Getting it right for every child

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Getting it right for every child

• Andrew Keir GIRFEC/eCare Programme,
  Requirements Manager, Scottish Government

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Introduction

• 3 Workshops.
• Learning experience for everybody.
• Throughout the day presentations and discussion
  groups.
• Practice leading to systems
• Homework

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This abstract ink on canvas painting is entitled
together we are stronger. It speaks of the
importance of not just the parents but the family
and the community as a whole helping to bring up
a child. From the time that the child is a baby
the family and the community should come together
in oneness to raise the child so that the child
can grow up to be a pillar of society. In so
doing everyone benefits and the community is
strengthened.
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Getting it right for every child

• Lorraine Spalding Communications adviser, GIRFEC
  Team,
• Scottish Government

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Getting it right for every childInformation
Sharing Workshops

• Shared knowledge and understanding

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What is GIRFEC ?

• Getting it right for every child is a way of
  working which focuses on improving outcomes for
  all children by placing the child at the centre
  of thinking, planning and action
• It affects all services that impact on children
  (i.e. adult services working with parents/
  carers)
• It builds from universal services moving from
  crisis intervention to early intervention
• GIRFEC streamlines processes and uses IT to
  support best practice on information sharing

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How implement nationally?

• CULTURE CHANGE
• Learning together, co-operating, children at the
  centre
• SYSTEMS CHANGE
• Streamlining, simplifying, improving
  effectiveness
• PRACTICE CHANGE
• Appropriate, proportionate and timely help,
  shared materials, tools, protocols

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The GIRFEC approach comprises

• Core components (see no 10 in the Guide)
• Principles and values
• Common understanding
• Shared language
• Practice model (needs and strengths)
• Well-being and well becoming

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GIRFEC Child at centre a network of support
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Elements of the GIRFEC practice model

• My World Triangle
• Well-being wheel
• Resilience matrix

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Well-being
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(No Transcript)
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Resilience Matrix
Adapted from Daniel, B., Wassell, S. and
Gilligan, R. (1999) Child Development for Child
Care and Protection Workers, Jessica Kingsley
Publishers Ltd., London and Philadelphia and
Daniel, B. and Wassell, S. (2002) Assessing and
Promoting Resilience in Vulnerable Children,
Jessica Kingsley Publishers Ltd., London and
Philadelphia. Published by kind permission of
the authors and Jessica Kingsley Publishers Ltd.,
London and Philadelphia.
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Planning, action and review

• Use the well-being indicators to plan, take
  action and review.
• Where necessary develop a plan that incorporates
  all elements of involvement to meet a childs
  needs.
• When two or more agencies are involved, action
  coordinated by a Lead Professional.
• Review the outcome of the plan with the child,
  young person and family.

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The GIRFEC Practice Model
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• Information sharing in context
• Andrew Keir GIRFEC/eCare Programme,
  Requirements Manager,
• Scottish Government

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For Scotlands children

• The report included a six point action plan which
  outlined the way forward in terms of integrating
  childrens services, including the sharing of
  information.
• Those leading children's services must ensure
  that all children have access to the universal
  services of health and education. In most areas
  this will simply require effective mechanisms for
  information sharing between agencies. In some
  areas though, predominantly the cities, with more
  transient populations, careful consideration
  should be given to active methods of identifying
  and maintaining contact with all families.

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Everyone's job to make sure Im alright

• Recommended the development of linked
  computer-based information systems including a
  single integrated assessment, planning and review
  report framework for children in need.
• Cumulatively, such developments (sharing
  information through electronic means) hold out
  great advantages for improving child protection
• rationalising a number of different records and
  enabling all agencies to contribute relevant
  information
• ensuring professionals working to protect
  children have access to information such as
  vulnerability factors relevant to their
  decisions
• prioritising shared identification and
  assessment of need, plans for action and the
  intended outcomes for the child
• pooling and making information quickly and
  readily available to all agencies, so tha they
  can respond quickly to changes in needs and
  circumstances

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• Framework for Standard - Standard 4 states that
  agencies and professionals should share
  information about children where this necessary
  to protect them
• Preventing Offending by Young People A Framework
  for Action (2008) Ensure that all our systems
  are more effective in sharing information to
  support identification and intervention for young
  people at risk.

