training brochure 2015 - children’s services learning and development portfolio

8/18/2019 Training Brochure 2015 - Children’s Services Learning and Development Portfolio

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Children’s ServicesLearning and Development Portfolio

January 2015 – June 2016


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Welcome and Introduction

Welcome to the 2015/16 edition of the Children's Services Learning and Development Brochure.Social Work continues to go through a period of fast moving changes that have impacted on thechildren's workforce, for example, the introduction of the Knowledge and Skills Statement (KSS)

2014 and the Children and Families Act 2014. These and many other changes require theworkforce to work in new ways and continue to develop their skills and practice.

Despite the introduction of the KSS, the Professional Capabilities Framework (PCF) remains theoverarching standards framework that is applicable to all social workers in whatever role or setting. All of the training in this brochure has been mapped against the PCF and KSS.

An in-house Assessed and Supported Year in Employment Programme was launched in April2015. The ASYE Programme is designed to help newly qualified social workers to develop theirskills, knowledge and capacity and strengthen their professional confidence. Alongside monthlyworkshops facilitated by Professional Practice Educators, NQSWs will be able to access training in

this brochure. When practitioners successfully complete their Assessed and Supported Year inEmployment, they will start the Early Professional Development Programme (EPD). Thisprogramme is designed to support practitioners in Children’s Services to continue their careerpathway through the next level of the Professional Capabilities Framework. All social workersstart their EPD Programme at the level of 'Social Worker'. Over the next two years they will needto meet all of standards in that level and start demonstrating their capability at the level of'Experienced Social Worker'. The two year time period is not a fixed date and it is acknowledgedthat practitioners have different abilities, opportunities, constraints and interests and may notdevelop at the same time. What the service expects to see is continued development over theperiod. This is not a process which can be fast-tracked by undertaking lots of training courses;this is about reflective learning through your experiences of case work which is aligned to your

professional development plan. A training programme has been produced which will supportpractitioners to reach the required standards of all domains of the PCF and linked to theKnowledge and Skills Statements. As part of the EPD Programme you will attend across the twoyears, four mandatory workshops (Child Observation, Child Protection Refresher, Care Planningand Critical Analysis and Decision-Making). The learning outcomes for each of these workshopsare listed in the brochure. Additional training can also be accessed in agreement with your linemanager. In the third year of the EPD Programme practitioners are encouraged to apply for theGraduate Certificate in Practice Education with Bournemouth University. The Graduate Certificatein Practice Education enables experienced social workers to prepare for the important role ofteaching and assessing social work students and newly qualified social workers. The courseplaces a particular emphasis on developing skills and knowledge in supporting the development ofprofessional capability in others and on undertaking the holistic assessment of professionalpractice.The training on offer will fully support practitioners in the workforce to meet all regulatory andpersonal requirements so that you can progress in your career with Coventry Children’s Services.With this in mind, please use this Training and Development brochure in supervision andappraisals to identify your own learning and development needs.

Workforce Services & Organisational Development


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ContentsKnowledge & Skills for Child and Family Social Work ............................................................................... 4

Professional Capabilities Framework ........................................................................................................ 5

Training Calendar ................................................................................................................................ 6 - 7

Course Outlines ..........................................................................................................................................8

Safeguarding for Foster Carers ................................................................................................................. 8Life Story Work ......................................................................................................................................... 9

Keeping Memories Alive (Life Story Work) .............................................................................................. 10

Pediatric First Aid Day ............................................................................................................................. 11

DVRIM Tool ............................................................................................................................................ 12

Therapeutic Parenting ............................................................................................................................. 13

Working with Children & Young People who display Harmful Sexual Behaviour ..................................... 14

Substance Misuse ................................................................................................................................... 15

Managing Social Work Performance ....................................................................................................... 16

Chronology & Recording ......................................................................................................................... 17

CSE – Emotional ..................................................................................................................................... 18

Reflective Supervision Skills ................................................................................................................... 19

Putting Analysis into Assessment ............................................................................................................ 20

Thresholds, Complex Risk Assessment and the CP Process .................................................................. 21

Recording for Children & Families First ................................................................................................... 22

Using Authoritative Practice with Challenging and Hard to Help Families ................................................ 23

CSE – Awareness Raising ...................................................................................................................... 24

Specialist Training in CSE ....................................................................................................................... 25

CSE – Prevention, Protection and Investigation ...................................................................................... 26

Induction to Moving Children On ............................................................................................................. 27

Care Planning ......................................................................................................................................... 28

Working with Families Affected by CSE .................................................................................................. 29

Engaging Vulnerable Young People Affected by CSE ............................................................................. 30

Signs of Safety ........................................................................................................................................ 31

Complex Neglect, Emotional Abuse & Children’s Attachment (Managers & CP Conference Chairs) ....... 32

Complex Neglect, Emotional Abuse & Children’s Attachment ................................................................. 33

Working with Children and Young People who have been Sexually Abused ........................................... 34

Crucial Conversations ............................................................................................................................. 35

NQSW’s in ASYE ......................................................................................................................................36

Child Protection Training for NQSW ........................................................................................................ 36

DVRIM Tool ............................................................................................................................................ 37

Substance Misuse ................................................................................................................................... 38


Thresholds, Complex Risk Assessment and the CP Process .................................................................. 40


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Using Authoritative Practice with Challenging and Hard to Help Families ................................................ 41

CSE – Prevention, Protection and Investigation ...................................................................................... 42

Engaging Vulnerable Young People Affected by CSE ............................................................................. 43

Complex Neglect, Emotional Abuse & Children’s Attachment ................................................................. 44

Early Professional Development for Social Workers in Years 2 & 3 of Practice ..................................45

Child Observation ................................................................................................................................... 45

Child Protection Refresher ...................................................................................................................... 46

Child Protection Training ......................................................................................................................... 47

Care Planning ......................................................................................................................................... 48

Motivational Interviewing ......................................................................................................................... 49


Sibling Assessment ................................................................................................................................. 51

The Coventry Way ............................................................................................................................52 – 53

Role of the Service Manager ....................................................................................................................54

Trainer Profiles .................................................................................................................................55 – 62

Coventry Safeguarding Board Inter-Agency Training Programme .......................................................63

Research in Practice ................................................................................................................................63

Coventry Virtual School (LACES) ............................................................................................................63

Learning Nexus E-Learning Courses ......................................................................................................64

ACC E-Learning Social Care Courses ................................................................................................65-66

Word Abbreviations Key

NQSW = Newly Qualified Social Worker

ASYE = Assessed & Supported Year in Employment

IRO = Independent Reviewing Officer

CSE = Child Sexual Exploitation

DVRIM = Domestic Violence Risk Identification Matrix

This Learning and Development Brochure includes feedback from the Children’s Social

Care Training Needs Analysis, Skills Audit, Supervision, Performance Management

Reviews, and Internal Audit.


