Early days in a placement

1. Early days in a placement Module three: Pre service training

2. Re-cap of Module two: Understanding the past for a child or young person Learning Outcomes At the end of this module participants will be able to: • Understand the developmental stages of childhood and adolescence • Understand the experience of abuse and how it impacts on children • Understand what attachment means for a child, and how separation impacts on attachment • Identify the variety of losses that may be experienced by children who come into care and by birth family members • Understand and respond to challenging behaviours. Content 1. Stages of development 2. Responding to Attachment 3. The longing to belong – loss and grief reactions 4. The experience of abuse 5. Responding to challenging of behaviours.

3. Module three: Early days in a placement Learning Outcomes At the end of this module participants will be able to: 1. Demonstrate understanding of the framework for decision making in meeting a child or young person’s protective needs. 2. Discuss the factors that would be taken into consideration in deciding whether to accept a placement. 3. Outline key factors in building a relationship with a child or young person while respecting their privacy. 4. Demonstrate knowledge of ways to encourage a child or young person’s sense of self and identity. 5. Demonstrate understanding of advocacy for children and young people.

4. Module three: Early days in a placement Content • Accepting a Placement – what do I need to know and consider? • Building Relationships – how to welcome a child or young person while maintaining their privacy. • Decision Making about how to meet a child or young persons needs • Promoting a positive sense of self and identity for a child or young person. • Advocacy for children and young people.

5. Activity If your own child, or a child who is special to you (niece, nephew or child of close friend) had to live with someone else for a period of time: • What would you expect the carer to provide for your child? • How would you as a family expect to interact with your child while they were being cared for by someone else? • What decisions would you be happy to let the carer make and what would you like to retain control over?

6. Accepting a placement – what you need to know and consider √ Can I meet the Charter of Rights, Principles of the Act and Statement of Standards? Briefly review the Charter of Rights and Principles of the Act Carefully consider each of the Statement of Standards provided to you Note down one way you could meet each Statement of Standard Are there any challenges you might face in meeting any of the Statement of Standards Discuss your answers or provide solutions to challenge

7. Accepting a placement – what to consider Brainstorm • What information do you think you may need before accepting a placement?

8. Accepting a placement – what you need to know and consider Is this the right time for my family and the child? √ Is the placement intended to be emergency/short term/long term? √What order is the child on? √ Is this the child’s first experience of being cared for away from home? √ What is the goal for this child or young person? √ How will you interact with the child or young person’s family? √ Need to seek advice from the worker and your support person who knows your family and situation, to enable you to make an informed decision. √ Discuss with your partner and family first before making a decision. Consider the needs of your own family including physical and emotional space, safety factors. √ Does the child have any challenging behaviours or health needs?

9. Accepting a placement – what you need to know and consider, summary • Consider the Statement of Standards, Charter of Rights, Principles of the Act • Consider the timing for your family – exams, holidays, family commitments • Consider why the child has entered care and whether this impacts on their behaviour and any disciplinary methods • Consider the placement carefully, a placement breakdown can increase the pain, suffering, hurt and feelings of rejection for a child in care • Prepare your family – how long, confidentiality, house rules • Discuss any of your support needs or services that assist with this particular child in your placement agreement

10. Placement Agreement A written agreement must occur between a carer and Child Safety Services when a child is placed in out of home care (Section 84 of the Child Protection Act 1999) Outlines the relevant information known about the child • special health needs • behavioural management needs • contact for child with family • financial assistance requirements Records the agreed supports and services for carers. • resources to help meet the special needs of the child Records the responsibilities of Child Safety Services and the carer about the provision of medical, therapeutic, schooling or other services to the child.

