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Building Resilience, Enhancing Social Support: What research tells us
Children’s Research Network for Ireland and Northern Ireland 5th Annual Conference
6th December 2016
1
WelcomeLiam O’Hare
Chair Children’s Research Network
for Ireland and Northern Ireland
Senior FellowQueen’s University Belfast
2
Highlights from the year
300+ members and growing
More events than ever before– SPSS training
– Anonymisation Workshop
– PhD Symposium
– Using Research to Improve Practice
– What is What Works Research
Many successful co-hosting opportunities
– ISPCC
– ISSDA
– Maynooth University
– Queens University, Belfast
– Playboard NI
3www.childrensresearchnetwork.org
New website
New identity and function– Build to suit diverse membership
and facilitate better networking amongst members
– Knowledge hub for members to upload their work
– New members’ profiles
– Easy and efficient search function to source latest research in the field
4www.childrensresearchnetwork.org
Thank you!
To our very busy activities committee
- Ailbhe Booth
- Claire Hickey
And in particular to the Committee Chair
Tess Noonan
And to all our members who have contributed to and attended our events….
5
Current projects
• The Network beyond 2017
• EBSCO Member Survey
• Early Childhood Research Bibliography
• Children’s Research Digest– Next issue (conference)
• Establishing new special interest groups
• Developing our support for practitioner researchers – We want your input!
6www.childrensresearchnetwork.org
The Network 2017Over to you….
7
• Co-host an event with us!– Summer PhD Symposium – with who and where?
– Thematic or training events
• Join a thematic sub-group:– Activities Committee
– Early Childhood Research Group
– PhD sub-group
– NEW????
• Prevention and Early Intervention Research Initiative
• Influence our work– Practitioner research – how can we support it?
– Next year’s conference – theme?
– Children’s Research Digest – theme?
New format: Research DialoguesWhat are they:
• Short research presentations with a focus on implications
Why?
• Connect researchers, policymakers and practitioners
• Establish lasting partnerships
• Develop working relationships
How?
• Not a standard Q/A - discuss policy and practice implications
• Define next steps for research, policy and practice 8
Today’s event
New format: Research DialoguesWhat are they:
• Short research presentations with a focus on implications
Why?
• Connect researchers, policymakers and practitioners
• Establish lasting partnerships
• Develop working relationships
How?
• Not a standard Q/A - discuss policy and practice implications
• Define next steps for research, policy and practice 9
Enjoy the conference!
Supporting Children and Families Through Early Intervention, Prevention and
PartnershipFred McBride
Chief Executive
Tusla
10
Supporting Children and
Families Through Early
Intervention, Prevention and
Partnership
Fred McBride, CEO6th December 2016
Introduction
• Status quo not an option
• Build a compelling vision for the future
• Build a change coalition
• Mobilise commitment
• Quick wins and celebrate/demonstrate success
• Create a coherent multi-agency system to build resilience and wellbeing for children families and communities
Service Delivery Framework
Why the Status Quo is not
an OptionPriority based commissioning redirects resources to make interventions that change outcomes in a
way that is measurable at the population level. This requires alignment of financial, performance
and demographic analysis to inform spending decisions.
Key Strategic ObjectivesK
EY
ST
RA
TE
GIC
OB
JE
CT
IVE
S
Defined, Measurable
Outcomes
National Approaches to
Practice
Positive Learning
Environment
Proactive Relationships
with Partners
Empowering our People
21
36
4 5
Clear Response Pathways
Child & Family
Levels of Participation
Children and
Families
Fairness
Reciprocity
Self-determination
Autonomy
Well-being and
Resilience
Dignity
Early Intervention and
Prevention System
Tusla’s Early Intervention and Prevention System aims to:
• Align services to support children and families in local communities and geographical areas through the development of Child andFamily Support Networks (CFSNs).
• Fully implement Meitheal, a Tusla-led National Early Intervention Practice Model to ensure that the needs and strengths of children and their families are effectively identified and understood and responded to in a timely way.
• Deepen evidence-based practice around participation of children and young people, supporting parenting, hidden harm and commissioning.
Area-based Approach: Child and
Family Support Networks and Meitheal
Growing proactive relationships with key child
protection and welfare partners:
• Tusla and Tusla-funded organisations
• Education
• Service user representative groups
• Community and voluntary organisations
• Universal and specialist health services
• An Garda Siochana
• Professional representative organisations
• Government departments
• General public
Actively building and maintaining productive relationships with our key internal and external stakeholders
Supporting Parenting
Tusla’s Parenting Support Strategy
• Parenting support is integrated into the work of the Agency
• A culture of using evidence to inform parenting support and value based approach is developed
• A coherent continuum of support is available to all parents in a locality
• Parents experience services provided by the Agency and partner agencies as engaging and participatory
Commissioning
Tusla’s national commissioning unit
What difference will it make?