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Knowledge and skills for child and family social workThe child and family social worker will know and be able to do the following:

1. The role of child and family social work

2. Child Development

3. Adult mental ill-health, substance misuse, domestic violence, physical ill-

health and disability

4. Abuse and neglect of children

5. Effective direct work with children and families

6. Child and family assessment

7. Analysis, decision-making, planning and review

8. The law and the family justice system

9. Professional ethics

10. The role of supervision and research

11. Organisational context

You can access the complete version of the knowledge and skills framework by following

this link: DFE Knowledge and Skills Framework

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/338718/140730_Knowledge_and_skills_statement_final_version_AS_RH_Checked.pdf


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Professional Capabilities Framework (PCF)


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Training Calendar

January 2015 – December 2015

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Care Planning 3, 4 22, 23

Child Observation 5 20 24

Child Protection Refresher 12 15 29

Child Protection Training 23-24

Child Protection Training for NQSW13-1427-28

CSE – Awareness Raising TBC TBC TBC

CSE – Prevention, Protection & Investigation

15, 16,

17 14, 15, 16 17, 18, 19 CSE (Emotional) 24 18 13 5

Chronology & Recording17, 20,24, 28,

29

5, 6, 15,20, 28, 29

2, 8, 16,18, 19

Complex Neglect, Emotional Abuse & Children’s Attachment (Mgrs. &CP)

30

Complex Neglect, Emotional Abuse & Children’s Attachment 2-3

Crucial Conversations

DVRIM Tool 14, 22, 29 21 1 19

Engaging Vulnerable Young People Affected by CSE27, 28,

29 Induction to Moving Children On 16

Keeping Memories Alive ( Life Story Work) 22 13 2, 14 14, 28 18

Life Story Work 9 12, 19 20, 26

Managing Social Work Performance 8 14 2 & 23, 9 & 30

Paediatric First Aid Day10-24

12-13-145

9, 12-14-19-20

11-12-18 6-7-13-14 12-2612-13-21-

2224 1-2

Putting Analysis into Assessment 30 3, 28 8

Recording (CFF) 18, 19Reflective Supervision Skills 28-29 28-29 25-26

Safeguarding for Foster Carers 7

Sibling Assessment 15

Signs of Safety 30 1 10-11 19-20 8-9

Specialist Training in CSE 9/15 6/7/22/23/29/30

Substance Misuse 31 30 27 25 30 26 30 29 26 18

Therapeutic Parenting 15, 16

Thresholds, Complex Risk Assessment 20-21

Using Authoritative Practice with Challenging and Hard to Help Families 22

Working with Children & YP who Display Harmful Sexual Behaviour 27

Working with Families Affected by CSE 29, 30 1


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January 2016 – June 2016

Jan Feb Mar Apr May Jun

Care Planning

Child Observation

Child Protection Refresher

Child Protection Training

Child Protection Training for NQSW

CSE – Awareness Raising

CSE – Prevention, Protection & Investigation

CSE (Emotional) 1 14

Chronology & Recording

Complex Neglect, Emotional Abuse & Children’s Attachment (Mgrs. & CP)

Complex Neglect, Emotional Abuse & Children’s Attachment


DVRIM Tool

Engaging Vulnerable Young People Affected by CSE 23, 24, 25

Induction to Moving Children On

Keeping Memories Alive (Life Story Work)

Life Story Work

Managing Social Work Performance

Paediatric First Aid Day

Putting Analysis into Assessment

Recording (CFF)

Reflective Supervision Skills

Safeguarding for Foster Carers

Sibling Assessment

Signs of Safety 5-6 14-15 4-5 1-2 10-11 11-12 5-6 16-17 14-15 28-29

Specialist Training in CSE

Substance Misuse

Therapeutic Parenting

Thresholds, Complex Risk Assessment (2 days)

Using Authoritative Practice with Challenging and Hard to Help Families

Working with Children & YP who Display Harmful Sexual Behaviour

Working with Families Affected by CSE 19, 20, 21


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Course Outlines

Safeguarding for Foster Carers

Available Dates: Trainers: Times: Venue:January 7

th 2015 Kay Galsworthy 09:30 – 12:00 SCDC

Course Length Target Group

½ Day Social Workers; NQSW’s/ASYE’s & CFF Workers

Knowledge & Skills Framework Professional Capability Framework

Child Development (2)

Effective Direct Work with Children & Families (5)

Abuse & Neglect of Children (4)

Child & Family Assessment (6)

Knowledge

Intervention & Skills

Course Aim

Explore the nature of child abuse and how we may best respond to children, young people and families when

concerns arise. This course uses a variety of different learning styles such as PowerPoint, group activities and

discussion.

Course Outcomes

On completion of the course participants will be able to demonstrate an awareness of:

• The local context for safeguarding children, including the role of the Coventry Safeguarding Board

• What is meant by child abuse and it’s possible impact on children, including the official definitions

• Identify signs and symptoms of possible abuse

• Explore how best to respond to children, young people and their carers when we suspect a child is being

harmed

• Consider what action to take when we suspect possible harm to a child

• Consider how best to seek help and support for ourselves and colleagues.


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Life Story Work


th 2015 Julia Davis 09:30 – 12:30 SCDC

February 12t

2015

February 19t

2015

March 20th

2015

March 26t 2015


½ Day Everyone within Children Service’s




Knowledge


Critical Reflection & Analysis

Course Aim

The aim of this course is to provide an overview of life-story work, provide an understanding of the practice

issues involved in undertaking this work and provide participants with resources and ideas to help them.

Course Outcomes

By the end of this course participants will:

• Have a clear understanding of life-story work, the challenges and issues that need to be considered.

• Have explored a range of resources to use.

• Have developed skills in undertaking life-story work.


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Keeping Memories Alive (Life Story Work)

Available Dates: Trainers: Times: Venue:July 22

nd 2015 Scott Henery 09:30 – 16:00 SCDC

August 13t

2015 Dan Packe

September 2n

2015 Scott Henery

September 14t 2015 Dan Packe

October 14

t

2015 Dan PackeOctober 28t

2015 Scott Henery

November 18t 2015

December 4t 2015


1 DaySupervising Social WorkersChildren’s Social Workers

Children’s Residential Staff




Knowledge



Course Aim

The aims of this course are:

• To understand the importance for life story work for Looked after Children.• The emotional impact on children, their carer ’s and workers.• Allow the child to make sense of her/his past and present life in order to move into the future with

confidence.• To gain the tools to help the child prepare their own Life Story work (a structured time-limited piece of

work undertaken with a child).• .

