Purpose

The purpose of this project is to further enhance key KTS practices currently being implemented across NSW and ensure that outcomes for families are effective and consistent across the sector.

The three topic areas this project focuses on includes:

• Chapter 16A information exchange• Engaging clients and their families• Collaborative practice and integrated case

management

Ground rules for safe training

• Learning not disclosure

• Respect not blame

• Acknowledge ‘grey’ areas

• Confidentiality

Topic 1: Information Exchange

Keep Them SafeChange Management Project

“Train the Trainer Project”

Learning OutcomesAt the end of these sessions participants should be able to:

• Identify the policy and procedures involved in chapter 16A information exchange

• Apply the relevant policy and procedures to various case examples, suitable to different contexts and challenges that arise in practice across the NGO and Government sector

• Increase confidence in initiating and responding to information exchange requests

• Develop appropriate strategies and procedures for responding to information exchange in the organisational context

Issues explored in this topic: • Background to topic: Information Exchange • Issue 1: What the legislation tells us • Issue 2: Who, what and when to exchange • Issue 3: Requesting information • Issue 4: Agreeing/ responding to an information request • Issue 5: Providing information • Issue 6: Declining a request & challenging a decline • Issue 7: Gaining consent & when not to • Issue 8: Confidentiality, identity of reporter and record

keeping

Getting started on Information Exchange

Background to topic: Information exchange

Issue 1: What the legislation tells us

Issue 2: Who, what and when

Issue 2: Who, what and when

Issue 2: Who, what and when

Case Studies – Group 1• Case Study 1 - Serena (Child care centre, primary school, health centre) • Case Study 2 - John (Private catholic school and police or Police CWU, Community Services) • Case Study 3 – The Jones Family (Community Services, baby health centre, child care centre, school and

Salvation Army Family Centre) • Case Study 4 - Daniel (Juvenile Justice, high school, primary school, family support service) • Case Study 5 – Karen Walker (Health service, community centre) • Case Study 6 - Matthew Vinson (Primary school, health service)

Information exchange &

the case study activities

Issue 3: Requesting information

Issue 4: Agreeing/ responding to an information request

Issue 5: Providing information

Case Studies – Group 2• Case Study 7 - Kelly (Police, women’s refuge, Community Services) • Case Study 8 – Anna Curran (Aboriginal Intensive Family Support Service (IFBS), primary school, health

service) • Case Study 9 - Aiden & Alexis (ADHC, mental health services, child care centre) • Case Study 10 – Malcolm Bedford (Primary school, family support service, Community Services) • Case Study 11 – Janice (Housing NSW, Family and Community Services CWU, Community Services,

GP, preschool, mental health services, family support services)

Issue 6: Declining a request & challenging a decline

Issue 7: Gaining consent & when not to

• Consent is not necessary for exchange of information under Chapter 16A and there are some specific occasions when it should not be sought. However, as it is a principle of the Act that a child or young person should be given an opportunity to express views on personal matters, consent should be sought where possible.

• Best practice recommends that consent is sought from parents and/or carers before information relating to them, is exchanged.

• For many services working on a voluntary basis with families the decision to act without the family’s consent may be significant to the continuing relationship.

Information exchange

Unborn children

Issue 8: Confidentiality, identity of reporter and record keeping

Case Studies – Group 3• Case Study 12 – Jim Matthews (Community Services, health counselling service, Health NSW) • Case Study 13 – The Wright Family (ADHC, family support service, primary school) • Case Study 14 - Marisa (Catholic/Independent high school, family support service) • Case Study 15 – Harry and Violet Smith (Housing NSW, Family and Community Services CWU, family support service,

Department of Education & Communities CWU, primary school)

Practice tool

Information exchange

Concluding the session/s

1.What are some of key messages you will take from this session?

2. What is one strategy that you will take away and implement in your workplace?

Positive outcomes for children and families are achieved through

development of a relationship with the family that recognises their

strengths and their needs.

