The Practice Journal of Child, Youth and Family Te Hautaka ako te Tari Awhina i te Tamaiti, te – Rangatahi, tae atu ki te Whanau
34 AUGUST 2006
Contents Editor Bronwyn Bannister Editorial Advisory Team Paula Attrill Regional Director, Southern
02
Editorial
04
Don Smith and Pete Ellis discuss the social workers’ survey on the Towards Wellbeing
Noel Cocurullo Lawyer/Counsel for Child Buster Curson Clinical Social Worker and Social Services Consultant, Palmerston North Nick Findley Regional Practice Advisor, Southern
suicide prevention programme
11
Wendy Kelly examines children’s attachment needs
17
Lisa Hema reviews developments in youth justice
Tayelva Petley Site Manager, Tauranga Eileen Preston Senior Advisor, Adoptions
21
Sean McKinley discusses social worker registration
Jan Spanhake Project Manager, Operations
25
Book reviews
All correspondence to: The Editor
27
Conference information
Social Work Now PO Box 2620 Wellington
28
Deadlines and Social Work Now aims
29
Information for contributors
Email:
[email protected] Production Blue Star Print Group
ISSN 1173-4906 ©CHILD, YOUTH AND FAMILY
Social Work Now is published three times a year by Child, Youth and Family. Views expressed in the journal are not necessarily those of Child, Youth and Family. Material AUGUST
may be reprinted in other publications only with the prior written permission of the editor
2006
and provided the material is used in context and credited to Social Work Now.
34
Editorial Shannon Pakura discusses Child, Youth and Family and social worker registration The Aotearoa New Zealand Association of Social
Although the SWR Act provides for voluntary
Workers, social work educators and many
registration, there is a clear expectation that
members of our profession have advocated for
statutory social workers will be registered
registration for social work for many years.
and that they be supported in achieving the
Registration is an accepted standard in other
challenges and rewards that registration
professions such as nursing, teaching, law,
provides.
accounting and psychology. Providing for Registration is key to building and retaining
legislated statutory registration is an indication
confidence in our profession. It is a crucial
that the social work profession is recognised at
step forward in our journey towards raising
the highest level as a valuable participant within
the status of the social work
the social service sector
profession and ensuring
and as such requires that the profession is supported, regulated and encouraged to maintain high standards. The Social Workers
Registration is key to building and retaining confidence in our profession
quality social work practice in New Zealand. Registration is undoubtedly already having a positive impact on the practice of social work
Registration Act 2003 (SWR
in New Zealand and with
Act) sets out three clear key
the continued support of
directives. These are to:
the professional body, social work programme providers and the employers of
• protect the public by ensuring that social workers are competent to practise and accountable for the way in which they practise
social workers this will continue. Child, Youth and Family social workers are to be congratulated for being part of the first wave of
• promote the benefits of registration to the public, the profession, employers and any other bodies or organisations that interact with social workers
registered social workers as they are setting, by example, the standard for social work practice in New Zealand for those who will follow them. Already the social workers of tomorrow who are
• enhance the professionalism of social workers through support, education, development and regulation.
undertaking study or contemplating social work as a profession are recognising the status that registration affords the profession.
SOCIAL WORK NOW: AUGUST 2006
02
The work we all do as social workers touches
Social workers are passionate, committed,
the lives of people on a day-to-day basis and in
courageous individuals. They are ordinary
order to deliver the best services to vulnerable
individuals doing an extraordinary job.
children, young people and their families,
Child Youth and Family is committed to the
Child, Youth and Family strives to create a work
registration of its social workers, to having their
environment that supports quality social work
skills and knowledge recognised and to having
practice and builds social work capability.
them acknowledged as competent to practise and professionally accountable.
There are two key principles that underpin social worker registration – competence and
The registration of social workers is further
accountability. The public and social workers
discussed in this issue by Sean McKinley, the
expect social workers to be held accountable for
Chief Executive and Registrar of the Social
their work, and for their work to be transparent
Workers Registration Board.
and meet acceptable levels of competence. The criteria for registration achieves an essential balance between setting a high standard or benchmark and recognising the different life experiences and backgrounds of social workers who are currently in practice.
Shannon Pakura is the General Manager, Service Development, Child, Youth and Family and a member of the Social Workers Registration Board.
Child, Youth and Family has been working to ensure it supports all its social workers to take part in the registration process as quickly as possible. This is our commitment to quality professional practice and public accountability. Child, Youth and Family is committed to ensuring that all social workers have the opportunity to access and undertake continuing professional development. Professional development is an expectation of registration and this will assist in building and increasing the capability and competency of our profession.
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SOCIAL WORK NOW: AUGUST 2006
Surveying social workers Don Smith and Pete Ellis discuss the Towards Wellbeing suicide prevention programme from social workers’ perspective Introduction
factors that might contribute to suicidal and other risk behaviour
The Towards Wellbeing (TWB) programme
• support for the social worker to complete a risk assessment and develop a risk management plan
began with the publication of the best practice guidelines Towards Wellbeing: Responding to the needs of young people Te Kahu o Te Aorangi
• assignment of risk level (High critical, High, Moderate, Low) and frequency for the clinical adviser to review the status of the young person with the social worker (weekly, fortnightly and monthly).
in 2000. These followed the structure of earlier guidelines for schools. Early integration into Child, Youth and Family social work systems (including training, practice and the operational electronic case record system, CYRAS) followed the same year. However, the
Once young people are stable and at low risk,
15-fold higher rate of death by suicide among
monitoring may be only by review of the
youth in contact with Child, Youth and Family
social worker’s notes and a three-monthly
than in the wider community (Smith and
contact with the social worker. These three
Beautrais, 1999; Beautrais, Ellis and Smith, 2001)
monthly follow-ups may alternatively be to
indicated the need for additional assistance
another primary caseworker, such as a school
in implementing these guidelines with this
counsellor. Later developments included the
particular at-risk population. This led to
weekly review of social workers’ electronic case
implementation of the TWB suicide monitoring
records to identify events or risks requiring
programme in 2002.
the TWB team to contact the social worker. There was also a daily review of all screening
This consult/liaison service included:
tool (CKS) assessments completed the previous
• a rapid referral system (by email) which invoked a text message to two mobile phones to notify a clinical adviser to ring back within an hour (usually in the next 10 minutes)
day and of those young people with suicide
• direct referral to a clinical adviser assigned to support each Child, Youth and Family office and residence
The Wellington School of Medicine operated
ideation, severe psychological stress or other indicators of risk.
the programme from 1 September 2001 until 30 June 2005. This survey describes social workers’
• a review of CYRAS records and other information to identify the young person’s background, and current and possible future
SOCIAL WORK NOW: AUGUST 2006
views of the service during the final year of that period.
04
The survey
of the social workers were aware neither of the guidelines nor the programme, and half did not
We developed a custom-designed survey in
know the name of the clinical adviser serving
collaboration with national office Child, Youth
their SDL.
and Family staff and Colmar Brunton market researchers. This was delivered to staff through
Senior management (supervisors, practice and
their intranet site and took generally 10 to 12
site managers) were more likely to be aware of
minutes to complete.
the programme (90 per cent) and 71 per cent were aware of the guidelines (56 per cent had a
The results must be interpreted cautiously, given
personal copy and 20 per cent had access to an
the relatively low overall response rate of 37
office copy).
per cent, rising to 45 per cent when the ‘total population’ was restricted to those who had
Overall, just under half of the social workers
used the TWB screening measures or had a client
had taken part in a briefing or induction on
on the TWB programme.
