Draft Guidelines on the Principles and Core Elements for the design and development of Prevention and Early Intervention

1. Draft Guidelines on the Principles and Core Elements for the design and development of Prevention and Early Intervention Programmes RAPCAN-WESTERN CAPE ROUND TABLE DISCUSSION 19 April 2012

2. Outline • Introduction and Background • Overview of the Guidelines Document • Purpose • Legislative Framework • Understanding Prevention and Early Intervention • Principles, Approach and Core Elements for Prevention and Early Intervention Programmes • Roles, Responsibilities, Integration and Partnerships • Registration and Assessment of Service Providers • Prevention and Early Intervention Programming • Recommendation • Way forward

3. Introduction and Background • The document provides guidelines to government and civil society service providers to meet the requirements of the Children’s Act (No. 38 of 2005) (hereafter called the Act), the norms and standards, and the regulations pertaining to Prevention and Early Intervention services for children and families in SA. • The guidelines are based on the findings of a research project commissioned in 2010 by DSD in partnership with UNICEF to undertake an identification and assessment of Prevention and Early Intervention Programmes (PEIP) in SA. The objectives of the research were: • To determine the scope of early intervention and prevention services and programmes for children in SA; • To identify promising practice models that are sustainable and have potential for replication and scaling up; and • To provide recommendations to be used in future practical guidelines and tools. • The guidelines were developed through a consultation process with key stakeholders and practitioners. • To meet the objectives, the assessment sought to answer 11 key research questions, i.e.

4. Introduction and Background Cont. • To meet the objectives, the assessment sought to answer 11 key research questions; i.e. • What services and programmes on early identification and prevention exist for children across diverse geographical contexts in South Africa? • Which state and non-state actors are implementing and supporting these services and programmes? • What are the objectives of these services and programmes? • What is the profile of abused children in SA? Are these services and programmes responsive to the needs of these children? • These research questions were answered by means of a research process that included a legal policy analysis, desk review, conceptual framework and updated rapid appraisal with 50 organizations. • This was followed by 20 qualitative case studies of “promising” PEIP in all 9 provinces. • The overall message of the report is that partnerships between all role-players, including children’s environments, i.e. communities, schools and families, are essential for the protection of children and the fulfilment of their rights and developmental potential.

5. Key findings of the research • Understanding of PEIP Programmes- managers are familiar with the legislative framework i.e. Children’s Act and but not practitioners suggesting they are not trained in legislative framework; • Situation of children-targeted approaches are necessary, structured to suit the needs of the child. No blanket approach; • Defining the need for programmes-programmes to meet objectives and outcomes relevant to the child, family and community needs requiring investment in planning responding to the risks that the organization is targeting; • Human resource & organisational management-planning phase requires appraisal of organisational resources regarding human capacity and funding informing targeted fundraising to move from a crisis mode to proactive planning; • Engaging different stakeholders- strengthening of partnerships and referral protocols;

6. Key findings of research (Cont…) • Staff development- to invest skilling staff who are passionate about children, understand local content, appreciate local strengths. Use innovative practices such as online counseling and children’s support groups; • Identification of vulnerable children- challenges faced by practitioners in identifying vulnerable children some in outlying rural areas hard to reach, because of lack of transport. Resistance from children, parents and community members due to misconception of abuse and exploitation which is kept secret, ignored and it becomes normalised; • Engagement of children- those whose attendance to programmes is irregular and those who don’t want to leave the programme suggesting poor exit strategies. Others are stigmatised for being part of the programmes and those feeling that heir participation is not meaningful;;

7. Key findings of research (Cont..) • Some children need psychosocial support in order to participate. Some practitioners feeling frustrated because they cannot provide a basket of services; • Engagement with parents- challenges are denial of children’s problems, some feeling it is a family matter. Communication between practitioners and parents is often very poor. Children empowered by NGOs challenging parent’s authority; • Engagement with Communities- many organisations find it difficult to work and communicate with communities. Common response was that communities “turn a blind eye to abuse & exploitation.” Sometimes cultural norms inhibit open communication and being inclusive. Protocols to get buy in from traditional & municipal leaders is complex; • Sustainability & exit strategies- Managers and practitioners to have a holistic understanding of legal policy framework contextualizing the design of programmes, implementation, documentation and monitoring thereof;

8. Overview of the Guidelines DocumentPURPOSE • The purpose of the guidelines is to assist with the application of Chapter 8 of the Act. • Provide stakeholders and service providers at national, provincial and local level with a common understanding of what constitutes PEIP. • Suggests core elements and procedures for implementation purposes. • The guidelines are intended for use by designated social workers doing designated child protection work, social service professionals and other child care and protection occupations providing services to children, or are responsible for mobilising community, national or international resources, to care and protect children. • It is further aimed at DSD, Designated Child Protection Organisations (DCPO), other Departments, funders, non-government organisations (NGOs) and community-based organisations (CBOs). • In addition, the guidelines should be used in the professional development of social work professions and other stakeholders in the child protection system in SA.

