purpose the purpose of this project is to further enhance key kts practices currently being...
TRANSCRIPT
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Purpose
The purpose of this project is to further enhance key KTS practices currently being implemented across NSW and ensure that outcomes for families are effective and consistent across the sector.
The three topic areas this project focuses on includes:
• Chapter 16A information exchange• Engaging clients and their families• Collaborative practice and integrated case
management
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Ground rules for safe training
• Learning not disclosure
• Respect not blame
• Acknowledge ‘grey’ areas
• Confidentiality
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Topic 1: Information Exchange
Keep Them SafeChange Management Project
“Train the Trainer Project”
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Learning OutcomesAt the end of these sessions participants should be able to:
• Identify the policy and procedures involved in chapter 16A information exchange
• Apply the relevant policy and procedures to various case examples, suitable to different contexts and challenges that arise in practice across the NGO and Government sector
• Increase confidence in initiating and responding to information exchange requests
• Develop appropriate strategies and procedures for responding to information exchange in the organisational context
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Issues explored in this topic: • Background to topic: Information Exchange • Issue 1: What the legislation tells us • Issue 2: Who, what and when to exchange • Issue 3: Requesting information • Issue 4: Agreeing/ responding to an information request • Issue 5: Providing information • Issue 6: Declining a request & challenging a decline • Issue 7: Gaining consent & when not to • Issue 8: Confidentiality, identity of reporter and record
keeping
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Getting started on Information Exchange
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Background to topic: Information exchange
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Issue 1: What the legislation tells us
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Issue 2: Who, what and when
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Issue 2: Who, what and when
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Issue 2: Who, what and when
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Case Studies – Group 1• Case Study 1 - Serena (Child care centre, primary school, health centre) • Case Study 2 - John (Private catholic school and police or Police CWU, Community Services) • Case Study 3 – The Jones Family (Community Services, baby health centre, child care centre, school and
Salvation Army Family Centre) • Case Study 4 - Daniel (Juvenile Justice, high school, primary school, family support service) • Case Study 5 – Karen Walker (Health service, community centre) • Case Study 6 - Matthew Vinson (Primary school, health service)
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Information exchange &
the case study activities
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Issue 3: Requesting information
Issue 4: Agreeing/ responding to an information request
Issue 5: Providing information
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Case Studies – Group 2• Case Study 7 - Kelly (Police, women’s refuge, Community Services) • Case Study 8 – Anna Curran (Aboriginal Intensive Family Support Service (IFBS), primary school, health
service) • Case Study 9 - Aiden & Alexis (ADHC, mental health services, child care centre) • Case Study 10 – Malcolm Bedford (Primary school, family support service, Community Services) • Case Study 11 – Janice (Housing NSW, Family and Community Services CWU, Community Services,
GP, preschool, mental health services, family support services)
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Issue 6: Declining a request & challenging a decline
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Issue 7: Gaining consent & when not to
• Consent is not necessary for exchange of information under Chapter 16A and there are some specific occasions when it should not be sought. However, as it is a principle of the Act that a child or young person should be given an opportunity to express views on personal matters, consent should be sought where possible.
• Best practice recommends that consent is sought from parents and/or carers before information relating to them, is exchanged.
• For many services working on a voluntary basis with families the decision to act without the family’s consent may be significant to the continuing relationship.
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Information exchange
Unborn children
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Issue 8: Confidentiality, identity of reporter and record keeping
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Case Studies – Group 3• Case Study 12 – Jim Matthews (Community Services, health counselling service, Health NSW) • Case Study 13 – The Wright Family (ADHC, family support service, primary school) • Case Study 14 - Marisa (Catholic/Independent high school, family support service) • Case Study 15 – Harry and Violet Smith (Housing NSW, Family and Community Services CWU, family support service,
Department of Education & Communities CWU, primary school)
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Practice tool
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Information exchange
Concluding the session/s
1.What are some of key messages you will take from this session?
2. What is one strategy that you will take away and implement in your workplace?
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Positive outcomes for children and families are achieved through
development of a relationship with the family that recognises their
strengths and their needs.