TWB (45 per cent of social
Unfortunately the
workers primarily involved in
questionnaire was distributed to some social workers not involved with this age group and to some social workers who had left the service. This contributed to
Overall, just under half of the social workers had taken part in a briefing or induction on TWB
C&P and 42 per cent of those in YJ). Fifty-six per cent of senior management had had a briefing or training on the TWB programme. As might be expected, 83 per cent of
the apparently low response
social workers and senior
rate. We encountered
practitioners who had no
some technical difficulties delivering the
briefing or training had neither a personal copy
questionnaire. Other recent internet surveys,
of the guidelines nor access to an office copy.
both in general and of health professionals,
The regional rates of training (at induction or
have reported similar response rates of 30 to 50
on site) were: Southern 41 per cent; Central
per cent (Tourangeau, 2004; Leece, Bhaandari
48 per cent; Midland 53 per cent and Northern
and Sprague, 2004; Van Den Kerkhof, Parlow,
47 per cent.
Goldstein and Milne, 2004).
Use and satisfaction with the TWB tools
Knowledge of the programme and access to the guidelines
Social workers used three TWB tools as part of their practice for identifying and assessing young people who are at risk of suicide.
Two-thirds of the social workers were aware of the TWB programme and had access to the guidelines (68 per cent of social workers
The CKS was the most often used. Ninety per cent
primarily involved in care and protection [C&P]
of workers in the two southern regions and 80
and 62 per cent of those in youth justice [YJ])
per cent in the two northern regions had used
and 52 per cent overall could correctly name
the CKS. Some of the young people most at risk
a clinical adviser who served their service
are located in residences, and it was used by
delivery location (SDL). Conversely, one-third
86 per cent of their social workers. YJ workers
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SOCIAL WORK NOW: AUGUST 2006
were more likely to have used the CKS (YJ 93 per
and satisfaction with, the CKS and the risk
cent; C&P 75 per cent) and to have used it more
assessment measure were high. While the
frequently (60 per cent of YJ and 5 per cent of
use of the risk management plan was lower,
C&P used the CKS more than once a month).
satisfaction with this tool was similarly high. The Northern region had the lowest reported use
The risk assessment tool was used to evaluate
of the assessment and risk management tools
and quantify the level of risk of suicide,
but the highest proportion of satisfied users.
following a ‘positive’ CKS screen or when this
Although social workers in residences used the
was otherwise suspected. It was used by about
assessment and risk management tools least,
10 per cent fewer social workers than the CKS,
they were more satisfied with the tools than
again more frequently in the southern than the
field social workers.
northern regions. YJ and C&P workers used the risk assessment measure with similar frequency
Satisfaction with aspects of the TWB service
(18 per cent more than monthly; 18 per cent monthly; 40 per cent less than monthly). It is
Each of the respondents who had used TWB was
worth noting that these figures are not in a
asked to rate their satisfaction of seven key
context of need and some staff may only need
aspects of the programme.
the tool less than once a month.
There was a high degree of satisfaction with the
As expected, the risk management plan was
speed of the response to the ‘help’ email (mean
used the least – by 45 per cent of respondents,
= 96 per cent: range 91-100 per cent) and the
but relatively more often by YJ than C&P social
overall response to referrals (mean = 96 per cent;
workers (YJ 54 per cent; C&P 40 per cent). Ten per
range 94-97 per cent), which was consistent
cent of YJ social workers reported using it more
with the importance placed on these aspects
than monthly, 14 per cent monthly and 30 per cent
of the service. Satisfaction with the assessment
of both groups reported use less than monthly.
(mean = 78 per cent: range 68-84 per cent) and
Those who used a tool were asked to comment
management of risk (mean = 73 per cent: range
on their satisfaction with it. The use of,
69-83 per cent) processes were slightly lower.
Figure 1: Use and satisfaction with the three TWB tools 100
Very useful
90
Quite useful
80
Not useful
Percentage
70 60 50 40 30 20 10
Screening Tool
Risk Assessment Tool
Residences
Northern
Midland
Central
Southern
Residences
Northern
Midland
Central
Southern
Residences
Northern
Midland
Central
Southern
0
Risk Management Plan
Figure 1 outlines the use (total for each bar) by region (and residences) for each of these tools. There was little difference between the satisfaction ratings of the screening or the risk assessment tools by YJ and C&P social workers.
SOCIAL WORK NOW: AUGUST 2006
06
This may reflect the value the social worker
with it (31 per cent). These responses were
places on gaining quick access to a clinical
similar across all regions and did not appear to
adviser but ambivalence that TWB, as a consult/
reflect the differences in local mental health
liaison service, works with social workers rather
service provision (which meet Mental Health
than taking over assessment and management.
Commission provision targets in the southern regions but are about half this level in the
However, this should not detract from the high
north). Twenty-three per cent of social workers
levels of satisfaction with the risk assessment,
rated this aspect as ‘not that helpful’ and a
management planning and anticipation of
further seven per cent as ‘not at all helpful’,
problems. These systems were developed to
indicating that there is an expectation of social
screen for risk using a template of risks found
workers that is not being met.
among Child, Youth and Family clients, and especially to identify ‘trigger’ risk factors that
Social workers’ satisfaction with assistance on
are likely to increase risk and, potentially,
follow-up of young people who have been on
precipitate an attempt at suicide. The
the TWB programme was high. Follow-up is
management plan is then developed to cover
important in reducing the death rate among
each of the risks identified for the young person.
those who have been at risk (Motto and
Satisfaction ratings of 78 per cent (assessment),
Bostrom, 2001).
73 per cent (risk management) and 69 per cent Finally, social workers reported increased
(anticipation of problems) were very high.
confidence in identifying, assessing and In contrast, social workers were not as satisfied
managing risk of suicide for young people on
with TWB assistance in gaining access to mental
their caseloads during the course of the TWB
health services. Overall, social workers were
programme. The Midland region reported the
split equally as to whether they were satisfied
highest level of increased confidence (85 per
with TWB assistance with accessing mental
cent satisfaction) with the Northern and Central
health services (35 per cent), considered it
regions reporting the least satisfaction (68 per
‘quite helpful’ (34 per cent) or were dissatisfied
cent and 66 per cent respectively).
Figure 2: Satisfaction with aspects of TWB by region 100
Satisfied
90
Very satisfied
80 Percentage
70 60 50 40 30 20 10
Speed of response to Help email
Response to referral
Assessment of risk
Developing a risk management plan
Anticipating problems
Accessing mental health services
Assistance with follow-up
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
Northern
Central
Midland
Southern
0
Increased confidence of social workers
Figure 2 outlines the satisfaction (total for each bar) with aspects of the programme by region.
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SOCIAL WORK NOW: AUGUST 2006
The best aspects of the programme and those ‘in need of improvement’
Aspects that might be improved
In the final section of the survey respondents
no suggestions for improvement or responded
listed the best aspects of the programme
‘don’t know’.
Fifty-four per cent of respondents either had
and those that might be improved. Colmar
The most common suggestions for the other 46
Brunton researchers grouped these into
per cent were for more training or ‘refresher’
mutually exclusive themes that were reviewed
presentations. This matched the earlier finding of
by the authors at the beginning and end of
22 per cent of social workers and 12 per cent of
this process. This produced 19 categories of
management indicating they had neither training
best aspects and 22 aspects that could be
nor access to a copy of the guidelines. Other
improved. Because respondents could list as
concerns indicated that the programme did not
many or as few (including none) as they wanted,
match the expectations of some social workers
each percentage indicates the proportion of
and that clinical advisers did not understand
respondents identifying a given theme and the
their needs.
percentages do not add up to 100 per cent. Some concerns were expressed about the The key overarching ‘best aspects’ themes were
relevance of the TWB tools and guidelines.
