Background:
In recent times the UK
government has focused on the
importance
of
Early
Intervention
(e.g.
HM
Government, 2011). Strategies
have included the introduction
of Sure Start, Extended Schools
projects and Think Family
initiatives. However, there has
been an acknowledgement in the
literature that there remains a
‘hard to reach’ group (e.g. Coe,
Gibson, Spencer & Stuttaford,
2008; Doherty, Stott & Kinder,
2004).
The
Government
estimates that within this group
there remains around 140,000
families who have complex and
ongoing needs that are not being
addressed at present (Social
Exclusion Task Force, 2007).
The present study used a semistructured interview schedule to
interview families that were
considered
by
Children’s
Services professionals to be
‘hard to reach’. Questions
examined their experiences and
views. Themes were extracted
using Thematic Analysis (Braun
&
Clarke,
2006).
Recommendations as to how to
support these families are made.
Hard to reach?
What factors impact service use among ‘hard to reach’ families
and how can these be used to support early intervention?
Initial contact
Need to feel
heard
How parents
experience the
service
Recognising
and meeting
needs
Accessing
Practical needs
Social support
Resources
Positive regard
Regarding
their child
Sense of control
Hope for a
better future
Feelings about
their child
Accessing services
Findings:
Despite being identified as hard to reach, every parent saw themselves as accessing at least 3 services.:
How Parents Experience the Service: Many of the parents reported difficulties with gaining access to
services due to thresholds and complex referral routes. They appreciated support from professionals in
doing this.
Recognising and Meeting Needs: There was a sense that parents, when deciding to engage in a service,
asked whether the service was able to recognise and meet all their needs. One of the main needs was
the need to feel listened to. Others included practical needs such as transport and flexible start times.
Social Support: Many of the parents described themselves as being shy or lacking confidence. They felt
they had to ‘build up the confidence’ to access services which was often helped by seeing a familiar face.
Sense of Control: All the parents talked about losing control or ‘giving up’, on either their ability to
control their child or of the ability to access the service. This demonstrated the importance of early
intervention for these parents.
Feelings about their Child: Parents wanted a better future for their child. They also accepted that their
child may not be perfect but acknowledged positives in them; they were more likely to engage with
services that saw these positives themselves.
References:
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Coe, C. C., Gibson, A., Spencer, N., & Stuttaford, M. (2008). Sure Start: The voices of the hard to reach. Child: Care, Health and Development, 34, 447-453.
Doherty, P., Stott, A. & Kinder, K. (2004). Delivering services to Hard to Reach families in On Track areas: definition, consultation and needs assessment. London: Home Office.
HM Government. (2011). Support and aspiration: A new approach to special educational needs and disability - A consultation. London: HMSO.
Social Exclusion Task Force. (2007). Reaching Out: Think Family. Analysis and themes from the Families at Risk Review. London: Cabinet Office.
Recommendations:
Lead Professional: There is a role
here in listening to parents and
identifying gaps in service
provision
for
families.
Professionals can help by
contacting the services that can
meet these needs.
Making Contact: Parents need to
know what services are out there
and what to expect. This will help
to reduce the ‘fear of the
unknown’.
Accessibility: Ensuring parents
know who is working with their
children and how to contact
professionals. If they don’t meet a
service threshold they should be
signposted to another service.
Flexibility: Parents want services
to be flexible so that if they are
not able to arrive on time this
does not exclude them from
accessing
the
service.
Practicalities: Practical support,
for example transport and
crèches.
Empowering:
Listening
to
families and providing strategies
to use with their children. Parents
want to know they are ‘doing the
right thing’ for their children; that
the future will be brighter. This
links to early intervention
Dr. Julia Parsonson
University College, London
Slough Psychology Service