11. Welcome a child • Think about how you would feel being placed with a stranger • Welcome and introduce the child to everyone in the house • Tell them about the house, pets and the household rules • Acknowledge their feelings • Listen carefully and use open ended questions • Don’t minimise their concerns or worries • Help the child explore answers to their own questions • Talk to them about contact with their family • Set aside time regularly for undivided attention with the child

12. Privacy obligations • Children in care have a right to privacy and carers have an obligation to respect the privacy of children in their care • Respecting the child’s privacy is also an important way to show respect and build trust • Privacy includes physical privacy, communications privacy and information privacy • You can protect a child’s information privacy by: • Only collecting information about the child, their family and others that you need to care for the child • Only using or disclosing their personal information to perform your functions as a carer or for purposes related to the child’s protection or wellbeing • Keeping their personal information secure (e.g. in a locked filing cabinet or password protected folder on your computer) • Returning the child’s records to the department when they leave your care

13. Confidentiality – use, disclosure & access Keeping information confidential is a way of protecting privacy & building trust. It is also a legal obligation under the Child Protection Act 1999, even after a child has left your care. You must not use or disclose any informationabout a child in care and their family that you obtain in your role as a carer, or give access to a document containing that information, except: • as necessary to perform your role as a carer • for purposes related to a child’s protection or wellbeing • if required or permitted by law, or • where the information is about the person who is asking for it (e.g. the child). Penalties for breaching confidentiality include fine or imprisonment, so if in doubt about whether you can disclose information, talk to your CSO or foster or kinship care worker. (s187 CPA)

14. Confidentiality – publication You must not publish (without the chief executive’s written approval) information, including photographs, that would lead to the identification of a child as: • a child who has been the subject of an investigation under CPA • a child in the chief executive’s custody or guardianship or for whom an order is in force • a child in Queensland who has been harmed, allegedly harmed or is allegedly at risk of harm from/by a parent, step-parent or family member Publication includes publication on: • traditional media e.g. television, newspaper, radio • the internet, e.g. social media sites such as Facebook, Myspace and discussion forums • any other form of communication (s189 CPA)

15. Confidentiality – summary Before disclosing information about a child or others, ask yourself: • Is sharing this information necessary for the child’s care, or for purposes related to their protection or wellbeing? If in doubt, don’t share the information and talk to your CSO or foster and kinship care worker. Remember: • Your legal responsibility to maintain confidentiality continues even after the child has left your care. • People you tell have a legal responsibility to maintain confidentiality. • There are penalties for breachingconfidentiality obligations.

16. Decision Making • Decisions relate to the type of order, the case plan goals/actions and the activities the child is involved in. • A range of people can be involved in decision making - the parents, child, family, Child Safety Officer, community members, Recognised Entity and the carer. • Decisions about day to day care of the child relate to custody matters. • Decisions about the significant long term welfare and development of the child relate to guardianship matters.

17. Case Management and Case Planning • Case management = the coordination of services and individuals to meet the needs of the child. The CSO is responsible for case management. • Case plan = a written document that outlines all the activities, discussions, family contact and people involved to meet the child’s needs. The parents, child, carers, CSO, service providers, family members and other relevant people are responsible for actions and outcomes in the case plan.

18. Key components of a case plan for children – implications for carers Education Support Plan(ESP) A joint plan between Department of Education and Training and Child Safety Services. Carers support actions in the plan, assist with the child’s learning and attend ESP meetings. Cultural Support Plan (CSP) Required for every Aboriginal and Torres Strait Islander child. Can be for other cultural backgrounds. Carers will support and engage in cultural connections, identity and activities outlined in the cultural support plan. Child Health Passport Some children require medical and therapeutic assistance. Carers may be required to assist with appointments and follow-up. Contact with family Family contact is critical for children in care. Contact arrangements, risks and frequency will be identified in the case plan. Carers assist with contact arrangements and feedback on the impacts for the child. Some carers participate in the contact with family and provide support and guidance.

