Module 3: Early Days in a Placement

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• Module 3 Early Days in a Placement

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Module 3 Early Days in a Placement

• Learning Outcomes
• At the end of this module participants will be
  able to
• 1. Demonstrate understanding of the framework
  for decision making in meeting a child or young
  persons protective needs.
• 2. Discuss the factors that would be taken into
  consideration in deciding whether to accept a
  placement.
• 3. Outline key factors in building a
  relationship with a child or young person.
• 4. Demonstrate knowledge of ways to encourage a
  child or young persons sense of safety and
  identity.
• 5. Demonstrate understanding of supports for
  carers and team processes, including what it
  means to work with the department.

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Module 3 Early Days in a Placement

• Content
• 1. Decision making about how to meet the child or
  young persons needs.
• 2. Accepting a placement what do you need to
  consider.
• 3. Building relationships how to welcome a
  child or young person.
• 4. Promoting a positive sense of self and
  identity for a child or young person.
• 5. Carer supports introduction to working in
  partnership.

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Principles of the Child Protection Act 1999

• (1) This Act is to be administered under the
  principle that the
• welfare and best interests of the child are
  paramount.
• (2) Subject to subsection (1), this Act is also
  to be administered
• under the following principles
• (a) every child has a right to protection from
  harm
• (b) families have the primary responsibility for
  the
• upbringing, protection and development of
  their
• children
• (c) the preferred way of ensuring a childs
  well-being is through the support of the
  childs family

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(cont.)

• d) powers conferred under this Act should be
  exercised in a way that is open, fair and
  respects, the rights of people affected by their
  exercise, and in particular, in a way that
  ensures
• (i) actions taken, while in the best interests
  of the child, maintain family relationships and
  are supportive of individual rights and ethnic
  religious and cultural identity or values and
• (ii) the views of the child and the childs
  family are considered and
• (iii) the child and the childs parents have
  the opportunity to take part in making
  decisions affecting their lives

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• (e) if a child does not have a parent able and
  willing to protect the child, the State has a
  responsibility to protect the child, but in
  protecting the child the State must not take
  action that is unwarranted in the circumstances
• (f) if a child is removed from the childs
  family
• (i) the aim of authorised officers working
  with the child and the childs family is
  to safely return the child to the family
  if possible and
• (ii) the childs needs to maintain family and
  social contacts, and ethnic and cultural
  identity, must be taken into account
• (iii) in deciding in whose care the child
  should be placed, the chief executive
  must give proper consideration to
  placing the child, as a first option,
  with kin

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• (g) a child should be kept informed of matters
  affecting him or her in a way and to an
  extent that is appropriate, having regard
  to a childs age and ability to understand
• (h) if a child is able to form and express views
  about his or her care, the views must be given
  consideration, taking into
• account the childs age or ability to
  understand
• (i) if a child does not have a parent able and
  willing to give the child ongoing protection,
  the child has a right to long-term alternative
  care.

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Case Management

• Case Management refers to the overarching
  responsibility for decision making, service
  delivery, and directing and reporting on the
  department's planned interventions with the child
  and family.
• The department has case management
  responsibility.

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Case Planning

• Case plans are
• developed with the participation of all
  stakeholders including the child and their
  family, foster and kinship carers, community
  support persons, services that are working with
  the child, the recognised agency and departmental
  officers who work with the child
• developed through a Family Group Meeting (FGM)
  process
• clear to all parties
• focused on the child and their needs
• based on an individualised assessment process
• reviewed regularly, at least every 6 months and
• accountable and transparent.

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• Section 84 of the Child Protection Act 1999
  states that when an approved carer agrees to care
  for a child or young person (who is under the
  custody or guardianship of the Chief Executive),
  the carer and the Department must enter into a
  written agreement about the child or young
  persons care.
• This refers to the Placement Agreement.
  Departmental practice standards require that this
  will occur with all placements, not just those
  with approved carers. The matters to be included
  in the Placement Agreement are outlined in
  Section 7 of the Child Protection Regulation
  2000.

