PUPIL PARENT PARTNERSHIP

1
PUPIL PARENT PARTNERSHIP

• Basis
• for a
• Theoretical Framework

2
The Practices

• Reflexive Practice emotional literacy,
  self-awareness, motivation, systemic influences,
  including family, cultural, societal etc.
• Non Oppressive Practice the use of relevant
  theories concepts to actively expose and
  transform prejudice both in ourselves others.
• Multi Disciplinary Practice the ability to use a
  variety of professional disciplines in thinking
  behaviour to enable the service to become more
  accessible.
• These form the framework that the child
  development theories can be attached to.
• It would be worth noting the particular
  importance of Active Listening to facilitate
  the operation of these practices.

3
The Qualities

• 4 Hs (Honesty, Humanity, Humour, Humility.)
• Trust
• Empathy
• Respect
• Care
• Love
• Resilience
• These attach the practices to the theories
• How do we cultivate these qualities in
  ourselves, colleagues and clients?
• How do we demonstrate these qualities to our
  clients?

4
The Theories

• Attachment the work of John Bowlby. The
  importance of a positive significant relationship
  between child and carer.
• Attunement - The Wave Trust Emotional trigger
  for violence.
• Brain Development the impact of
  oppression/oppressing on physical brain growth.
• Gender Relational - the impact of oppression.
• Racism the impact of oppression, xenophobia.
• Education/Learning Styles appropriate
  curriculum, Visual, Auditory, Kinaesthetic,
  Digital.
• Reparenting/Empowerment do vulnerable children
  need a re-parenting experience or empowering?
• Person-centred do people have an innate sense
  of purpose or is it a taught/learned quality.
• Psychodynamic early childhood being the source
  of all adult difficulties.
• Cognitive Behavioural - changing thinking will
  change behaviour.
• Community Education - Capacity building for
  voluntary/community groups and individuals. e.g.
  Peer activists, Roma Assistant Teachers.
• Pervasive Exclusion multi-layered, complex and
  historical exclusion
• Partnership/Networking The transition from
  collaboration to Integration.
• This is not an exhaustive list of the
  possibilities and should be used when appropriate

5
The Application to Practice

• Experience/practice
• Training
• Self learning
• Peer group learning
• Supervision
• Team Building
• Management
• Partnership
• Evaluation
• These facilitate the relationship between the
  other three and contribute to the quality of
  service

6
The Environment

• Partnership
• Collaboration/ Integration with statutory and
  voluntary sectors.
• The creation of a service delivery structure,
  that instead of being based on history and
  availability, has been re-organised around the
  needs of children and families and accessibility.
• The variation in socio-political contexts across
  Europe.
• The Media whether they are manipulative or
  responsible.
• Without an appropriate environment most
  innovation will eventually retreat into habitual
  behaviour.

7
Summary

• It is a model that emphasises the Why and
  How rather than the What. We feel that an
  enormous amount of ideas are generated around
  different types of interventions in an effort to
  initiate changes of behaviour in this client
  group. An equal focus on our motives and devising
  more effective ways of delivering services would
  generate greater success.
• The model is based on a foundation of three
  practices
• Reflexive Practice The ability to consider a
  variety of influences in decision making,
  including personal history.
• Non-oppressive Practice being able to approach
  all relationships with an awareness of possible
  prejudices.
• Multi-Disciplinary Practice The ability to think
  and act professionally in a variety of
  disciplines.
• The model then emphasises the importance of human
  qualities, such as Honesty, Integrity, Trust and
  Resilience, that are critical to service delivery
  and yet not the focus of any practitioner or
  policy maker training.
• Theories devised by academics, researchers and
  practitioners around the subject of children and
  families also deserve consideration. Theories
  such as attachment, attunement or brain
  development should shape the delivery of
  services.
• Penultimately, the model focuses on the
  application of the above, underlining aspects
  such as evaluation, training and professional
  supervision.
• Finally, the model underlines the importance of
  appropriate service delivery structures to ensure
  effective outcomes for vulnerable children
  families.

8
Implications for Individuals

• Practitioners have to be emotionally literate.
• They need to respond rather than react
• They need to have a wider knowledge base than
  their professional role suggests
• They need to actively cultivate human qualities
  and demonstrate them within professional
  boundaries

9
Implications for Individuals

• They need to understand the benefits of working
  in a non-oppressive manner.
• They need to feel confident about exposing their
  vulnerability around inherent prejudice.
• Some need to aspire to become a new type of
  professional the multi-skilled practitioner.
• They need to be responsible risk takers.

10
Implications for Organisations

• What would an emotionally literate organisation
  look like?
• Provide access to knowledge, training and
  structures that would support the practitioners.
• Create a work environment that is sensitive to
  practitioner vulnerability and insecurity yet
  still insists on personal professional
  development.
• Create networks for collaborative partnership
  work to evolve.
• Manage staff against a firm theoretical and
  practical model.

11
Implications for Policy Makers

• Create a training structure that produces the
  multi-skilled professional.
• Create ways of bench-marking the new
  cross-disciplinary competencies.
• Create service delivery structures that
  incorporate the multi-skilled professional into
  teams, supported by other practitioners who may
  well be specialists.

12

• Thank you