EBPU Master Class:
Participation
So, What are We All Here For?
Roles
Aims and
Expectations
Participation
What Exactly is Participation?
Introductions
Who Are You?
What are you hoping to get out of the
day?
What is your current role and what
does that mean you do?
Why did you get in to this type of work
initially?
What motivates you to stay in it now?
Why do Participation?
• Ethically right
• Emotional Health
(empowerment
and change)
• Better services
• Cost Effectiveness
• Strengthen skills
• Social Inclusion
• Empower
communities
• UNCRC (1989)
• Children's Act 2004
• ECM Outcomes
• Duty to involve
(April 2009)
Convention on the
Rights of the Child (1989)
• ‘…protects children’s rights by setting
standards in health care; education; and legal,
civil and social services’ (UNICEF)
• ‘Child’ – < 18 years (or below)
• Ratification by UK in 1991
Camilla Parker, July 2010
Is the UNCRC important?
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Ratified by most countries in the world
Governments to report on progress on compliance
Can be taken into account in ECHR case law
Role of Children’s Commissioners in UK
Mention of 11 Million
Camilla Parker, July 2010
UNCRC: Four general
principles:
• Non-discrimination: rights apply to all children
• Best interests: a primary consideration.
• Views of the child: Children free to have opinions in all
matters affecting them. Those views given due weight "in
accordance with the age and maturity of the child".
• Right to life, survival and development: (including mental,
emotional, cognitive, social and cultural development)
ensured "to the maximum extent possible".
Camilla Parker, July 2010
UNCRC: Examples of Articles
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Non-discrimination (2)
Best interests – primary consideration (3)
Parental guidance and child’s evolving capacities (5)
Right to life & maximum survival & development (6)
Views of the child given due weight (12)
Right to protection from all forms of violence (19)
Right to health and health services (24)
Right to education (28)
Freedom from torture, degrading treatment and deprivation
of liberty (37)
Camilla Parker, July 2010
Improves Outcomes:
Paul
Rights
As a child, were you given a voice in decisions that
affected you?
At home/ at school, with in wider family/ in your own
experiences.
How do you feel about that now?
Identifying Potential Barriers in Yourself
What are your biggest fears in relation to
participation and why?
What do you fear the least in relation
to participation and why?
Issues to consider for children
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Stage of development 'evolving capacities’
Language
Literacy
Equality with adults?
Experts on their lives and issues
Venue
Safety
In Your Current Work
Do you give young people a voice
in your work currently?
What Can Children Participate In?
Everyday choices strategic decision making
Individual collective decisions
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Informing commissioning/services
Policy cycles
Service development
Activities
Staff recruitment
Evaluation
Jacks MRI Adventures
http://www.guysandstthomas.
nhs.uk/services/childrens/mri/j
acks/jacks-mri.aspx
http://www.superkids.org.uk/
http://www.southwarknews.co.
uk/00,news,19788,440,00.htm
http://mindyourmind.ca/images/stories/cards/
TakeTimeListen.jpg
http://www.morethoughts.or
g.uk/latest-visuals.html
Youngminds:
www.youngminds.org.uk
Responsibility
Having some key members of staff had taking
more responsibility in this area is not
sustainable, or effective. It must be owned by
everyone for it to be successful; from everyday
practice to more strategic areas.
Some common Issues arise in making
this a reality
Thoughts from the groups about their
own work environment
and what these might be
Feedback
What is Hear By Right?
The Hear by Right standards framework is based
on the established seven S model of organisational
change, demonstrating how progress needs to
be made across all aspects of an organisation
to establish the safe, effective and sustainable
participation of children and young people. There
are seven performance indicators for each standard,
covering progress at three levels:
• Emerging;
• Established; and
• Advanced.
Approaches to mapping and planning
Coordinators need to decide how best to determine
participation priorities at strategic and operational
level. Ensuring adequate participation may be the principal
requirement within a commissioning framework. Sifting
priorities down to one for each standard may be more practical
for building targets into annual performance plans. Or
priorities may be those agreed with children and young
people. Examples of approaches can be found at
www.nya.org.uk/hearbyright
Secondly, coordinators need to offer a range of
relevant, practical approaches to Hear by Right’s
mapping and planning task.
It may be managers and staff who start the process, drawing
on evidence from children and young people where
possible, or including a core group throughout.
Or, using Hear by Right Building Standards resources, a
larger and wider group of children and young people may
first set the priorities and then work in partnership with
managers to agree the action plan.
Evidence of dialogue and change
Children and young people are often passionate
about practical improvements in services they use to
get a better deal and critical of pronouncements and
policies not leading to action and change. For this
reason, Hear by Right is established on three golden
rules to safeguard against tokenism:
1. Hear by Right must map current participation
and plan for improvement.
2. It must record evidence of dialogue and change
in the organisation and in the lives of children
and young people.
3. Evidence of change must come from children
and young people themselves as well as adults.
TOP TIPS
• Gain early agreement and backing from leaders,
staff and children and young people by using, for
example, the PowerPoint presentation on the CD
and Hear by Right briefings.
• Make sure there is someone with clear
responsibility to drive the process.
• Identify a budget for this work. Can young people
manage some of this budget?
• Be prepared to start small and develop
incrementally.
• Ensure strategic ownership and effective
coordination across partnership services and
health service departments.
Some organisations choose to have Hear by Right
steering groups, bringing together participation
related staff across services and partnerships,
reducing duplication, sharing resources and reviewing
and implementing the action plans systematically.
Is this something you wish to have and, if so, who would
be on it? How much time do they have, how much
freedom, how much budget?
Strategic Health Authorities and Primary Care
Trusts have a legal duty to cooperate within
Children’s Trusts and within the wider health sector
through the Public Involvement in Health Act, 2007.
Local Area Agreements and Comprehensive Area
Assessments extend these duties to include an
emphasis on local community involvement which
includes children and young people. DCSF and,
Department of Health (DH) Guidance and the Audit
Commission all indicate the value of Hear by Right
in helping meet these requirements.
Useful Websites:
Hear by Right website: www.nya.org.uk/hearbyright
Youth Work for Health, The National Youth Agency:
www.nya.org.uk/yw4h
Association for Young People’s Health:
www.youngpeopleshealth.org.uk
You’re Welcome Quality Criteria: Making health
services young people friendly: www.dh.gov.uk
Participation Works: www.participationworks.org.uk
Investing in Children: www.iic-uk.org
Frameworks for Involving CYP in
Strategic Service Planning
• Hear By Right
• http://hbr.nya.org.uk/downloads
• See Handout on 7 Systems Model of Service
Planning with CYP
• See HBR Handouts
Evaluate the Impact of the Involvement of CYP
And Involvement of CYP in Service Evaluation
Things to Consider
• What do you want to evaluate?
• Create child – friendly information that breaks
down what you’re evaluating
• Set criteria
• Select methodology (questionnaire/
interviews/ focus groups/ inspectors)
• Analyse data
Methods Frequently Used
Mystery Shoppers
Ready Steady Change
You’re Welcome Standards
Hear By Right
Young Inspectors
REFLECTIVE TIME
Have We Learnt what we Wanted to Learn?
What Is Participation
Barriers and Effective Methods of Overcoming Them
Sharing Information with CYP
Selecting the right Participation Methods with CYP
Involving CYP in Service Planning
Involving CYP in Evaluation
Moving Forward
Questions and Close