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National Domestic Abuse Delivery Plan for
Children and Young People (2008)

• Priority Area 2 - Develop a universal, systematic
  approach to information gathering and decision
  making that will place childrens needs and
  wishes at the heart of agencies response to
  domestic abuse.
• the Pathfinder is supporting the development of
  information-sharing protocols and procedures
  across all agencies, including the police,
  education, health, the voluntary sector and
  Childrens Reporters to streamline communication
  and the decision-making process. To achieve this,
  each Pathfinder is drawing on local resources as
  well as identifying technological solutions to
  assist agencies to gain skills and develop
  capacity to work in this new multi-agency
  context.

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Proposals for Action 2005

• Where more than one agency has to work with
  another in a structured way to help the child,
  key bits of this information should be shared to
  make sure that the help proposed is right for the
  child. The childs or young persons record is
  the place where this information should be
  brought together and shared where appropriate.
  Whoever is involved with the child can see what
  relevant information is available and can make a
  more informed decision about what action is
  really needed to help the child.1
• 1 Getting it right for every child Overview
  General Information and Responses to Questions

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GIRFEC/eCare (information sharing in context)

• GIRFEC Core Components
• 10 - The capacity to share demographic,
  assessment, and planning information
  electronically within and across agency
  boundaries through the national eCare programme
  where appropriate

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eCare background

• eCare is a set of standards, services, frameworks
  and technologies designed to support the
  provision of more integrated care to the citizens
  of Scotland
• eCare is a multi-year programme with current
  capabilities and future plans and goals
• eCare has predominantly been driven by the areas
  of Single Shared Assessment and Child Protection
  Messaging
• eCare is additionally now supporting the
  transition of Getting It Right For Every Child
  (GIRFEC) policy into practice and supporting the
  development of GIRFEC implementation

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The GIRFEC Practice Model
Work stream 2 (CVSR and Plan)
Work stream 1 (i2)
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Vision Analysis

• Functional Scope in 2 main workstreams
• I Point to Point. Allows practitioners to
  coordinate and collect appropriate information
  from other sources in order to facilitate better
  decision making.
• II Case Management. Supports coordinated
  multi-agency working through the management of
  shared case records, such as the Childs Virtual
  Shared Record.

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What does supporting GIRFEC involve? (some
initial thoughts)

• GIRFEC introduces some new concepts and
  requirements into the eCare domain
• The concept of spectrum of need and early
  intervention
• The concept that the practitioner controls who
  sees what and how the recipient can use it
• The need for highly controlled contribution and
  access to shared data around the child (Childs
  Virtual Shared Record Plan) based on a Case
  Management model
• The concept of more targeted communication
• Allows practitioners to get in touch identify
  whos involved
• Provides controlled access to limited information

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Workshops
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Practice considerations (Using the practice model)

1. Describe the range of circumstances you would
   consider sharing information or would need
   information to meet a childs needs and enhance
   their well-being? ?
2. At what points in your consideration of this
   childs needs do you think you would you share
   with or seek info from others, and with whom?
3. What information do you need against the specific
   circumstances in question 1?
4. How would you like the information provided to
   you?

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Kirsty Brown age 4

• Kirsty and her mother Fiona Brown have recently
  arrived in the area.

Kirsty has been attending the Nursery for 3
weeks.
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• Miss Brown brushes off these concerns and
  refuses to accept any advice we give her
• She has said that she moved from Othershire but
  cant remember the name of her Health Visitor or
  G.P. She has not registered with a G.P in this
  area.
• She does say that we can contact whoever we like
  but would not provide us with any details.
• We would like to offer support but would like
  any information to help us.

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Trevor White age 4

• Trevor lives with father but stays overnight with
  his mother one weekend every month. During this
  weekend visit he tells his mother that his father
  has kicked him in the leg, punched him on the arm
  and held him roughly around the neck.
• Mrs White notices bruising on his arm and legs
  and takes Trevor to the local SW dept.
• Mrs White does not know which nursery Trevor
  attends or who the HV is.

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Jimmy aged 10

• Police were called to the house the previous week
  because of a domestic incident involving the
  parents. Jimmy was in bed at the time but police
  were concerned that the conditions in the house
  were very poor and seemed chaotic.
• Jimmy is in primary 6 and has recently become
  somewhat disruptive. School would like to be able
  to support Jimmy better.

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Practice considerations (Interactive)

• Scenario x3
• 1. What are the issues for your agency in this
  scenario?
• 2. Practice What would happen now from your
  agencies perspective?
• 3. Practice What information would you share?
• 4. Practice What process would you use to share
  it?
• 5. Practice When would you share and with who?
• 6. Practice What would you need to be shared
  with you by others ?
• 7. Practice What needs to happen now?
• 8. Practice What processes or systems are used?

