on?
· What are the key aspects of that intervention that I need to know?
· Religion/culture of the child?
· What school does the child attend?
· Is this the child’s first experience of being cared for away from home?
· How frequent is family contact and who is it with?
· Is the child on any medication?
· Do you have the child’s Medicare number?
· Are there any special dietary requirements?
· Are there any medical or counselling appointments required?
· Are there any behaviours that I need to know about?
· What is the goal for this child or young person? / Slide 7
Handout Checklist for accepting a placement
Slide 8
· How will you interact with the child or young person’s family?
· Who is the child’s case worker or who is it best to talk to?
· Need to seek advice from the worker and your support person who knows your family and situation, to enable you to make an informed decision.
· Discuss with your partner and family first before making a decision. Consider the needs of your own family including physical and emotional space, safety factors. How will this child and placement impact on my family?
Emphasise the following point:
· Consider the decision carefully as placement breakdown can increase feelings of rejection for children and young people. Placement breakdowns can also leave you and your family members with a feeling of failure and guilt.
Show Slide 9
As well as asking questions to prepare yourself you will need to prepare your family carefully for the placement. Some of the following points will help.