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 What we say / What we do / How we behave VISIbLE ∙ Behaviours ∙ Discrimination HIDDEn ∙ Beliefs ∙ Values ∙ Attitudes ∙ Stereotypes ∙ Prejudice
Allport’s ∙ Annihilate ∙ The majority group seeks extermination of the minority group. They attempt to Ladder of eliminate the entire group of people. ∙ Attack Prejudice ∙ 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 of 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
The Well-being Indicators ∙ 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?
GIRFEC Practice Model Well-being Assessment Well-being Appropiate, Proportionate, Timely Resilence Protective Adversity Environment Vulnerability Observing Gathering Information Planning Action & Recording & Analysis & Review
The My World Assessment Triangle How I Grow & Develop ∙ Being healthy What I Need From People ∙ Learning & achieving Who Look After Me ∙ Being able to communicate ∙ Confjdence in who I am ∙ Guidance supporting me to make the right ∙ Learning to be responsible choices ∙ Becoming independent, looking ∙ Knowing what is going to happen & when after myself ∙ Understanding my family’s history, ∙ Enjoying family & friends background & beliefs ∙ Everyday care & help ∙ Keeping me safe ∙ Being there for me ∙ Play, encouragement & fun My Wider World ∙ School ∙ Enough money ∙ Support from family, friends & other ∙ Comfortable & save housing people ∙ Work opportunities for my family ∙ Local resources ∙ Belonging
Questions for every practitioner ∙ 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?
FInAL THOUGHTS ∙ Any Burning issues? ∙ Are there any questions?
Key Web Links ∙ 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
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