‘support for the social worker’ and ‘useful systems’. Generally, social workers expressed
Survey limitations
more satisfaction for the programme’s support
The low response, and consequent small sample,
for them than for the systems and tools.
place some limits on the interpretation of the
Table 1: Social workers’ views of the best aspects of TWB Percentage Support for the social worker Support/assistance from TWB staff/adviser
21.8
Regular monitoring/follow-up/consistent contact from adviser/good communication
20.9
Being able to consult/share concerns/talk to someone experienced/knowledgeable in the field
18.4
Knowing it was there/know you have specialist advice when needed/when making decisions
5.6
Useful systems Provides useful framework/tools/guidelines/resources for risk assessment, such as suicidal behaviour
11.5
Thorough planning/preparation of safety plans/assistance with developing risk management plans
9.8
Really helpful/great resource for social worker/good practical tool
8.3
Focus on safety/identifying level of risk for child/young person/focus on suicide risk
6.6
Quick/speedy response
6.4
The categories reported are limited to those identified by at least five per cent of the respondents. The percentage is of the total (562) who gave a response in each group.
SOCIAL WORK NOW: AUGUST 2006
8
Table 2: Respondents’ suggestions of aspects of TWB that might be improved Percentage More training/opportunity for training/access to specific training for staff/for new staff More contact/more visits on site/with social workers by advisors/TWB staff/regular contact
9 8.1
More information about TWB/the services it provides/knowing more about the programme for existing clients
6
Nature of the TWB involvement Take into account high caseloads/more realistic expectations of social workers/that instant responses to advisers aren’t always possible
3.8
More better resources/community services/necessary resources/agencies
3.4
More practical advice and ideas/more realistic direction of the cases
3.2
Mental health services Liaison/interaction with access to mental health services, put more pressure on mental health services to pick up clients
4.7
Concerns about the ‘tools’ Problem with the tools/not relevant to most cases/vague/need to re-frame to fit clients’ understanding
2.3
Only categories with more than two per cent of respondents are reported.
survey findings, especially when items have been
with young people, for whom the survey was
endorsed by only a few social workers.
relevant. Certainly, 63 staff that completed the survey identified themselves as other than
Generally, social workers are very satisfied with
social workers or site management (supervisors,
the services provided by TWB, especially those
practice or site managers). Finally, some staff
services about the time of the referral and the
had left between being identified as among those
support for staff working with challenging
to receive the survey and its distribution. This
clients. However, there are some areas that
leaves the denominator of 1,425 inflated and the
could benefit from further consideration,
response rate of 37 per cent unduly pessimistic.
possibly as part of a review of guidelines that are now seven years old. Generally, there should
Two-thirds of those surveyed were aware of the
be a five-year cycle for review of guidelines
programme and had access to the guidelines.
(Shekelle and Ortiz, 2001) and a review of the
About half had attended a briefing or induction
TWB guidelines and screening tools is due.
training on the TWB programme. It was encouraging that 52 per cent could correctly
Superficially, it appears only just over a third of
name the clinical adviser who served their SDL,
staff participated: 52 per cent of social workers
indicating more than just a casual awareness
and site management did not respond and 11
of the programme. However, 22 per cent of the
per cent started the survey but did not complete
social workers responding and 12 per cent of
it. However, it is unclear exactly how many of
the management staff had had neither a briefing
the group of 1,425 social workers invited to
nor training on nor access to a copy of the
complete the survey were in fact those working
guidelines.
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SOCIAL WORK NOW: AUGUST 2006
There were no differences in these rates between
REFERENCES
social workers working primarily in C&P or in YJ.
Beautrais A, Ellis P and Smith D. (2001) ‘The risk of suicide among youth in contact with Child Youth and Family.’ In Social Work Now 19. Pp 8-13.
There was a consistent trend to more use of, and satisfaction with, TWB in the south than in
Leece P, Bhaandari M and Sprague S. (2004) ‘Internet verus mailed questionnaires: A randomised comparison.’ In J Med Internet Res 6(3).
the north.
Conclusions
Motto J and Bostrom A. (2001) ‘A randomised controlled trial of post-crisis suicide prevention.’ In Psychiatric Services 52(6). Pp 828-833.
Although we acknowledge the limitations of a relatively low response rate, we are encouraged
Shekelle P and Ortiz E. (2001) ‘Validity of the Agency for Healthcare Research and Quality clinical practice guidelines: How quickly do guidelines become outdated?’ In JAMA 286(12). Pp1461-7.
by the consistency of the results between the numerical and the free text responses. There appears to have been a high degree of satisfaction with the TWB programme during the
Smith D and Beautrais A. (1999) ‘Identifying young people at risk of suicide.’ In Social Work Now 14. Pp 23-34.
period of the survey, although aspects requiring some further development have been identified.
Tourangeau R. (2004) ‘Survey research and societal change.’ In Annual Review of Psychology 55. Pp 775-801.
These include: • improving training of frontline staff and ensuring access to the TWB guidelines
Van Den Kerkhof E, Parlow J, Goldstein D and Milne B. (2004) ‘In Canada, anaesthesiologists are less likely to respond to an electronic, compared to a paper questionnaire.’ In Can J Anaesth 51(5). Pp 449-454.
• exploring the reasons for regional differences in TWB utilisation • integrating the ‘suicide flag’ and the programme databases and coordinating the related social work processes • clarifying the role of the programme as a consultation service, not a referral service
Don Smith is a Research Associate of the Department of Psychological Medicine at the Wellington School of Medicine and Health Sciences and was the Programme Director for TWB from its inception to June 2005.
• reviewing how the programme can best facilitate access to mental health services when indicated • reviewing and updating the guidelines and the continuing appropriateness of the screening tools • exploring how best to support appropriate use of the screening and further evaluation tools in an effective and efficient manner.
Pete Ellis is Head of the Department of Psychological Medicine at the Wellington School of Medicine and Health Sciences and was the overall Leader of the TWB project and adviser on psychiatric treatments from 2001 to June 2005.
Overall, it appears there is a high level of satisfaction with the TWB programme. This matches the very encouraging achievement of the programme in reducing serious suicide attempts and deaths of young people who are Child, Youth and Family clients.
SOCIAL WORK NOW: AUGUST 2006
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Understanding the patterns and relationships Wendy Kelly examines children’s attachment needs Introduction
Attachment styles
Attachment theory suggests that young children
Children develop different styles of attachment
organise their behaviour around the way their
depending on how they adapt and adjust to the
caregiver treats them and that the forming of
kind of care they receive. Mary Ainsworth, a
a close emotional bond between the child and
student of John Bowlby, developed a method
caregiver functions to both protect the child
of assessing this based on how children reacted
and provide a secure base from which they
after being reunited with their parents after a
can explore their world. Over 30 years ago,
brief separation (Ainsworth, Blehar, Waters and
psychiatrist John Bowlby proposed that the way
Wall, 1978). Her research found that children
children are taken care of by their parents and
whose parents were emotionally available
caregivers, and the attachment relationships
grew up securely attached and, for the most
they develop with them, form the child’s internal
part, confident and resilient. This is known as
working model of relationships. In other words,
secure attachment. However children can also
the early attachment relationship a child has with
develop an insecure attachment relationship
their parent or caregiver becomes a template or
with parents or caregivers. There are different patterns of insecure attachment: ambivalent,
prototype of how to relate to others (Bowlby,
avoidant and disorganised.
1982). Children are thought to then develop mental representations, or ideas of themselves
Ambivalent attachment relationships usually
and other people, through this internal working
develop when a parent or caregiver is
model. If a child is moved from their parent or
unpredictable. They may only sometimes be
caregiver they continue to view themselves, and
physically and emotionally available to their
relate to others, according to the template they
child. This could be because of the parent’s
have developed in the past and may find it hard
depression, extensive absence or other life
to respond to a different kind of care – even if
circumstances. The child becomes unsure about
this is more available or more positive than they
whether or not the parent will be there for
have received in the past.
them. The child then reacts by trying to keep the
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SOCIAL WORK NOW: AUGUST 2006
parent close to them by clinging or fighting with
approach their parent for longed-for comfort
the parent. The child increases their demands
or to keep away from their parent for safety. It
on their parent in order to try to get more care,
has been called ‘fright without solution’ (Main,
which conversely can be exhausting for the
1995). The child cannot find a strategy which
parent.
leads to feeling safe.
