Rikki$Sneddon,$2012$for$Calder$Training$and$Consultancy$Ltd$$

Tell it Like it Is$Do It Like it Matters

Pay$A&en)on$to$the$Detail$

All$Interven)on$has$Significance$

This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$

Calder$Training$&$Consultancy$(CaTaC)$2010$

“!”

©$R.Sneddon$$2012$

$$$ Tell$it$Like$it$Is$©$

$

How we communicate &$capture$prac)ce$percep)ons$of$need$&$risk,$

critically shapes the views of all involved,$the$interven)ons$undertaken$&$the$potential outcomes achieved

Calder$Training$&$Consultancy$(CaTaC)$2010$

“”

Decision$making$by,$&$involvement$of,$statutory$$

services$in$peoples$lives$can$be$a$life$changing$

experience$$

©$R.Sneddon$2012$

$$

$ Do$it$Like$it$Ma&ers$©$

Child Abuse & Child Protection are inherently difficult & complex areas for us to explore. They challenge our whole mindset & world view, our ideas of family, parenting & childhood as well as the limits of human behaviour and experience.

© R.Sneddon 2012

WE ARE ALL LEARNING!

Life is Complex, Dynamic, Constantly Forming, Evolving & Reforming within

a Fluid Context. !

THERE ARE NO EXPERTS!

©$R.Sneddon$2012$

In the beginner’s mind there are many possibilities, in the expert’s

mind there are few

“”

Borobudur,$Java,$Indonesia$$©$R.Sneddon$2012$

©$R.Sneddon$2012$

There$are$ .$These$are$things$we$know$that$we$know.$$

There$are$ .$That$is$to$say,$there$are$things$that$we$

know$we$don't$know.$But$there$are$also$ .$There$

are$things$we$don't$know$we$don't$know.$$$

Donald$Rumsfeld,$US,$Secretary$for$Defense$$

$

“ ”

•  Be$Yourself$

•  Be$Different$

•  Give$More$

•  Respect$Others$

•  Be$Happier$

•  Model$What$You$Want$with$Who$You$Are$

•  Live$Your$Dream$$

BE$AUTHENTIC$

BE$REMARKABLE$©$R.Sneddon$2012$

©$R.Sneddon$2012$

$$$$$$$$

ATTITUDE IS A LITTLE "THING THAT MAKES A BIG DIFFERENCE "Winston Churchill"

“$”$

Hopefulness is expressed in opportunities for change, recovery and well being Graham Bryce. (Consultant Child & Adolescent Psychiatrist)

“ Hope is$one$of$the$main$issues$in$my$work.$

Hopefulness$is$an$important$component$of$resilience.

”$

©$R.Sneddon$2012$

©$R.Sneddon$2012$

$$$$$$

“ In$the$Middle$of$Every Difficulty

Lies$Opportunity A.$Einstein$ ”

$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ Don’t Run at the Wall - Find a Way Around It! ©$R.Sneddon$2012$

$$$$$

Image$V$Bruno$Cals$ ©$R.Sneddon$2012$

Control Your Environment –$a$key$principle$of$all$risk$and$stress$management$

©$R.Sneddon$2012$

Calder$Training$&$onsultancy$(CaTaC)$2010$Image$–$Juan$Osborne$ ©$R.Sneddon$2012$

BELIEVE$in$Yourself$&$Your$Team$V$Invest$in$both$&$always$seek$to$be$be&er$than$you$think$you$can$be$

LEAD YOUR TEAM!

©$R.Sneddon$2012$

Meet Less

Do More ©$R.Sneddon$2012$

©$R.Sneddon$2012$

$$$$$

Face Your Fears!The Fears We Don’t Face Become Our Limits!

Robin$Sharma$

Believe in Your Potential, Commit to Excellence, & Strive to be Better!

©$R.Sneddon$2012$

$Create$Your$Own$Retreat$V$Find Time for Solitude:" Set out all that you need to say no to & say yes to other possibilities.

