IDP PRESENTATION

2. IDP PRESENTATION ZODWA MATHYE ASSISTED BY WILSON NXUMALO

3. DEVELOPMENTAL ASSESSMENT: HISTORICAL OVERVIEW • Medical model • Key word-help • Focus on correcting wrong doing • Focused on behavior • Focused on treatment • Giving advices • Worker viewed as an experts

4. Developmental model • The Circle of Courage is a model of positive youth development first described in the book Reclaiming Youth at Risk, co-authored by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern. The Circle of Courage is based in four universal growth needs of all children: belonging, mastery, independence, and generosity.Entirely on the child, youth and family holistically (circle of wholeness) • Focus on strengths • Self determination • Build on competency • Worker is viewed as a facilitator • Key word-develop and empower

5. The circle of Courage:

6. Belonging a • Belonging – attachment "Be related, somehow, to everyone you know." Treating others as kin forges powerful social bonds that draw all into relationships of respect. Throughout history the tribe, not the nuclear family, always ensured the survival of the culture. Even if parents died or were not responsible, the tribe was always there to nourish the next generation. • It takes a village to raise a child. A sense of attachment to family, school, peers, church et. Children are desperately pursuing “artificial belonging” because families, schools, neighbourhoods are not fulfilling this need. • For example, children who feel rejected are struggling to find artificial, distorted belongings through behaviour such as attention seeking.

7. Mastery • Mastery - Competence in traditional cultures is ensured by guaranteed opportunity for mastery. Children were taught to carefully observe and listen to those with more experience. A person with greater ability was seen as a model for learning, not as a rival. Each person strives for mastery for personal growth, but not to be superior to someone else. Humans have an innate drive to become competent and solve problems. With success in surmounting challenges, the desire to achieve is strengthened. • When deprived of opportunities for success , young people express their frustrations through trouble behavior

8. Independence • Independence – “self reliance” children must have a sense of power over their own behaviour and their environment because if they lack this ability they are bound to become developmental causalities (learned helplessness). A condition of human being in which he/she has learned to behave helplessly even when the opportunity is restored for him/her to help himself/herself by avoiding an unpleasant circumstances to which she/he has been subjected. Independency does not mean the child no longer needs nurturance because for the child to manage and control their actions depends on the degree of security of his/her attachments.

9. Generosity Generosity  - “empathy". helping other improves self-esteem and increased self-esteem allows the child to contribute to others. Without the opportunity to give to others, children cannot develop as caring adults.

10. I.D.P • Based on the dev model • It addresses all four aspects of the dev model in the helping process. • It outline activities to be undertaken, the time frame, as well as the role player. • Assessment is done as team rather than individual

11. The young person · • Young people must be actively involved in the assessment process should take full account of the young person’s to inform and develop their IDP. • However methods of assessment communication skills and mobility requirements.

12. IDP BASIC INFORMATION • These may include: Assessment and Progress Record & Care Plan • Placement Information Record and Agreements (were appropriate)

13. IDP BASIC INFORMATION • A copy of the ‘IDP’ should be given to all young people as part of the assessment and planning process. It will be important for some young people to know where they can obtain support to complete the fulfillment of their IDP.

14. The Multi disciplinary team • The young person’s parents, and/or others with parental responsibility. • Other family members who are important to the young person. • Anyone caring for the young person – relatives, their foster career or staff in residential homes. • The young person's school or college. • Any provider of care or treatment for the young person.

15. MES BENEFITS Crisis as an Opportunity for Learning • Clients in crisis–whether angry, manipulative, anxious, fearful, or depressed have been helped to disengage from conflict cycles and conduct problems. Managed ineptly, Avoiding crisis which can lead to devastating cycles of disruptive behavior--hostility, violence and alienation. • Handling well, of crisis providing a window of opportunity to learn new ways of thinking, feeling and behaving.

16. MES BENEFITS • The youth learns to disengage from self-defeating patterns and to develop responsible, pre-social values and behavior. Positive Behavioral Interventions • Enabled professionals to move beyond a narrow dependence on containment, coercion and exclusion.

17. MES BENEFITS • Connecting with youth at risk and enlist them as partners in planning. • Conduct an ecological scan of family, peer group, and community bonds. • Identify how the youth copes with challenge in resilient and self-defeating ways. • Address problems by developing positive external supports and inner strengths. • Meeting Circle of Courage needs of Belonging, Mastery, Independence, and Generosity. • Restoration.

18. Interdependency from all social services professionals. • Continuity of Care • Auditing the resources and the help received

19. Answer to the following questions • 1.How did this young person come to this point in his or her life? • 2. Where should we go from here to foster positive learning and growth?

20. Success Stories • Flora • Linda • Mike • Marble

21. References • 1. Dr. Martin Brokenleg, Larry Brendtro, & Dr. Steve Van Bockern. Augustana College Faculty, Sioux Falls, South Dakota. “reclaiming Youth at Risk: OurHope for the future. (1990) • 2. National Association of Child Care Workers, module 14. version 1 (2009)