When parents reject a child, a different pattern
When young children have disorganised
emerges. The child’s strategy is to then try to
attachment, their sense of safety depends on
draw attention away from the relationship
acting as “normal” as possible, which makes it
by being self-reliant and independent. Their
difficult for professionals to identify. In fact, this
internal working model is that things work well
type of attachment was only discovered when
for them when they rely on themselves and
researchers studied videotapes of children from
become ‘tough’. These children find it difficult
adverse environments and noted subtle clues to
to get close to other people and they often
the relationship disturbance. One such sign is
do well in structured environments, such as
when a young child might go towards a parent
school. This type of attachment has been named
and then suddenly cower and appear fearful,
avoidant attachment. Secure,
dazed or confused, or, in
ambivalent and avoidant
some cases, freeze. This has
styles of attachment are all considered to be organised strategies as they work for children in that they can adapt and adjust to the type
Having a parent who is frightening creates an unsolvable dilemma for a child
of care available.
been called ‘a momentary absence of organisation of attachment behaviour’ (Main and Solomon, 1986). The child shows subtle but fearful behaviour.
When children are abused
A frightening parent or
or neglected by a parent or caregiver, it is
caregiver does not help children make sense
almost impossible for children to adjust to
of what is happening to them emotionally or
the caregiving available. All children aim for
make any efforts to calm and soothe them. To
a sense of safety and ‘felt security’, but this
deal with this situation, the child may switch
is difficult to achieve when the person who is
between controlling others to feel powerful, and
meant to care for you is frightening or abusive.
feeling out of control and helpless in the face of
The majority of children who have been abused
overwhelming feelings of fear and anger (Howe,
or neglected develop a pattern known as
2005). The child often starts to reverse roles and
disorganised attachment (Carlson, Cicchetti,
take on a more parental role. This may involve
Barnett and Braunwald, 1989; Howe 2005). This
taking care of and looking after the parent and
mainly develops when the child’s parent or
even taking charge of the parent (Howe, 2005).
caregiver is frightening to the child by being
Conversely, the child may also become overly
either verbally or physically abusive in some
compliant as they have learned that it is unsafe
way. Having a parent who is frightening creates
to step out of line. The child does whatever is
an unsolvable dilemma for a child, resulting in
necessary to calm the parent down and avoid
inner conflict as they must decide whether to
provoking them. While these more organised
SOCIAL WORK NOW: AUGUST 2006
12
strategies help the child to regulate their
style and the meaning they have made of
emotional state and reduces their fear, the child
their experiences can inform us about what
still views the world as chaotic and scary and
experiences they need to change their view of
the strategy breaks down under stress. The child
relationships. The child’s mental representations
is unable to maintain it and so the feelings can
of relationships may include: that no one can
spill over into aggression, disturbed behaviour
love them; that safety requires the child to be
and emotional distress.
in charge of the parent; that relationships are about fighting and being “top dog”; or that
Disorganised attachment can also develop when
keeping distant from people is essential. To
a parent appears frightened or helpless in their
change these views we need to start where the
parenting, and is unable to act as a buffer and
child is at and then very gently challenge their
reassure the child when the child is fearful,
ideas by doing the opposite of what they expect
often because of their own difficult, unresolved
from their internal working model. For example,
past (Lyons-Ruth, Bronfman and Atwood, 1999).
a caregiver might gradually develop emotional
The parent may withdraw or back away from the
closeness with a child who is avoidant, or
child or may go into a trance-like state, known
not engage in fights with a child who has an
as dissociation, while parenting. This does not
ambivalent attachment style.
make sense to the child who may then conclude that the parent is afraid of them and that there
Even when a child is placed in a safe
is something wrong with them.
environment where they can be loved and cared for, they unfortunately continue to use their
Links between disorganised attachment and mental health problems
original ideas of relationships to guide their
Studies have now linked disorganised attachment
social workers as the child attempts to push
with a history of child abuse and neglect and
away and fight with caregivers who are trying
also with poor mental health outcomes in
to reach out to them. Professionals need to
adulthood, including higher rates of mental
understand that children only do this in order to
health diagnoses and dissociation (Carlson,
feel safe and able to predict adults’ behaviour.
behaviour. This is puzzling for caregivers and
1998). Children with disorganised attachment distress, poor emotional regulation, and
Determining a child’s internal working model
increased behaviour problems and aggression
In order to understand a child’s emotional needs
(Lyons-Ruth, 1996). They are also more likely
we can work out what internal working model
have been found to have increased emotional
to be rejected by their peers and to have mild
would fit with the child’s experiences and current
cognitive and language difficulties.
behaviour. Doing this helps us to understand the child’s behaviour and to take it less personally.
Assessing needs of children in care
Recent studies of out-of-home care have shown
Attachment theory can be used to assess how
that if the caregiver has a theory about why the
to meet children’s emotional needs when they
child behaves as they do, and if they can be as
have been abused or neglected and placed in
sensitive to angry behaviour as they are about
care. An understanding of the child’s attachment
distressed behaviour, then the child is more likely
13
SOCIAL WORK NOW: AUGUST 2006
to be securely attached to the caregiver and the
behaviour – is it designed to push people away,
placement is less likely to break down (Schofield
get a new placement, make others feel bad, get
and Beek, 2005; Lipscombe, Farmer and Moyers,
to go home?
2003). Once you have answered these questions, a clear There is a simple exercise that social workers can
view begins to emerge about what the child
use to work out a child’s internal working model.
needs to feel more secure and begin to thrive.
The first step is to explore the child’s history,
Usually people seeking to help a child place
making special note of the child’s behaviour,
emphasis on the child needing a permanent
especially any behaviour that results in people
loving carer, but through analysing the child’s
being pushed away, or changes of placement or
possible internal working model, we can also
suspension from school, and any:
begin to figure out what things will meet the specific needs of the child. This can include
• changes of caregiver, including being placed back and forth around family members
providing the child with a mentor, joining a sports team, having contact with a grandparent
• losses of contact with significant people, including anyone who the child no longer sees, whether through death or separation • circumstances where the child has been singled out from the sibling group or family, such as being sent away or being the only child removed from the birth family while other siblings remain with the parents.
or placing them in a smaller class.
Case example The following example is
Put yourself in the place of the person who has had those experiences and has this behaviour
a composite of several situations that social workers have described. Simon, aged nine, and his sister Karlee, aged seven, were removed from their mother’s care at the ages
The next step is to try and put yourself in
of four and two respectively because of severe
the place of the person who has had those
neglect. At the time of removal the children
experiences and has this behaviour, and consider
were malnourished, and Simon had unexplained
what sort of view that person might have of
burns on his arms and was fiercely protective
themselves or others. Points to consider include:
of his younger sister. The children were placed
if you had been through several placements, what
in the care of their paternal grandparents until
would you conclude relationships were about,
their grandfather died of a heart attack. Later,
how difficulties should be solved and what to do
Karlee was returned to her mother’s care. Their
if you didn’t want to be around someone?
mother had a new partner and two younger children. Simon was placed with his aunt who
If you kept getting shifted, what would you
found his behaviour too difficult to cope with.
think that meant about you, especially if
He has recently been placed with an out-of-
you were the only child out of several to be
family caregiver until a family group conference
shifted? Think about the function of the child’s
can be held. Simon’s caregiver reports that he is
SOCIAL WORK NOW: AUGUST 2006
14
rude and aggressive, spits, and calls her names,
away in order not to be hurt. He may think that
he has been found hurting the caregiver’s baby
relationships involve violence and that adults
and also being cruel to the family dog. Simon
will harm him. He may believe that by being
finds schoolwork very difficult and has few
violent his placement might break down and
friends. He will be expelled if he continues to
he could get back to his mother to make sure
punch children in the playground.
