Multi-agency Values Workshop Learning Objectives By the end of - - PowerPoint PPT Presentation

Multi-agency

Values Workshop

Learning Objectives

By the end of the workshop participants should ∙ be able to:

Identify and respect your own values and potential differences

• Better understand and respect differing value bases
• Understand what shapes our values and how values infmuence the
• manner in which we work with children

Understand the value base of

• Getting it right for every child and in

particular the core value of the child at the centre Understand the origin and content of the well-being indicators and

• identify how assessment of these could be infmuenced by our values

Feel confjdent that our work with children promotes their rights and

• respects their dignity.

Values are everywhere

Look at the statements on the screen. Decide how much you agree with the statements using a rating scale of 1–5, 1 being Disagree Strongly and 5 being Strongly Agree. Place yourself on the physical scale on the rook.

Young people today have no respect for society / authority!

1 2 3 4 5

Strongly Disagree Strongly Agree

Opiate dependent women should be administered contraceptives in their methadone

1 2 3 4 5

Strongly Disagree Strongly Agree

Parental alcohol use is less damaging than parental drug use

1 2 3 4 5

Strongly Disagree Strongly Agree

Many children are not aware of domestic abuse

1 2 3 4 5

Strongly Disagree Strongly Agree

What does discrimination feel like?

With a partner, think about a time when you experienced

• discrimination or prejudice of any kind

Describe the experience to your partner focusing on how you felt

• Write down the range of emotions you felt and how you dealt with
• the situation.

What are values and where do they come from?

On your table discuss what values are and agree a defjnition

• Discuss and write down where values come from
• What impact do values have on your life?

What are values?

VALUES: plural noun the beliefs people have about what is right and wrong and what is most

• important in life, which control their behaviour family/moral/traditional

values (Defjnition: Cambridge Advanced Learner’s Dictionary) powerful drivers for how we behave

• rules against which we make decisions.

Where do they come from?

religion

• culture
• society
• economy
• profession
• roles
• FAMILY

Personal Iceberg

Beliefs ∙ Values ∙ Attitudes ∙ Stereotypes ∙ Prejudice ∙

HIDDEn

Behaviours ∙ Discrimination ∙

VISIbLE

What we say / What we do / How we behave

Allport’s Ladder of Prejudice

Annihilate

∙

The majority group seeks extermination of the minority group. They attempt to ∙ eliminate the entire group of people. Attack

∙

The majority group vandalise minority group things, they burn property and carry out ∙ violent attacks on individuals or groups. Physical harm is done to members of the minority group. Discrimination ∙ Minority group is denied opportunities and services, so putting prejudice into action. ∙ Behaviours have the specifjc goal of harming the minority group by preventing them from achieving ∙ goals, getting education or jobs etc. The majority group is actively trying to harm the minority. Avoidance

∙

People in a minority group are actively avoided by members of the majority group. No direct harm may be intended, ∙ but harm is done through isolation. People in the majority group also feel safer avoiding the places that the minority groups may be found. ∙ Antilocution

∙

Means a majority group freely make jokes about a minority group. Speech is in terms of negative stereotypes and negative images. It is ∙ commonly seen as harmless by the majority. Antilocution itself may not be harmful, but it sets the stage for more severe outlets for prejudice.

Allport’s Ladder of Prejudice

In your group ∙

Discuss how some young people may experience the different stages of the ladder of prejudice

• Take a few minutes to examine the impact this might have on young people and their thoughts
• and behaviour

Take a few minutes to describe the values you hold when working with children and young

• people

What has infmuenced these values?

• In your group list examples of child centred values then discuss

∙

Do we share the same values as professionals?

• Do we share the same values with families and carers?

What values do you have when working with children?

• Do we share the same values across professions?
• With children and families?
• Please give an example of child centred practice.

Values: CHILDREN

Child or young person at the centre informing how ∙ we think and act The child’s whole world right now and in the future ∙ Early support to build resilience, prevent diffjculties ∙ The right support to understand what’s happening, ∙ to participate in decisions about their lives Build from strengths and resources ∙ The right to be physically and emotionally safe ∙ Extra barriers need extra effort – value diversity ∙ Dignity, respect, patience, honesty, reliability and ∙ integrity.

Values: FAMILIES

Recognise the resource of the widest family network, ∙ not just care givers. They know the child well, what works, what doesn’t Families should feel part of a partnership ∙ Families should be supported to understand what help ∙ is possible and what their choices might be Families can lead with the right support ∙ Dignity, respect, patience, honesty, reliability and ∙ integrity.

Values: PROFESSIOnALS

Value each other, show sensitivity to the impact of your ∙ work on others Work within your competency, seek help when you need it ∙ Commit to developing knowledge and skills through ∙ supervision, training, and extending experience Look after each other’s well-being as well as the well-being ∙

• f children and families

Respect the right to confjdentiality for children and for ∙ families, while recognising that the duty to safeguard children comes fjrst Treat each other with dignity, respect, patience, honesty, ∙ reliability and integrity.

Values: MULTI-AGEnCY

Respect different contributions, expertise and ∙ pressures and co-operate with each other Appreciate the added value and resource that joint ∙ working can bring Involve, consult and actively build relationships across ∙ professional boundaries Come together as one system, bringing help around ∙ the child and family in a co-ordinated and unifjed way Dignity, respect, patience, honesty, reliability and ∙ integrity.

The Well-being Indicators

national Guidance on Values:

GIRFEC & the Early Years Framework share key principles in ∙ supporting children Based on UNCRC, which is the origin of well-being indicators ∙ Framework for Standards & the Children’s Charter ∙ Curriculum for Excellence – Health and well-being guidance ∙ The Red Book in Public Health for Families ∙

What informs our thinking around well-being? ∙ How did we come to understand what safe, healthy, achieving, nurtured, ∙ active, respected and responsible and included mean? Are there values intrinsic to the well-being indicators? ∙ How do you promote children’s rights in relation to well-being? ∙

The Well-being Indicators

GIRFEC Practice Model

Well-being Assessment

Appropiate, Proportionate, Timely

Well-being Observing & Recording Gathering Information & Analysis Planning Action & Review

Adversity Protective Environment Resilence Vulnerability

The My World Assessment Triangle

How I Grow & Develop

Being healthy ∙ Learning & achieving ∙ Being able to communicate ∙ Confjdence in who I am ∙ Learning to be responsible ∙ Becoming independent, looking ∙ after myself Enjoying family & friends ∙

What I Need From People Who Look After Me

Guidance supporting me to make the right ∙ choices Knowing what is going to happen & when ∙ Understanding my family’s history, ∙ background & beliefs Everyday care & help ∙ Keeping me safe ∙ Being there for me ∙ Play, encouragement & fun ∙

My Wider World

School ∙ Support from family, friends & other ∙ people Local resources ∙ Enough money ∙ Comfortable & save housing ∙ Work opportunities for my family ∙ Belonging ∙

What is getting in the way of this child’s well-being? ∙ Do I have all the information I need to help this child? ∙ What can I do now to help this child? ∙ What can my agency do to help this child? ∙ What additional help, if any may be needed from others? ∙

Questions for every practitioner

Any Burning issues? ∙ Are there any questions? ∙

FInAL THOUGHTS

Getting it right for every child (GIRFEC) – ∙ a guide to getting it right for every child http://girfecinlanarkshire.co.uk ∙ http://www.scotland.gov.uk/Resource/Doc/257007/0076309.pdf ∙ http://www.scotland.gov.uk/Resource/Doc/1181/0009923.pdf ∙

Key Web Links