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Learning again from service users about helpful relationships

Learning again from service users about helpful relationships. Lorraine Thomson, Institute of Child Protection Studies Australian Catholic University ACWA 10 Building a child friendly Australia.

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Learning again from service users about helpful relationships

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  1. Learning again from service users about helpful relationships Lorraine Thomson, Institute of Child Protection Studies Australian Catholic University ACWA 10 Building a child friendly Australia

  2. Well see she (School Counsellor) seemed concerned, you know, genuinely concerned not just as a counsellor, but as a person, and that came across that you could, even I could, she was being professional but at the same time I could see that she was, had that little bit of concern, ‘well what about yourself? You have got to look after yourself too.’ You know? Which was really, really great which gave me a bit of confidence to go ahead and do some other things. Yes (MM5).

  3. Today • Overview study • What did families say about helpful relationships? • What use can we make of this in policy and practice?

  4. Overview of study Research questions How do families in receipt of income support identify their needs? What formal and informal supports do parents draw on? What are their experiences of accessing and utilising formal support services?

  5. Overview of study cont’d • Qualitative study • 80 interviews of parents on parenting payment (single and couple) and disability pension who have at least one child aged 16 years or under • 2 areas, one in regional QLD and one just outside Melbourne • 3 focus groups

  6. Overview of study: What we asked parents • Demographic questions • Who provides parenting and family support • Experiences of services • What parents found useful about the services used • What makes services accessible or inaccessible to families- what families perceive as barriers and enablers

  7. Spielberger, J., Rich, L., Gouvea, M., Winje, C., Scannell, M., Harden, A., et al. (2009). Supporting Low-Income Parents of Young Children. Chicago: Chapin Hall.

  8. Overview of study-the families • Mainly mothers (n=75) • Average age 36 years • 30% had one child<16 years • 17% had 4 or more children<16 years

  9. The families cont’d • 51% sole parents • 4 parents identified ATSI • One third identified with culture other than Australia

  10. Overview of study-issues facing parents • not having enough money • housing • parents on their own balancing parenting and work • worries about children • recent arrivals • complex issues • domestic violence • mental health issues

  11. Overview of study-positive experiences • Human connection-the relationship with an individual service provider • What constituted this sense of relationship or human connection for this group of service users?

  12. The relationship -listening • Again it is like a counselling thing, an ear to listen to and actually taking the time, the caring side of things (WR2 re an alternative health practitioner) • And my Doctor’s a really good listener. ..And my psychologist whom I still go to now, even though it’s been 30 weeks, I still go and they’re great. They’re fantastic. They listen to everything. (MM4)

  13. The relationship-respect • But also just talking to them is nice. I really like that and it sort of makes me want to become a volunteer doing something like that myself. They just – I don’t know just talking to me and even you know everyone feeling you know broke and whatever and feeling guilty because I had to ring them to come help me. I don’t know. They just – they just treat me – they just treat me really nicely. (RC25)

  14. Relationship-not judging • She actually got my son to open up and talk about his feelings with things that I had no idea that was bothering him. So you know, having that person that they don’t know, that knows that they’re not going to judge them, they’re not going to criticise them, they’re not going to tell them off or anything like that, he was able to open up and solve a lot of problems that I didn’t realise even existed (VS7).

  15. The relationship-genuine concern • ….. So pretty much all through Grade 1 he was difficult, but his teacher was absolutely lovely. And thanks to her, it made it a lot easier for me. She was quite, she was really lovely……… And still does even now [take an interest]. She’ll often see him and rub his cheek, and say “You’re still beautiful” and she’s very genuine. It's amazing how a teacher can really make an impact on a child’s life for a year.(KB5)

  16. The relationship-the extra mile • I have been lucky enough to get a brilliant legal aid solicitor, my solicitor was brilliant. …… So the lady that I had was absolutely brilliant, she used to email me. I emailed her at eleven o’clock on a Saturday night and she emailed me back at half past one Sunday morning so it was just awesome, she was an awesome solicitor …….. RC13

  17. The relationship-individualising • She treated me as though I was important. She didn’t write me off at all. She just listened to me basically. Every time, even if it was just a niggling question I had, I’d ring her and she’d ring me straight back. It was just…a lot of people get put down because they’re a tenant (VS15)

  18. Relationship-role flexibility • Look, he's been here - and I'm not wrapping him up by any stretch of the imagination but he has been really fantastic. He spoke to me about things that you probably shouldn't be talking to me about as in financial matters, as in the separation from my wife and all the different sorts of things that he probably shouldn't talk to people about I guess but he has been absolutely fantastic.(RC30)

  19. The relationship-continuity • Yeah, like I’m using [Relationships Service]. Have been for about 12 months, maybe a little bit less, but continue going for myself because I’ve built up a relationship with the counsellor.Yeah, that’s it. And when you’re comfortable with one person, you don’t really want to go and go through it all again with another person and all that sort of stuff (SC2). • .

  20. Relationships-summary • Any one of many different human service workers • Listening, respect, not judging, showing genuine concern, going the extra mile, individualising, providing continuity, role flexibility- none of these are surprises • Yet it can be so ‘hit and miss’

  21. Spielberger, J., Rich, L., Gouvea, M., Winje, C., Scannell, M., Harden, A., et al. (2009). Supporting Low-Income Parents of Young Children. Chicago: Chapin Hall. • Full report can be accessed on FaCHSIA’s website: • http://www.fahcsia.gov.au/sa/families/pubs/families_experiences/Pages/default.aspx

  22. Policy and practice-program level • Size of workload, key performance indicators • Philosophy of the program/ organisational culture • Level of autonomy in the role • Supervision

  23. Policy and practice-policy level • Funding constraints or prescriptions • Especially short term or longer term program funding and design. • Outcome or output focus • Risk and legal constraints

  24. Policy and practice-communities and relationships • Individual worker can make a difference, despite the constraints of the system • Supported by relationship based organisations, policies and communities?

  25. References • Biestek, F. (1957). The casework relationship. London: Allen and Unwin. • Horvath, A. (2001). The Alliance. Psychotherapy: Research, theory, practice, training, 38(4), 365-372. • Perlman, H. H. (1979). Relationship: The heart of helping people. Chicago and London: The University of Chicago Press. • Ribner, D., & Knei-Paz, C. (2002). Client's view of a successful helping relationship. Social Work, 47(4), 379-387.

  26. References • Richards, S., Ruch, G., & Trevithick, P. (2005). Communication Skills Training for Practice: the Ethical Dilemma for Social Work Education. Social Work Education, 24(4), 409-422. • Scott, D. (2008). Think child, think family, think community: Enhancing the capacity of adult services to protect and promote the well-being of vulnerable children Retrieved 12 November, 2008, from http://www.aifs.gov.au/institute/seminars/2008/scott.pdf • Sudbery, J. (2002). Key features of therapeutic social work: the use of relationship. Journal of Social Work Practice, 16(2), 149-162.

  27. Institute of Child Protection Studies, Australian Catholic University • http://www.acu.edu.au/about_acu/research/our_research/research_centres_-and-_institutes/institute_of_child_protection_studies/

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