Course Outcomes

The Course covers the following:

• Understand the definition of and theory supporting life story work

• Understand the potential benefits of life story work

• Know how to use a range of approaches of life story work

• Be able to assess which children would benefit from other types of intervention

• Discover a child’s understanding of what has happened to her/him in the past and help put right themisperceptions of her/his history

• Find out the wishes/feelings of the child about the past/future and to aid the child understand realisticpossibilities for the future

• Promote attachment to the worker in order for the worker to act as a secure ‘bridge’ to the future tominimise grief / loss following the separation from familiar figures / places

• This course is interactive and will include small and large group discussions

• Overview of national guidance and best practices


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Pediatric First Aid Day

Hours: Available Dates: Trainers: Times: Venue:2 x 6Hours

January 10th

& 24th 2015 John Hillier 09:00 – 16:00 SCDC

3 x 4Hours

January 12t

/13t

/14t

2015 10:30 – 14:30

2 x 6hours

April 5t

&May 9th 2015

09:00 – 16:00

4 x 3hours

May 12th

, 14th, 19

th &

May 20th

2015

Note

These courses are offered as:

2 x 6 hour courses on aSaturday

3 x 4 hour course in the day

4 x 3 hour courses in theevening

18:30 – 21:30

3 x 4hours

June 11t, 12

t &

June 18th 2015

10:30 – 14:30

4 x 3hours

July 6t, 7

t, 13

t &

July 14th 2015

18:30 – 21:30

2 x 6hours

September 12th &

September 26th 2015

09:00 – 16:00

4 x 3hours

October 12t

, 13t, 21

st &

October 22nd

201518:30 – 21:30

3 x 4

hours

November 24t,

December 1st & 2nd 2015

10:30 – 14:30


½ Day Any registered service worker (i.e. foster carers)working with people under the age of 16.

Course Aim

The aim of this course is to preserve life, prevent deterioration and promote recovery.

Course Outcomes

At the end of this course the participants will be able to:

• Demonstrate the correct treatment, as laid down by the HSE, UK Resuscitation Council, Edexel and

Coventry City Councils guidelines for first aid, of a paediatric casualty, suffering from any injury or illness

that they may be presented with.


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DVRIM Tool


th 2015 Joy Johnson/Julia Carson 13:00 – 16:00 The Pod

January 22n

2015 Danielle Barnet/Kath Webberley 09:00 – 12:00 Trinity Room 1

January 29t

2015 Joy Johnson/Claire Wood 13:00 – 16:00 Trinity Room 1

May 21st 2015 Joel Kendrick/Ansar Alam 09:00 – 12:00 The Pod

October 1

st

2015 Joy Johnson/Julia Carson 13:00 – 16:00 The PodNovember 19t 2015 Kath Webberley/Sam Hope 09:00 – 12:00 The Pod


½ Day For staff working face to face, dealing with familieswhere there could be a risk of domestic violence.


Adult Mental Health, Substance Misuse, DV, Physicalill-health & Disability (3)



Knowledge



Course Aim

The aim of this workshop is to create a standardised approach to identifying risk in relation to DomesticViolence across all agencies.

The session will demonstrate the use of the Domestic Violence Risk Identification Matrix, this was created byBarnardo’s as a visual, evidence gathering tool which helps practitioners to identify and respond if a child is at

risk due to domestic violence. This will help all agencies who work with children and families to gatherinformation and make decisions about what to do when Domestic Violence is either suspected or known in a

household.

This workshop has been designed to be informative and through exercises and activities will improvequestioning skills to assist in the conversations that the practitioners have with the families they work with.

Regular use of the DVRIM tool will develop decision making and encourage more reflective practice, it will helpidentify domestic violence earlier to strengthen a child’s outcomes.

Course Outcomes

At the end of this course the participants will be able to/understand:

• The risk assessment tool and its use

• The questions that are key for assessing the child, victim and perpetrator

• The complexity of domestic violence and abuse situations

• Have an increased knowledge base to facilitate information gathering and confidence when dealing withdomestic violence and abuse


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Therapeutic Parenting



January 16t

2015


1 Day Social Workers, Foster Carers & Adopters


The Role of Child & Family SW (1)



Knowledge



Course Aim

To provide participants with an understanding of developmental trauma and attachment, and the impact on achild’s emotional, cognitive, somatic, relational and behavioural development of their early life experiences.

Course will aim to provide participants with an understanding of therapeutic parenting and a range of strategieswhich will enable them to respond to their child’s needs within the identified areas of development.

Course Outcomes


• Understand Therapeutic Parenting.

• Understand the theoretical base it is developed from.

• Learn from a range of strategies to employ when meeting the needs of their children using therapeuticparenting.


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Working with Children & Young People who Display Harmful Sexual Behaviour

Available Dates: Trainers: Times: Venue:February 27

th 2015 Richard Reynolds 09:30 – 16:30 Trinity Room 2


1 Day Social Workers; Newly Qualified Social Workers &

Children and Family First Workers


Adult Mental Health, Substance Misuse, Physical ill-health & Disability (3)




Knowledge



Course Aim

The aim of this course is to increase the knowledge and understanding of delegates’ professional

responsibilities and how to provide experiential inputs.

Furthermore, the course will give delegates’ an understanding as to what constitutes harmful sexual behaviour

and the research evidence base underpinning this behaviour.

Course Outcomes


• To provide participants with an introduction to the research evidence base underpinning suchbehaviour.

• To help practitioners understand what constitutes harmful sexual behaviour.

• To clarify professional responsibilities in respect of these children and their families.

• To provide experiential input through role play to develop skills in talking with and assessing thesechildren and young people.


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Substance Misuse

Available Dates: Trainers: Times: Venue:March 31

st 2015 CW Recovery Partnership 09:30 – 16:30 CCC

April 30t 2015 CCC

May 27t

2015 The Pod

June 25th 2015 CCC

July 30t 2015 The Pod

August 26t

2015 CCC

September 30th 2015 The Pod

October 29t

2015 CCC

November 26t 2015 The Pod

December 18t 2015 CCC


1 Day Social Workers; NQSW’s/ASYE’s & Children andFamily First Workers


Adult Mental Health, Substance Misuse, DomesticViolence, Physical ill-health & Disability (3)

Knowledge



Course Aim

This course aims to, develop and disseminate information and advice about substance use, health and socialwell-being, raise standards around awareness, practice, value base and clinical knowledge and skills.

