Leading from the Front: An Innovative Strategy to Enhance Child and Family Practice Leadership

1. Leading from the Front: An Innovative Strategy to Enhance Child and Family Practice Leadership Lynne McPherson, Margarita Frederico, Cathy Humphreys, Annette Jackson, Robyn Elliott, Connie Salamone

2. The Practice Context for the Strategy The work itself had become more complex, with greater numbers of families presenting with a combination of issues impacting on their capacity to parent. ( DHS 2002) A greater depth of specialist knowledge was required, along with a capacity to manage the inherent tensions in the duality of role ( mandated intervener and ‘helper’) Emerging evidence in the area of infant brain development and the closely related impact of trauma, had enabled a deeper understanding of the needs of children with complex trauma histories ( Perry 1997, Van der Kolk 2005)

3. The Practice context ( continued) there was also a growing understanding of the ‘emotionally and morally demanding nature’ of the work, and implications for the need for practitioners to manage their own emotions ( Morrison 2007 p.258-259) There were indicators that new recruits may not be adequately prepared to meet the challenges associated with their complex roles ( Healy and Meagher 2007)

4. Additional challenges for practitioners.. and leaders The attraction and retention of competent child and family practitioners is a challenge across the globe, with the Victorian Ombudsman commenting that ‘serious case practice issues appear to relate to staffing problems.’( Brouwer, 2009, P.108) The Victorian Ombudsman added that ‘low retention rates resulted in a staff group lacking experience’ ( Brouwer, 2009, p.108) Practice Leaders, ultimately accountable for practice quality, may be operating in an environment of high demand for services, whilst managing staff who lack the capacity to operate with professional autonomy…

5. Implications for leading practice Practice leaders are also required to navigate the complex, contemporary yet developing, legislative and policy context, in order to translate organisational requirements to groups of diverse practitioners Decision making is fundamental to the role of leader, and is impacted by an organisational context which can be ‘messy, unpredictable and chaotic’..influenced by organisational hierarchy and yet a ‘human, active and contingent process’ ( Hughes and Wearing, 2007p.78)

6. One solution A systematic review of research on retention in child and family work indicated that it was a combination of organisational and personal factors that influences the retention of staff, and that post graduate education programs offered as a partnership between higher education and employers are an important strategic effort in addressing retention problems. (Zlotnik, DePanfilis, Daining and McDermott Lane 2005). This study influenced a decision by the Victorian Department of Human Services to fund such a program….

7. The Program The Graduate Diploma in Child and Family Practice Leadership is an initiative from the Victorian Government Department of Human Services in partnership with La Trobe University, designed to build greater knowledge and skill in the sector. This course was designed and developed by a consortium comprising School of Social Work & Social Policy and The Bouverie Centre La Trobe University, University of Melbourne School of Social Work, Berry Street Take Two, and the Victorian Aboriginal Child Care Agency (VACCA) in consultation with the Victorian Department of Human Services.

8. The aims of the Graduate Diploma The Graduate Diploma aims to build leadership capability in the sector. It seeks to enhance the quality of practice with vulnerable children and families by preparing managers and supervisors to provide leadership which promotes enhanced practice by integrating relevant theoretical frameworks and contemporary research findings into child and family practice.

9. Key aspects of the Graduate Diploma Conducted by a consortium University post graduate accreditation Guided by DHS guidelines re:- content, mode of study, assessments, length of program. Engaging stakeholders in the development of the course Teaching model The content

10. Key features of the approach Rigorous, innovative and inspiring academic program. Cultural awareness and understanding. Drawing on and presenting research Academic and work-based Accessible

11. Principles of the teaching approach Knowledge with understanding, based in practice and focused on integration. All teaching processes to demonstrate course principles and parallel the desired outcomes of the course. Culturally competent teaching. Focus on students developing cultural competence. Research and evidenced informed. Based on adult learning principles. Respectful relationships.

12. Foundation for content Assessment in the service of learning Respectful relationships Best interests framework Rights and social justice perspective Child centred and Family focussed Organisationally and legislatively aware Knowledge and evidence informed. HOPE

13. Key Cultural Messages Link to Best Interests – the lens of culture Culture goes deep Culture particularly important for Aboriginal children and families Culture important for all children Not being ‘politically correct’ but about providing the best services for Aboriginal children and families

14. Strong Links to Industry Assessments are primarily work related facilitating students applying and testing their new knowledge and skills in work related topics and activities. There are a diversity of assessment tasks in each unit. Enquiry Based Learning encourages critical thinking and…. Constantly relates to individuals own context and action. .

15. Course Structure of Graduate Diploma in Child and Family Practice Leadership. Study comprises eight subjects over two years on a part-time basis (120 credit points). Subjects are delivered in block mode in the Melbourne CBD. This has promoted a strong sense of camaraderie across the group.

16. An overview of the eight units 1: Power of Relationships: Engaging Others 2:Decision making: thinking clearly and reflective insight 3.Mastering Oneself - Leadership in Reflection and Action 4: Professional Care and Growth 5: Delivering Results and Achieving Outcomes Subject 6: Leading, inspiring and clarity of purpose Subject 7: Advanced Practice Management Subject 8: Advanced Reflective Leadership

17. Course Implementation: the story so far… The first four units were delivered in Semester two, 2009 and semester one 2010, following a six month development period. The development period involved intensive consultation. Once a level of agreement had been reached internally, the Consortium conducted a formal consultation process with the wider sector, workshopping the proposed course content, delivery mode and assessment requirements with prospective students, supervisors and senior managers across Department of Human Services and Community Services Organisations.

18. Interim Evaluation The Interim Evaluation report had a dual purpose: To provide timely advice to key stakeholders in relation to the early implementation of the course, in light of the course goals identified by Department of Human Services Victoria To offer an opportunity for the consortium to consider critical feedback from students and their supervisors

19. In seeking to achieve the identified purpose, the evaluation addressed three questions: Did participation in the Graduate Diploma enhance the quality of the students’ practice? (as a supervisor/manager) Are there improvements or refinements to the course that could be made? Are there messages or issues arising for key stakeholders as a result of initial implementation of these courses?

20. A selection of student comments… In response to the question; what are you doing differently that reflects enhanced practice?...a selection of responses from Diploma students ‘( I am) using critical reflection more in supervision….utilizing the Best Interests Case Practice Model more- and am more able to guide the use of the tool’ ‘ improved decision making techniques…increased knowledge on what is required for staff reflection’ ‘encouraging staff to review history’ Better understanding of emotional response and management of..’ ‘

21. And a few more… ‘ greater insight into theoretical perspectives’ ‘sharing content and articles with senior managers’ I am now more reflective in my leadership’ ‘ more confident to challenge ‘what has always been…’ ‘it has revitalized me..’ ‘enhanced understanding of cultural competence’

22. Conclusion The early indicators are that the course is on track for achieving the identified goals; to strengthen practice leadership and to impact on retention Students identify a greater confidence in their capacity to undertake their role in this complex and challenging sector, with a number identifying that they feel ‘more valued’ as a result of being able to participate in this enrichment opportunity.

23. A final word A critical ingredient in the story so far….and its success has been the strength of the partnership between various players involved in the consortium, including the strong relationship with the contracting body, the Victorian Department of Human Services.