SCIE
SCIE, 2008, An Introduction to Residential Child Care e-learning resource.This introductory resource gives a general introduction to this area, covering such areas as: facts and figures, needs and care environments, legislation and rights.
Available at: http://www.scie.org.uk/publications/elearning/index.asp
This introductory resource aims to deepen your understanding of how residential care can meet a child's needs and present a range of specific tools and strategies to help you meet these needs.
Available at: http://www.scie.org.uk/publications/elearning/index.asp
This resource builds on the previous two and aims to assist your understanding of how you can better meet childrens behavioural needs.
We will look in more detail at the way behaviour serves as communication and then suggest some ways for you to understand and manage behaviour which is key task for any residential carer
Available at: http://www.scie.org.uk/publications/elearning/index.asp
Kilpatrick R, Berridge D, Sinclair R, Larkin E, Lucas P, Kelly B, Geraghty T.
Available at: www.scie.org.uk/publications/knowledgereviews/index.asp
Available at: www.scie.org.uk/publications/practiceguides/index.asp
SCIE, 2004, Knowledge Review 05: Fostering success: an exploration of the research literature in foster care, SCIE.Available at: www.scie.org.uk/publications/knowledgereviews/index.asp
SCIE, 2004, Practice Guide 03: Fostering, SCIE.Available at: www.scie.org.uk/publications/practiceguides/index.asp
Websites
Key Legislation:Children Act 1989 -
http://www.opsi.gov.uk/acts/acts1989/ukpga_19890041_en_1
Care Standards Act, 2000 -
http://www.opsi.gov.uk/acts/acts2000/ukpga_20000014_en_1
The United Nations Convention on the Rights of the Child (UNCRC) -
http://www.crae.org.uk and http://www.unicef.org
Human Rights Act 1998 -
http://www.opsi.gov.uk/ACTS/acts1998/ukpga_19980042_en_1
Statistics:National Statistics 2006 -
http://www.dfes.gov.uk/rsgateway/DB/SFR/s000691/index.shtml
Scottish Executive, Statistics Publication Notice, Looked After Children 2005-06 -
http://www.scotland.gov.uk/Resource/Doc/159750/0043434.pdf
Organisations promoting the participation of children:Participation Works provides information and resources -
http://www.participationworks.org.uk/
Hear by Right is a tried and tested standards framework for organisations across the statutory and voluntary sectors to assess and improve practice and policy on the active involvement of children and young people -
http://www.nya.org.uk/information/100133/100573/hearbyright
Voice is a national organisation working with and advocating for children and young people in care -
A National Voice is an organisation run for and by young people who are or have been in care -
Voices From Care Cymru was set up in 1990 to help young people who are or have been looked after by local authorities in Wales -
http://www.voicesfromcarecymru.org.uk/main.htm
Voice of young people in care is an organisation that represents young people in Northern Ireland -
Physical interventions training:The British Institute of Learning Difficulties (BILD) is the main organisation that accredits training and training organisations. Its list is suitable for both learning disability homes and mainstream homes for Social, Emotional and Behavioural difficulties.
http://www.bild.org.uk/03behaviour_pi.htm
It has extensive publications in this area notably: Physical Interventions: a policy framework revised edition, John Harris, Marion Cornick, Alan Jefferson, Richard Mills.
http://www.bild.org.uk/03books_behaviour.htm#09PhysicalInterventionsPolicyFramework
Other useful websites:British Institute of Learning Disabilities -
Children's Commissioner for England -
Children's Commissioner for Wales -
Children in Wales -
http://www.childreninwales.org.uk/index.html
Designing with care -
http://www.sircc.strath.ac.uk/publications/Designing_with_Care.pdf
The Children's Rights Alliance for England (CRAE) -
Kids in Care Together -
http://www.kict.norfolk.gov.uk/
Northern Ireland Commissioner for Children & Young People -
Office for the Children's Rights Director for England -
Scotland's Commissioner for Children and Young People (SCCYP) -
Social Care Institute for Excellence (SCIE) -
Tools
Tools and templates for download:Download the children's home audit tool - download a checklist with 22 issues that children living away from home say makes a good caring service and use it to assess whether a children's home you know meets these standards.
Theories
AttachmentIf we are protected and nurtured as babies we grow to feel good about ourselves, about relationships and the world. We communicate, explore, learn, and overcome adversity.
Attachment Theory says that if this happens then the child has a secure base. We will be secure in our attachments, capable of forming and sustaining close, intimate, stable responsive and reciprocal relationships and cope with anxiety, conflict, stress and frustration.
But many children in care have had unpredictable or unreliable parenting that they felt was out of touch with them, they did not safe and understood. As they grow they experience uncertainty and to which they react with fight and flight. They act out rather than communicate, having little or no trust and respect for adults and the authority they represent, reacting and confronting with bravado.
Attachment Theory says they have Insecure Attachments and are Ambivalent, Avoidant or Disorganised.
Avoidant
What's going on?
James is terrified of contact. Following hurt and rejection in the past he has low self-esteem and finds it difficult to form relationships. He has experienced carers as rejecting, interfering and controlling, and switches off his emotions to avoid closeness. As a result he is compulsively self-reliant. Any anxiety, tension or conflict causes James upset and can lead to a breakdown in his behaviour.
What carers can do
James gets attention by distressing and annoying. Carers need to provide him with acceptance rather than control.
Ambivalent
What's going on?