his sister is all right. It could also relate to his distress that nobody seems to want him and that
From considering Simon’s history we can see
his mother has rejected him.
he has had several changes of caregiver, he has lost contact with his mother and other family
Unfortunately, how people respond to Simon’s
members, and his grandfather has died. He was
aggressive behaviour brings about the very thing
singled out as the child who was not returned
that Simon most fears: further abandonment.
home. His behaviour is aggressive and harmful
It also confirms his model of the world, and
to others, and is likely to result in the current
increases his sense that the world is predictable,
placement failing and with him being expelled
and he feels a certain safety within that. To
from school.
change Simon’s behaviour, we need to gently disconfirm his model, to show him the world
If we try and put ourselves in Simon’s shoes,
can be a safe place and that relationships can
we can see that his view of himself may be that
be rewarding. If we keep responding to his
there is something wrong with him, that he is
aggression by keeping distance or rejecting him
bad and nobody wants him. He may believe that
then Simon won’t learn that relationships can be
he can’t get things right and that he has failed
different. We need to accept where he is at and
at protecting his younger sister. He may think
then gently challenge it. Sometimes we need to
that he makes bad things happen and could feel
do this with words such as saying “I don’t fight
responsible for his grandfather’s heart attack.
with kids, you’re safe here, we can have a good time without fighting” and sometimes without
Simon’s view of others or the world may include
words such as by not letting his behaviour push
that relationships don’t last long and that people
people away and spoil things.
disappear on you. He may feel that the world is an unsafe place and that you don’t know what’s
Disconfirming his view of himself and his world
going to happen. He may believe that there is no
is very challenging but also very rewarding.
point trying to be good or to have relationships
Understanding what his behaviour is based on
with adults – they just get rid of you when
means we can have empathy with him, work out
things don’t work out.
the purpose of the behaviour and ensure that his behaviour does not lead to him losing his
By understanding Simon’s perspective and
caregivers once more.
developing a theory about his behaviour, his current behaviour becomes more
REFERENCES
understandable. If we view his actions as coming
Ainsworth, M, Blehar, M, Waters, E and Wall, S. (1978) Patterns of Attachment. Erlbaum. Hillsdale, NJ.
from his internal working model of relationships, we can figure out that Simon’s aggressive
Bowlby, J. (1969/1982) Attachment and Loss. Vol 1: Attachment (2nd ed). Basic Books. New York.
behaviour may be designed to push others
15
SOCIAL WORK NOW: AUGUST 2006
Carlson, E. (1998). A prospective longitudinal study of attachment disorganisation/disorientation. Child Development, 69(4). 1107-1128.
Main, M and Solomon, J. (1986) ‘Discovery of a new insecure – disorganized/disoriented attachment pattern.’ In T Brazelton and M Yogman (eds), Affective Development in Infancy. Ablex. Norwood, NJ.
Carlson V, Cicchetti, D, Barnett, D and Braunwald K. (1989) ‘Disorganized/disoriented attachment relationships in maltreated infants.’ In Developmental Psychology, 25. Pp 525-531.
Schofield, G and Beek, M. (2005) ‘Providing a secure base: Parenting children in long-term foster family care.’ In Attachment and Human Development, 7 (1). Pp 3-25.
Howe, D. (2005) Child Abuse and Neglect: Attachment, development and intervention. Palgrave Macmillan. New York. Lipscombe, J, Farmer E and Moyers S. (2003) ‘Parenting fostered adolescents: skills and strategies.’ In Child and Family Social Work, 8. Pp 243-255. Lyons-Ruth, K. (1996) ‘Attachment relationships among children with aggressive behaviour problems: The role of disorganized early attachment patterns.’ In Journal of Consulting and Clinical Psychology, 64(1). Pp 64-73.
Wendy Kelly is a teaching clinician with the Clinical Psychology Programme at Victoria University, and she also works in private practice.
Lyons-Ruth, K, Bronfman, E and Atwood, G. (1999) ‘A relational diathesis model of hostile-helpless states of mind: Expressions in mother-infant interaction.’ In J Solomon and C George (eds) Attachment Disorganization. Guilford Press. New York. Main, M. (1995) ‘Recent studies in attachment: Overview with selected implications for clinical work.’ In S Goldberg, R Muir and J Kerr (eds) Attachment Theory: Social, developmental and clinical perspectives. Analytic Press. Hillsdale, NJ.
SOCIAL WORK NOW: AUGUST 2006
16
Moving towards meeting all needs Lisa Hema reviews developments in youth justice Introduction
and age should be a mitigating factor when deciding on responses to offending.
The Children, Young Persons, and Their Families Act 1989 (CYP&F Act) was born out
While the youth justice system is an attempt to
of a social environment which included a
move away from the traditional welfare model, it
growing dissatisfaction with the dominance of
does provide for the needs of young offenders to
professional decision-making. There was also an
be considered and addressed while also ensuring
ongoing and growing concern about a western-
that they are held accountable for their offending.
based justice system which discriminated against
The FGC is the key forum where decisions about
Mäori, and held little regard for Mäori custom,
accountability and rehabilitation are made.
beliefs and values.
Current context
The new legislation enacted some innovative ways of working with children, young people
The New Zealand Police is the agency most often
and their families. In particular the CYP&F Act
responsible for detecting and apprehending
mandated the use of family group conferences
children and young people for offences. It is
(FGC) and emphasised that family was to be seen
estimated that up to 80 per cent of children
as part of the solution and key decision-makers.
and young people from the FGC or Youth Court
The legislation also emphasised that offending
process are diverted. Consequently, Child, Youth
by children and young people was often
and Family works with a very small number of
opportunistic, contact with the formal parts of
child and youth offenders compared with the total
the youth justice system was inherently harmful
child and youth population (aged 10 to 16 years).
Numbers and percentages of young people participating in FGC Financial year
Estimated number of 10 to 16-year-olds in New Zealand
Number of children and young people subject to a youth justice FGC
Percentage of total 10 to16-year-old population subject to a youth justice FGC
2002
422,630
4,094
0.97%
2004
435,070
4,690
1.08%
2006
433,830
5,000
1.10%
17
SOCIAL WORK NOW: AUGUST 2006
Although most children and young people have
The ultimate aim of the Youth Justice Capability
only one or two youth justice FGC, there is a
Review is to enable the delivery of quality youth
very small group who have multiple FGC and this
justice services that contribute to achieving its
group accounts for approximately 16 per cent of
youth justice outcomes of reducing the rate
the work carried out by Child, Youth and Family.
and severity of child and youth re-offending,
Over the last few years in particular Child,
holding young people to account and restoring
Youth and Family has faced increasing criticism
wellbeing. The review is being undertaken in
of its delivery of youth justice services. Growing
three phases.
concern about the nature of child and youth offending and the perception that the current
Phase I
youth justice system is a soft response has led
Phase I, conducted in 2004, was a significant
to calls for a new regime aimed at ensuring
information-gathering and consultation phase
that sure and swift justice and punishment
which focused on clearly identifying the barriers
is delivered. This includes proposals that the
to the delivery of quality youth justice services,
delivery of youth justice services be removed
and gathering the evidence to support this. The
from what is largely seen as a welfare-focused
review team collected this information from
agency and placed in a much more focused
Child, Youth and Family staff, both frontline and
justice context or agency.
National Office, as well as from the police and the judiciary.
Youth justice capability review The key finding was that there was significant
In September 2003 the Baseline Review was
variability in the quality of delivery of youth
released. The purpose of this was to set out
justice services, and a range of barriers were
an integrated strategy for Child, Youth and
identified, which included:
Family to move forward on a sustainable basis while being clear about expectations, outcomes
• an inability to access, or lack of clear understanding of the roles and responsibilities of, Child, Youth and Family staff
and roles, and to make recommendations about capacity and capability. Among the
• a lack of understanding about the parameters for youth justice service delivery
recommendations made about the delivery of youth justice services, a key recommendation was that Child, Youth and Family should report
• the unintended impact of systems and initiatives on the frontline
to the Minister on the capability across Service Delivery Units to provide youth justice services.