Raise awareness about substances, their use and effects, reflect on and develop your practice, assess and actupon immediate risk of danger to substance users, recognise indications of substance misuse and referindividuals to specialists, support individuals who are substance users, carry out screening and referral

assessment; carry out assessment to identify and prioritise needs and carry out brief interventions with alcoholusers.

Course Outcomes At the end of this course the participants will be able to/understand:

• Recognise indications of substance misuse and refer individuals to specialists• Support individuals who are substance users• Assess and act upon immediate risk of danger to substance users

• Reflect on and develop your practice• Raise awareness about substances, their use and effects• Develop and disseminate information and advice about substance use, health and social well-being• Carry out screening and referral assessment• Carry out assessment to identify and prioritise needs• Carry out brief interventions with alcohol users


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Managing Social Work Performance

Available Dates: Trainers: Times: Venue: April 8

t & May 14

t 2015 Safron Rose 09:30 – 16:30 Drapers Room

July 2n

& July 23r

2015 DET/Trinity 2

July 9t & July 30

t 2015 CRm3/Trinity 1


2 Days Social Work Managers



The Law & Family Justice System (8)

Professional Ethics (9)

The Role of Supervision & Research (10)

Organisational Context (11)

Professionalism

Values & Ethics

Diversity

Rights & Justice

Contexts & Organisation

Professional Leadership

Course Aim

To further develop the performance management skills of social care managers in order to drive continuousservice improvement

Course Outcomes

At the end of the session participants will be able to/understand:

• Focus specifically on the challenges of managing performance and providing effective leadership withinthe social care context to identify effective personal and professional strategies for improvedperformance.

• Acknowledge and work with the emotional impact of child protection and safeguarding children work toequip managers to effectively challenge and support their staff.

• Enable managers to draw parallels between the management task and the expectations of children andfamilies at each stage in order to raise awareness of the barriers and enablers to effective practice.

• Explore strategies for managing workload and developing professional and personal resilience.


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Chronology & Recording


th 2015 Graham Hopkins

From ‘Do The Write Thing’ 09:30 – 16:30 Drapers Room

April 20t 2015 Tanners Suite

April 24t 2015 Drapers Room

April 28th 2015 Tanners Suite

April 29th 2015 Tanners Suite

May 5t 2015 Tanners Suite

May 6t 2015 Tanners Suite

May 15th

2015 Drapers Room

May 20t

2015 Tanners Suite

May 28t

2015 Tanners Suite

May 29t

2015 Tanners Suite

June 2nd

2015 Tanners Suite

June 8th

2015 DET Suite

June 16t 2015 Tanners Suite

July 20t 2015 Tanners Suite

July 21st 2015 Tanners Suite


1 Day People working in Social Care


The Role of Child & Family SW (1)Effective Direct Work with Children & Families (5)

KnowledgeIntervention & Skills


Course Aim Our course will take you through the practical steps of writing clear and concise records and chronologies. Wewill show you how to tackle your writing with clarity and confidence. You will understand the importance of:

• Defining your purpose.• Organising your evidence.• Thinking and structure.• Writing analytically.

We will also highlight the seven deadly sins of social care writing and show you how to avoid them.

Course Outcomes


• Why we need to record and the role of chronologies;• To be clear and concise;• To record what is relevant and make it meaningful;• The facts-analysis-judgement approach;• How to write effective summaries; and• To record and write chronologies effectively.


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Child Sexual Exploitation - Emotional


th 2015 Loudmouth 09:30 – 12:00 Committee R1

May 18t

2015 Committee R1

July 13t 2015 Committee R1

October 5th 2015 TBC

February 1st 2016 TBC

March 14t

2016 TBC


½ Day Social Workers; NQSW’s/ASYE’s & CFF Workers






Knowledge


Course Aim

This course aims to increase delegates’ knowledge and awareness of CSE, as well as show them how to spotthe signs of CSE. Furthermore, it will give delegate’s knowledge on who to contact in such situations and how

to handle it/empathise with people involved.

Course Outcomes

By the end of this course you should have/be able:

• To increase the awareness of Sexual exploitation and abuse of power and control in relationships.

• To increase awareness of how easy it can be to get drawn into sexual exploitation and how hard it can be toget out.

• Increased knowledge of relevant and appropriate services that can offer support to young people around

sexual exploitation e.g. Barnardo's.

• To raise skills in spotting the signs of sexual exploitation

• To raise skills and confidence in discussing the subject of CSE.


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Reflective Supervision Skills


th/29

th 2015 Janet Lee 09:30 – 16:30 DET Suite

September 1st/2

n 2015 Diamond 2

28t/29

t October 2015 James Blewett TBC

25th/26

th November 2015 James Blewett TBC


2 Days Experienced Supervisors


The Role of Supervision & Research (10) Contexts & Organisation



Course Aim

This course is for experienced managers and supervisors to come together to explore supervision skills.

The workshop will be experiential and reflective.

The expertise of the group will be used to problem solve and to promote analysis and reflection. The day willhave more of a facilitative focus rather than direct teaching.

Supervisors – it is your opportunity to influence and establish positive reflective practice.

Course Outcomes


• How to bring more reflection into supervision.

• How to empower workers to be more confident about their own professional judgements and to thinkanalytically.

• How to find ways of dealing with complex situations in supervision.

• How for you as supervisors you are involved in raising practice standards.


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t 2015 Janet Lee 09:30 – 16:30 DET Suite

September 3rd

2015 James Blewett 09:30 – 16:30 Committee R2

September 28t 2015 James Blewett 09:30 – 16:30 Committee R2

December 8t 2015 James Blewett 09:30 – 16:30 TBC


1 Day Experienced Practitioners; NQSW/ ASYE’s & SocialWorkers in Years 2/3



Analysis, Decision-Making, Planning & Review (7)



Course Aim

To work through the in depth assessment process being clear about purpose, relevant information gathering,analysis, decision making and planning – using an analytical model.

To consider what a family and child will need from an assessment and how to explain what professionals need -to bring the child's lived experience in the assessment and to assess the parents capacity to 'hold their child in

mind'.

To practice and develop skills in gathering purposeful information, hypothesising and working analytically withthe family to work out how worried we need to be and how to make change plans.

To use theoretical models to organise critical thinking and to write a clear analysisTo develop the role of partner agencies, not only in contributing to the assessment but to the analysis of

information.