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Child Protection Regulation 2000

• Section 7(1) For section 84(2) of the Child
  Protection Act 1999, the following are the terms
  
• (a) the time for which the agreement is to have
  effect
• (b) the time for which it is intended that the
  approved carer will care for the child
• (c) information, from any case plan prepared by
  the chief executive for the child, about
  matters involving or affecting the approved
  carer
• (d) Whether the chief executive has complied, or
  intends to comply, with the relevant notice of
  provision and, if so, the information given, or
  intended to be given, to the childs parents
  under the notice provision

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• (e) Arrangements for contact between the child
  and the childs parents or other members of the
  childs family, including, for example, the
  childs transport arrangements
• (f) The responsibilities of the chief executive
  and of the foster carer in the provision of
  medical, therapeutic, schooling and other
  services to the child
• (g) Information about any special needs of the
  child, including -
• (i) information about any special health needs
  and
• (ii) information about any special behavioural
  management needs and
• (iii) information about the resources needed to
  meet the special needs
• (h) the amounts to be paid to the foster carer
  for the childs care and maintenance.

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Risk Assessment

• A risk assessment is a specific process which
  informs decisions about the level of information
  provided to a family regarding where and in whose
  care a child or young person on a child
  protection order is placed.
• The risk assessment also impacts on decision
  making (i.e. family contact).
• The risk assessment considers relevant factors
  which may impact on the physical and emotional
  safety of
• the child or young person requiring a placement
• the carer and carers family.

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• The major focus of this assessment is on whether
  the available information indicates a current
  safety threat to the child, carers or other
  children in the placement.
• Legislative Requirement
• Section 85 and 86 of the Child Protection Act
  1999
• Section 8 of the Child Protection Regulation
  2000 provides a list of considerations in
  formulating the risk assessment.

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Insurance policies

• Prior to accepting a placement, it is important
  to consider whether having a child in care in
  your home will affect your current home and
  contents and other insurance policies. Make sure
  that you check with your insurance companies
  whether your policies cover
• injury to children in your care and
• damage or theft caused by children in your care.
• Also check with your insurance companies whether
  having children in your home will require any
  changes to your insurance policies and make these
  changes prior to accepting placements.

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Confidentiality Provisions

• Information can be shared for purposes directly
  related to a childs protection or welfare.
  Section 187 of the Child Protection Act 1999
  outlines the principles of confidentiality. The
  Act states that information or a document
  obtained about another persons affairs, must not
  be disclosed or the document given to anyone else
  except
• 1. To carry out duties or functions under the
  Child Protection Act 1999 e.g. a CSO can
  share information with a carer about a child or
  young person when a placement begins as this
  information is necessary for the carer to carry
  out their role.

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(cont.)

• 2. If the disclosure is necessary for a child or
  young persons protection or welfare e.g. if a
  child is distressed after family contact, the
  carer can provide limited information about the
  family contact to the childs teacher so that the
  teacher can provide support to the child at
  school.
• 3. If the disclosure relates to the Chief
  Executives function of cooperating with other
  government agencies that have a function in
  relation to the protection of children e.g. if
  the NSW Department of Community Services has
  been notified of protective concerns about a
  child who has previously lived in Queensland,
  information can be shared by the Queensland
  Department to assist in the protection of the
  child

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(cont.)

• 4. If the information or document is about the
  person to whom it is being given e.g. a young
  person may want more information about how they
  came into care. The CSO and carer may create a
  Life Diary with the young person to help them
  understand their past.
• Anyone performing duties under the Act (eg
  carers) must not give confidential information to
  anyone else, unless for a purpose directly
  related to the childrens welfare or protection.