• a lack of resources (tools, systems and staff) to provide quality services and meet increasing demand for youth justice services.
While work was already occurring in response to the Government’s Youth Offending Strategy and Child, Youth and Family’s Youth Justice Plan, efforts to move forward were hampered by
Phase II
an increasing demand for care and protection
Phase II, conducted throughout 2005, is the
notifications. Consequently it was agreed that
substantive and foundational work of the
a much broader internal review should occur
review and responds to the key capacity and
in recognition of the range of interfaces and
capability issues identified in Phase I. This phase
relationships that impact on the delivery of
focused on developing the systems, tools and
youth justice services.
processes needed to deliver quality youth justice
SOCIAL WORK NOW: AUGUST 2006
18
services, along with identifying staffing and
– particularly supporting and strengthening
resourcing levels.
families – contribute to reducing re-offending. The Phase II work also provided clarity about
During Phase II a practitioner reference group
expectations, outcomes and roles and made
was established, and their knowledge and
recommendations about capacity and capability.
expertise made a significant contribution to the quality of the outputs of Phase II. Key external
Youth justice teams
stakeholders were also consulted. Key activities
One of the implications of the Phase II decisions
of Phase II included:
to return to having dedicated social workers 1. Development of a definition of youth justice services to provide clarity about CYF’s role in delivering youth justice services.
who work with young offenders, and the transfer of the management of Youth Justice Coordinators to the Child, Youth and Family
2. Completion of a literature scan.
Operations Group is the need for a better
3. Development of the Youth Justice Outcomes Framework to provide clarity about the connection between service delivery activity and the outcomes sought by Child, Youth and Family.
integrated delivery of youth justice services or
4. Development of a Youth Justice Practice Framework that identifies the perspectives to be promoted by staff when working with children, young people and their families.
an intention that social workers will also address
5. Development of a Youth Justice Services Process Model (YJSPM), which is a step-by-step map to the delivery of youth justice services that emphasises Child, Youth and Family’s statutory roles and responsibilities.
have identifiable care and protection issues,
6. Development of YJSPM supporting documentation that includes policy, procedures and standards.
The development of youth justice teams must be
the development of youth justice teams. While the concept is not new, and some staff will remember this resource from the 1990s, there is the care and protection needs of their youth justice clients as required. This latter point is in recognition of the many young offenders who and supports an integrated and seamless service delivery by also emphasising this role for social workers.
underpinned by a set of principles, which should include:
7. Identification of staffing structures and the need for a more seamless service delivery.
• the promotion of the principles of the CYP&F Act and enable each youth justice team member to reflect the principles in their work
8. Identification of inter-agency work that could result in further operational efficiencies.
• acknowledgment by the team of each member’s specialist role, function and skills, and each member is seen as integral to the achievement of positive outcomes
While the CYP&F Act was the guide for much of the Phase II work, the children and young people who are being referred to Child, Youth and Family were also at the centre of this work.
• effective relationship facilitation by the team with key stakeholders
Research by Gabrielle Maxwell and the Ministry of Social Development indicates that processes
• an integrated service delivery for children, young people and their families that identifies any needs and ensures that these are addressed
that are run by skilled and knowledgeable staff who understand their roles and responsibilities and can reflect the principles of the legislation
19
SOCIAL WORK NOW: AUGUST 2006
• a well-run, participatory process that supports and encourages families to take responsibility for their child’s or young person’s offending and fosters their ability to manage their child or young person
Phase III
• victims are enabled and supported to participate
led by the general managers of Operations and
The Phase III implementation is under way. There is a project plan with dates for the delivery of key project activities. A governance group, Service Development, has been established
• the heart of the youth justice provisions of the CYP&F Act, which is to ensure that a family-led decision-making process occurs, is supported by the team design. Youth justice Managing a process that enables family decision-
to oversee the implementation of this phase.
teams are not a synonym for the ‘J Teams’ of old
A regional youth justice portfolio managers group and a practitioner reference group have also been established to ensure Operations advice to the project is provided and
making and balances
to assist with a smooth
accountability with
implementation process.
rehabilitation activity while
Lisa Hema is a manager in Youth Justice at Child, Youth and Family, National Office.
ensuring that other key persons, such as victims, in the youth justice system can participate requires skill, dedication and focus. A significant contribution to achieving this will be the creation of a team environment focusing on the delivery of youth justice services. Youth justice teams are not a synonym for the ‘J Teams’ of old, nor do they signal a return to the domination of professional decision making. Rather they are intended to enable the department to properly fulfil its legislated responsibilities, support the family decisionmaking process, and actively contribute to achieving positive outcomes for child and youth offenders and their families, victims of youth crime and society as a whole. Child, Youth and Family staff will be able to be actively involved in the design and development of youth justice teams.
SOCIAL WORK NOW: AUGUST 2006
20
Coming into line with other professions Sean McKinley advocates for social worker registration The regulation of social workers has been the
Child, Youth and Family is committed to
subject of debate over a number of years, but
registration. This is demonstrated by the
over 2,000 social workers have applied for
organisation working closely with the Social
registration since the government passed the
Workers Registration Board (SWRB) and
Social Workers Registration Act 2003 (SWR Act).
supporting its staff to become registered.
The SWR Act was introduced to protect people Anyone who has a recognised New Zealand
from poor social work and to raise the profile
social work qualification is entitled to be
of social work as a profession by introducing
registered if the SWRB is satisfied that:
a voluntary system of registration for social workers. It was hoped that by implementing a
• his or her competence to practise social work has been found satisfactory
national registration system, New Zealand would be able to raise the qualifications benchmark for
• he or she is a fit and proper person to practise social work
social workers and also enable competency levels to be monitored. Importantly, the registration
• he or she is competent to practice social work with Mäori and with different ethnic and cultural groups in New Zealand
system brings the social work profession into line with other professions such as nursing, teaching, law and psychology – registration is an accepted standard in these professions.
• he or she has enough practical experience in practising social work.
Social work professionals expect to be held
A requirement of registration is having a
accountable for their work and the decisions
recognised qualification, which has been set
they make. Social workers advocate for
by the SWRB as a Bachelor degree in Social
transparency, responsibility and accountability.
Work. Anyone who completed or commenced
They deal with human issues such as change,
study towards a recognised Diploma in Social
trauma, grief and loss on a daily basis and the
Work before 31 December 2005 will have
registration system established by legislation
their qualification recognised as part of the
will provide confidence that registered social
registration. There is provision in the SWR Act
workers are competent, accountable and
for social workers to gain registration without
practising in a safe manner.
holding a recognised New Zealand qualification
21
SOCIAL WORK NOW: AUGUST 2006
if the social worker’s practical experience is
“I really wanted to be working in a role that I
considered enough to compensate for the lack of
thought was worthwhile. I just didn’t know what
such a qualification.
that was. So, I began working as a teacher aide at the local school. It was about this time that
To date two organisations have been contracted
people started talking about the need for social
to provide competence assessments: Te Ara
workers in schools. I thought that sounded like a
Aromatawai and the Aotearoa New Zealand
really good idea – I had a friend who worked at
Association of Social Workers (ANZASW).
the Otara branch of Child, Youth and Family and
Current members of ANZASW who have gained
she said, why don’t you come and spend a day
a competency assessment certificate within
following me round to see if you like it. So I did.
the last five years may use this competency
“That was it. I loved it and just knew it was what
assessment as part of their application for
I wanted to do. I knew I needed to get a level B
registration. Alternatively, they can join the
Social Work qualification to work at Child, Youth
ANZASW and obtain a competency certificate
and Family so I applied to study and started the
as a member or else undertake a competence
next year.”
assessment with Te Ara Aromatawai. Three Child, Youth and Family social workers share their experiences of the registration process, how
Lorinda graduated from
When you see a young person make a change to their lives – that’s your reward
the Auckland College of Education (ACE) in social work in 1993. As part of her course she was
they found the process and
able to do two placements
what it means to them.
at Child, Youth and Family, including one in community
Newly appointed manager of Otara Service
services in Otara. At the end of the placement
Centre, Lorinda Harding never saw herself as a
she still had no idea about what social workers
manager, but after spending one day at Otara
actually did.
