better support for vulnerable children foundations for flourishing 9 march 2008 jane aldgate obe...
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Better Support for Vulnerable Children
Foundations for Flourishing 9 March 2008
Jane Aldgate OBE
Professor of Social Care
The Open University
Vulnerable children are children first
• Vulnerability can arise from many difference circumstances – genetic, lack of nurture, environment
• Vulnerable children are children first
• All children have needs which both family and state have a obligation to meet
Children’s well-being and welfare: UNICEF’S definition
From UNICEF (2007) Child poverty in perspective: An overview of
child well-being in rich countries, Florence, UNICEF
The true measure of a nation’s standing is how well it attends to its children - their health and safety,
their material security,their education and socialization, and their sense of being loved,
valued, and included in the families and societies into which they are born
The concept of wellness
• Work of psychologists is moving from an emphasis upon the troubles and sickness of people to an approach which looks at how we acquire positive qualities
• Approach gets away from success/ failure model to the concept of progressing
A more positive and optimistic view of childhood
• Stress in early years need not affect children permanently
• With the right circumstances children can develop resilience
• Children who miss out on particular experiences can make up ground
• Healthy development can occur under a far wider range of circumstances than was thought possible in the past
A resilience approach
Resilience
Vulnerability
Adversity Protective Environment
Ref: Daniel, Wassell and Gilligan 1999
Normal development under difficult conditions e.g. secure attachment, outgoing temperament, Sociability,
problem solving skills
Life events or circumstances posing a threat to healthy development e.g.
loss, abuse, neglect
Factors in the child’s environment acting as buffer to the negative effects of adverse experience
Those characteristics of the child, their family circle and wider
community which might threaten or challenge healthy development e.g.
disability, racism, lack of or poor attachment
Children can be resilient even under stressful circumstances
Three factors associated with resilience are:
• A sense of self worth and confidence• A belief in own self efficacy and ability to
deal with change and adaptation• A repertoire of problem-solving
approaches
Adapted from Rutter 1985
Policy definition of well-being for all Scotland’s children
Children should be: • Safe• Healthy• Achieving• Nurtured• Active• Respected and responsible• Included
AchievingFeel supported to develop curiosity,
enthusiasm and determinationto become a successful learner
in all aspects of your life
Nurtured Having a place to live where you feel supported, happy and cared for
ActiveHaving opportunities
to be a team player, totake part in sport and
recreation that make youfeel good about
yourself and helpyou to stay
healthy
Respected and Responsible
Be heard and involved in decisions that affect you
and others. Have opportunities and encouragement to be
confident so that you can be an effective contributor
HealthyMaintain a healthy body
and mind. Know how you feel and have the
confidence to get the support you need to make informed
healthy choices e.g. Public Health Nurse
Safe
Feel secure in your home
and community;safe from people who
could harm you. Have confidenceto be able to plan
for yourself and to take Informed risks
Included Have support to be accepted and
understood as an equal and effective contributor at home,
work and play. Like and respect yourself and
be willing to “have a go”
Wellbeing
Responsible
CitizensSucces
sful
Learn
ers
Confiden
t
Indiv
idual
sEffective
Contributors
Influences on well-being – a developmental-ecological approach
Aldgate, Jones, Rose and Jeffery eds (2006) The Developing World of the Child, London. JKP.
There are many influences on children’s well-being:
• children themselves• parents • wider family• school • play • space• community
The My World Triangle
Children influencing their own well-being
• Children have the right to comment on decisions affecting their well-being (UN Convention on the Rights of the Child)
• Children as social actors - competent commentators on their well-being
• Well-being should include definitions of what is important to children
• Well-being is enhanced by children being in control of some of their activities
Findings from Time Well Spent
• Qualitative study of 24 ‘looked after’ children in Scotland (7-18 years old)
• Children’s time diaries over 48 hours• Case studies of six individuals• Children’s evaluation of their participation built in
Aldgate, J. and McIntosh, M. 2006, Time Well Spent: a study of well-being and children’s daily activities, Edinburgh, Social Work Inspection Agency
Children’s daily activities influence well-being
• Sleep• Productive activities (e.g. school)• Contributing to the community• Spiritual activities• Travel time• Personal care: eating, getting ready• Social interaction with carers/friends• Leisure/recreation
From A. Ben-Arieh (2002) in Vechiato et al, Evaluation in Child and Family Services, New York, Aldine de Gruyter
Relationships with adults important
Children spent at least 3 hours a day with adults important to them. They liked:
• talking to adults• eating with adults• getting advice from adults• being affectionate with adults (hugs
important)• and the little time spent reading with children
Relationships with other children important
• Breaks and lunchtimes important• Friends outside school vary - limited by
distance• Eating together part of learning social
behaviour• Children able to define use of space when
with peers• Children value their friendships
Children need time alone
• Being able to choose to be alone important
• Listening to music highly significant
• Reading less popular
• Watching TV way of de-stressing for some
Enhancing resilience - the role of adults allowing children to take risks
• Children in the study enjoyed testing themselves in different ways
• Balance between keeping children safe and allowing them freedom away from adults
• Controlled co-operative adventure can enhance confidence and self-efficacy
• How far can we return to the days of The Famous Five?
Responsibility and contribution to community
An 11 year old school monitor:
I stop cats and dogs coming into school or people that aren’t welcome to the school. I protect all the wee yins
Children as competent commentators on their well-being
From Aldgate and McIntosh 2006 Time Well Spent, Edinburgh, SWIA
• I’ve learnt how important the time I spend with people is
• I was quite astonished at all the things I do all day.
• I do a lot of interesting things• It made me think that I don’t do much with
my time. I don’t get out enough, I sit around and watch TV and should get out more
• Yes, I have learnt I am a boring person and I do the same routine over again. But then I am not boring because I keep myself busy
Why do we need Getting it right for every child for vulnerable children?
• Children fall though gaps - become vulnerable
• Children get passed from one agency to another - vulnerability not addressed
• Agencies don’t share information - no sense of children’s history and background
• Processes are duplicated - can be many plans – children and families alienated
What evidence underpins implementing Getting it right for every child?
• Value of children and families being fully involved in decisions, planning and actions listening
• The importance for well-becoming for each child reaching his or her potential
• Developmental- ecological theory• Resilience/strengths approach• Uses a research-informed model of
risk/needs assessment and management
Need changes in culture, systems & practice
•CULTURE– Learning together, co-operating, children at the
centre, understanding children’s development
•SYSTEMS– Streamlining, simplifying, improving effectiveness
•PRACTICE– Appropriate, proportionate and timely help,
shared models, tools, protocols
What the changes will mean
Children and families should feel confident that: • their worries and views have been listened to
carefully and their wishes have been heard, understood and acted upon
• they can rely on appropriate help being available as soon as possible
• the agency they first have contact with will arrange for help to be provided, not pass them on elsewhere
• meetings will be purposeful, child and family friendly and arranged to suit them
Getting it right for every child: Building a network of support around each child
• Help is:–Appropriate–Proportionate–Timely
Hope and Effort
• It may take extraordinary efforts to achieve ordinary experiences
• Our past has an effect on how the future turns out. However, what we think the future will bring – also determines what the past looks like
Social Work Inspection Agency 2006 Extraordinary Lives, a review of looked after children in Scotland, Edinburgh, SWIA