9. Legislative Framework • Since 1994, the South African Government has made significant strides in reforming social welfare policy in line with the SA Constitution’s commitments as outlined in the Bill of Rights. This began with the adoption of the White Paper for Social Welfare in 1997, setting in motion a major overhaul of social security, child protection and related legislation. • Social services are generally classified in terms of levels of intervention, and include (1) prevention; (2) early intervention; (3) alternative care; and (4) rehabilitation and aftercare services. • Importantly, the policy shift in 1997 advocated a greater emphasis on the first two levels of service delivery: ‘prevention services’ and ‘early intervention services’. • A number of global and regional human rights instruments prescribe the South African government’s responsibilities towards children and inform national law and policy to ensure the care and protection of children as well as the prevention of abuse, neglect, and exploitation.

10. Legislative Framework(cont.) • Some of the most relevant international instruments which SA has adopted in reforming the laws pertaining to children are listed in Appendix 2, i.e. United Nations Convention on the Rights of the Child (1990), African Charter on the Rights and Welfare of the Child and International Labour Organisation's Convention Concerning the Prohibition and Immediate Action for the Worst Forms of Child Labour (No. 182of1999). • SA has the Constitution, legislation and policies that give guidance for providing a better life for children. The most relevant frameworks that impact on the protection of children are listed in Appendix 2), i.e. the Children’s Act (No. 38 of 2005), Social Assistance Act (No. 59 of 1992 and Child Justice Act (No. 75 of 2008). • International and national legislation are mentioned separately in the document, although they are in essence contained in the intention of the Act. This is to ensure that the Strategic Plan, Norms and Standards and these Guidelines are seen as promoting these conventions and national legislation and to make the monitoring and reporting process easier.

11. Understanding PEIP • Section 143 and 144 of the Act describes the focus of prevention and early intervention programmes as:  • Prevention programmes are provided to families with children in order to strengthen and build their capacity and self-reliance, to address problems that may or are bound to occur in the family environment which, if not attended to, may lead to statutory intervention. • Early intervention programmes are provided to families where there are children identified as being vulnerable or at risk of harm or of removal to alternative care. • This is the most important aspect of social service delivery aimed at minimising risk, particularly in situations of increased vulnerability. • Prevention is further defined in the Department of Social Development Norms, Standards and Practice Guidelines (May 2010) as primary, secondary and tertiary prevention.

12. Understanding PEIP(cont.) • The conceptual framework for PEIP draws on key theoretical and practical approaches which help practitioners understand, design and measure the impact of prevention and early intervention programmes on children and families. The following approaches are discussed in the document: • Ecological systems theory • The child is viewed as an individual living within the context of his or her relationship with others and their socio-economic and cultural circumstances, as illustrated below: • Macro level: community, including the socio-cultural and economic contexts. • Micro level: interpersonal relationships, for example between the child and parents, siblings, friends, neighbours or teachers. • The individual: the child and his or her characteristics. • It is important to acknowledge that the child lives within these levels and to understand how children develop and grow within these contexts.

13. Understanding PEIP(cont.) Ecological approach

14. Understanding PEIP(cont.) • Child development theory • Developmental psychologists such as Erikson (1950, Inhelder (1958) and Sears (1957) argued that children’s emotional, physical and cognitive development occurred in consecutive stages. Each stage builds on from the previous stage and a child’s progress through the stages was influenced by what was achieved or not achieved in the previous stages. Children were expected to respond in the same manner, at the same stage, and any deviations were viewed as ‘abnormal’ due to psychological or developmental impairments. • This view was regarded as very simplistic because it did not acknowledge children’s individual variations or their social and cultural diversities or the effects of their socio-economic contexts.

15. Understanding PEIP(cont.) • The theory of risk and resiliency • A third theoretical approach is essential for understanding how adversity may affect children’s development and ability to cope or survive in the face of adversity. • Risk refers to factors that may or may not be obvious that create possible harm or danger for children or increase the vulnerability of children. Vulnerability means that children are unprotected from possible danger or harm or that they are unable to protect themselves. “Children at risk” are children that are exposed to risk factors that could put them in danger or harm, and where they are unable to protect themselves. • Resilience is as much about the individual child’s personal qualities as it is about the child’s context. The greater the support, care and safety of the child’s environment, the easier it is likely to be for the child to navigate and negotiate their way through the tensions or life situations they face.