Shereen is terrified of separation. She is angry, attention seeking, and whines, clings, frets, shouts and threatens. She needs love, closeness, attention and intimacy. In the past these have not been present in her care and she does not feel any carers can be relied upon to give these reliably and unconditionally. For Shereen the world never seems entirely under control and produces anxiety especially at times of separation. Her energy is spent on warding off loneliness and emptiness and to avoid rejection or abandonment. Jealousy and possessiveness can be the main characteristic of of her relationships frequently resulting in rows.
What carers can do
Carers need to contain her anxiety and follow this with support and approval.
Disorganised
What's going on?
Mishas previous carers were available and involved but also were hostile and feared leaving him freezing, physically and /or emotionally. He felt his only choice was to opt out and this has resulted in his emotional neutrality. For Misha relationships are neither distant nor involved but unavailable. Relationships stand still.
What carers can do
Be consistent and reliable.
Case study
Danielle's behaviour reflected these characteristics. However she also demonstrated a capacity to change and to develop, as have many young people given sufficient opportunity and reflective intervention.
"Soon after joining the Nurture group Danielle began to imitate the others. She appeared to be able to conform to the structure and expectations of the group by observing and copying others rather than by accepting the adult's instructions. It was as if she could conform by adaptation rather than by engaging in relationships. When she wanted the adult to read her a story she pushed herself into the chair the adult was already sitting on. She picked up the reading book and pushed it into the space between her face and the adult's. She began to make crude indications that she wanted the adult to do something for her exclusively. It was as if she had little perception of how to share an experience between two people.
The hopeful characteristic about Danielle was that she seemed to want something from the adult. She particularly liked to have stories read to her exclusively. It felt as if she wanted to share an understanding about something with an adult, perhaps seeking a possible understanding of the narrative of her own story/experiences - a beginning, middle and end. She gradually accommodated to the expectations of the sessions. Over time she became more able to accept instructions, follow the rules and take part in group activities."
To read more about this area; The SCIE Practice guide to fostering has a good summary by John Simmonds of BAAF.
Also access the Open University's Exploring children's learning online resources.
BehaviourismThis approach can mostly be found in homes working with children with learning difficulties and with children with extreme social and behavioural needs. One of the advantages of this approach is its direct communication with children who have difficulties with communication.
Behaviourism focuses only on directly observable, measurable events and behaviours. A Behaviourist will look at how environments that people live in influence their behaviour. By changing the environment they seek to change a person's behaviour, even reflex behaviours like crying when frightened.
According to behaviourism, all behaviour is learned and maintained by its consequences. The consequences, called the reinforcement, can increase or decrease the behaviour.
A positive reinforcement increases the behaviour by receiving something, a reward, and a negative reinforcement refers to an increase in a behaviour following the removal of something unpleasant, for example a child increases the tidying of their room to remove the carer's disapproval.
To be effective consequences need to consistently follow events.
Recognising and rewarding positive behaviour
For behaviour to change, children need to learn what alternative behaviour is appropriate. It is always more effective for you to role model and teach appropriate behaviours, increasing their frequency by the young person through recognition and reward.
Sanctions can feel like punishment to the child. Feeling punished only teaches a child what response not to make. When used to manage inappropriate behaviour it has been found to increase aggression, decrease the quality of relationships with carers, decrease mental health, and a later increase the likelihood for anti-social and criminal behaviour.
Applied behavioural analysis
The development of appropriate social behaviour is more likely if the child understands why they are being treated in a particular way. Applied Behavioural Analysis takes these factors into account.
Applied Behavioural Analysis breaks tasks into small, discrete ÔteachableÕ steps. At each step appropriate behaviours are reinforced. Developmentally appropriate behaviours are selected and the child is given enough support to ensure success, which is then positively reinforced by consequences that are reinforcing for that child. Gradually the amount of support and reinforcement is reduced.
Social Learning TheoryA development on from Behaviourism is Social Learning Theory, which emphasises the importance of children imitating behaviours, emotions and attitudes of those they see around them. Children will learn through modelling and go through 3 stages: exposure, acquisition, and acceptance.
To imitate someone a child must:
- Notice the model and their behaviour
- Retain by rehearsing
- Reproduce the behaviour
- Have their new skill recognised/rewarded
We have included two case examples of modelling below.
Case study 1 - Edie
"Edie is the manager of a children's home. She is keen to create a good physical environment for the children who live in the home. At the beginning of every shift Edie spends time picking up litter from the garden and in the playroom. Edie chats to the children whilst she tidies but does not direct them to help her. The children enjoy spending time with Edie and begin to help her whilst she is tidying. The children learn that everyone who spends time in the home can contribute to making it a more pleasant space."
Case study 2 - Green Hill Cottage
"Green Hill Cottage is a Children's Home for seven children. There is an expectation that all staff and children will eat together at meal times. Historically meal times have been chaotic and often some children and staff have left the table and gone outside whilst others are still eating their dinner. The staff team decide that modelling behaviour may be a way to address difficulties at meal times. The staff at Green Hill now wait until everybody has been served before they start their meal. They remain seated until the last person has finished their meal. They offer to clear the plates for each other and sit and chat whilst this is happening. The children observe all staff members modelling this behaviour and slowly realise that that this is expected behaviour. This behaviour also reflects some underlying values that the staff team want to promote. Their behaviour is respectful of each other and promotes patience. The behaviour also demonstrates that sitting together and talking, as a group is valued."