Principle 4, Special Inquiry into Child Protection Intervention
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Learning Outcomes• Identify different pathways to
engagement for vulnerable children, young people and families
• Increase worker confidence in addressing conversations with families including difficult conversations about concerns
• Develop strategies that encourage families to engage in service provision to address concerns
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Engaging familiesIssue 1: Engaging familiesIssue 2: Crisis as a pathway to engagementIssue 3: Building trust with people on the
edgesIssue 4: Promoting buy inIssue 5:On the receiving endIssue 6: Cold callingIssue 7: Difficult conversations
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Issue 1:Engaging familiesKey messages:
• Engagement: Relationship and direction
• Engagement as a process
• Reframing resistance and hostility
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Effective engagement
Features of a trusting relationship include:• Someone who listens• Respect• Being non-judgmental• Being trustworthy
Shared direction means:• Both practitioner and family members share the same
understanding of the goals and tasks to be achieved.
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Effective engagement
Getting to know you
Growing
Graduating
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How would this exercise apply to:
• Schools
• Emergency relief program
• Juvenile Justice
• Methadone clinic
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Issue 2: Crisis as a pathway to engagement
Key Messages:
• Crisis as an opportunity
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Crisis as a pathway to engagement
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Developing case studies
• Start with family members• Background• Complication – related to learning task• General agency locations• Avoid real family examples• Descriptions not labels for behaviour• Proof read
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Issue 3: Building trust with people at the edges
Key points:• Go where families are• Non-stigmatising services• Empowering strategies• Develop relationships
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Issue 4: Promoting Buy In
Key point:
• Relationships alone are not enough
• What would be helpful?
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Issue 5: On the receiving end
Key point:
• Reflecting on personal experience
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Issue 6: Cold calling
Key point:
• Applying the relationship/being helpful framework to cold calling
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Issue 7: Difficult conversations
Key points:
• What’s the message?
• Urgency
• Where to start?
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Difficult conversations
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Parent initiatesdiscussion
Worker invites parent to get in first
Workers encourages shared concern
Worker provides direct feedback using ‘I’ messages
Starting difficult conversations
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Learning Outcomes
• Identify the key elements of case management and the role of case management in supporting families
• Identify various the roles and responsibilities and the approaches that both government and non government services may take to address the needs of families and develop a collaborative approach
• Develop, or enhance, interagency networks to support collaborative case management practice
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Collaborative practice and case management
Issue 1: Starting with the childIssue 2: Understanding case managementIssue 3: Prioritising case managementIssue 4: Keeping the team connectedIssue 5: Collaboration and integrated case
management in practiceIssue 6: Building collaborative networks
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Issue 1: Starting with the child
Key messages:• Start with the child• Help families access help through referral
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Issue 2: Understanding case management
Key messages: • Elements of case
management• Who is
responsible?
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Increasing risk
Do what you’d usually do
Look for relevant referrals
•Seek guidance•Relevant referrals•Info exchange•Option to report
DOCUMENT AND CONTINUE
RELATIONSHIP
CONSULT YOUR REFERRAL NETWORK
CONSULT WITH A PROFESSIONAL
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NO ROSH but family open to/may benefit from servicesContact Family referral service if available
Discuss actions with supervisor or colleagueAnd/ or report to the Helpline.
Refer or seek further information
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ROSH Threshold not met. Still have professional concerns?
Discuss actions with supervisor or colleagueAnd/ or report to the Helpline.
Refer or seek further information
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Issue 3: Prioritising collaboration
Key messages:• Clearer understanding through sharing
information• One place, one plan
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Issue 3: Prioritising collaboration
If the case study conversation went well, what would be discussed?
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Issue 4: Keeping the team connected
Key messages• Meetings with the family• Meetings around the family?• Key worker• Virtual team
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Issue 5: Collaboration & integrated case management in practice
Key messages:• Sustaining collaboration
• Keep outcomes in view
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Issue 6: Building Collaborative Networks
Key messages:• Networks need nurturing• Not all relationships need to be the same
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Building Collaborative Networks
Using Navigators
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Making TracksBuilding Collaborative Networks
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Building pathways
Building Collaborative Networks
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Action plans
• What do you need to know to be ready?
• What regional/local priorities have you identified?
• How will you get started?
• Who can you call on if you need support?