Service Centre she knew she had found her passion and that her heart was with Child, Youth
“So I asked if I could do another placement,
and Family.
this time in care and protection. I was lucky as you were not supposed to do more than one
“Statutory social work is the hard end of social
placement at the same place. But I had friends
work but it can also be truly rewarding – it
who were social workers on the course and they
really makes a difference, and when you see
came with me to talk to my tutors and helped
a young person make a change to their lives
me to state my case.”
– that’s your reward.”
Lorinda enjoyed that placement so much that
After leaving school, Lorinda went straight to
she kept coming back and doing voluntary work
work at the local Post Office and stayed for
in her holidays. She was first employed on short-
several years, until taking a redundancy option.
term contracts.
As part of her role at the Post Office, she worked with beneficiaries and it was this that made her
About three years ago, Lorinda first heard
really want to contribute to other people’s lives.
people talking about registration, saying that
SOCIAL WORK NOW: AUGUST 2006
22
social workers were all going to get registered
Children, Young Persons, and their Families Act
and at last their careers would be recognised.
1989.
She decided to go through the process in order
After working in youth justice and child
to gain understanding to support and assist
protection, Peter moved into adoption work,
others. Lorinda went through the ANZSW
which he found had a child welfare perspective,
competencies process on the marae.
but also included work across different client groups of all ages.
“I was really nervous as I didn’t know anyone who had done that, but I was able to take along
In Peter’s opinion, having a strong professional
other Mäori social workers for support. It was
identity encourages credibility and recognition
actually a really good process. I just had to
which is a good thing for social workers and
talk to what I had written, highlighting aspects
clients.
of my case study and then answer a couple of questions. My support people were given
“Professional bodies are a forum to promote the
the opportunity to speak about my skills and
profession and questions of professional concern
knowledge. The hard part was working full-time
so I think it is good for social workers to be
and finding the time to write the case study. But
committed to our own group.”
I was determined to do it so I could mentor the Peter has had a certificate of competency for
rest of the team through the process.
the past 12 years, so the move to becoming “The only advice I would offer is, I applied
fully registered is a logical shift. He believes
to be registered first then went through the
that registration gives the promise of greater
competency process and I think it makes more
accountability and professionalism to clients. For
sense to do it the other way round.”
him, registration is a chance to evolve in the job and continue to grow, and avoid the risk of just
Lorinda found the whole experience very
marking time.
positive – inclusive and supportive. “I’d encourage other people to use the “I have worked in multi-disciplinary teams and
registration process to reflect on their strengths.
felt like ‘just the social worker’ but we shouldn’t
I think it’s a developmental opportunity, not just
feel like that as what we do is such important
about ticking a box.
work. I believe registration helps us to feel proud “Gaining certification as ‘competent’ has
of our skills and work.”
given many Child, Youth and Family staff the Peter McGurk, a team leader in Adoption in the
incentive to join ANZASW. This means that we
Southern Region, graduated with a Bachelor of
have a professional association that will be
Social Work from Massey University in 1982. He
more informed about the concerns and issues
had a few jobs in the community and spent some
for Child, Youth and Family social workers.
time at home caring for preschoolers before
Membership of our professional body is
joining the Department.
something we can use to promote the interests of our client groups – as well as contribute to
In 1989, he applied to be part of an intake
promotion of our profession.”
of new social workers. His application was successful and his orientation into service
In 1996, Whakatane caregiver liaison social
was the training provided about the incoming
worker (CGLSW) and community social worker
23
SOCIAL WORK NOW: AUGUST 2006
Gwenda Ruegg changed professions from early
It is felt that there used to be a perception of
childhood teacher to social worker.
social workers that they just had good hearts or were good with people. Social work is more
“When I started, the CGLSW were new roles
than that and the registration helps to change
so I started with just a desk, a copy of the Act
that perception. Registration acknowledges the
and some care and protection books. I had to
professionalism and accountability that has
set up processes, systems and contacts almost
always existed, but has never been generally
from scratch. But it was great, and really
accepted.
good to be able to offer caregivers the sense of belonging and value that we have always
Gwenda thinks everybody should get registered.
offered the children. For the first time they
The registration process will also open doors
were being recognised for doing a specific role,
for anyone wanting to travel overseas and
part of a team and if they
work there. It gives them
had a problem they now had
something definitive to take
someone to turn to.” Although Gwenda worked with a colleague who used to get the ANZASW magazine which had lots of information
overseas with them to prove
Registration acknowledges the professionalism and accountability that has always existed
they are professional social workers. She is grateful to Child, Youth and Family for being so generous in its support of social workers,
about registration, she never
and believes this support,
saw the need for it. Later,
encouragement and foresight
Child, Youth and Family
show it really values social workers and
offered to help social workers become registered
recognises and understands the work they are
and offered additional help with study.
doing.
Gwenda appreciated the recognition from the Department and was inspired to start studying
Sean McKinley acknowledges the contributions
and go through the competency assessment
of Lorinda Harding, Peter McGurk and Gwenda
process.
Ruegg to this article.
“Competency assessment does sound scary, but it is a beneficial process. It’s scary to put yourself on the line – to be told whether or not you are competent at something you have been Sean McKinley is Chief Executive and Registrar of the Social Workers Registration Board.
doing for 10 years, but I think it’s a chance to highlight your strengths.” Gwenda found the process supportive and got a lot of good feedback from the panel. She recognises that registration is also a safety net for both social workers and Child, Youth and Family. It is recognition that professionals are doing a professional job.
SOCIAL WORK NOW: AUGUST 2006
24
Book reviews Children and Behavioural Problems:
The book is well set out, with frequent use of sections and summarising tables to manage
Anxiety, aggression, depression and
information and present it in a way that can be
ADHD – a biopsychological model
easily appreciated. Chapters are well organised,
with guidelines for diagnostics and
and the book is written in a style that involves the reader in a step-by-step diagnostic process.
treatment Delfos has made an effort to draw in ideas from By Martine F Delfos
both European/British and American traditions.
Published in 2005 by Jessica Kingsley Publishers,
There is perhaps more use of psychoanalytic
London
terms than New Zealand readers will be
ISBN 1 84310 196 3
accustomed to, but these are well explained
RRP NZ$63.00
and contribute to the reader’s understanding of
Reviewed by Sue Lightfoot
the subject. Delfos quotes an excellent range of literature drawing on research from many fields
Martine Delfos is a psychologist working in the
and a number of countries.
Netherlands, with children who display a broad range of behavioural problems. In this book, she
For social workers, teachers and others who
aims to construct a model which will provide
work with children who have behavioural
an explanatory framework for both child-
difficulties, Delfos’ book may serve as a useful
internalising disorders (anxiety, depression),
resource tool. In particular it gives handy
as well as externalising problems (aggression,
summary charts of useful questions to assist
ADHD, conduct problems). Her intention is
with how to think about behavioural problems
that the model will assist with the diagnosis
in children, how to view the parental and family
of behavioural difficulties and also inform
context, and essential elements of intervention
treatment.
and treatment. It may not be a book that one necessarily needs to read from cover to cover
Delfos’ model is biopsychological in that she
– rather dip into it, browse, stimulate your
incorporates three factors into an overall
thinking, and use as a resource for questioning
understanding of child problem behaviour:
and informing work with children.
predisposition, environment, and maturity of
Sue Lightfoot is a senior psychologist and acting manager at Specialist Services, Child, Youth and Family, Tauranga.
the central nervous system (the central nervous system comprises the brain and the nerve tracts, which continue to grow and develop after a child’s birth).