Robin Sharma

©$R.Sneddon$2012$

Calder$Training$&$Consultancy$(CaTaC)$2010$©$R.Sneddon$2012$

$$$$$$$$$

“ In$any$moment$of$decision$the$best$thing$you$can$do$is$the right thing,$the$next$best$thing$is$

the wrong thing,$and$the$worst$thing$you$can$do$is$nothing!$$

(Theodore$Roosevelt)$”

©$R.Sneddon$2012$

$$$$$

A$good decision does$not$guarantee$a$

good outcome

$$$$$$$$

$An$undesirable outcome does$not$necessarily$mean$that$the decision was not the best in$the$circumstances$

NB:$A$good$outcome$does not prove that

the decision was good!

$$CRITICAL THINKING Requires$SELF AWARENESS

$$$$$

Know Yourself &$Your$Limits$$$$$$$$$$$$$$$$$$$$$$

Become Comfortable in Your Own Skin ©$R.Sneddon$2012$

©$R.Sneddon$2012$

Recognise$that$NO$is$Some)mes$the$POSITIVE$

AFFIRMATION$that’s$Required$to$Regain$CONTROL.$©$R.Sneddon$2012$

Whatever$You$Call$It$V$“Healthy$Scep)cism,$Respec]ul$Enquiry$or$

Professional$Curiosity”$

Don’t$Be$Afraid$to$Ques)on$the$Informa)on$

or$to$Exercise$Authority$

©$R.Sneddon$2012$

•  Events$Q$Cause,$Character,$Context$&$Consequence$•  Factors$of$Corrobora=on$&$Contradic=on$

•  Informa=on$–$Source,$Quality,$Integrity$•  Aspects$of$AVachment$&$AVunement$

•  Dynamics$of$Power$&$Control$•  Significance$of$Rela=onships$

•  Compliance$&$Resistance$•  Impact$of$Interven=on/s$

•  Mo=va=on$&$Intent$•  Poten=als$for$Bias$

•  Significance$of$Harm$•  Poten=al/s$for$Change$

•  Expecta=ons$&$Timescales$•  Enduring$Nature$of$Concern/s$

•  Responsibili=es$&$Accountabili=es$•  Accommoda=on/s$of$Circumstances$

•  Mul=QDimensional$Aspects$of$Needs/Risks$•  Individual/Genera=onal$PaVerns$of$Behaviour$

•  Your$Thoughts$&$Conclusions$About$What’s$Happening$$$

$

©$R.Sneddon$2012$

$$$$

Without$proper$exercise$the brain can lose function, memory decreases, and$processing,$thoughts$and$

reaction times slow.

V$Or$lose$it$

©$R.Sneddon$2012$

Its Your Brain!

“Nike”$as$adapted by Lord Laming a_er$reviewing$

progress$on$the$Victoria$Climbie$recommenda=ons.$$

JUST DO IT

©$R.Sneddon$2012$

Not Everything that$can$be$Counted Counts and$not$everything$that$Counts can be Counted

“ ”$

Performance$Led$Prac)ce$$

or$

Practice Led Performance?

©$R.Sneddon$2012$

Risk$Likelihood$is$about$Projected$Probability$&$While,$with$Prac)ce,$We$Can$Become$

Good$at$Iden)fying$Risk$Poten)als$We$Can’t$Predict$the$Future$with$100%$

Accuracy.$$

As$a$Result$We$Have$to$Grasp$that$our$Projected$Risk$Understandings$Carry$

Inherent$Error$Poten)al$&$On$Occasion$We$Will$Not$Get$it$Right.$$

What’s$Important$is$that$we$Learn$from$These$Events.$$

©$R.Sneddon$2012$

Working with Difficulty & Complexity Means You Have to:

LISTEN to things Others Don’t Want to Hear

DISCUSS things Others Don’t Want to Talk About SEE things Others Don’t Wish to See

© R.Sneddon 2012

Structure

Organisational Culture

Information Systems

Leadership

Human Resources

Learning Organisations: Key$Characteris)cs$&$Components$

Openness

Sharing

Opportunities Risk

Celebrates Positives

©$R.Sneddon$2012$

Assessment &$Analysis$are$the$Key$Founda)ons$on$which$

Effective Planning$&$

Interventions$Occur$

©$R.Sneddon$2012$

This Document is Subject to License & Protected by Copyright © 15

account! for! the!protection!of! children,! even! in! circumstances!where! this!may!be! very! difficult! for!them!to!do!so!E!for!example,!in!circumstances!of!violent!men.!!! 2.3 Practitioners Should Consider These 10 Key Assessment Principles !

.

1.! Gather!&!read!the!available!records!&!information!–!all!of!them!!