• Staff supported to do commissioning well
• Evidence-informed use of resources to achieve positive outcomes for children, young people and families
• Fair distribution of resources
• More collaborative working with providers and communities.
Progress:
• 6 pilot sites have developed Commissioning Statements
• Commissioning Toolkit and national training to follow
• Launch of new National Toolkit on
Child and Youth Participation
• National Training on participatory
practice
• Investing in Children Membership
Award Scheme
Participation of Children and
Young People
Thank You
The Impact of Impact Measurement for Gaisce – The President’s Award
Yvonne McKenna
Chief Executive
Gaisce
24
Y
CHILDREN’S RESEARCH NETWORK CONFERENCE 2016
Building Resilience, Enhancing Social Support:
What research tells us
‘The Impact of Impact Measurement for
Gaisce – The President’s Award’Yvonne McKenna, CEO
Presentation
- Gaisce – The President’s Award
- The Research
- The Findings
- What then?
- What next?
What is Gaisce?
The Research:
- Genesis
- Perspective
- Research Questions
- Methodology
The Findings
What then?
- Relief!
- Dissemination
- Impact
- External
- Internal
What next …?
Thank you
Gaisce – The President’s Award
Ratra House
North Road
Phoenix Park
Dublin
D08YD62
[email protected] / [email protected]
T: 01 617 1999
www: gaisce.ie
DREAM BIG!
12 Messages from Research on Resilience and Social Support
Pat Dolan
Professor
NUI GALWAY
33
“12 Messages from Research on Resilience and Social Support”
Children’s Research Network6th December 2016
Prof Pat Dolan
12 Messages for 12 Days of
Christmas
1. Multiple issues at the Same Time
2. One Reliable Alliance(relationships really matter)
3. Resilience as ecological or Individual
4. Ordinary magic meshed Turning Points
5. Incremental Resilience
6. Hidden Support (discrete)
7. Role of Extended Family (not toxic)
8. Different Pathways (Defies Programmes)
9. Timing of Resilience (crisis is good)
10. “Minute” Resilience Training Works
11. Civic Engagement is Effective
12. Deal with oppressor more than the oppressed
Using Evidence to Inform Service Design
Grainia Long
Chief Executive
ISPCC
39
Using Evidence to Inform Service Design
Grainia Long
Chief Executive
Irish Society for the Prevention of Cruelty to Children
@GrainiaLong
What is good design?1. Good design is a discipline –
2. Whatever the language used (service outcomes/behavioural change), designing services usually involves solving problems- in partnership
3. Instead of patching together solutions to problems as they arise, good design thinking redesigns an entire system to redefine the problem from the ground up (The RSA, ‘Design for Public Good’, 2013)
4. ‘Good design turns problems on its head and starts with walking in the shoes of the users, not with the problems of the providers.’ (Nat Hunter, The RSA)
5. Avoids expensive pilots, by testing iteratively and checking everything against user need
Evidence-based design is a key component in developing better things. It's a philosophy that's critical for ensuring the team have a
common objective and rationale for decision making when working in large multidisciplinary teams.
Measurement is a critical part of this.
Dr Dan Jenkins & Lisa Baker,
UK Design Council
Lessons we’ve learned from service design
1. Works best when teams work together, i.e. not ‘top down’- makes best use of skills and knowledge
2. Use of evidence in the right way, can help to frame the problem correctly- ‘What’s the problem we are trying to solve’ and how e.g. levels of expected demand, profile of clients.
3. It’s not about requirements, it’s about problem solving- which means TALKING TO PEOPLE!
4. Good use of evidence prevents mission creep
5. The more complex the problem, the more testing that is needed.
Approaches to service design that use evidence
Source: Ben Holliday, Head of User Experience, DWP (UK)
Bringing all the evidence
we can into the room to
help us understand
problems, e.g. how do we
help children living in
Direct Provision to
transition into ‘traditional’
community settings?
We now understand the
problem fully. (e.g. it’s a
housing challenge) Test
approaches with service
users. Agree rules and
constraints on our service-
what we can’t do.
Delivery. Using people,
technology, other
infrastructure. Learning
from service user
feedback. Using metrics to
measure value. Using this
to inform future services.
