Working together
Module four: Pre service training
Re cap Module three: Early Days in a Placement
Learning Outcomes
At the end of this module participants will be able to:
1. Demonstrate 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 understanding of advocacy for children and young people.
Content
1. Accepting a Placement – what do I need to know and consider?
2. Building Relationships – how to welcome a child or young person.
3. Decision Making about how to meet a child or young persons needs.
4. Promoting a positive sense of self and identity for a child or young person.
5. Advocacy for children and young people.
2
Module four: Working Together
Learning Outcomes
At the end of this module participants will be able to:
1.
Demonstrate how all key players can work together – including what
to do when things go wrong.
2.
Demonstrate an understanding of carer support options
3.
Demonstrate an understanding of transition from care
4.
Demonstrate an understanding of the complexities of ending a
placement.
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Module four: Working Together
Content
1.
Working in partnership
2.
When things go wrong
3.
Carer supports – support and financial assistance
4.
Guest panel
5.
Transition from Care
6.
Saying goodbye
7.
Evaluation
4
Working in partnership
All parties, through the Statement of Commitment, have made a commitment to:
•
ensure and promote the safety, wellbeing and best interest of the child
•
effective and respectful partnerships
•
an understanding of each others roles and responsibilities
•
the rights of carers including
– the right to feel safe
– the right to feel supported
•
and responsibilities of carers including:
– to meet the Statement of Standards
– to participate in the development of a Foster Care Agreement
– to undertake training and advocate for the child
– submit application and related documents for renewal
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Working in partnership
Brainstorm
Who might you be working in partnership with to enhance the child’s
placement?
6
Statement of Commitment
Child Safety Services roles and responsibilities
• Coordinate a whole of government approach to child protection.
• Provide policies and procedures that establish and monitor quality
standards of care and support carers
• Provide assistance to meet the legal standards of care - Statement of
Standards, Principles of the Act and Charter of Rights
• Provide initial and ongoing training to carers
Foster Carers roles and responsibilities
• Meet the legal standards of care, as above
• Participate in the development of a Foster Care Agreement
• Undertake training and advocate for a child
• Tell Child Safety Services when there is a change in circumstance
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When concerns are raised about the quality
of care provided by a carer
Discussion question:
What do you think should happen if there are allegations that a child
in care has been harmed by their carer?
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Standards of care issues
There are 3 different response options to standards of care issues.
The response is based on whether the information received
indicates:
• that the concerns don’t warrant a Standard of care review
• that the standards of care may not have been met for a child, or
• that the child has experienced harm or it is suspected that they
have experienced harm.
The department is responsible for working collaboratively with the
child’s care team to ensure that the child is safe from harm, and
that appropriate actions are taken to resolve the identified
concerns.
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Responses if issues are raised about the
standards of care:
1. Continue to monitor the standards of care – concerns
that do not warrant a standard of care review
2. A Standard of care review – information indicates that
the child’s care has not met the legislated standards of
care
3. A Harm report – information suggests the child has been
harmed in care.
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1. Continue monitoring the
standards of care
•
The care team will continue to monitor the child’s
care and support the carer in their role, to prevent
escalation of issues.
•
Concerns raised may still need to be addressed
e.g., carer may be provided with additional training,
information or support.
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2. Standard of care review
• To determine whether the child’s care has been meeting the
required standards; what contributed to this and how the care team
can address any concerns.
• A departmental or foster and kinship care services worker will meet
with the carer to discuss the concerns. The department will have a
talk to the child to gather their views.
• Carer may have a support person and advocate.
• Outcome: Standards met OR Standards not met.
• If outcome is Standards not met: Review placement agreement and
consider review of Foster Carer Agreement.
3. Harm report
• Investigation and assessment conducted by the department
to determine if the child has been harmed; who is responsible
and any future risk of harm.
• Child may be removed if concerns are very serious and child
is at immediate risk of harm.
• Carer is interviewed. Child is interviewed.
• Carer may have a support person and advocate present.
3. Harm report (cont.)
• Outcomes:
1. Substantiated harm – standards not met
2. Substantiated harm – standards met
3. Unsubstantiated – standards not met
4. Unsubstantiated harm – standards met
5. No outcome (in exceptional circumstances only)
• An action plan will be developed if the child has been
harmed and/or the carer has not met the standards of
care.
Carer Supports
Exercise
Draw up a table and list the challenges you may face in
the role. Add some strategies for managing these.