To draw on recent messages from research and serious case reviews and the meaning they have for theassessment task.

Course Outcomes


• Practitioners will have practiced putting a complex assessment together, analysed it and created achange plan. Managers should notice practitioners are using a model to organise their thinking andplanning and can confidently discuss and demonstrate this model in supervision.

• Practitioners will have been challenged to be far less descriptive and to think critically and becomeanalytical. They will have been shown how to approach the assessment in an analytical way from thebeginning and will have practiced asking significant and relevant questions to the family. They should bemuch improved in writing the analysis part of the assessment and will have been given an example.

• Practitioners will have been taught to think of parenting as a relationship with their child/YP and assessthe parent’s capacity within that context. Managers should see improvement in the conversationspractitioners will be having with parents about how they are looking after their child and an improvementin the engagement skills, even with parents who are challenging and hard to engage. Also to be clearerin home visiting about the purpose of the visit and what they want to have achieved by the end of it.


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Thresholds, Complex Risk Assessment and the CP Process

Available Dates: Trainers: Times: Venue:May 20

th/21

st 2015 Janet Lee 09:30 – 16:30 Drapers Room


2 Days Social Workers; NQSW/ASYE’s & Children and Family

First Workers





Values & Ethics

Knowledge



Course Aim

The importance of reflecting within a critical mindset is expected with complex risk assessment and this trainingwill promote complexity and analysis.

Holding the whole picture for the child in mind and using professional meetings to critically evaluate a child oryoung person’s life is essential if we are to provide safety in professional decision making.

To Provide critical thinking, reflection and an analytical approach for social workers to work out how worried theyneed to be about a child or young person, where there are concerns about children living with significant harm.


Have developed skills and knowledge in using professional judgement when assessing risk of harm for childrenand young people, developed techniques to challenge families to improve the parenting and to assist in usingprofessional and family forums/ meetings as more critical thinking events and:

• Have an increased knowledge of practice messages about working with families where children andyoung people have or are living with harm

• Have understood the significance of the professionals 'holding the child in mind',

• Have thought through the challenge of putting the whole picture together when, as social workpractitioners, we only have a partial view

• Have been given tools to assist in practicing an analytical approach

• Have given thought and reflection to how professionals can be knocked off course when working withcomplex families and the impact this has on decision making

• To develop change plans that create safety for children


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Recording for Children & Families First Available Dates: Trainers: Times: Venue:

June 18th 2015

Graham Hopkins

09:30 – 16:30 Tanners Suite


July 8th 2015 Tanners Suite

July 9th 2015 Tanners Suite


1 Day Children & Families First Staff




Knowledge



Course Aim

Our course will take you through the practical steps of writing clear and concise records and chronologies. Wewill show you how to tackle your writing with clarity and confidence. You will understand the importance of:

• Defining your purpose;

• Organising your evidence;

• Thinking and structure;

• Writing analytically.

We will also highlight the seven deadly sins of social care writing and show you how to avoid them.Course Outcomes

By the end of this course you will be able to/understand:

• Why we need to record and the role of chronologies.

• To be clear and concise.

• To record what is relevant and make it meaningful.

• The facts-analysis-judgement approach.

• How to write effective summaries.

• To record and write chronologies effectively.


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nd 2015 Janet Lee 09:30 – 16:30 Drapers Room


1 Day Social Workers; NQSW’s/ASYE’s & Children and

Family First Workers





Professionalism

Values & Ethics

Rights & Justice

Knowledge


Course Aim

With the messages from serious case reviews about the use of 'authoritiative practice', this course is forsafeguarding practitioners to challenge, to 'dig deeper' and to work authoritively in relationships with with

families and other professionals.

The overall aim is for practioners to develop challenge and influence practice when working with families whothemselves challenge, behave in evasive and un co-operative ways and knock professionals off course.

Course Outcomes For practitioners to have developed a style of practice in their work, where the use of authority with families and

other professionals is used to help manage complex relationships. To change the focus in teams around thechild meetings from being 'descriptive' meetings to being 'analytical' meetings. At the end of this course theparticipants will be able to/understand:

• Develop ideas of how to support practitioners to use confidence and competence in the interface withother safeguarding professionals

• Use knowledge and learning from serious case reviews to understand the complexity of managingrelationships with professionals and families and the impact of this on practice

• Unpick what 'authoritative practice' looks like in action and how to use this approach with families and inmanaging practice

• Use techniques to keep the child at the centre of the work, despite challenges raised by the adultscomplex needs

• Use techniques that assist and support practitioners in using authority when working with challengingfamilies

• Use techniques during the child meetings where challenge and critical thinking can be demonstrated, toassist in effective planning


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Child Sexual Exploitation – Awareness Raising

Available Dates: Trainers: Times: Venue:October 2015 (TBC) Workforce Development Team

(WFD)TBC TBC

November 2015 (TBC)

January 2016 (TBC)


1 Hour All staff & services, including the voluntary sector andworkers in the private sector e.g. those working

leisure and hospitality industry that have some, butnot regular, contact with children & young people.




TBC

Course Aim

To give delegates awareness and understanding of the impacts of Child Sexual Exploitation and how torecognise the warning signs; as well as how to report it.

Course Outcomes


• Understand that Child Sexual Exploitation is child abuse.

• Have an awareness of sexual exploitation and its impact on young people.

• Understand and recognise the nature of sexual exploitation.

• Recognise warning signs.

• Have knowledge of how to contact the Lead Professional.


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Specialist Training in CSE

Available Dates: Trainers: Times: Venue:June 9

th 2015

Barnardos

Peter CreaghSimon Snell

Andy BowlyJaci Quennell

09:30 – 17:00 Tanners Suite




July 29

t

2015 Trinity Room 1July 30t 2015 YOS Conference Room

August 5t 2015 YOS Conference Room

August 6t 2015 YOS Conference Room


8 days Horizon Team


The Role of Child & Family SW (1)Child Development (2)

Abuse & Neglect of Children (4)Effective Direct Work with Children & Families (5)

Knowledge


Course Aim

This specialist course delivered by Barnardo’s will include the 4 A’s Model (Assertive Outreach, Advocacy, Attention, Access) to ensure young people at risk of CSE receive the best possible support to help them exit

exploitative relationships and integrate back into the mainstream of society.

Barnardo’s use neuroscience to help participants to understand the development of the adolescent brain and howbest to work with young people.

