DUNDEE FAMILIES PROJECT In Partnership with Dundee City Council in the Prevention of Homelessness

1. DUNDEE FAMILIES PROJECT In Partnership with Dundee City Council in the Prevention of Homelessness

2. Misbehaviour Eviction Rehoused/Relocated Need for a new approach HISTORICAL APPROACH Dundee Families Project

3. CONTRIBUTORY FACTORS • Substance/Alcohol misuse • Mental health issues • Inappropriate parenting • Major life events Dundee Families Project

4. PARENTAL DEPENDENCY AFFECTS ABILITY TO: • Prioritise children’s needs over their own • Provide adequate levels of care • Set/reinforce acceptable boundaries of behaviour • Maintain an adequate and nurturing environment • Attend to matters of child health and nutrition • Protect children from risk • Sustain accommodation Dundee Families Project

5. IMPACT OF HOMELESSNESS ON • LIVES OF CHILDREN • Disrupted education • Nomadic lifestyles • Social isolation/exclusion • Risk of statutory measures • Poor life chances • Issues of emotional well-being • Health issues Dundee Families Project

6. Health Includes growth and development as well as physical and mental wellbeing. The impact of genetic factors and any impairment should be considered. Involves receiving appropriate health care when ill, an adequate and nutritious diet, exercise, immunisations where appropriate and developmental checks, dental and optical care and, for older children, appropriate advice and information on issues that have an impact on health, including sex education and substance misuse. Education Covers all areas of a child’s cognitive development, which begins at birth. Includes opportunities for play and interaction with other children, to have access to books, to acquire a range of skills and interests, to experience success and achievement. Involves an adult interested in educational activities, progress and achievements, who takes account of the child’s starting point and any special educational needs. Emotional and behavioural development Concerns the appropriateness of response demonstrated in feelings and by actions, initially to parents and caregivers and, as the child/young person grows older, to others beyond the family. Includes the nature and quality of early attachments, characteristics of temperament, adaptation to change, response to stress and degree of appropriate self-control Family and social relationships Development of empathy. Includes a stable and affectionate relationship with parents and caregivers, good relationship with siblings, increasing importance of age-appropriate friendships with peers and other significant persons in the child/young person’s life, and response of family to these relationships. Provide information on the child/young person’s needs, parent/carer’s capacity to meet these needs and family and environmental factors Health Transient lifestyles can disrupt access to Health Services - changes of G.P. - medical conditions not followed up, missed appointments, poor dental care. Tendency to respond to medical emergencies rather than ensuring good general health. Issues of nutrition - poor facilities, budgetary constraints, fast food culture. Education Changes of school due to changes of address - disrupted education, lack of consistent adults (teachers). Other events/crises make attendance low priority. Children under-achieving - poor post-educational prospects. Emotional and behavioural development Recurring crises do little to nurture a sense of stability and well-being. Poor life experiences can contribute to issues of mental health. Unsettled lifestyle contributes to poor sense of belonging/identity. Family and social relationships Changes of address - lack of lasting friendships, or sustained involvement in constructive activity. Likely to have difficulty in investing in appropriate relationships.

7. Identity Concerns the child/young person’s sense of self as a separate and valued person. Includes the child/young person’s view of self and abilities, self-image and self-esteem, and having a positive sense of individuality. Race, religion, age, gender, sexuality and disability may contribute to this. Feeling of belonging and acceptance by family, peer group and wider society, including other cultural groups. Social presentation Concerns child/young person’s growing understanding of the way in which people perceive appearance, behaviour and any impairment. Includes appropriateness of dress for age, gender, culture and religion, cleanliness and personal hygiene, and availability of advice from parents or caregivers about presentation if different settings. Self-care Concerns the acquisition by a child/young person of practical, emotional and communication competencies required for increasing independence. Includes early practical skills of dressing and feeding, opportunities to gain confidence and practical skills to undertake activities away from the family and independent living skills as older children. Includes encouragement to acquire social problem solving approaches. It’s important to be aware of parent/carer’s strengths as well as the difficulties they are encountering. Research has shown that the following are most likely to affect parenting capacity: mental illness, learning disability, substance or alcohol abuse, domestic violence, childhood abuse, history of abusing children. Provide information on the child/young person’s needs, parent/carer’s capacity to meet these needs and family and environmental factors Poor life chances – low self esteem, poor self-image. Few constructive interests. Criminalisation of behaviour increases the likelihood of being involved in further offending.  Identity Social Presentation Socially excluded. Behavioural - seen as troublesome. Ostracised by others.  Self-care Skills Poor experience of parenting/care may result in an inability to care appropriately for self or others    Summary/ Comments Homelessness impacts on every area of children's lives.     

8. KEY FACTORS/SERVICES: Assessment Services: Residential support Outreach support Role of the Keyworker “When I visited Dundee to see family intervention at work, I was struck by how the project's success was rooted in the relationship that is built up between staff and the families they work with.” Gordon Brown, Britain’s Everyday Heroes, 2007 Co-ordinating role Dundee Families Project

9. EVALUATION • Dundee Families Project • 1999 - 2001 - Glasgow University – lead - Malcolm Hill http://www.scotland.gov.uk/Resource/Doc/157971/0042705.pdf • 2006 - PMSU - lead - Axel Heitmueller – not available online Breaking The Cycle • 2006 - 2008 - Heriot Watt/Sheffield Hallam Universities – lead - Hal Pawson http://www.scotland.gov.uk/Publications/2009/05/14121100/ Other • 2006 – Sheffield Hallam – lead – Judy Nixon http://www.communities.gov.uk/documents/housing/pdf/hrs230.pdf Dundee Families Project

10. ELEMENTS OF BEST PRACTICE • Prompt access to services • Flexibility of services • Stickability of services • Going the extra mile for children Dundee Families Project