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City of Edinburgh Council. “Whatever it takes” to keep the family together : Systemic strengths based approach in working with children and families. City of Edinburgh Council.
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City of Edinburgh Council “Whatever it takes” to keep the family together : Systemic strengths based approach in working with children and families
City of Edinburgh Council • Balance of Care initiatives focused on restorative strength-based approaches; 2 Multi Systemic Teams, expanded Family Group Decision Making Team, Kinship & Family Support, Foster Care recruitment, strategic co-location. • Outcomes;LAC numbers equivalent to those in 2007, 50% reduction in secure care usage, 20% reduction in residential care, 50% reduction number of children on the CPR, 81% uptake of continuing care.
City of Edinburgh Council How we work together - Shared goals and vision • Fortnightly management meeting • Effective communication • Sharing resources • Co-location • Continual development of new initiative • New builds • New service – St Steven’s court, • new capacity – supported tenancies
MST in the UK & Ireland MST Barnsley & Rotherham Birmingham – North & South Cambridgeshire East London – Family Action (Barking & Dagenham, Bexley, Newham & Tower Hamlets) Edinburgh 1&2 Essex Extern - Dublin Fife East & West Kirklees Leeds South & East Leicester 1&2 Manchester Newcastle Northamptonshire North Yorkshire Nottingham City Sandwell Sheffield South West London (Kingston, Merton, Richmond, Sutton & Wandsworth) Wigan MST for Child Abuse & Neglect (CAN) Doncaster Knowsley Leeds Leicester 1&2 Newcastle Nottingham City MST Family Integrated Transitions (FIT) Leeds Northamptonshire MST for Problem Sexual Behaviour (PSB) Cambridgeshire (and neighbouring authorities)
MST in Scotland • There are currently four MST teams in Scotland across two sites (Edinburgh City Council and Fife Council) • In November 2017 a Scottish Consultant and Programme Lead was appointed following consultation and agreement with NES, an education and training body and a special health board within NHS Scotland, with responsibility of developing and delivering education and training for the healthcare workforce in Scotland • The aim of this post in addition to providing consultation and quality assurance to MST teams is to offer centralised support for NHS Boards and Local Authority partnerships that wish to improve outcomes for young people who are looked after at home and reduce the numbers of young people who become looked after and accommodated. • The Scottish Consultant links directly into the UK Network Partnership which offers the advantage of integration into Scottish policy and national planning whilst also being part of the MST quality assurance system within the UK Network Partnership. • There are a number of areas in Scotland that have expressed interest in MST, over the coming months programme development work in conjunction with NHS Boards, Scottish Government and Local Authorities will be undertaken to progress this interest and support the development of MST in Scotland. For more information contact: Mhairi.fleming@nes.scot.nhs.uk http://www.mstuk.org/ http://www.mstservices.com/
City of Edinburgh Council - MST • MST in a film (http://www.mstuk.org) • An evidence based model developed in the U.S and now rolled out worldwide (Teams in UK) • Intensive, family driven, community based – aims to keep young person at home, in education and stop offending. • Central to the MST treatment model is the MST analytic process and 9 principles that meet the needs of the young person and family • Focus is on empowering caregivers to solve current and future problems • Highly structured clinical supervision and quality assurance processes
Young people and families we work with • 11 – 17 year olds (MST “client” is the entire ecology of the young person - family, peers, school, neighborhood / community) • Anti-social behaviour across multiple systems • Could be at risk of out of home placement without intervention • Young people returning from out of home placement within two weeks • Typical referral behaviours: - absconding, poor school attendance, not engaging with school, aggression at home, anti-social behaviour in the community, accruing police charges, substance use, anti-social peer associations, absconding/curfew adherence and self harming behaviour
Principles of MST – whatever it takes (MST motto) • Finding the Fit • Positive & Strength Focused • Increasing responsibility • Present focused, Action orientated, & well defined • Targeted sequences • Developmentally Appropriate • Continuous effort • Evaluation and accountability • Generalization
Social Ecological Model Community Provider Agency School Neighbourhood Peers Extended Family Siblings Parent /Carer Parent/ Carer CHILD
Case example • John, 13 years old, living with parents and 2 older siblings • At point of referral, concerns included: • School attendance 65% • Curfew violation / absconding from home • Physical and verbal aggression at home • Offending behaviour in the community • Negative peer associations
Case example – addressing school attendance • Concerns around school attendance: • Struggles with certain subject and finds it hard to ask for help • Doesn’t get on well with some teachers in school • Refusing to attend certain classes and would rather sit in the canteen • Strengths identified • John enjoys Maths, English, Arts and PE. • Has a positive relationship with Mr. Wallace, Mrs Blair, and Miss Barr • His best friend (Michael) attends the same school • John enjoys doing homework with his dad at home • His Maths teacher can recognise situations when John struggles in class and will take initiative to approach him to help him • Home and school maintain good communication
Case example – addressing school attendance Action steps identified using strengths focused and systemic approach • School to send homework home to allow dad and John to complete homework together ( quality time with dad and also offer opportunity for John to catch up with subjects that he struggles in order to build his confidence) • Math teacher to share the warning signs when he notices John is struggling and strategies he uses to help John manage and enjoys his lessons • Mr. Wallace, Mrs Blair and Miss Barr to share with teaching staff on how they build positive relationship with John • Parents to find out from John about the subject he enjoys and explore how this can be generalised in other subjects (i.e what he’s found Math teacher helpful, and how does he ask for help in his class, and what does he enjoy) • Explore options for John to be in the same class with his best friend Michael • Home and school to communicate regularly on the positives
Group exercise • Highlight the concerns • Identify strengths from 1-2 systems in the ecology • Develop action steps using strength focused and systemic approach
Feedback from families and young people • http://www.mstuk.org/news/mst-helps-keep-son-home • ‘MST have saved my family when I was about to give up’ (mum) • ‘I can trust my mum more now and we have a better relationship. I feel much happier at home and am proud of the progress I have made’ (Young person) • ‘MST allowed mum and dad to reinstate parental control’ (social worker) • MST and work I do with mum has helped me to use words to talk about my emotions ( adopted young person) • MST has given us a structure to visit and revisit issues, identify and test strategies and work on resolving issues. MST was a big effort and hard work but it was worth it. (Adopted parents) • MST helped to get everybody working together and pulling in the same direction It was very intense due to the pace but it was very much worth it (Grandad)