!2.! Identify!and!gather!information!that!is!referenced!but!not!at!hand!

!3.! Build!as!full!a!history!as!possible!relating!to!the!child,!parent/carer!and!child’s!wider!world!

!4.! Check!this!history!for!corroboration!and/or!disagreement!with!the!various!parties’!involved!–!child,!

family!and!other!professionals.!!5.! Build!the!case!chronology!of!significant!events!(single!or!multi!agency)1!

!6.! Consider!the!4!C’s!–!Cause,1Character,1Context1and1Consequence!E!of!any!significant!event!for!all!

involved!!!

• Cause!E!!!What!is!stated!or!noted!to!be!triggering!the!event!• Character! E! Describe! the! concerns/abuse! E! be! specific! on! the! detail! not! just! the!

generalities!(eg.!“assault!to!the!body”!E!assault!by!punches!targeting!the!chest!and!arms,!causing!fracture,!bruising!and!lacerations)!!

• Context! E! !What!was! happening! at! the! time! E! actual! circumstances! of! the! event/s! (e.g:!timing,!location,!presence!of!others,!etc)!

• Consequence!E!What!is!the!impact!and!outcome!of!the!event!or!circumstances!–!individual!and/or! cumulative?! Again! note! the! detail! and! specifics,! identify! individual! or! collective!vulnerabilities,!risks!and!harm/s.!!

!7.! Examine!the!evidence!baseE!Identify!where!circumstances!and!events!are!corroborated,!challenged!

or!contradicted!by!information!from!other!sources.!!Note!the!different!sources,!how!long!concerns!have!existed!and/or! if!prevalent!across!generations.! ! Identify! the!significance!of! the!concerns! for!individual! and! family! functioning,! for! the! particular! child/young! person,! for! effecting! potential!change,!for!efforts!to!be!made!at!addressing!needs!and!reducing!risks.!!

8.! Build!visual!reference!material!to!support!your!analysis!and!help!convey!understandings!with!the!family!and!other!colleagues!through!the!use!of!EcoMaps,!Genograms!–!ensure!copies!are!retained!within!core!records!!

9.!! Balance!informed!analysis!with!practitioner!intuition–!practitioner!senses!are!an!inherent!part!of!assessment,!and!should!be!acknowledged!within!the!analysis!process!

!10.! Revisit!and!reconsider!the!initial!analysis!and!conclusions!reached!through!multiEagency!case! planning!and!review!processes!

10 Key Assessment Principles$

©$R.Sneddon$2012$

©$R.Sneddon$2012$

$$

Do$the$Basics$Well!$

•  3D$Assessment$

•  Chronologies$

•  Family$History$

•  Genograms$

•  EcoMaps$

•  Risk$Indicators$

•  Profile$the$Child$

•  Profile$the$Adult/s$

•  Assess$&$Measure$Change$

Build the Picture – Tell the Story.!

©$R.Sneddon$2012$

This Document is Subject to License & Protected by Copyright © 31

Generic Risk Indicators Risk Indicators Particular to the Child (How I Grow and Develop)

Each indicator needs to be considered and comment put against each R = Relevant NR = Not relevant N/K = Not Known

Risk Indicators

Child 1

Child 2

Child 3

Child 4

Notes

Premature birth / low birth weight

Early prolonged separation at birth

Baby born with substance withdrawl (NAS)

Very young - highly dependent (birth - 5 yrs)

Cries frequently, difficult to comfort

Difficulties in feeding/toileting

Periods of separation from parent / primary caregiver

Adopted or step-child

Fostered

Child developmental delay

Child mental health difficulties

Child learning disabilities

Child behavioural difficulties

SCOTLAND$

IAF$Integrated$Assessment$

Framework$

ENGLAND$&$WALES$

CAF$Common$Assessment$

Framework$

COMMON NATIONAL

ASSESSMENT PROCESSES IN THE U.K

NORTHERN$IRELAND$

UNOCINI$Understanding$the$

Needs$of$Children$in$NI$

FAMILY$&$SOCIAL$ENVIRONMENTAL$FACTORS$

Assess$the$Child$&$Family$across$All$3$Dimensions$–$Examine$Individual$Aspects$of$Each$&$the$Dynamic$Rela=onship$Across$&$Between$Them$