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• Section 188 of the Child Protection Act 1999 also
  allows for information to be passed on from one
  person to another to another as long as at each
  stage information is shared for the protection or
  welfare of a child or young person e.g. if an
  CSO tells a foster and kinship care service
  coordinator (under Section 187) that a child is
  at risk of harm during contact with his father,
  the coordinator can pass this information on to
  the Department (under Section 188). This is
  because the sharing of information is related to
  the childs welfare.
• Penalties can apply.

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Statement of Standards

• The Statement of Standards outlined in the Child
  Protection Act 1999 states that
• (a) the childs dignity and rights will be
  respected at all times
• (b) the childs needs for physical care will be
  met, including adequate food, clothing and
  shelter
• (c) the child will receive emotional care that
  allows him or her to experience being cared
  about and valued and that contributes to the
  childs positive self-regard
• (d) the childs needs relating to his or her
  culture and ethnic grouping will be met
• (e) the childs material needs relating to his
  or her schooling, physical and mental
  stimulation, recreation and general living
  will be met

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(cont.)

• (f) the child will receive education, training or
  employment opportunities relevant to the childs
  age and ability
• (g) the child will receive positive guidance when
  necessary to help him or her to change
  inappropriate behaviour
• (h) the child will receive dental, medical and
  therapeutic services necessary to meet his or
  her needs
• (i) the child will be given the opportunity to
  participate in positive social and recreational
  activities appropriate to his or her
  developmental level and age
• (j) the child will be encouraged to maintain
  family and other significant personal
  relationships
• (k) if the child has a disability the child
  will receive care and help appropriate to the
  childs special needs.

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• The Statement of Standards also requires that
  the ways of managing the childs behaviour must
  not include corporal punishment or punishment
  that humiliates, frightens or threatens the child
  in a way that is likely to cause harm.
• In relation to point (j) encouraging a child
  to maintain family and personal relationships
  the Act states that the foster carer must comply
  with the reasonable directions of departmental
  officers.

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Chief Executives functions in relation to
approved carers

• The Child Protection Act 1999 Section 7
  outlines the Chief Executives functions. In
  particular the relevant ones are
• (g) providing support and training to approved
  carers to help them care for children under this
  Act
• (h) negotiating and reviewing a statement of
  commitment between the State and organisations
  with an interest in foster care that includes
  the provision of support and resources by the
  department to approved carers caring for
  children under this Act
• (i) promoting a partnership between the State
  and approved carers that recognises the integral
  part played by foster carers in caring for
  children under this Act.

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Foster Carer Agreement

• A Foster Carer Agreement is developed through
  discussions between a foster carer and the
  Department of Child Safety or their foster and
  kinship care service, when the carer receives
  their certificate of approval.
• The Agreement includes
• PART A the types of care to be provided, based
  on the foster carer/s preference, experience and
  departmental or agency recommendations and
• the characteristics of the placements to be
  accepted by the carer (for example, sex, age
  range and type of care).
• PART B the needs of the foster carers family
  and strategies to address these needs (support
  plan).
• PART C carer learning and development plans

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Foster Carer Agreement (contd.)

• The Foster Carer Agreement is reviewed
• For PART A, at least once a year
• For PART B and C, at least once every 6 months
• A review may also be necessary if
• there is a change in personal circumstances (for
  example, beginning or ending of a spousal
  relationship or a change in other household
  members - see change in circumstances procedure)
  
• there is a change to personal history for the
  carer or a household member, such as a new charge
  or conviction or
• the carer/s intend to provide care for other
  children (for example, becoming a family day care
  provider or caring for relatives) or
• there are ongoing matters of concern with regard
  to the quality of care provided to children.

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Making sure we learn from experience

• Reflective practice means
• Taking opportunities to learn from our experience
  - not just doing things the same way.
• Keeping track of what youve learned so you build
  on this.
• Recognising the blockages that might be
  preventing you working as well as you can
• Understanding your own beliefs and prejudices and
  how these will impact and making the most of your
  learning. Ask others for help, acknowledge to
  yourself that you have developed new skills and
  strengths and share your learning with less
  experienced carers.