speak out loud! - fostering people · allowed to stay out later allergies a meeting before we go...

SPEAK OUT LOUD!Toolkit to aid Form F Assessments

Contents• Introduction

Views of Looked After Children

& Young People

• Section 1:

It’s all an Act

- Act 1 – Late Again

- Act 2 – Finders/Keepers

- Act 3 – Contact

- Act 4 – Excluded

• Section 2:

What About Me?

- This is Me!

- It’s Good to Talk

- Respect

- Sharing

- My Family

- What Do I Say

• Section 3:

Challenges

- The Ups and Downs

of Fostering

- Sabotage

- What Do You See?

- How Safe Are You?

- The Law

• The Training, Support and

Development Standards for Foster

Care Check List

IntroductionAll the material contained in this tool kit has been informed by the thoughts, views andfeelings of looked after children/young people, birth children/young people and fostercarers.

Fostering People embarked on a project funded by the Children’s WorkforceDevelopment Council (CWDC) looking at children and young people’s participation withinthe agency. A steering group consisting of two foster carers, two birth children, sixlooked after young people and three social workers came together over a period of sevenmonths. This culminated in the production of this document and DVD.

We hope that this tool kit will enable assessing social workers to elicit the views, thoughtsand experiences of the applicants. We envisage that this will bring opportunities to openup dialogue and discussion between the applicant(s) and assessor regarding some of theissues and dilemmas encountered when undertaking the fostering task.

The tool kit has been designed so that the applicant’s birth children/young people areencouraged to be involved in some of the activities. This will enable assessors to gain aclearer view of the young person’s thoughts and feelings. Additionally, by undertakingsome of the activities, birth children will be given more clarity about the likely impact offostering on them and their family.

Throughout the tool kit we have incorporated the CWDC Training, Support andDevelopment Standards for Foster Care. This is to assist the assessor in exploring andevidencing the applicant’s abilities in meeting the standards.

This tool kit has been designed so that the work sheets can be photocopied to ensurethat the book remains intact for further assessments.

A final note, the title of this toolkit was chosen by the young people involved in thesteering group.

Fostering People CWDC Steering GroupMarch 2009

© Fostering People 2009

Getting clothes and things that you like

and that they fit

Take you on holiday and be able to have a

laugh with you

Sometimes rules aredifferent for birth

children, e.g. they areallowed to stay out later

AllergiesA meeting before we go into care so we can get to know

each other

Know what you like /dislike (interests, food

etc)What is the background

of the birth family?

Someone who listens and

gives advice

What makes you happy!Give you a good

life and treat you as their own

Look after you properly and keep

you safe

Views of looked after children

The following question was put to a group of foster children:

‘What do you think carers should know before they first start workingwith/caring for children and young people?’

The purpose of this was to put forward and elicit the views and feelings of thechildren/young people. Below, are the responses we collected from them:

Having heard/read these statements, what are your thoughts and feelings?


Section 1: It’s All in an ActFour short movies depicting some of the issues and dilemmas encountered by foster carers.


Act 1 – Late Again!Characters:Foster carer - CorrineFoster child - Corey

Corey is 12 and has been repeatedly returning home late from seeing his friends. Boundaries and routines are important in the growth and development of all children andyoung people. This act highlights some of the issues and dilemmas for foster carers whenthey attempt to ensure the safety and well-being of looked after children/young people.

Suggested questions to prompt discussion with the applicant/s at the end of thefootage.

• What is/are the applicant/s thinking?• What is/are the applicant/s feeling? • What would the applicant/s do next?• How can this be resolved?

Within this act it is possible to explore/evidence with the applicant/s the followingCWDC standards.

• Standard 3:4 Personal safety & security• Standard 1:4 Confidentiality & sharing information• Standard 6:2 Keeping children & young people safe

(This is not an exhaustive list of the standards that this act might relate to)

Assessor’s comments:


Act 2 –Finders/KeepersCharacters:Foster child – SimonBirth child – MatthewFoster carer - Jane

Many occasions arise when foster carers have to manage conflict between their birthchild/young person and the fostered child/young person.

In discussing the issues raised by this act you could also explore how applicant/s wouldmanage allegations made by family members, friends or neighbours.