Principle 4, Special Inquiry into Child Protection Intervention

Learning Outcomes• Identify different pathways to

engagement for vulnerable children, young people and families

• Increase worker confidence in addressing conversations with families including difficult conversations about concerns

• Develop strategies that encourage families to engage in service provision to address concerns

Engaging familiesIssue 1: Engaging familiesIssue 2: Crisis as a pathway to engagementIssue 3: Building trust with people on the

edgesIssue 4: Promoting buy inIssue 5:On the receiving endIssue 6: Cold callingIssue 7: Difficult conversations

Issue 1:Engaging familiesKey messages:

• Engagement: Relationship and direction

• Engagement as a process

• Reframing resistance and hostility

Effective engagement

Features of a trusting relationship include:• Someone who listens• Respect• Being non-judgmental• Being trustworthy

Shared direction means:• Both practitioner and family members share the same

understanding of the goals and tasks to be achieved.

Effective engagement

Getting to know you

Growing

Graduating

How would this exercise apply to:

• Schools

• Emergency relief program

• Juvenile Justice

• Methadone clinic

Issue 2: Crisis as a pathway to engagement

Key Messages:

• Crisis as an opportunity

Crisis as a pathway to engagement

Developing case studies

• Start with family members• Background• Complication – related to learning task• General agency locations• Avoid real family examples• Descriptions not labels for behaviour• Proof read

Issue 3: Building trust with people at the edges

Key points:• Go where families are• Non-stigmatising services• Empowering strategies• Develop relationships

Issue 4: Promoting Buy In

Key point:

• Relationships alone are not enough

• What would be helpful?

Issue 5: On the receiving end

Key point:

• Reflecting on personal experience

Issue 6: Cold calling

Key point:

• Applying the relationship/being helpful framework to cold calling

Issue 7: Difficult conversations

Key points:

• What’s the message?

• Urgency

• Where to start?

Difficult conversations

Parent initiatesdiscussion

Worker invites parent to get in first

Workers encourages shared concern

Worker provides direct feedback using ‘I’ messages

Starting difficult conversations

Learning Outcomes

• Identify the key elements of case management and the role of case management in supporting families

• Identify various the roles and responsibilities and the approaches that both government and non government services may take to address the needs of families and develop a collaborative approach

• Develop, or enhance, interagency networks to support collaborative case management practice

Collaborative practice and case management

Issue 1: Starting with the childIssue 2: Understanding case managementIssue 3: Prioritising case managementIssue 4: Keeping the team connectedIssue 5: Collaboration and integrated case

management in practiceIssue 6: Building collaborative networks

Issue 1: Starting with the child

Key messages:• Start with the child• Help families access help through referral

Issue 2: Understanding case management

Key messages: • Elements of case

management• Who is

responsible?

Increasing risk

Do what you’d usually do

Look for relevant referrals

•Seek guidance•Relevant referrals•Info exchange•Option to report

DOCUMENT AND CONTINUE

RELATIONSHIP

CONSULT YOUR REFERRAL NETWORK

CONSULT WITH A PROFESSIONAL

NO ROSH but family open to/may benefit from servicesContact Family referral service if available

Discuss actions with supervisor or colleagueAnd/ or report to the Helpline.

Refer or seek further information

ROSH Threshold not met. Still have professional concerns?

Discuss actions with supervisor or colleagueAnd/ or report to the Helpline.

Refer or seek further information

Issue 3: Prioritising collaboration

Key messages:• Clearer understanding through sharing

information• One place, one plan

Issue 3: Prioritising collaboration

If the case study conversation went well, what would be discussed?

Issue 4: Keeping the team connected

Key messages• Meetings with the family• Meetings around the family?• Key worker• Virtual team

Issue 5: Collaboration & integrated case management in practice

Key messages:• Sustaining collaboration

• Keep outcomes in view

Issue 6: Building Collaborative Networks

Key messages:• Networks need nurturing• Not all relationships need to be the same

Building Collaborative Networks

Using Navigators

Making TracksBuilding Collaborative Networks

Building pathways

Building Collaborative Networks

Action plans

• What do you need to know to be ready?

• What regional/local priorities have you identified?

• How will you get started?

• Who can you call on if you need support?