Working together

1. Working together Module four: Pre service training

2. Re cap Module three: Early Days in a Placement Learning Outcomes At the end of this module participants will be able to: 1. Demonstrate understanding of the framework for decision making in meeting a child or young person’s protective needs. 2. Discuss the factors that would be taken into consideration in deciding whether to accept a placement. 3. Outline key factors in building a relationship with a child or young person. 4. Demonstrate knowledge of ways to encourage a child or young person’s sense of self and identity. 5. Demonstrate understanding of advocacy for children and young people. • Content • Accepting a Placement – what do I need to know and consider? • Building Relationships – how to welcome a child or young person. • Decision Making about how to meet a child or young persons needs. • Promoting a positive sense of self and identity for a child or young person. • Advocacy for children and young people. 2

3. Module four: Working Together Learning Outcomes At the end of this module participants will be able to: • Demonstrate how all key players can work together – including what to do when things go wrong. • Demonstrate an understanding of carer support options • Demonstrate an understanding of transition from care • Demonstrate an understanding of the complexities of ending a placement. 3

4. Module four: Working Together Content • Working in partnership • When things go wrong • Carer supports – support and financial assistance • Guest panel • Transition from Care • Saying goodbye • Evaluation 4

5. Working in partnership All parties, through the Statement of Commitment, have made a commitment to: • ensure and promote the safety, wellbeing and best interest of the child • effective and respectful partnerships • an understanding of each others roles and responsibilities • the rights of carers including • the right to feel safe • the right to feel supported • and responsibilities of carers including: • to meet the Statement of Standards • to participate in the development of a Foster Care Agreement • to undertake training and advocate for the child • submit application and related documents for renewal 5

6. Working in partnership Brainstorm Who might you be working in partnership with to enhance the child’s placement? 6

7. Statement of Commitment Child Safety Services roles and responsibilities • Coordinate a whole of government approach to child protection. • Provide policies and procedures that establish and monitor quality standards of care and support carers • Provide assistance to meet the legal standards of care - Statement of Standards, Principles of the Act and Charter of Rights • Provide initial and ongoing training to carers Foster Carers roles and responsibilities • Meet the legal standards of care, as above • Participate in the development of a Foster Care Agreement • Undertake training and advocate for a child • Tell Child Safety Services when there is a change in circumstance 7

8. When concerns are raised about the quality of care provided by a carer Discussion question: What do you think should happen if there are allegations that a child in care has been harmed by their carer? 8

9. Standards of care issues There are 3 different response options to standards of care issues. The response is based on whether the information received indicates: • that the concerns don’t warrant a Standard of care review • that the standards of care may not have been met for a child, or • that the child has experienced harm or it is suspected that they have experienced harm. The department is responsible for working collaboratively with the child’s care team to ensure that the child is safe from harm, and that appropriate actions are taken to resolve the identified concerns. 9

10. Responses if issues are raised about the standards of care: • Continue to monitor the standards of care – concerns that do not warrant a standard of care review • A Standard of care review – information indicates that the child’s care has not met the legislated standards of care • A Harm report – information suggests the child has been harmed in care. 10

11. 1. Continue monitoring the standards of care • The care team will continue to monitor the child’s care and support the carer in their role, to prevent escalation of issues. • Concerns raised may still need to be addressed e.g., carer may be provided with additional training, information or support. 11

12. 2. Standard of care review • To determine whether the child’s care has been meeting the required standards; what contributed to this and how the care team can address any concerns. • A departmental or foster and kinship care services worker will meet with the carer to discuss the concerns. The department will have a talk to the child to gather their views. • Carer may have a support person and advocate. • Outcome: Standards met OR Standards not met. • If outcome is Standards not met: Review placement agreement and consider review of Foster Carer Agreement.

13. 3. Harm report • Investigation and assessment conducted by the department to determine if the child has been harmed; who is responsible and any future risk of harm. • Child may be removed if concerns are very serious and child is at immediate risk of harm. • Carer is interviewed. Child is interviewed. • Carer may have a support person and advocate present.

14. 3. Harm report (cont.) • Outcomes: 1. Substantiated harm – standards not met 2. Substantiated harm – standards met 3. Unsubstantiated – standards not met 4. Unsubstantiated harm – standards met 5. No outcome (in exceptional circumstances only) • An action plan will be developed if the child has been harmed and/or the carer has not met the standards of care.