• Standard 4:1 Encourage communication• Standard 4:2 Knowing about communication• Standard 6:2 Keeping children & young people safe• Standard 7:2 Being aware of the impact of fostering on sons & daughters and

extended family




Act 3 – ContactCharacters:Foster child – JennyBirth child – CaseyFoster carer - Mary

Jenny decides at the last minute that she doesn’t want contact with her dad. Casey oftendecides that he doesn’t want to see his dad who no longer lives with him and his mum.This is never a problem for Casey he just makes a quick call to his dad and arranges to seehim another day.

This act gives the opportunity to look at the complexities surrounding contactarrangements.




• Standard 1:3 Person-centred approaches• Standard 2:3 Relationships with parents & others• Standard 2:4 Team working • Standard 4:4 Communication with organisations




Act 4 – ExcludedCharacters:Foster child – ChelseaFoster carer – JoFoster carer – Sean

Following a call from Chelsea’s school Jo collects Chelsea and returns home. Chelsea isgiven yet another exclusion from school.

This act explores the impact of exclusion on the foster child, foster carers and widerfamily. What are the implications?



Within this act it is possible to explore/evidence with the applicant’s the followingCWDC standards.

• Standard 2:4 Team working• Standard 4:4 Communication with organisations• Standard 4:5 Principles of keeping good records• Standard 5:5 Supporting educational potential




Section 2:What about me!This section explores some of the issues faced by birth children.

Within this section it is possible to explore/evidence with the applicant/s the followingCWDC standards.

• Standard 1:2 Equality, inclusion & anti-discriminatory practice• Standard 5:6 Understanding contexts• Standard 6.2 Keeping children safe• Standard 7:2 Being aware of the impact of fostering on your sons & daughters &

extended family

(This is not an exhaustive list of the standards that this section might relate to)


This is me!The purpose of this exercise is to give birth children and young people the opportunity towrite their own profile. Once completed birth children have sug gested it is given to eachnew placement (age appropriate) before they are placed with the family. Birth children &young people suggested the looked after child/young person completes a similar profile,which is given to the family (timescales permitting). In exchanging profiles birth childrenfeel it will help both the looked after child/young person and the birth child/young personto start to get to know each other.


My name is I am years old My language

My religion I live with My school is

My teacher / tutor is My favourite subject is I get up at


My favourite activities /Hobbies are

My favourite colour is My favourite gamesconsole is

My favourite website is My favourite group is Things that makeme happy are

Foods I hate Foods I like Things that makeme sad are

My favourite TV show is My favourite book is My favourite song is

It’s good to talkWho in your life and family would you talk to if you were unhappy, angry, sad or hadsomething really exciting to tell?


Be aware that the child may / may not have the

same respect as you do for your family

The children will have haddifferent lifestyles, be from

different cultures

Anger / Resentment –Sabotaging Activities

RespectBirth children/young people who foster made the following statements. With this in mindplease discuss with the applicant’s child(ren) what their thoughts and feelings are aroundrespect and the fact that they may witness foster children being verbally abusive towardstheir parents.

Comments


SharingSharing your parents with anybody, even a brother or sister, can be difficult! There will betimes when you want time and attention all for yourself, and you may feel upset if youcan’t have it. Have you had these feelings? The answer is probably yes! Before we lookat why sharing can be difficult, here are some things to think about.

How do you think a child who comes to live with you might feel about having to leavehis or her own parents?

How would you feel about sharing your parent(s) with a child who comes to live withyou, and what would help you do this?

What do you think the difficulties and problems could be?


My FamilyImagine you are going to give this to a foster child who is going to come and stay withyou. In the space below draw a picture or write about your family: who they are and whatthey are like.


What do I say?As part of a foster family birth children/young people may be asked lots of questionsabout the children who live with them.

The following situations highlight some of the issues birth children/young people havetold us they have had to work through.

Use the statements below to discuss with the young person and their parent/s how theywould feel about the situations described. Also discuss how their parent/s will prepareand support them for such situations.

• You are in class waiting for your teacher to arrive and start the lesson when a pupil asks; “why do you keep having different kids live with you?” The rest of the class hears his comment and turn to look at you.

• How would you feel about the foster child placed with you attending the same schoolas you?


• What do you think might be some of the difficulties?

• What do you think might be some of the positives?

• What do you think about the comment “ All the decisions affect us, we have the least say about what happens (especially young birth children)”


Section 3:Challenges! This section explores some of the issues faced by foster carers and their families.