SCOTLAND$–$GIRFEC$&$IAF$h&p://www.scotland.gov.uk/Topics/

People/YoungVPeople/gehngitright$

$

ENGLAND$&$WALES$V$CAFh&p://www.educa)on.gov.uk/

childrenandyoungpeople/strategy/integratedworking/caf/a0068957/theVcafVprocess$

NORTHERN$IRELAND$V$UNOCINI$h&p://www.dhsspsni.gov.uk/index/ssi/ossV

childrensVservices.htm$$

Family$History$&$Func)oning,$Extended$Family$&$Networks,$Social$&$

Community$Resources,$Housing,$Employment$&$Income,$Belonging$$ ©$R.Sneddon$2012$

IDENTIFIED$CONCERN$

SINGLE/MULTIVAGENCY$

RISK$ASSESSMENT$

STAGE$1$

GIRFEC$WELLVBEING$WHEEL$&$MY$WORLD$TRIANGLE$

TOOLS$

RISK$ANALYSIS$

STAGE$2$

$

RISK$PROMPTS,$RVV$MATRIX,$GENOGRAM,$ECOMAPS,$CHRONOLOGIES,$CYCLE$OF$

CHANGE$

TOOLS$

RISK$MANAGEMENT$

STAGE$3$

$

SINGLE$CHILDS$PLAN$$

(CARE$PLAN/MULTIVAGENCY$PROTECTION$PLAN)$

TOOLS$

©$M.$Calder,$M.$McKinnon$&$R.Sneddon$2012$

©$R.Sneddon$2012$

GE

NO

GR

AM

S

GENOGRAM Name:

Child of Child

Sibling

Sibling

CHILD

Step-Mother

FATHER

PARENTS

Paternal Aunt/Uncle

Paternal Aunt/Uncle

Paternal Aunt/Uncle

Paternal G/FATHER

Paternal G/MOTHER

Maternal Aunt/Uncle

Maternal G/FATHER

Maternal G/MOTHER

Maternal Aunt/Uncle

Maternal Aunt/Uncle

MOTHER

Step-Father

Sibling

Sibling

Date: Worker: © R.Sneddon 2012

GENOGRAM Name:

Date: Worker: © R.Sneddon 2012

THE$ECOMAP$$ The$EcoMap$is$a$simple$visual$assessment$tool$used$to$highlight$relationships$between$a$child,$their$

family$and$their$social$network.$Practitioner$and$Service$User$together$map$out$the$key$connections$

between$the$child,$the$family$and$their$ecological$environment.$Identifying$theses$links$clarifies$and$

organises$information$displaying$familial$dynamics;$raising$issues$about$the$character$and$reciprocity$

of$relationships,$and$access$to$or$absence$of$available$resources.$

$

The$EcoMap$uses$standard$symbols$to$express$how$the$child/young$person$connects$with$the$radial$

elements$in$their$life$–$family,$people,$organisations,$activities$etc.$For$example,$a$Solid$Line$may$

indicate$a$Strong$and$Healthy$Relationship,$while$a$Broken$Line$represents$a$weaker$tie.$Arrows$can$be$added$at$the$end$of$each$line$to$indicate$reciprocity$of$some$relationships$while$Stressful$or$Adverse$relationships$are$represented$by$a$Dotted$Line$crossed$by$several$Hashed$Lines.$$

Using$the$EcoMap$the$practitioner$can$work$directly$with$the$child/family$in$an$effort$to$better$identify$those$relationships$that$are$strong$and$resilient$and$those$that$may$be$characterised$by$risk$

and$adversity.$$

$

As$a$simple$visual$tool$the$EcoMap$can$helpfully$support$the$analysis$and$understandings$of$family$

relationships$and$assist$improve$grasp$of$the$child/young$person’s$wider$circumstances.$

$

Place$the$person$of$focus$H$Child/Young$Person,$Parent/Carers$or$Family$H$at$the$centre$

$

Identify$the$significant$relationships$this$person$has$to$other$people,$organisations$and$activities$

$

The$EcoMap$is$good$at$identifying$a$family’s$focus$on$and$for$the$child$as$well$as$its$resilience$and$

vulnerability$to$crisis.$

$

Using$the$key$below,$draw$connecting$lines$that$identify$the$character$of$connection/relationship$

between$the$person$of$focus$at$the$centre$and$the$other$people,$organisations,$and$activities$that$

are$noted$around$them.$

KEY$ = A Strong Relationship = A Weak/Vulnerable Relationship = A Stressful/Adverse Relationship

©$R.Sneddon$2012$

EC

OM

AP

S

ECOMAP on ...........