16. Carer Supports Exercise Draw up a table and list the challenges you may face in the role. Add some strategies for managing these. 16

17. Carer Supports • Foster Care Queensland (FCQ) - 3256 6166 • FAST delegate - 3256 6166 • Foster and Kinship Care organisation • Foster and Kinship Carer Support Line – 1300 729 309 • Child Safety After Hours Service Centre – 3235 9901 (carers only) • Queensland Aboriginal and Torres Strait Islander Child Protection Peak (QATSICPP) – 3362 9644 • PeakCare Queensland – 3368 1050 • Queensland Health – 13 Health (13 43 25 84) • CREATE foundation – 1800 655 105 • Commission for Children and Young People and Child Guardian – 1800 688 275 17

18. Carer Supports – FAST FAST – Foster Advocacy and Support Team FAST is a primary service delivery area for FCQ FAST is funded by the Department of Communities, Child Safety Services FAST delegates are active carers with at least two years caring experience who have been professionally trained and supervised through FCQ staff to provide support, advocacy and advise to other carers There is a FAST delegate attached to most Service Centres who have local knowledge and partnerships which benefit their support of other carers For those areas where there is no FAST delegate – simply call FCQ’s office directly, there are 4 case officers ready to take your call 3256 6166 18

19. Carer Supports Emotional support Carer telephone support line Foster and Kinship Care worker FAST delegate Respite Friends and support networks CSO Child Safety After Hours Service Centre Practical Support FAST delegate CSO Foster and kinship care worker Carer Handbook Carer information Sheets Foster Carer Card Financial Support Fortnightly caring allowance Regional and remote loading Awareness of other financial support where required, Child Related Costs, High Support Needs Professional development Learning – carer information sheets, books, DVDs, journal articles Training – standard, advanced, targeted training for different skill level or learning needs Reflection on role/skills Social support Access to support groups and networks Friends/family Access to groups – FCQ, Peakcare, FAST delegates Foster and kinship groups Task focused problem solving support Specialist advice and assistance – psychiatric, medical or education services Facilitating referrals for children to specialist services 19

20. Foster Carer Agreement A written agreement developed with a foster carer soon after issuing a certificate of approval. PART A • Names and details of the carers • Current household members • Characteristics of placements (based on carer preference and experience) PART B • Carer Support Plan • Support Roles PART C • Learning plan and Quality Care Foster Care Training Record • Pre-Service Training • Standard Training • Advanced Training • Learning Journals Reviewed annually Reviewed 6 monthly Reviewed 6 monthly 20

21. Changes in circumstances As part of the team you need to tell Child Safety Services if you, or household members, have any changes in circumstances: • Household membership – a new person joins or someone leaves • Traffic history, criminal history • Domestic and family violence • Involvement by any child protection agency • Personal circumstances – health issues, employment demands • Spousal arrangements – divorce, separation, death • Change of address • Intending on providing care to other children – relatives, family day care Complete a Change in Circumstances form and provide it to your CSSC A review of your foster care agreement may occur, depending on the change 21

22. Guest Panel or DVD 22

23. Transition from Care Formally starts at 15 years of age, part of the case plan. A planned process of support to assist a young person transition to adult independence. Young people transitioning from care face challenges: • Reconnecting with family • Understanding why they came to into care • Limited social connections/community to fall back on Planning a gradual, supportive and flexible transition from care is critical. Most young people in care leave home earlier than their peers would. 23

24. Transition from Care - Supports • Payment for a course of study, apprenticeship or traineeship • Obtaining a driver’s licence • Forums, conferences or training related to transitioning from care • Life skills workshops, cooking or budgeting • Living in semi-supported accommodation • Counselling and support services for dealing with identity issues • Creative musical, artistic or sporting activities that support their personal and cultural development and social networks. 24

25. Transition from Care – what carers can do • Signpost – refer young people to services that can help them, not just now but once they have turned 18yrs. • Assist with TFC planning – with the CSO help the young person plan their independence, including a plan B and plan C. • Individual Advocacy – advocate on behalf of the young person to ensure they receive the supports they need. • Support – provide emotional and practical support the young persons will need for their journey to independence and beyond 25

26. Transition from Care Resources Transition from Care: Information to assist young people during meetings to plan their transition to independent living information about support services and general information young people need to know when transitioning from care. Transition from Care: Employment, Education and Training a quick reference guide about the resources, supports and programs available to young people transitioning from care 26

27. Transition from Care Planning Tool Poster 27

28. Saying Goodbye Exercise Think about the ways in which you have said goodbye to someone before, what helped? What other strategies can be used to say goodbye? How might the move or transition from care affect the child and your family? What support might the child, young person and your family need to cope with the move? At the end of any placement complete a Conclusion from Placement form 28

29. Module four: Working Together Learning Outcomes At the end of this module participants will be able to: • Demonstrate how all key players can work together – including what to do when things go wrong. • Demonstrate understanding of carer support options • Demonstrate an understanding of transition from care • Understand the complexities of ending a placement. 29

30. Pre Service Training Thank You