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Barnardos’ Quality Framework

Barnardos’ Quality Framework. Barnardos’ Quality Framework. NEEDS-LED OUTCOMES-FOCUSED SERVICES. EVALUATION. SERVICE DESIGN PROCESS. RISK MANAGEMENT: AUDITNG & MONITORING OF QUALITY. TECHNICAL ASSISTANCE. CORE SKILLS TRAINING. FILE & RECORD KEEPING SYSTEM. PRACTICE FRAMEWORK.

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Barnardos’ Quality Framework

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  1. Barnardos’ Quality Framework

  2. Barnardos’ Quality Framework NEEDS-LED OUTCOMES-FOCUSED SERVICES EVALUATION SERVICE DESIGN PROCESS RISK MANAGEMENT: AUDITNG & MONITORING OF QUALITY TECHNICAL ASSISTANCE CORE SKILLS TRAINING FILE & RECORD KEEPING SYSTEM PRACTICE FRAMEWORK ACTIVE CASE MANAGEMENT ASSESSMENT FRAMEWORK

  3. Barnardos’ Practice Framework Children have the capacity to develop to their potential Parents have the capacity to change 3Core Beliefs Relationships are important

  4. Active Case Management

  5. Training and Technical Assistance

  6. Auditing

  7. Wizards of Words

  8. Friendship Group

  9. Tús Maith

  10. Partnership with Parents

  11. Service Design Process 7. Evaluation 6. Manual 5. Pilot 4. Scope and sequence 3. Logic model 2. Review of the evidence 1. Needs analysis

  12. Research & Evaluation 2008-2011: Key Activities • Friendship Group process evaluation (2008) • Tús Maith process evaluation (2010) • WoW process and outcomes evaluation • Tús Maith outcomes evaluation (2011 / 2012)

  13. Barnardos’ Quality Framework in Practice

  14. Barnardos’ Early Years Centre • Setting • Services • Staff

  15. Target Group for Tús Maith • Children aged 3-5 years • Parents face life or socio-economic challenges which can impact on the parent-child relationship and/or parenting capacity • The child’s development will be impacted in at least two of the following domains: • Behavioural • Educational (language and literacy) • Emotional • Physical • Social

  16. What isTús Maith?

  17. Case Study: Meet Lizzie

  18. Assessment • Living situation • Relationships and attachments • Behaviour and social participation • Learning, education and employment • Identity, self-care and self-esteem

  19. Interventions Offered • Tús Maith • Siblings to attend afterschool group • Referral to HSE Springboard for parenting

  20. What was Tús Maith like for Lizzie? set limits so Lizzie feels safe listen show empathy stay calm predictable

  21. Developing empathy…… Lizzie gave me a hug – “ I missed you – you’re all sad cos your daddy died but you’re ok now look – you have a smiley face” –

  22. What is happening outside of Tús Maith for Lizzie and her family? • Active case management • Interagency work • Individual work for older sibling • Parents separate • Domestic abuse escalates • Children move to temporary foster care

  23. This is Lizzie in Barnardos today… Move to foster home Sibling separation Parental separation Parental drug misuse MANAGIING CONFLICT & SHOWING EMPATHY IMPROVED FEELINGS OF SELF WORTH & SELF ESTEEM MAKING POSITIVE CHOICES POSITIVE PEER RELATIONSHIPS HAPPY & ENGAGED SELF REGULATION SKILLS SCHOOL READY

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