healthier happier families universal practice within an asset based model abcd early years project n.
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Brief overview

Brief overview

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Brief overview

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  1. Healthier, happier families – universal practice within an asset-based modelABCD Early Years Project

  2. Brief overview Background • Funding came to NHS Ayrshire & Arran to agree model • Health and Wellbeing in Schools project • Asset based approach • Early Years • Early intervention and prevention • Two localities agreed • Didn’t happen in a vacuum

  3. Project aims • Adopting an asset-based approach, identify community assets, issues and community-led solutions • Improve the health and wellbeing of 0-8 year old children by increasing capacity of parents/families • Recognise opportunities for and encourage further partnership working in early years • Increase community capacity to influence services • Increase services’ readiness to meet the needs of families and communities • As part of an iterative process, share learning on a continual basis • Provision of evidence base to support service change or development

  4. Brief overview How it started • Project Team recruited October 2011 • Desk based asset mapping exercise • Community rapid appraisal • During feedback priorities identified by communities • Community volunteers recruited • Work streams developed • Community-led, supported by services • Service-led, informed by communities

  5. Deficits V Assets Deficits • We focus on problems, needs and deficiencies • We design services to fill gaps and fix problems • We make people passive recipients of services • We do things to people rather than with them

  6. Deficits V Assets Assets • Begins by building a trusting relationship, regardless of how long it might take • Helps individuals rediscover the skills and strengths they may have forgotten they have • Supports them in putting them into practice • Builds networks and trusting communities in which people help others

  7. Engagement with communities • Initial meetings • Rapid community appraisal • Community groups • Parent and toddler groups • Parents/carers • Nursery-aged children • Primary school-aged children • Partners • Family fun Easter event in each area • Eight week programme of taster sessions with local parent and toddler groups • Two day summer programme in each area

  8. Taster Sessions • To further engage with Parent and Toddler/Childminding/Young Parents groups • To investigate groups’ particular areas of interest that could be explored further or training accessed • Raise people’s awareness of services/support available

  9. Services’ priority – supporting children’s language and communication

  10. From the Beginning • Tells the story of the unborn child's preparation, in the womb, for forming relationships and developing communication after birth • Supports the parents to develop a relationship with their unborn baby • Parents are supported to communicate with their unborn baby from the very beginning • Supports the importance of early intervention, and is in line with the growing emphasis on the importance of positive support during pregnancy

  11. It Takes Two to Talk • Identified that communities would like to work more closely with services/professionals • This reflects recommendations within the recent Shifting the Focus report and the Shifting the Balance of Care work stream • Proposed that Hanen ‘It Takes Two to Talk’ is piloted in partnership with the service within a local setting in North Ayrshire to increase accessibility for parents and in response to rapid appraisal findings • Referrals were firstly open to parents from three areas • Insufficient referrals to warrant running a programme • Further discussion taking place as to how to take this forward

  12. Learning Language and Loving It • Pilot under way with Early Years Practitioners from Ardrossan, Castlepark and Early Years Centres in North Ayrshire • Partnership with Speech and Language and Education • Positive evaluation of 1st module

  13. Teacher Talk Three one-day trainings developed by Hanen • Training A – Encouraging Language Development in Early Childhood Settings • Most useful points “To think about questions and comments that I make to children to encourage interaction” “The usefulness of OWLING” “Being face to face with children” “Conversational styles & strategies for each” Taking learning forward “Observing, definitely waiting for the children's response and actively listening and offering rich language in response” “Interactions which encourage reluctant and own agenda children to take part in conversations” “Making sure I am at eye level with children e.g. reading a story on the floor with a children on cushions”

  14. ‘Talk to Your Baby’ • Research in partnership with Health Promotion (Resources) has shown that some NHS boards and trusts across the UK stock literature and multimedia regarding language and communication development • Available for staff working with families can use to share language and communication development messages with parents and communities • This includes leaflets, pamphlets, posters and DVDs. • Ready Steady Baby! and Play@Home Baby are stocked by NHS Ayrshire and Arran and provided to expectant and new parents • Identified that NHS Ayrshire and Arran do not stock any specific literature and multimedia regarding language and communication development in babies and young children, which would be accessible for parents and community members, or utilised by practitioners to support new parents

  15. ‘Talk to Your Baby’Consultation with Communities 89% 95% 95% 95%

  16. ‘Talk to Your Baby’Consultation with Professionals Discussed with Health Visiting Clinical Team Leads • Would welcome the leaflet as a tool to discuss communication with new parents • ‘Talk to Your Baby’ could be given out at the Day 11-14 health visitor visits after the baby is born • Comments: • Draft copy of ‘Talk to Your Baby’ distributed to the health visiting teams • for further comment

  17. Speech and Language Therapist role in project

  18. What’s worked well • Multi-disciplinary team – enthusiasm for a different way of working • Key supporters • Effective partnerships • Working relationships with early years centres and primary schools • Working at the communities’ pace • Train the Trainer model • Sharing learning as we go

  19. Challenges • Funding structure • Expectations of some partners Vs pace of communities • Engagement with some professionals • Working towards sustainability in a short period of time • Uncertainty of accommodation • Negativity

  20. Learning so far… • This approach takes time • Important to engage with existing groups • Open and honest about boundaries • Feedback is essential • Quick wins • Continuous reflection

  21. Next steps Short-term • Produce project baseline report December 2012 • Interim report produced March 2013 • Health models incorporated into Child Health Strategy and presented to NHS Ayrshire & Arran Board in March 2013 • Continue to consider sustainability within communities Long-term • Prepare evidence base to support service change • Evaluation plans developed for each work stream and commitment • sought from services to implement

  22. Working with communities and services for healthier, happier families Email: Tel: 01294 323319