A strengths based approach to promoting child and family wellbeing in regional South Australia

1. A strengths based approach to promoting child and family wellbeing in regional South Australia Dr Cate Hudson International Forum for Child Welfare, Melbourne 18 - 21 October 2011.

2. Parenting Support Program • FaHCSIA funded early intervention program under the Communities for Children funding stream. • Based in Whyalla, South Australia • Outreach to Cowell and Cleve

3. Clients • Vulnerable and disadvantaged families in Whyalla, Cowell or Cleve • Who have children 0-12 years • Can be parent or carer • Referred by other services or can self refer • Sub group- parents with disabilities • Stigma- feel judged by society, mistrust and disempowered • Isolation- often have no extended family or strained relationships with family. Reluctant to become involved with services. • Recognise the need for change but lack the knowledge/skills to make it happen

4. Venue • University campus • Neutral, safe venue • Parents only • Home visits if necessary • Feedback from clients: ‘no one would know why I am coming here; people see me coming here and think I am smart’.

5. Staff • 15 years experience in intervention work with families • Qualified and experienced adult educator • Qualified social worker • Mentor who is a graduate of the program • Feedback from clients: ‘I feel like you understand and are not judging me; you tell us what we are doing right, not just what we are doing wrong’

6. Intake and assessment • Take time to discuss client perspective, family make-up and dynamics • Establish solid foundation for working relationship between client and staff member • Forms are not the focus • Alert to other service involvement or the need for other services

7. The program • Aim: acquire new parenting skills and build confidence. • Weekly contact with parents in either a one-to-one or group session • Groups are generally a six to eight week program • Individual sessions are based on client need • Some clients have a mix of individual and group intervention

8. Moving through stages • First two weeks are focused on strengthening the relationship between parent and child • Third week – reasons why children misbehave, healthy relationships • Fourth, Fifth and Sixth weeks – strategies for managing unwanted behaviour and establishing wanted behaviours.

9. Strategies • Watch, Do, Discuss - introduce the concept, watch a video or look at picture cards, practice/role play and discuss. • Discussion incorporates lots of sharing includes examples, a summary take home sheet with reminders of what was covered. • Client Feedback: ‘video and visual examples are good; real life examples on how to complete these tasks; handouts to refer later is useful

10. Homework • One thing to try each week • Action orientated • Small, easy and effective ways to see positive results

11. Examples- early stage • Acknowledgement reminders • Quality time –small amounts are fine • Listen • Talk about child interests/activities • Descriptive praise

12. Transitioning out of program • Playgroup -Participating in a weekly community playgroup. Program staff attend. • Invitation to contact at anytime • Reminder of the resource folder complied throughout time in the program

13. Work in conjunction with other agencies: Feedback • I needed to thank you for the burst of energy that they now have in regards to their parenting/positive attitude and reunification. Both were already working on their homework set for the week (positive responses). • Have just spent a few hours with xxxx and xxxx. During this time the difference in their attitude was amazing, so much positive energy and continuous talk about the group session they attended. • I received some wonderful feedback about you this morning from xxxxx. It sounds like the work you have completed with her has been very useful.

14. Lessons learned • Establish good relationship staff / client • Take time to assess, move at client’s pace, move into group when/if ready • Focus on the positives • Plan for small steps • Look for change in parent / child relationship • Work with the motivation achieved from small successes. • Transition out of program and into community

15. References • Dekovic, M., Asscher, J., Hermanns, J., Reitz, E., P., P., & van den Akker, A. 2010, Tracing changes in families who participated in the Home Start Parenting Program: Parental sense of competence as mechanism for change. Prevention Science, 11, 263-274. • de Montigny, F., & Lacharite, C. 2005, Perceived self efficacy: Concept analysis. Journal of Advcanced Nursing 49(4), 387-396. • Lamont, A & Bromfield, L 2009, ‘Parental intellectual disability and child protection: key issues’, National child protection clearinghouse, no 31, Australian Institute of Family Studies, www.aifs.gov.au. • Sanders, M. R. 2003, Triple P - Positive Parenting Program: A population approach to promoting competent parenting. The Australian e-Journal for the Advancement in Mental Health, 2(3), 127-143. • Sanders, M. R., Markie-Dadds, C., & Turner, K. M. T. 2003, Theoretical, scientific and clinical foundations of the Triple P-Positive Parenting Program: A population approach to the promotion of parenting competence. Parenting Research and Practice Monograph 1, 1-24.