Course Outcomes At the end of the session participants will be able to/understand:

• Investigate and work post investigative work in relation to Child Sexual Exploitation • Adolescent development • Therapeutic approaches to working with young people • Human growth and development and social work applications to CSE • Children who currently have previously experienced trauma and are exhibiting concerning behaviour –

raising awareness and education • Understanding of attachment, child development and the impact of trauma and vulnerability to CSE

and their assessment risk. • Training that links theoretical learning in areas of psychology • Grooming

• Resilience based approaches • Supporting young people exit exploitative relationships and integrate back into the mainstream ofsociety

• Developing trusting positive relationship with young people and develop self-esteem and self-worth • Motivational interviewing


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Child Sexual Exploitation – Prevention, Protection & Investigation

Available Dates: Trainers: Times: Venue:June 15

th 2015 Just Whistle

(Safe & Sound)09:30 – 16:30 Dame Ellen Terry Suite

June 16t 2015 Leofric Room, Spire House

June 17th 2015 Dame Ellen Terry Suite

July 14th 2015 Leofric Room, Spire House

July 15th 2015 Leofric Room, Spire HouseJuly 16

th 2015 Dame Ellen Terry Suite

November 17th 2015 TBC




1 Day Social Workers in years 2 and 3.






Knowledge



Course Aim

To help you understand, recognise and respond effectively to the signs and signals and the impact of the varioustypes of child abuse.

Course Outcomes At the end of the session participants will be able to/understand:

• Introduction to CSE and discourse

• Prevalence of CSE

• About victims & perpetrators

• Model & methodology of CSE

• Risk indicators & vulnerabilities of victims

• Trafficking & missing

• Prosecution & investigation of CSE

• Effective safeguarding & investigation of CSE.

• New developments & learning from Rotherham

• Using resources & tools with young people affected by CSE


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Induction to Moving Children On




1 Day Social Workers, Foster Carers & Adopters




Knowledge


Critical reflection and analysis

Course Aim

The course will provide participants with an overview of the issues regarding children moving from one family toanother from an attachment and trauma perspective.

The course will provide participants with strategies to help children move on in a way which enables them tosettle in their new family and acknowledges their attachment needs.

Course Outcomes


• Gain a theoretical understanding of the issues arising from children in transition from an attachment andtrauma perspective.

• Develop an effective approach to planning, preparing and supporting children who are moving from onefamily to another.


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Care Planning

Available Dates: Trainers: Times: Venue:September 3

rd 2015 Fiona Mainstone

(In-Trac)09:30 – 16:30 Room 77

September 4th 2015 Drapers Room

October 22nd

2015 TBC

October 23r

2015 TBC


1 Day Social Workers; NQSW’s/ASYE’s & Children and FamilyFirst Workers.







Diversity

Knowledge


Course Aim

This one day course aims to consider best practice in child care planning for looked after children. Lessons fromresearch and guidance from current law and policy will be used to enable participants to explore their

understanding of creative, smart and effective care planning.

Course Outcomes


• Explore the theory, guidance and good practice principles that underpin effective care planning.

• Consider how assessment informs effective care plans.

• Use a range of methods to guide and create smart, effective care plans.

• Consider how to work creatively in partnership with children, parents and other disciplines.

• Develop care plans which give children and young people a stronger voice, place their welfare at the heartof arrangements and continue to improve outcomes.

• Explore with staff to understand the difference between needs/outcomes/services

This course will draw on materials created by the National Children’s Bureau, British Association of Adoption and

Fostering & Family Futures Consortium.


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Working with Families Affected by CSE

Available Dates: Trainers: Times: Venue:September 29


(Safe & Sound)09:30 – 16:30 Committee R2

September 30t 2015 Committee R6

October 1st 2015 TBC

January 19th

2016 TBC

January 20t 2016 TBC January 21

st 2016 TBC






Knowledge



Course Aim

The aim of this course is to enable delegates to understand what CSE is and how it impacts families as a

whole. The delegates will also learn about available resources that can assist with their work with families.

Furthermore, the delegates will learn how to support parents through the court processes as well as giving

parent’s the knowledge about how to protect their children/family members on the internet.

Course Outcomes


• Understand what child sexual exploitation is and what is known about from a parent’s perspective.• Look at the impact CSE has on the parents and wider family.• Help parents to understand how young people become involved in and react to exploitative situations.• Consider the strategic and practical approach you/ your organisation needs to take to respond effectively

to supports parents/carers whose children are at risk of CSE.• Increase knowledge of resources available to assist work with parents/carers.• Support parents through the court process.• What parents can do to protect their children Online.

• Media work for families.

You will also gain knowledge on:

• Current good practice guidance.

• Responding to concerns and disclosures.

• How to aid a parent in setting appropriate boundaries.


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Engaging Vulnerable Young People Affected by CSE

Available Dates: Trainers: Times: Venue:October 27


(Safe & Sound)09:30 – 16:30 TBC

October 28t

2015

October 29t

2015

February 23rd

2016

February 24t 2016

February 25t

2016








ProfessionalismValues & Ethics

Diversity

Rights & JusticeKnowledge

Intervention & SkillsCritical Reflection & Analysis

Course Aim

The aim of this course is to give delegates an understanding on how to engage with children and young people

who have been affected by CSE and educate delegates on how this can impact their lives. This course will also

inform delegates of good practice, links and resources they can use.

Course Outcomes


• Consider stereotyping that creates barriers to effective communication.

• Consider what makes some young people harder than others to engage.

• Impact of abuse and neglect on children and young people.

• Creative approaches to engagement.

• Consider good practice, links and resources.

• Identify ways to engage with hard to reach young people.

• Consider how to transfer your learning into practice.

• Evaluation techniques.


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Signs of Safety

Available Dates: Trainers: Times: Venue:30

th September – 1

st October Kay Bell 09:30 – 16:30 TBC

10t – 11

t November

19t – 20

t November

8th – 9

th December

5t – 6t January

14t – 15

t January

4th – 5

th February

1st – 2

n March

10t – 11

t March

11t – 12

t April

5t – 6

t May

16th – 17

th May

14t – 15

t June

28t – 29

t June


2 Days Social Workers; NQSW’s/ASYE’s & Children andFamily First Workers







DiversityRights & Justice

KnowledgeIntervention & Skills


Course Outcomes

An introduction to the Signs of Safety approach

A demonstration of the approach using a local case

Opportunities for participants to practice using the disciplines, tools and processes on their own cases

An introduction to Safety Planning and to using these tools with children


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Complex Neglect, Emotional Abuse & Children’s Attachment (Managers & CPConference Chairs)

Available Dates: Trainers: Times: Venue:October 30

t 2015 Janet Lee 09:30 – 16:30 TBC


1 Day Managers & CP Conference Chairs


The Role of Child & Family SW (1) Abuse & Neglect of Children (4)

Effective Direct Work with Children & Families (5)Child & Family Assessment (6)

Professional Ethics (9)The Role of Supervision & Research (10)


DiversityKnowledge Intervention & Skills

Critical Reflection & AnalysisContexts & OrganisationProfessional Leadership

Course Aim

Neglect and emotional abuse are common difficulties for social work and family assessment workers to bepresented with when working with families, and yet they are hard issues to turn around effectively in families we

work with. The course explores these complex concerns and gives opportunity to be analytical in theprofessional approach with families.