16. Understanding PEIP(cont.) • How do these approaches inform PEI programming? • PEIP should not only target different factors at individual, interpersonal and macro levels, but need to be designed to build children’s (and their families) resilience so that they are better able to cope with hardships and less likely to engage in behaviour that may place them at risk • A systems approach to risk and resiliency indicates that there is a need to shift both the context within which children live, the risk factors, and at the same time build the protective and resilience factors for children and families. • A protective environment for children is seen as being composed of national formal child protection systems, protective social practices and children’s own empowerment. • The “Protective Environment Framework” as illustrated below, is a useful framework to use to develop PEIP within the broader protective environment.

17. Understanding PEIP(cont.) The Protective Environment Framework (UNICEF)

18. Understanding PEIP(cont.) • In addition to these theoretical approaches, a review of evaluations and emerging practices (both international and from the research that examined South African PEI interventions), identifies a number of elements that are core to effective, efficient, relevant and impactful programmes. These have the potential to contribute to the development of children, their ability to cope, strengthen family preservation, and influence social, cultural and economic constructs that contribute to risk and resiliency. These promising practices have been integrated into the guidelines. • The following diagram illustrates the best of the child through an ecological approach and creating a protective environment.

19. Understanding PEIP (cont.)

20. Principles, Approach and Core Elements • The guidelines provide an overview of the underlying principles for PEIP, and how these are translated into practice through core programmatic elements and approaches to inform practice. Definitions of these approaches are in Appendix 1 • Roles and Responsibilities • National and provincial DSD is responsible for the management, coordination and implementation of PEIP for children and families according to Chapter 8 of the Act. • The roles and responsibilities of other government department, listed in the document, are guided by a Memorandum of Understanding between DSD and those departments. • Private sector service providers must comply with regulatory frameworks and norms and standards guiding the provision of services they are authorised to deliver, since DSD remains the custodian of the beneficiaries and is accountable to the public in matters relating to the implementation of PEI programmes.

21. Integration and Partnerships • inter-sectoral mechanisms should be functional on national, provincial, district and local levels. • The following are elements of inter-sectoral and inter-departmental service integration: • Engagement: Any of the inter-sectoral and inter-departmental collaborators can be the entry point for social welfare services. • Referral: Appropriate referral procedures need to be developed to ensure service beneficiaries are referred timeously and appropriately among service providers in the system. • Access to information: Partners in the system should provide information about the services they render, including alternative services rendered by other partners. • Minimum levels of services should be accessible to clients at all times whenever they are in the system. • Information and record keeping: Each partner is responsible for the maintenance of beneficiary information which may be linked to the national information management system guidelines and procedures.

22. Integration and Partnerships(cont.) • Developmental social welfare services in South Africa are based on the collective responsibility and the collaborative partnerships of the public sector, private sector, civil society, training institutions and research institutions. All these partners play a critical role in ensuring equitable services to meet the social needs of society. • Partnerships may include but are not limited to: • Structured forums • Networks • Protocols • Financial partnerships for funding or mobilising resources to share skills, expertise, resources and facilities, which may include contracts or SLAs • Memorandum of Understanding to implement joint programmes or to provide forms of assistance • Partnerships between services and families and communities

23. Registration and Assessment of Service Providers • In terms of the Act designated child protection services include services relating to prevention and early intervention services (Chapter 7 105(5)). These can be provided by: • The national Department of Social Development; • A provincial Department of Social Development; and • A designated child protection organisation. • All service providers of PEIP must register as a Designated Child Protection Organisation • According to the Norms, Standards and Practice Guidelines for the Act, PEIP must be assessed for relevance and for sustained quality service delivery.

24. Prevention and Early Intervention Programming • The focus of this chapter in the guidelines (chapter 8) is on the following elements of providing PEIP in South Africa: • Section A: The design of PEIP, based on research and community consultation • Section B: The development and implementation of PEIP • Section C: Developing PEIP using the ecological approach: working with children, families and communities • Section D: Integrating monitoring, evaluation and reporting into PEIP • Section E: Finance, funding and budgeting to enable PEIP • Section F: Sustaining and replicating PEIP

25. Recommendations and Way forward • Approval by DSD internal structures • Printing of document by UNICEF

26. QUESTIONS/ COMMENTS

27. THANK YOU