CHILD$

Name: Date: ©$R.Sneddon$2012$

THE$CHRONOLOGY$$$$Chronologies$provide$a$key$link$in$the$chain$of$understanding$needs/risks,$including$the$need$for$protec=on$from$harm.$Secng$out$key$events$in$sequen=al$date$order,$they$give$a$summary$=meline$of$child$and$family$circumstances,$paVerns$of$behaviour$and$trends$in$lifestyle$that$may$greatly$assist$any$assessment$and$analysis.$They$are$a$logical,$methodical$and$systema=c$means$of$organising,$merging$and$helping$make$sense$of$informa=on.$They$also$help$to$highlight$gaps$and$omiVed$details$that$require$further$explora=on,$inves=ga=on$and$assessment.$$$$$They$can$and$should$also$be$used$to$promote$engagement$with$the$service$user/s.$The$content$of$chronologies$is$however$determined$by$individual/collec=ve$professional$judgements$as$to$what$is$in$fact$significant$in$a$child$and$family’s$lives.$They$should$not$replicate$or$aVempt$to$subs=tute$for$case$recording$but$should$rather$provide$clear$outline$of$the$most$important$elements$of$individual$or$family$circumstances.$$$$As$noted$in$recent$SWIA$Prac=ce$Guidance$on$Chronologies,$chronologies$need$to$be:$$$Succinct–$if$too$detailed$and$capturing$every$issue$or$contact$they$lose$their$value.$$$$Simple,$ensuring$that$informa=on$can$be$effec=vely$and$efficiently$combined$and$sorted.$$$$Standardised$in$format$u=lising$a$shared$template$to$capture$core$details$and$events.$$$Chronologies$can$be$single$agency$or$mul=$agency$in$character,$simple$or$sophis=cated$in$format,$individual$or$collec=ve$in$focus$and$can$be$used$for$a$variety$of$purposes.$A$good$Chronology$is$a$cri=cal$tool$in$helping$make$sense$of$the$complexity$of$a$child$and$family’s$life$and$circumstances.$It$also$establishes$a$sound$founda=on$for$future$understandings,$and$analysis$where$professional$staff$change$or$new$staff$or$services$come$on$board.$Chronologies$are$however,$not$an$end$in$and$of$themselves;$rather$they$cons=tute$one$significant$element$of$the$suite$of$tools$that$we$point$to$as$useful$in$facilita=ng$analysis$of$needs/risks$in$assessments$and$interven=ons.$(Risk$Indicator$Sheets,$Risk$Prompts,$EcoMaps,$Genograms$&$the$Cycle$of$Change)$$$

©$R.Sneddon$2012$

Simple$Case$Example$

©$R.Sneddon$2012$

This Document is Subject to License & Protected by Copyright © 68

CHRONOLOGY FAMILY/INDIVIDUAL: Date Last Reviewed/Updated:

DATE OF

EVENT

DETAIL OF EVENT OUTCOME NOTES/ COMMENTS

CODE

Signature: Job Title:

All Materials Copyright Protected © 2012 44

CHRONOLOGY FAMILY/INDIVIDUAL: Date Chronology was Last Reviewed/Updated: DATE

OF EVENT

DETAIL OF EVENT

ACTION OUTCOME SOURCE OF INFO

AGREED BY

FAMILY

AGE OF

CHILD

NOTES CODE

Y N

Signature: Job Title:

Complex$Case$Example$

©$R.Sneddon$2012$

CHANGE

Understanding Preparing for

Facilitating !