This course will increase professional knowledge, analytical and critical thinking when assessing emotionalabuse and neglect and to support practitioners to use interventions with families that supports positive change

for the child or young person.Participants should leave the training with creative ideas of intervening in families to help them change and

improve parenting.Many current interventions struggle to effect change and this training will help participants make individual plansfor families, that help families understand what is expected of them and improve the care of their children/young

people.

Course Outcomes

By the end of the course participants will:

• Be able to identify and understand the complexity of emotional abuse and neglect and have anincreased knowledge base.

• Have used research to inform practice decisions when trying to create change in families.• Have given thought and consideration to differences in parenting in families, influenced by culture,

traditions and ways of life and to develop interventions in families that are specific to them.• Use the relationships families have with their children to help them 'hold their children in mind' and to

develop practice skills to improve attachment, resilience and relationships within the family.

• Use theoretical models to make sense of what may be happening in families where children and YP areemotionally abused and neglected.

Participants should leave the training with creative ideas of intervening in families to help them change andimprove parenting. Many current interventions struggle to effect change and this training will help participantsmake individual plans for families, that help families understand what is expected of them and improve the careof their children/young people.

*Please note that these aims and outcomes will be altered slightly to suit the training of the Managersand CP Conference Chairs.


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Working with Children and Young People who have been Sexually Abused

Available Dates: Trainers: Times: Venue:4

th – 6

th November Rosie Ingham 09:30 – 16:30 TBC

6t – 8

t January TBC


3 Days NQSW’s/ASYE & Social Workers in years 2 & 3


The Role of Child & Family SW (1) Abuse & Neglect of Children (4)

Effective Direct Work with Children & Families (5)Child & Family Assessment (6)


Knowledge



Professionalism

Values and Ethics

Course Aim

For social care professionals to consider the context in which child sexual abuse occurs; understand the impactof such abuse on the child and family; and to develop skills and knowledge to respond reflectively and effectively

within a diverse range of families and communities

Course Outcomes At the end of this course the participants will be able to:

examine each other’s myths, stereotypes and beliefs in relation to sexual abuse

understand the grooming process, and how the child and safe carers in the family are groomed within adiverse range of cultures

consider the signs and symptoms a child or young person may present with at differing ages or stages ofabuse

consider the impact issues of disclosure on the child, the family and professionals and what skills areneeded to engage children/young people and their families positively in assessment and safety planningprocesses

understand the social/psychobiological impact of sexual assault and sexual abuse and the copingstrategies sexually traumatised children and young people develop

consider the needs and issues for safe carers in a range of diverse communities and how they can besupported to promote the safety and wellbeing of the child/young person

understand what professional reflective approaches and skills are needed to engage children/youngpeople who have been sexually abused and their families within a range of cultures and with diverseneeds to ensure children and young people’s needs and voices are paramount

consider the recovery needs of sexually abused children and young people and their families and gainthe skills to promote protective factors within the child and the family

have an understanding of other local services and referral pathways for further support for children and

young people and their families


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(TBC)Yassir Mahmood TBC TBC


1 Day Managers or those across the organisation who need tohave crucial conversations to improve performance




ProfessionalismValues and ethics

DiversityCritical Reflection and Analysis

Intervention and skills

Course Aim

This course aims to provide a powerful and highly effective skills based programme that gives people theunderstanding to talk openly, honestly and candidly to others about tough, difficult and sensitive issues.

As well as aiming to focus on mastering the key skills of Crucial Conversations through highly interactive, engagingand skills based materials.

This is achieved using role play, group work and personal reflection to help you explore and master the crucialskills.

Course Outcomes


Share facts, ideas, feelings, and opinions candidly and honestly.

Discover how better conversations help identify problems earlier and keeps them from getting out of hand.

Step out of a conversation and notice how to make it work. Establish and maintain mutual purpose andrespect.

Stay in dialogue when you’re angry, scared, or hurt—“think” your way to the root cause of negative

emotions.

Use exploring skills to make it safe for others to speak, encourage others to share issues they fear bringingup and get safely to the meaning behind others’ emotions.

Put Crucial Conversations principles and skills together, move from healthy dialogue to taking action andachieving results.


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Newly Qualified Social Workers in Assessed & Supported Year in Employment

Child Protection Training for NQSW


th/14

th 2015 Ruth Dalzell 09:30 – 16:30 Trinity Room 2

January 27t

/28t 2015


2 Days NQSW’s/ASYE’s


The Role of Child and Family SW (1)



Knowledge



Course Aim

To help you understand, recognise and respond effectively to the signs and signals and the impact of the varioustypes of child abuse.

Course Outcomes

At the end of the course participants will be able to:

• You will understand and apply interagency procedures in responding to allegations and concerns.

• Understand and use professional judgement in relation to the thresholds for Section 47 enquiries.

• Carry out effective Section 47 enquiries and investigations.

• Engage with children and their families to identify and manage risks and strengths.

• Carry out risk assessments and, through effective use of supervision make recommendations to childprotection conferences.

• Recognise disguised compliance and challenge effectively.

• Maintain a clear focus on the child and the impact of abuse on their safety and life chances.


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DVRIM Tool


th 2015 Joy Johnson/Julia Carson 13:00 – 16:00 The Pod

January 22n

2015 Danielle Barnet/Kath Webberley 09:00 – 12:00 Trinity Room 1

January 29t

2015 Joy Johnson/Claire Wood 13:00 – 16:00 Trinity Room 1

May 21st 2015 Joel Kendrick/Ansar Alam 09:00 – 12:00 The Pod

October 1

st

2015 Joy Johnson/Julia Carson 13:00 – 16:00 The PodNovember 19t 2015 Kath Webberley/Sam Hope 09:00 – 12:00 The Pod


½ Day For staff working face to face, dealing with familieswhere there could be a risk of domestic violence.


Adult Mental Health, Substance Misuse, DV, Physicalill-health & Disability (3)



Knowledge



Course Aim

The aim of this workshop is to create a standardised approach to identifying risk in relation to DomesticViolence across all agencies.