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Development considerations (information sharing
solution)

• Andrew Keir GIRFEC/eCare Programme,
  Requirements Manager,
• Scottish Government

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Challenges

• Different technology choices (and solutions) and
  complex landscape.
• Different Practice priorities.
• Competing policy priorities.
• Different understanding of Data and privacy
  principles. Impacts on technology framework and
  models
• Understanding of GIRFEC
• Language and understanding.

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Adam Ingram, Minister for Children and Early
Years

• Agencies are rightly and legally protective of
  the information that they hold and disseminate
  about our children. Like many, I have concerns
  about centralising that amount of information in
  one place, given that we know how good Government
  is at not holding on to information. There must
  also be no room for an arbitrary "information is
  (my) power" attitude to disseminating
  information. We need to be careful to ensure that
  that is clear. Hugh ODonnell (Lib Dem)
• Adam Ingram, I reassure Hugh O'Donnell that the
  approach in Scotland is not to create a central
  database. Information will be held and controlled
  by agencies and data will be brought together
  only when required. We are not going down the
  road that has been taken in England. There will
  have to be justification for access to
  information, and databases will not be open to
  being searched without there being a clear reason
  for doing so. Debate in Parliament 4th September
  2008

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Privacy and confidentially, rights etc

• Joseph Rowntree Foundation Database State
  (2009), Britain is out of line with other
  developed countries, where records on sensitive
  matters like healthcare and social services are
  held locally. In Britain, data is increasingly
  centralised, and shared between health and social
  services, the police, schools, local government
  and the taxman.
• A quarter of the public-sector databases reviewed
  are almost certainly illegal under human rights
  or data protection law they should be scrapped
  or substantially redesigned. More than half have
  significant problems with privacy or
  effectiveness and could fall foul of a legal
  challenge. . Fewer than 15 of the public
  databases assessed in this report are effective,
  proportionate and necessary, with a proper legal
  basis for any privacy intrusions. Even so, some
  of them still have operational problems. red
  Contactpoint and eCaf (the system collects far
  too much data, much of it subjective, on dubious
  legal grounds. The data are also too widely
  disseminated and likely to lead to stigmatisation
  of young people.)

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Article 29 Data Protection Working Party (2009)

• The core legal principle is that of the best
  interest of the child
• The principle of best interest requires a proper
  appreciation of the position of the child. This
  involves recognising two things.
• First, a childs immaturity makes them
  vulnerable, and this must be compensated by
  adequate protection and care.
• Second, the childs right to development can only
  be properly enjoyed with the assistance or
  protection of other entities and/or people

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• Email
• Threats to patient privacy (including
  unauthorised interception of unencrypted emails,
  receipt or retrieval of emails by unauthorised
  people, inappropriate physical security measures)
  Email consultations in health care scope and
  effectiveness (2004) BMJ
• Using the information in Chronology
  Case/Patient/Pupil records etc
• National solution (nationally agreed
  encryption etc)

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Workshop
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• Questions from last week?

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Development considerations (information sharing
solution)

• 1 How could this information sharing (in the
  previous discussion groups) be enhanced with the
  aid of electronic tools?
• 2. What would these tools look like (remembering
  the constraints)?
• 3. How would they be used?

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Planning for the next session

• Homework
• GIRFEC Guidance
• Info Sharing Processes etc
• Business Requirements
• Give us a name

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Introduction to the Information sharing Models
and process including Learning tool.

• Andrew Keir GIRFEC/eCare Programme,
  Requirements Manager, Scottish Government

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Information sharing Models and process including
Learning tool

• The Information Sharing Models and process and
  Learning tool are based on -
• GIRFEC Core Components
• GIRFEC Principles
• GIRFEC Values
• GIRFEC Practice Model
• Business Requirements so far

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The GIRFEC Practice Model
Work stream 2 (CVSR and Plan)
Work stream 1 (i2)
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i2, GIRFEC and eCare

• The i2 practice tool will...
• Be the first national user interface to support
  practitioners using targeted communication,
• Be used to prototype and pilot future phases of
  GIRFEC requirements
• Allow those organisations without the systems or
  infrastructure and practitioners whose systems
  have yet to be upgraded, to participate in the
  GIRFEC approach
• Be designed to allow rapid prototyping and
  flexibility to support the implementation of
  GIRFEC
• Be used to allow practitioners to exchange point
  to point communication of any concerns, whether
  statutory or non-statutory

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User-Centred Design Framework