Within this section it is possible to explore/evidence with the applicant/s the followingCWDC standards.

• Standard 1:2 Equality, inclusion & anti-discriminatory practice• Standard 2:1 Fostering• Standard 2:2 Legislation, procedures & policies• Standard 3:4 Personal safety and security• Standard 7:2 Being aware of the impact of fostering on your sons & daughters &

extended family

(This is not an exhaustive list of the standards that this section might relate to)

The Ups and Downsof FosteringFostering will challenge all relationships within the fostering home and beyond.

The following situations highlight issues that arise within foster families. Use the questionsbelow to discuss the differing perspectives within your family and how you would respondto the young person’s statement.

Your own child says, “When is it my turn to go away?”

After a disagreement about what time your 13 year old foster child should return after anight out with friends she turns and shouts at you;” I can do anything I want and youcan’t touch me”


After returning from contact with her birth mum the young person you are fosteringsays; “My mum says you’re only looking after me because you get paid!”

You go to your local shop and the owner makes the following comment:“Your little scumbag has painted graffiti on the side of my wall. He does it again and I’mgoing to call the police”

The 11-year-old boy you have just started fostering appears to be buying more personalthings than his pocket money can afford. How do you approach this situation?


SabotageUse the following scenario to explore with the applicant/s what their views, thoughts andfeelings are about how they would manage the scenario below.

ScenarioThe family are all getting ready to go out for a meal to celebrate Chloe’s (foster carers’daughter’s) thirteenth birthday. A table is booked at Chloe’s favourite restaurant for eighto’clock, it’s now 7.30. All is going well and everyone is in good spirits.

Sarah (foster child) is still in the bathroom getting ready; she’s been in there for the past40 minutes. Despite numerous calls from you asking her to “get a move on” she does notemerge from the bathroom. You make a final attempt to get Sarah to come out becauseat this stage Chloe is putting pressure on you to hurry Sarah up or “we’re going to belate”.

Sarah finally acknowledges your pleas by saying;“I don’t want to go”…

On hearing this Chloe responds;“It’s typical she always spoils things when it’s my turn to do something”

Comment


What do you see?Explore with the applicants what their thoughts and views are when they look at thepictures below. This activity is a way in which applicants should be drawn to their viewsand opinions on issues of diversity and difference.


How Safe are you?As a foster carer, you have to consider the safety of all family members. This meansputting in place safer caring policies to assist you in ensuring that all your family andfoster children are safe from harm and any exposure to risks.

• Your 14-year-old foster child returns from contact and informs you that when he next sees his mum she’s going to give him her old laptop. What do you need to consider?

• Your foster child has not returned home from school and it has been over an hour since they were due back. What would you do?

• Your 15-year-old foster child walks out the bathroom with a towel wrapped around her, whilst your 16-year-old son is in his room listening to music. What do you need to consider?


The LawHaving knowledge of the law and legislation is an important part of fostering. In the spaceprovided, write your responses to the questions below.

• What is parental responsibility (PR)?

• Do foster carers ever have parental responsibility for the child they are looking after?

• If a foster carer wanted parental responsibility, what options would be available to them in order to obtain this?

• As a foster carer you won’t have PR. What might be the implications of this?


The Training, Support andDevelopment Standards forFoster Care Check List


CWDC STANDARD EVIDENCED - YES / NO

Standard 1: Understand the principles and valuesessential for fostering children andyoung people

Standard 2:Understand your role as a foster carer

Standard 3:Understand health and safety andhealthy caring

Standard 4: Know how to communicate effectively

Standard 5:Understand the development ofchildren and young people

Standard 6:Safeguard children and young people(keep them from harm)

Standard 7:Develop yourself

For further information about Fostering Peopleplease contact our head office:

Fostering People LimitedLevel 3Bridgford HousePavilion RoadWest BridgfordNottingham NG2 5GJ

0800 077 8159

or visit our website

www.fosteringpeople.co.uk

‘The Speak Out Loud! project has been funded by theChildren's Workforce Development Council. It builds on theviews and experiences of individual groups in the Children’sWorkforce and should not be considered endorsement byCWDC for activities, products or initiatives.’

speak out loud! - fostering people · allowed to stay out later allergies a meeting before we go...

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