Challenges
Support
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Carer Supports
•
Foster Care Queensland (FCQ) - 3256 6166
•
FAST delegate - 3256 6166
•
Foster and Kinship Care organisation
•
Foster and Kinship Carer Support Line – 1300 729 309
•
Child Safety After Hours Service Centre – 3235 9901 (carers only)
•
Queensland Aboriginal and Torres Strait Islander Child Protection Peak
(QATSICPP) – 3362 9644
•
PeakCare Queensland – 3368 1050
•
Queensland Health – 13 Health (13 43 25 84)
•
CREATE foundation – 1800 655 105
•
Commission for Children and Young People and Child Guardian – 1800
688 275
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Carer Supports – FAST
FAST – Foster Advocacy and Support Team
FAST is a primary service delivery area for FCQ
FAST is funded by the Department of Communities, Child Safety Services
FAST delegates are active carers with at least two years caring experience
who have been professionally trained and supervised through FCQ staff to
provide support, advocacy and advise to other carers
There is a FAST delegate attached to most Service Centres who have
local knowledge and partnerships which benefit their support of other
carers
For those areas where there is no FAST delegate – simply call FCQ’s
office directly, there are 4 case officers ready to take your call 3256 6166
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Carer Supports
Financial Support
Emotional support
Practical Support
Fortnightly caring allowance
Carer telephone support line
FAST delegate
Regional and remote loading
Foster and Kinship Care worker
CSO
Awareness of other financial
support where required, Child
Related Costs,
FAST delegate
Foster and kinship care worker
Respite
Carer Handbook
Friends and support networks
Carer information Sheets
High Support Needs
CSO
Foster Carer Card
Child Safety After Hours Service
Centre
Social support
Access to support groups and
networks
Task focused problem solving
support
Friends/family
Specialist advice and assistance –
psychiatric, medical or education
services
Access to groups – FCQ,
Peakcare,
FAST delegates
Foster and kinship groups
Facilitating referrals for children to
specialist services
Professional
development
Learning – carer information
sheets, books, DVDs,
journal articles
Training – standard,
advanced, targeted training
for different skill level or
learning needs
Reflection on role/skills
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Foster Carer Agreement
A written agreement developed with a foster carer soon after issuing a certificate of
approval.
PART A
– Names and details of the carers
Reviewed annually
– Current household members
– Characteristics of placements (based on carer preference and experience)
PART B
– Carer Support Plan
– Support Roles
Reviewed 6 monthly
PART C
– Learning plan and Quality Care Foster Care Training Record
• Pre-Service Training
Reviewed 6 monthly
• Standard Training
• Advanced Training
• Learning Journals
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Changes in circumstances
As part of the team you need to tell Child Safety Services if you, or household
members, have any changes in circumstances:
• Household membership – a new person joins or someone leaves
• Traffic history, criminal history
• Domestic and family violence
• Involvement by any child protection agency
• Personal circumstances – health issues, employment demands
• Spousal arrangements – divorce, separation, death
• Change of address
• Intending on providing care to other children – relatives, family day care
Complete a Change in Circumstances form and provide it to your CSSC
A review of your foster care agreement may occur, depending on the change
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Guest Panel or DVD
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Transition from Care
Formally starts at 15 years of age, part of the case plan.
A planned process of support to assist a young person transition to adult
independence.
Young people transitioning from care face challenges:
• Reconnecting with family
• Understanding why they came to into care
• Limited social connections/community to fall back on
Planning a gradual, supportive and flexible transition from care is critical.
Most young people in care leave home earlier than their peers would.
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Transition from Care - Supports
•
Payment for a course of study, apprenticeship or traineeship
•
Obtaining a driver’s licence
•
Forums, conferences or training related to transitioning from care
•
Life skills workshops, cooking or budgeting
•
Living in semi-supported accommodation
•
Counselling and support services for dealing with identity issues
•
Creative musical, artistic or sporting activities that support their personal
and cultural development and social networks.
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Transition from Care – what carers can do
•
Signpost – refer young people to services that can help them, not just
now but once they have turned 18yrs.
•
Assist with TFC planning – with the CSO help the young person plan
their independence, including a plan B and plan C.
•
Individual Advocacy – advocate on behalf of the young person to
ensure they receive the supports they need.
•
Support – provide emotional and practical support the young persons
will need for their journey to independence and beyond
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Transition from Care Resources
Transition from Care: Information to assist young people during
meetings to plan their transition to independent living
information about support services and general information young people
need to know when transitioning from care.
Transition from Care: Employment, Education and Training
a quick reference guide about the resources, supports and programs
available to young people transitioning from care
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Transition from Care Planning Tool Poster
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Saying Goodbye
Exercise
Think about the ways in which you have said goodbye to someone before,
what helped?
What other strategies can be used to say goodbye?
How might the move or transition from care affect the child and your
family?
What support might the child, young person and your family need to cope
with the move?
At the end of any placement complete a Conclusion from Placement form
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Module four: Working Together
Learning Outcomes
At the end of this module participants will be able to:
1.
Demonstrate how all key players can work together – including what
to do when things go wrong.
2.
Demonstrate understanding of carer support options
3.
Demonstrate an understanding of transition from care
4.
Understand the complexities of ending a placement.
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Pre Service Training
Thank You