Alan Johnstone
Senior Social Worker
(Youth Justice Team)
Education and Social Care
EARLY AND EFFECTIVE
INTERVENTION
Scottish Government policy implemented in 2008
Develop better integrated working between
professionals
Early and effective intervention and prevention
Recognising the rights of Children and young people
Education and Social Care
Wanted to streamline services to children, young
people and families
SCREENING and DECISION MAKING:
EEI Worker (Elaine Smith, Police Scotland)
6 Week Assessment
Asset
Aim Assessment
Savry
RJ Approach
Education and Social Care
Youth Justice Involvement (once case referred)
WHAT IS GIRFEC:
Enables children and young people to get the
help they need when they need it
Supports a positive shift in culture, systems and
practice
Involves working better together to improve life
chances for children, young people and families
Education and Social Care
Builds solutions with and around children, young
people and families
CORE COMPONENTS:
A focus on improving outcomes for children, young people
and their families based on a shared understanding of
wellbeing
An integral role for children, young people and families in
assessment, planning and intervention
A co-ordinated and unified approach to identifying
concerns, assessing needs and agreeing actions and
outcomes, based on the wellbeing indicators
Streamlined planning, assessment and decision-making
processes that lead to the right help at the right time
Consistent high standards of co-operation, joint working
and communication where more that one agency needs to
be involved, locally and across Scotland
Education and Social Care
A common approach to gaining consent and to sharing
information where appropriate
CORE COMPONENTS (continued):
A Named Person for every child and young person, and a
Lead Professional (where necessary) to co-ordinate and
monitor multi-agency activity
A confident and competent workforce across all services
for children, young people and their families
The capacity to share demographic, assessment and
planning information – including electronically – within and
across agency boundaries
Education and Social Care
Maximising the skilled workforce within universal services
to address needs and risk as early as possible
WHAT GIRFEC MEANS FOR CHILDREN, YOUNG
PEOPLE AND FAMILIES:
They will feel confident about the help they are getting
They have been listened to carefully and their wishes have
been heard and understood
They are appropriately involved in discussions and
decisions that affect them
They can rely on appropriate help being available as soon
as possible
They will have experienced a more streamlined and coordinated response from practitioners
Education and Social Care
They understand what is happening and why
CASE WORK:
If more complex needs are identified, Youth Justice take
the role of Lead Professional and arrange a LIAP (Local
Integrated Assessment Process) meeting with key
professionals and a decision is taken at this point as to
whether or not the Lead Professional needs to change?
Youth Justice are responsible as Lead Professional for the
completion of the child’s plan and any supporting
assessments.
Education and Social Care
To date Youth Justice have taken case work from point of
referral through to assessment and intervention
THEORY and RESEARCH:
Based on research on wellbeing
Recognises the importance of EARLY PREVENTION AND
INTERVENTION
Child development and importance of resilience in
childhood
Education and Social Care
Underpinned by the following policy documents: United
Nation Convention on the Rights of the Child; Curriculum
for Excellence; the Children’s Charter; For Scotland’s
Children; The Early Year’s Framework; and Better Health
and Better Care
CHILD/YOUNG PERSON AT THE CENTRE:
Education and Social Care
NATIONAL PRACTICE MODEL:
Education and Social Care
KEY PRINCIPLES:
Well-being Outcomes
Child at the Centre
Involvement of child and parent is paramount
Single Child’s Plan
Appropriate information sharing
Early Intervention
Education and Social Care
Solution Oriented Approach
ROLE OF NAMED PROFESSIONAL:
Moray have a two year plan (2014-16) to deliver training in
localities, in an attempt to establish relationships between
professionals:
1st Stage: Named Person Training
(targeted at Education)
2nd Stage: Lead Professionals
(delivered in multi-agency groups)
3rd Stage: Other Agencies
(Housing; Drug & Alcohol Service; 3rd Sector)
Education and Social Care
This will become clearer once the bill has received Royal
Assent and guidance has been developed.
CHALLENGES AHEAD:
Named Person rolled out through Police Scotland
little consideration to training needs locally e.g. Concern Reports and
processes locally e.g. Implementing GIRFEC in silos.
EEI Worker (Police Scotland)
EEI Point of Contact
Early Engagement Team
Early Years Collaborative….and so on.
Ownership: Strategically, where does whole systems
e.g. EEI sit?
Youth Justice Strategy Group
Early Engagement Team
Education
Health
Education and Social Care
EEI: The use of language has caused confusion in
Moray, Early and Effective appears to be the buzz
words at present
CHANGES AHEAD (continued):
Is your service/processes GIRFEC compliant?
Youth Justice audit by Moray’s Continuous Improvement Team
Ensuring that there is a SINGLE PLAN for young
people that follows them.
Education and Social Care
Who would be the ‘Named Person’ for 16-18 year
olds who are not in Education?
POSSIBLE CONCERNS (Education)
As Named Person do not hold budgets within Education,
they cannot make any decisions that require funding.
Named Person teaches 50% of week. More than one case
like this would be overwhelming and unmanageable. Also,
Named Person for caseload of 180 pupils (some Named
Persons more so, e.g. in Highland – 250+ pupils).
Difficulties in getting another school to act as presenting
centre for final exams. School has to call on HQ to make it
happen.
Do not have control over tutors.
Education and Social Care
A Named Person within Education does not have
supervision built into their work as per Health or Social
Work. If nature of the case is distressing, there is no
obvious mechanism for support. This is built in for other
agencies. As a result could potentially have a negative
impact on the wellbeing of the Named Person.
POSSIBLE CONCERNS (continued):
Not involved in regular review meetings for a number of
months, only Education co-ordinator at HQ. Not provided
with any information re these meetings before attendance
began. However, Named Person and school had
responsibility for education.
Holding information that can/cannot be passed on, i.e.
one of the teachers responsible within their subject for
assessments and practical's on a one-to-one basis with
pupil would not have considered the role at the time if
they knew the concerns presented. Decisions re
information sharing for tutors/department staff were
made at Authority level.
Education and Social Care
Difficult co-ordinating tutors, teachers responsible, SQA
co-ordinators in school, different educational settings.
Hard to obtain accurate overview of educational progress
which is the responsibility of the Named Person.
FUTURE:
Education and Social Care
Moray’s young people have a timely and
supportive intervention that gives them a
chance of achieving a positive outcome.