19. Decision making and the carers role • Participate in the family group meeting and any case plan reviews • Provide information on the child’s needs, health, education and cultural requirements • Assist with any actions in the case plan and report outcomes • Check if decisions you are making are in the best interest of the child • Check if decisions you make are consistent with the Statement of Standards, Principles of the Act and Charter of Rights • Check whether the parents have already made a decision • Check the level of decision making -custody or guardianship and what this covers • Consult with a CSO if there are costs involved or activities that are high risk

20. Decisions you could make for the child or young person Daily Routine • bed time • meal time • home work • low risk activities Medical • Medical attention for a common illness; cold • Medical or dental treatment when a general anaesthetic is not required • Continued or other health treatments for established conditions, unless the medical practitioner is proposing a new treatment • Diagnostic tests or X–rays for new conditions • A second medical opinion (but you alone can not act on it)

21. Decisions you could make for the child or young person (cont). Education • Child care arrangements • Signing school reports • Participation in sport and recreational activities that are low to moderate risk • Variations to school routine including participation in day excursions that are low to moderate risk and not involving interstate travel • Participation in curriculum-related activities including swimming, arts council performances and religious education that are consistent with the views of the child and the family.

22. Decisions that can only be made by Child Safety Medical • Immunisations • Blood tests • Major medical and surgical procedures or examinations • Blood transfusions • Testing to determine parentage (DNA testing) • Pregnancy termination • Contraception • Acting on a second medical opinion • Prescribed medications to manage behaviour or mental health conditions (eg. Anti-depressants, dexamphetamines).

23. Decisions that can only be made by Child Safety Police Interviews • Children cannot be interviewed by the Police unless: • The child has had the opportunity to speak to a support person • The support person is present during the interview

24. Low to moderate activities Higher risk activities • Approved school sports • Riding a bike or skateboard • Rides at theme parks • Rock climbing • Abseiling • Go-karts • Motorbikes • Parachuting • Hang gliding • Bungy jumping • Scuba diving

25. Risk to Child and Carers Assessment • By law carer details are to be provided to the parents. • Child Safety Services undertake a risk assessment about the level of information able to be provided to the parents and the risk to the child, carer and carer’s family if carer details are provided. • Where significant risk to the safety of the child or anyone else with whom the child is living the details may be withheld. • Where you have concerns speak with a CSO, foster or kinship care worker or a FAST delegate.

26. Promoting a positive sense of self and identity • Encourage positive interdependence in relationships • Encourage children and young people to find solutions to problems themselves • Develop positive life stories with children and young people • Build on strengths and interests • Expand the child or young persons networks, cultural and community connections • Promote family based problem solving • Assist with developing positive communication skills

27. Advocacy • How do you advocate for your own child? • School, health, Dr’s, sport, conflict resolution • At Child Safety Services • Case plan reviews, services, activities, cultural events, family contact • Other services • Foster Care Queensland, Create, OPG • Complaints process • CSO, Team leader, Manager, Child Safety Complaints Unit • OPG, QCAT, Ombudsman

28. Community Visitor Program (OPG) The Office of the Public Guardian provide the Community Visitor Program for children in out-of-home care. Community Visitors (CVs) are employed by the Office of the Public Guardian on a part-time basis to visit children and young people in out-of-home care. CVs check that children are provided with appropriate standards of care and advocate on their behalf.

29. Activity – revise responses If your own child, or a child who is special to you (niece, nephew or child of close friend) had to live with someone else for a period of time: • What would you expect the carer to provide for your child? • How would you as a family expect to interact with that child while they were being cared for by someone else? • What decisions would you be happy to let the carer make and what would you like to retain control over?

30. Module three: Early days in a placement Learning Outcomes At the end of this module participants will be able to: 1. Demonstrate understanding of the framework for decision making in meeting a child or young person’s protective needs. 2. Discuss the factors that would be taken into consideration in deciding whether to accept a placement. 3. Outline key factors in building a relationship with a child or young person while respecting their privacy. 4. Demonstrate knowledge of ways to encourage a child or young person’s sense of self and identity. 5. Demonstrate understanding of advocacy for children and young people.

31. Thank you