Supporting Sustaining

©$R.Sneddon$2012$

1.  Is$there$a$clear,$shared$understanding$of$concern$by$service$user$2.  Are$they$thinking$about$the$need$for$change?$3.  What$are$the$factors$that$support$the$poten)al$for$change$and/or$

lapse/relapse?$4.  Are$they$mo)vated$to$change?$

5.  Are$there$indicators$of$intent$&$planning$to$support$change?$6.  Are$they$able$&$willing$to$work$openly$&$honestly$with$services$to$

address$the$iden=fied$concerns?$7.  Are$they$mo)vated$&$posi)vely$engaged$with$others$to$secure$

change?$8.  Is$there$Professional$Confidence$that$engagement$is$genuine$&$

sincere?$

9.   Is$change$being$achieved,$progress$being$made$&$improvement$being$sustained$by$them?$

10.  If$lapse/relapse,$what$factors$were$contributory?$$

10$Ques)ons$to$Consider$When$

Working$for$Individual$Change.$

©$R.Sneddon$2012$CY

CLE

OF

CH

AN

GE

Contempla)on$

Prepara)on$

Ac)on$Maintenance$

Lapse/Relapse$ CYCLE$$

OF$

CHANGE$

Pre$Contempla)on$

Las)ng$Change$

$$Thinking$about$change$but$

undecided$re$need$to$change$$Not$thinking$about$change$

Where$the$

individual$begins$

to$show$intent$to$

change$&$starts$to$

plan$for$change$

$$$$$$$$$$$$$$$$The$individual$is$

mo)vated$&$works$with$others$

to$start$to$effect$change$$

Maintaining$the$changes$

made$

Sustaining$the$changes$

made$over$)me$

This$is$an$important$

aspect$of$change$&$can$

lead$to$a$return$to$

behaviours$of$concern$

Adapted$from$Prochaska$&$DiClemente$1983$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$©$R.Sneddon$2012$

Thinking$about$change$but$

undecided$about$the$need$to$change$$

Showing$intent$to$change$&$star)ng$to$plan$for$change$

Mo)vated$to$change$&$working$with$others$to$start$to$effect$change$$

Successfully$Maintaining$the$changes$made$

Lapse/Relapse$

Not$thinking$

about$change$

CYCLE$$

OF$

CHANGE$

Las)ng$change$

Name: $ $ $ $ $ $Signed:$$

Worker:$ $ $ $ $ $ $Signed:$$

IDENTIFYING & TRACKING CHANGE!

Date$ Current$Posi)on$ Period$for$Change$$ Target$Posi)on$ Actual$Posi)on$Aser$

Review$

12$Sept$2012$ 1$ 4$Weeks$ 2$ 2$

10th$Oct$2012$ 2$ 4$Weeks$ 3$ Lapse$

Adapted$from$Prochaska$&$DiClemente$1983$$&$the$Graded$Care$Profile$by$Polnay$&$Srivastava$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $ $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ $$

1$2$

3$

4$5$6$

©$R.Sneddon$2012$

RIKKI SNEDDON, 2012

A$collec=on$of$50$or$so$slides$aimed$at$helping$convey$simple$understandings$about$frontline$prac=ce$&$management$with$children$and$families.$Some$to$incen=vise,$some$to$mo=vate,$others$simply$to$inform.$$$The$messages$they$reflect$are$not$new$–$“acquire$the$history,$build$the$story,$grasp$familial$context$&$the$significance$of$rela)onships,$organise$&$analyse$your$informa)on$&$iden)fy$pa&erns$and$trends”.$Unfortunately$though,$in$busy$prac=ce$environments,$working$with$mul=Qdimensional$need$and$complex$risk$scenarios$these$simple$messages$and$the$tasking$behind$each$can$some=mes$get$lost.$$Many$of$the$messages$&$tools$operate$on$a$visual$basis$&$aim$to$help$iden=fy$and$present$key$aspects$of$an$assessment.$As$such$they$can$be$easily$used$to$communicate$core$data$with$families$and$other$prac==oners$and$professionals.$In$this$way$we$can$demys=fy$risk$and$build$collec=ve$understandings$that$may$be$beVer$shared$and$understood$such$that$interven=ons$and$outcomes$for$children$&$families$can$be$significantly$improved.$$$Some$of$this$material$reflects$work$done$with$Mar=n$C$Calder$&$Moira$McKinnon$for$the$Scocsh$Governments$Na=onal$Mul=$Agency$Risk$Framework$2012.$$Any$use$of$this$material$must$occur$within$the$limits$of$the$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Crea=ve$Commons$Licence$and$with$appropriate$acknowledgement$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$of$source.$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ “Tell it like it is – Do it like it matters” $$$$

Rikki$Sneddon$2012$for$Calder$Training$and$Consultancy$Ltd$$

This$work$is$licenced$under$a$Crea=ve$Commons$Licence.$