ISPCC Outcomes Evaluation 1. Developed with UNESCO child and family centre to ensure ISPCC has 'fit
for purpose' tools to support service design and accurate outcome evaluation…
2. Emphasis on ensuring ISPCC has the right systems in place for outcomes evaluation
3. Complete set of standardised evaluation tools to measure outcomes across key areas: service satisfaction and three outcomes – social support, psychological resilience/coping ability and the ability to self-regulate behaviour and emotions.
4. Standardised evaluation tools completed at Baseline & Follow up
What Works: ISPCC Outcomes Evaluation
1. Developed with Viewpoint UK to inform our service design and service evaluation
2. Child centred/family centred online tool
3. Provides an engaging and independent means of expressing views
4. Completed at Baseline & Follow up
5. Measures: service satisfaction and three outcomes – social support, psychological resilience/coping ability and the ability to self-regulate behaviour and emotions.
ISPCC Outcomes
#ISPCCOutcomes
Outcome area Outcome Measures utilised for this outcome
Increased level and quality of social
support
I HAVE
Social Network Questionnaire
Social Provisions Scale
What Works Outcome Evaluation Tool
Individualised Programme Planning
Staff judgement & practice wisdom
Stakeholder opinion
Increased coping ability and
individual resilience
I AM
Rosenberg Self Esteem
Adolescent Well-being Scale
Parent Child Relationship Inventory
What Works Outcome Evaluation Tool
Individualised Programme Planning
Staff judgement & practice wisdom
Stakeholder opinion
Increased ability to self-regulate own
behaviour and emotions
I CAN
Strengths and Difficulties Questionnaire
Parent child relationship Inventory
What Works Outcome Evaluation Tool
Individualised Programme Planning
Staff judgement & practice wisdom
Stakeholder opinion
Case Study - 14 Year Old Client referred to ISPCC from TUSLA following neglectful
parenting
• This client suffered with low mood and social anxiety and was school refusing.
• The goals we worked on were building resilience and coping skills, creating and maintaining friendships, self care.
• The outcome of this case was: I am, Level 3.
• What did the ISPCC help you with the most? Under standing my self
• Describe the service in your own words: It was good. it has a good feel to it…was the best. helped me feel way less anxious and built up some of my confidence.
How evidence based service design has changed ISPCC… 1. We make no assumptions about the problem we are trying to solve
2. We have embedded cross- team/cross- discipline approach to designing services
3. Child centred evidence is embedded right at the start – the voice of the child heard throughout
4. Has changed how we resource and plan for new services
5. Approach enables us to learn lessons and make improvements as we go along… much more agile approach to service delivery
6. Each part of the organisation (non-services too!) recognises the value of evidence and data
7. We are MUCH better at spotting trends as we know their potential
8. From board, to CEO to all staff- committed to investing in technology
Challenges/risks for the future…1. Secure data capture a key challenge
2. Risk of ‘overload’ for service users- their involvement on their terms
3. Having the internal systems in place to transform data into information
4. Continuing to invest in technology during times of financial constraint- we’ve created a new dependence on infrastructure
5. Risk of excessive focus on data: focus on the means, not the end
6. Evidence to inform practice: the priority remains being clear about organisational purpose and service goals.
Children’s Rights Perspective on Resilience and Social Support
Natalie Whelehan
NICCY
53
Natalie WhelehanSenior Policy and Research OfficerNorthern Ireland Commissioner for Children and Young People
@nichildcom
Children’s Rights Perspective on
Resilience and Social Support
• “Safeguard and promote the rights and best interests of
children and young persons” in Northern Ireland (Article 5)
• Have regard to “any relevant provisions of the United Nations
Convention on the Rights of the Child”(Article 6)
NI COMMISSIONER FOR CHILDREN AND YOUNG PEOPLE
The Commissioner for Children and Young People (NI) Order 2003
• General Measures of Implementation of the
Convention on the Rights of the Child
•Child Poverty
•Child and Adolescent Mental Health
•Educational Inequalities and Inclusion
•Legacy of the Conflict
NI COMMISSIONER FOR CHILDREN AND YOUNG PEOPLE – KEY PRIORITIES
Child Poverty
o 2014-15 28% in relative poverty, After Housing Costs - 122,000 children
o Persistent levels of child poverty in NI
o Correlation between highest rates of child poverty and areas most
impacted upon by the conflict
o Predicted rise in child poverty rates – phased introduction of Welfare
Reform over 2016 / 2017
o Child poverty rates in general comparative with Britain, most
household costs are higher in NI including fuel, food, clothes
o Severe Impact of Child Poverty on education and health outcomes
CHILDREN’S LIVES IN NI
Mental Ill Health
o 20 – 30% of children will develop mental health problems before 18
o Trans-generational cycle of mental ill-health
o 2013-14 14% increase in self-harm A&E presentations by under 16’s
o 25% higher rates of metal ill-health than Britain but spend 25% less (7.8%
MH Budget)
o 75% of parents of children with mental health problems seek help, only
25% receive support. 10 year delay between first symptoms and receiving
help
o Family Support Hub Programme - 5-10 yr olds highest referral age group
CHILDREN’S LIVES IN NI
Educational Inequalities and Inclusion
o Around 4,000 children leave primary school unable to read and write to
the expected standard
o 66% 5 GCSEs A*-C inc English and Maths, 41.3% FSME 73.7% Non-
FSME
o 70.5% of girls 5 GCSEs A*- C inc English and Maths, 61.6% of boys
o 95.6% of grammar school leavers 5 GCSEs A* - C inc English and
Maths, 45.3% for non-grammar school leavers - difference of over 50%
o NI - Highest rates of young people NEET in UK - 37,000, or 17.1%
o Youth Unemployment - 18.5% (3 X overall rate), UK rate - 11.9%
CHILDREN’S LIVES IN NI
Legacy of the Conflict
“...parents psychologically affected by the Troubles
continue to affect the lives of children and young people
today… the transmission of poor mental health and
prejudices within families in combination with economic
deprivation is detrimental to the development of children
in their early years.”