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SOCIAL WORK NOW: AUGUST 2006
The Developing World of the Child
professionals may not know whether what they are doing is helpful or compounding harm or
Edited by Jane Algate, David Jones, Wendy Rose
even exchanging one kind of disadvantage for
and Carole Jeffery
another.
Published in 2006 by Jessica Kingsley Publishers, London
There is an excellent chapter on the influence
ISBN 1 84310 244 7
of parenting and other family relationships,
RRP NZ$55.95
which includes a guide on assessing parenting capacity. Families who come to the notice
Reviewed by Mavis Turnbull
of social workers need a sympathetic worker
Child development is a core area of knowledge
who can communicate clearly about what is
for all professionals working with children and
likely to happen, why this will take place and
young people. Concerns have been expressed
the anticipated timeframe for these events.
about the lack of knowledge and capacity of
Whenever possible, a degree of partnership
staff to apply their understanding to practice.
should exist, as this tends to result in better
The Developing World of the Child introduces the
outcomes. Families need to be empowered and
ecology theory and details how it underpins the
supported.
theoretical framework of the developing world I found this book easy to read and excellent
of the child.
for challenging my ideas of practice. It builds For new social workers and those interested in
vital bridges between the need to understand
professional development, this book is helpful
children’s development and the ways
in covering the whole area of investigation and
practitioners carry out their tasks when working
assessment, making plans, and direct work with
with children and their families.
children. Effective ways on both communicating
Mavis Turnbull is a caregiver liaison social worker at Child, Youth and Family, Dunedin Rural.
with children about negative experiences and gaining children’s perspectives are set out. Taking account of children’s perspectives requires a fundamental change of ethos and culture, and a move away from an adult-driven approach to the accepted ways of dealing with issues. The need for those who work with vulnerable children to be accountable for their actions is emphasised throughout the book. Importance is placed on being clear about the basis for assessments and interventions. In chapter two, the point is made that frameworks and theories of practice are not separate tasks from practice. Without the integration of sound knowledge into practice,
SOCIAL WORK NOW: AUGUST 2006
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CONFERENCES
Coming Home – Te Hokinga Mai: international conference on family group conferences
To download the registration form, please go to www.cyf.govt.nz For further information: Email:
[email protected] Web: www.cyf.govt.nz
When and where: 26 to 29 November 2006, Wellington Hosted by: Child, Youth and Family
YOUTH HEALTH 2006: The 5th Australian and New Zealand Adolescent Health Conference
Eighteen years ago, in response to Mäori advocacy and emerging models of social work practice in New Zealand, a new form of decision making was established in child welfare and youth justice legislation. What was radical about the New Zealand approach was a repositioning of the roles of professionals and of families in the decisionmaking processes of statutory children’s services. Families were to lead decision making in children’s services, with professionals in a support and information-giving capacity. International interest in the approach has been high and family group conferences are now being used in many countries and in other human services contexts.
When and where: 13 to 15 November 2006, Sydney, Australia Hosted by: The Department of Adolescent Medicine and the NSW Centre for the Advancement of Adolescent Health and The Children’s Hospital at Westmead, with the support of other centres and organisations in Australia and New Zealand who work towards adolescent wellbeing Invited keynote speakers include: • Professor Victor Strasburger, Chief, Division of Adolescent Medicine at the University of New Mexico School of Medicine, Albuquerque • Professor Fiona Stanley, Professor of Paediatrics and Head of Child Health Research at the University of Western Australia • Richard Eckersley, Fellow at the National Centre for Epidemiology and Population Health at the Australian National University, Canberra.
Confirmed speakers include: • Justice Eddie Durie • Professor Gale Burford from the Department of Social Work at the University of Vermont • Peter Boshier, the Principal Family Court Judge • Dr Cindy Kiro, the Children’s Commissioner • Jane Wiffin, a leading UK practitioner in child protection • Donna Hall, New Zealand lawyer • Stewart Bartlett, National Manager, Family Group Conference Services, Child Youth and Family.
Conference highlights include: • a public forum on young people, media and technology: What do we know? What can we do? • accredited skills training workshops • a one-day national forum on youth health and wellbeing.
Presentations include: • New Zealand research into the effectiveness of family group conferences • the New Zealand experience of family group conferences as a statutory requirement in care and protection and youth justice • international experiences in family group conferences and family decision making • family empowerment and innovative practice in family group conferences.
To register, complete the online form at www.youthhealth2006.org. For more information: Email:
[email protected] Phone: (0061 02) 4572 3079 Fax: (0061 02) 4572 3972 Postal: Sharyn Low, PO Box 4023, Pitt Town, NSW 2756, Australia
27
SOCIAL WORK NOW: AUGUST 2006
SOCIAL WORK NOW
Aims
.. . To provide discussion of social work
practice in Child, Youth and Family. .. . To encourage reflective and innovative
social work practice. .. . To extend practice knowledge in any aspect
of adoption, care and protection, residential care and youth justice practice. .. . To extend knowledge in any child, family
or related service, on any aspect of administration, supervision, casework, group work, community organisation, teaching, research, interpretation, interdisciplinary work, or social policy theory, as it relates to professional practice relevant to Child, Youth and Family and the wider social work sector.
SOCIAL WORK NOW 2006
Deadline for contributions December 2006:
6 October 2006
April 2007:
23 February 2007
Submissions for these issues are now being sought.
SOCIAL WORK NOW: AUGUST 2006
28
Social Work Now INFORMATION FOR CONTRIBUTORS .. .
Social Work Now welcomes articles on topics relevant to social work practitioners and social work and which aim to promote professionalism and practice excellence.
.. .
We appreciate authors may be at varying levels of familiarity with professional journal writing and for those less used to this style, we hope it won't be a barrier to approaching Social Work Now. We are always available to talk through ideas and to discuss how best to present your information.
.. .
Contributions are welcomed from social workers, other Child, Youth and Family staff and professionals working within the wider field. Articles can include accounts of innovative workplace practice, case reports, research, education, review articles, conference and workshop reports. We also welcome articles written specifically for one of the regular columns such as recent research, legal note or book reviews.
.. .
All articles will be considered by two members of the journal's editorial advisory panel and the editor. (Exceptions may occasionally arise if a specialist authority, with knowledge outside the panel's expertise, is called upon to supplement the advisors.)
.. .
Social Work Now does not hold itself responsible for statements made by contributors. Please send one hard copy of each article, double spaced on A4 paper and on one side of the page only. On a separate sheet of paper give details of your name, work email address, position and other work experience which is relevant to the article. Email submissions and queries to the editor at
[email protected]. Please note the maximum word length is 2000 words (unless otherwise negotiated). Please keep notes to a minimum and for referencing format, please contact the editor or check out the style in this issue. References should be pertinent to the text and not a complete review of the literature (unless that is the purpose of the article). Photographs and illustrations are always welcome (black and white or colour).
Research guidelines
General guidelines .. .
In most instances, copyright rests with Social Work Now/Child, Youth and Family.
All work must be the original work of the author/s, have altered names and other details to protect client confidentiality. Please show (where relevant) that any case study has been followed up over a specified period and that the outcome remains the same as that described in the article.
Social Work Now particularly welcomes articles drawing on research undertaken by Child, Youth and Family staff, but requests that any original research has received clearance and approval through official departmental channels. All research by Child, Youth and Family staff must be approved by the Research Access Committee.
Material that has been published elsewhere will be considered but this must be acknowledged. Preference will be given to original submissions.
For further information on this or on any of the guidelines, please contact the editor, Bronwyn Bannister, at
[email protected].
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social worker survey on TWB children’s attachment needs social worker registration youth justice capability review