The session will demonstrate the use of the Domestic Violence Risk Identification Matrix, this was created byBar nardo’s as a visual, evidence gathering tool which helps practitioners to identify and respond if a child is at

risk due to domestic violence. This will help all agencies who work with children and families to gatherinformation and make decisions about what to do when Domestic Violence is either suspected or known in a

household.

This workshop has been designed to be informative and through exercises and activities will improvequestioning skills to assist in the conversations that the practitioners have with the families they work with.

Regular use of the DVRIM tool will develop decision making and encourage more reflective practice, it will helpidentify domestic violence earlier to strengthen a child’s outcomes.

Course Outcomes


• The risk assessment tool and its use

• The questions that are key for assessing the child, victim and perpetrator

• The complexity of domestic violence and abuse situations

• Have an increased knowledge base to facilitate information gathering and confidence when dealing withdomestic violence and abuse


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Substance Misuse

Available Dates: Trainers: Times: Venue:March 31

st 2015 CW Recovery Partnership 09:30 – 16:30 CCC

April 30t 2015 CCC

May 27t

2015 The Pod

June 25th 2015 CCC

July 30t 2015 The Pod

August 26t

2015 CCC

September 30th 2015 The Pod

October 29t

2015 CCC

November 26t 2015 The Pod

December 18t 2015 CCC




Adult Mental Health, Substance Misuse, DomesticViolence, Physical ill-health & Disability (3)

Knowledge



Course Aim

This course aims to raise standards around awareness, practice, value base and clinical knowledge and skills.

Course Outcomes


• Recognise indications of substance misuse and refer individuals to specialists

• Support individuals who are substance users

• Assess and act upon immediate risk of danger to substance users

• Reflect on and develop your practice

• Raise awareness about substances, their use and effects

• Develop and disseminate information and advice about substance use, health and social well-being

• Carry out screening and referral assessment

• Carry out assessment to identify and prioritise needs

• Carry out brief interventions with alcohol users


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t 2015 Janet Lee 09:30 – 16:30 DET Suite

September 3rd

2015

James Blewett 09:30 – 16:30

Committee Rm 2

September 28t 2015 Committee Rm 2

December 8t 2015 TBC


1 Day Experienced Practitioners; NQSW/ ASYE’s & SocialWorkers in Years 2/3






Course Aim

To work through the in depth assessment process being clear about purpose, relevant information gathering,analysis, decision making and planning – using an analytical model.

To consider what a family and child will need from an assessment and how to explain what professionals need -to bring the child's lived experience in the assessment and to assess the parents capacity to 'hold their child in

mind'.

To practice and develop skills in gathering purposeful information, hypothesising and working analytically withthe family to work out how worried we need to be and how to make change plans.

To use theoretical models to organise critical thinking and to write a clear analysisTo develop the role of partner agencies, not only in contributing to the assessment but to the analysis of

information.

To draw on recent messages from research and serious case reviews and the meaning they have for theassessment task.


• Practitioners will have practiced putting a complex assessment together, analysed it and created achange plan. Managers should notice practitioners are using a model to organise their thinking andplanning and can confidently discuss and demonstrate this model in supervision.

• Practitioners will have been challenged to be far less descriptive and to think critically and becomeanalytical. They will have been shown how to approach the assessment in an analytical way from thebeginning and will have practiced asking significant and relevant questions to the family. They should bemuch improved in writing the analysis part of the assessment and will have been given an example.

• Practitioners will have been taught to think of parenting as a relationship with their child/YP and assessthe parent’s capacity within that context. Managers should see improvement in the conversationspractitioners will be having with parents about how they are looking after their child and an improvementin the engagement skills, even with parents who are challenging and hard to engage. Also to be clearerin home visiting about the purpose of the visit and what they want to have achieved by the end of it.


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Thresholds, Complex Risk Assessment and the CP Process


th/21

st 2015 Janet Lee 09:30 – 16:30 Drapers Room


2 Days Social Workers; NQSW’s/ASYE’s & Children and






Values & Ethics

Knowledge



Course Aim

The importance of reflecting within a critical mindset is expected with complex risk assessment and this trainingwill promote complexity and analysis.

Holding the whole picture for the child in mind and using professional meetings to critically evaluate a child oryoung person’s life is essential if we are to provide safety in professional decision making.

To Provide critical thinking, reflection and an analytical approach for social workers to work out how worried theyneed to be about a child or young person, where there are concerns about children living with significant harm.


Have developed skills and knowledge in using professional judgement when assessing risk of harm for childrenand young people, developed techniques to challenge families to improve the parenting and to assist in usingprofessional and family forums/ meetings as more critical thinking events and:

• Have an increased knowledge of practice messages about working with families where children andyoung people have or are living with harm

• Have understood the significance of the professionals 'holding the child in mind',

• Have thought through the challenge of putting the whole picture together when, as social workpractitioners, we only have a partial view

• Have been given tools to assist in practicing an analytical approach

• Have given thought and reflection to how professionals can be knocked off course when working withcomplex families and the impact this has on decision making

• To develop change plans that create safety for children


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nd 2015 Janet Lee 09:30 – 16:30 Drapers Room


1 Day Social Workers; NQSW’s/ASYE’s & Children and






Professionalism

Values & Ethics

Rights & Justice

Knowledge


Course Aim

With the messages from serious case reviews about the use of 'authoritiative practice', this course is forsafeguarding practitioners to challenge, to 'dig deeper' and to work authoritively in relationships with with

families and other professionals.

The overall aim is for practioners to develop challenge and influence practice when working with families whothemselves challenge, behave in evasive and un co-operative ways and knock professionals off course.

Course Outcomes

For practitioners to have developed a style of practice in their work, where the use of authority with families andother professionals is used to help manage complex relationships. To change the focus in teams around thechild meetings from being 'descriptive' meetings to being 'analytical' meetings. At the end of this course theparticipants will be able to/understand:

• Develop ideas of how to support practitioners to use confidence and competence in the interface withother safeguarding professionals

• Use knowledge and learning from serious case reviews to understand the complexity of managingrelationships with professionals and families and the impact of this on practice

• Unpick what 'authoritative practice' looks like in action and how to use this approach with families and inmanaging practice

• Use techniques to keep the child at the centre of the work, despite challenges raised by the adultscomplex needs

• Use techniques that assist and support practitioners in using authority when working with challengingfamilies

• Use techniques during the child meetings where challenge

training brochure 2015 - children’s services learning and development portfolio

Documents