Towards a Better Future, March 2015, University of Ulster, CVS
“The conflict is not so much between communities, but within
communities”
Young person
CHILDREN’S LIVES IN NI
•NI Executive - Programme for Government 2016 - 2021
•UNCRC and Committee Examination (Concluding
Observations – June 2016)
•Children’s Services Co-operation Act
(8 well-being parameters)
•NI Executive - Children & Young People’s Strategy
GOVERNMENT POLICY ON CHILDREN AND
YOUNG PEOPLE IN NORTHERN IRELAND
NI Executive – Draft Programme for Government
2016 – 2021
High Level Outcome 14 - We give our children
and young people the best start in life
“Early intervention in the early years provides an opportunity to interrupt
intergenerational transmission of underachievement and lost opportunity,
and to improve outcomes for children and their families. It seeks to stop
problems becoming entrenched or well established.”
GOVERNMENT POLICY ON CHILDREN AND
YOUNG PEOPLE IN NORTHERN IRELAND
Within the Act the term ‘well-being’ is defined through using 8
general parameters that could be used to demonstrate or
indicate ‘well-being’.
1. Physical and mental health
2. Enjoyment of play and leisure
3. Learning and achieving
4. Living in safety and stability
5. Economic and environmental well being
6. Positive contribution to society
7. Respect of their rights
8. Promotion of good relations
CHILDREN’S SERVICES CO-OPERATION
ACT (NORTHERN IRELAND) 2015
“Every children’s authority must, so far as consistent with the proper exercise of its
children functions (functions which may contribute to the well-being of children and
young persons), co-operate with other children’s authorities and with other children’s
service providers in the exercise of those functions”
“The Executive must make arrangements to promote co-operation”
Children’s authorities include;
NI Departments (and agencies)
District Councils
A Health and Social Care Trust
The Regional Health and Social Care Board
The Public Health Agency
The Education Authority
The Northern Ireland Housing Executive
The Police Service of Northern Ireland
The Probation Board for Northern Ireland
STATUTORY DUTY TO CO-
OPERATE
The Strategy must -
•Set out what outcomes the Executive intends to be
achieved
•Detail actions to be taken by Departments
•Explain how success or failure will be measured and
determined
•Be for a set period of time
•Be developed with children and young people,
parents and guardians
CHILDREN’S STRATEGY -
REQUIREMENTS UNDER THE ACT
•OECD Programme for International Student Assessment (PISA)
study on Wellbeing – Department of Education
•ETI Chief Inspector’s Report 2014 – 2016 key message for the
future of education – “All young people need to build resilience”
•ETI evaluation of preventative education and the statutory
curriculum to inform the Independent Inquiry into CSE (2014) and
ETI’s second evaluation of RSE (2016) -“timely to review the need
for strengthening the resilience of children and young people at all
levels through stronger and more explicit preventative education
within the wider taught pastoral care curriculum”
WELLBEING AND RESILIENCE
RESEARCH COMMUNITY
•Research community - robust evidence base to improve the
lives and wellbeing outcomes for children and young people
NICCY
•Advise Government
•Challenge and Hold Government to Account
•Monitor Government Plans and Actions
•Ensure Better Wellbeing Outcomes and an Enhanced Focus
on Resilience which relies upon a robust evidence base.
MOVING FORWARD