ordinary people doing extraordinary things Your Induction and Workbook to Foster Care

Transcription

1 ordinary people doing extraordinary things Your Induction and Workbook to Foster Care The CWDC Training, Support and Development Standards for Foster Care with additional support materials written by John Taylor and Mike Campbell

2 Contents Introduction 3 What s in the Children s Workforce Development Council Training, Support and Development Standards for Foster Care? 4 What children and young people expect 5 How to use this workbook 7 What to expect from your foster care provider 9 Principles and values statements 11 Standard 1: understand the principles and values essential for fostering children and young people 12 Standard 2: understand your role as a foster carer 20 Standard 3: understand health and safety, and healthy care 28 Standard 4: know how to communicate effectively 40 Standard 5: understand the development of children and young people 50 Standard 6: keep children and young people safe from harm 64 Standard 7: develop yourself 76 Glossary 84 Links to National Vocational Qualifications 90 What next? Further knowledge and skills 92 Essential learning for specific tasks 92 Continuing professional development 92 Continuing professional competence 92 Supporting flexible movement 92 NVQs and qualifications 93 Basic skills 93 Useful resources and links 94 Certificate of successful completion 98 Your notes and things to remember 100 2

3 Introduction Welcome to this workbook and guide to the Training, Support and Development Standards for Foster Care produced by the Children s Workforce Development Council (CWDC). CWDC exists to improve the lives of children, young people, their families and carers by ensuring that all people working with them have the best possible training, qualifications, support and advice. The job of a foster carer is one in which you can make a real difference to the lives of children, young people and their families. Foster carers aim to improve the future for fostered children and young people. Any role brings with it new things to learn. The Children s Workforce Develpoment Council (CWDC) Training, Support and Development Standards for Foster Care has been designed to support foster carers from pre-approval through to their first two years of fostering. They are intended to ensure that you ll have the best possible training, information and support. The standards set out what foster carers should know and be able to do in a clear way. These standards apply to new foster carers and to those who are already caring for children and young people, including long-term foster carers, and family and friends carers. From April 2008 all new foster carers will be expected to achieve the Training, Support and Development Standards for Foster Care within 12 months of their approval. All existing approved foster carers are expected to complete the Standards and gain the Children s Workforce Development Council certificate of Successful Completion by April Training and support is your right. It is the first step along a pathway that will continue all through your fostering career. The standards are based on the CWDC Induction Standards or workers in children s social care, so foster carers will have a similar induction to other colleagues working with children and young people. This workbook will explain what the standards are, what to expect when you become a foster carer, and how completing the standards can set you on track for giving high quality care or support, and getting recognition for the work you do. Fostering is a very rewarding but challenging and demanding job. As in any new role, you may feel uncertain at first about what you should do and what your foster care provider expects of you. You are being asked to complete the standards to help you build your confidence and make sure you have the knowledge and skills to make a positive difference to the lives of children and young people. Your supervising social worker* will help you and you should use the opportunity to ask about anything you do not understand or do not know how to do. * We have used the term supervising social worker throughout the workbook but you may be more familiar with link worker, family placement social worker or fostering support worker. 3

4 What s in the Children s Workforce Development Council Training, Support and Development Standards for Foster care? There are seven Training, Support & Development Standards for foster care: Standard 1: understand the principles and values essential for fostering children and young people Standard 2: understand your role as a foster carer Standard 3: understand health and safety, and healthy care Standard 4: know how to communicate effectively Standard 5: understand the development of children and young people Standard 6: keep children and young people safe from harm Standard 7: develop yourself Standard 7 addresses the continuing professional development and specialist needs of foster carers. The standards are underpinned by the Principles and Values Statement which applies to all work with children, young people and their families and specifically cross references to Standard 1. In each of the seven standards there are a number of topics that you will need to know about. Each topic will indicate what you need to know or be able to do, these are called outcomes. You will need to evidence what you have learned in a number of ways. This might be by showing, doing or explaining things based on your learning through attending training, reading, experience, discussion with your supervising social worker or other foster carers, and other activities. The purpose of this workbook is to enable you to plan how you will provide evidence that you have met the standards. You are not expected to know all the outcomes straight away. The outcomes say what you will know at the end of the process. All foster carers should receive support and supervision from their supervising social worker and have a personal development plan which sets out what your learning needs are. This should be reviewed at your Annual Foster Carer Review. Your supervising social worker is responsible for assessing how you are applying your learning to your job as a foster carer and for identifying any extra learning or support that you might need. They will sign off each section as you work your way through the workbook when you are able to provide sufficient evidence that you have met the learning outcome. At the end, a manager or the training officer in your fostering service will check to ensure that the workbook has been completed satisfactorily, and will issue you with the CWDC Certificate of Successful Completion. 4

5 What children and young people expect Children and young people have also had their say in what they think you should know when you first start working with, caring for or supporting them. Some of these messages are summarised briefly below, under each heading of the standards. These are word for word responses given by children and young people when we consulted them about these standards. What the standard says: Standard 1: understand the principles and values essential for fostering children and young people. What children and young people say: A good foster carer treats you equal to other children in the family. Foster carers should know about Total Respect and confidentiality policies not to force you to practise a religion. The most important part of a foster carer s job is to accept the foster child s good and bad points, as life is trial and error. They should not judge you by your paperwork as you are a person. Standard 2: understand your role as a foster carer. Any good foster carer is someone who has a very good knowledge of the care system, someone who cares for you. The most important part of the job is making sure the looked after children are happier and they feel safe where they re staying. Standard 3: understand health and safety, and healthy care. Some of the things that foster carers need to know about are a good diet, allergies, drugs and alcohol. The training courses on top of my list for foster carers are health and safety, dealing with/understanding teenagers, managing aggressive behaviour, manage the emotional and personality upsets and build-ups, self harming, first aid. Foster carers should have skills in cooking! Standard 4: know how to communicate effectively. A good foster care is someone who listens *, someone who takes your views into consideration. The most important skills a foster care should have are in listening, understanding, good communication. Top of my training list counselling. My foster carer always took the time to listen and teach me about life, even though I never listened as much as I should have I learned a lot from her experiences. *This scored more highly than any other issue discussed with children and young people. 5

6 What the standard says: Standard 5: understand the development of children and young people. What children and young people say: A good foster carer is someone who can relate to your problems and be there for you when you need them who cares but makes fair rules. Foster carers should know about the past life the lifestyle the young person lived before (the placement). They should know about what stuff you like and social pressure, education, drugs, alcohol, sex, sexuality. Foster carers should have skills in knowing what your needs are helping with homework My favourite time with a foster carer was being loved, getting looked after, being accepted as a family member, getting me through college and hard times, giving me confidence Standard 6: keep children safe from harm. Foster carers should know about how to handle the system and how to support young people how their (child s) background might affect their behaviour what the looked after children have been through. Foster carers should know about the law. The most important part of a foster carers job is making sure they make you safe, look after you, be there for you, and are someone to talk to. The skills foster carers should have: accept love to provide help. Standard 7: develop yourself. Foster carers need support for when they need to talk to someone support from everyone involved with the child/young person. I think that foster carers need help and support on the looked after children on how to make things better. Top of the training list for foster carers: behaviour management, counselling, dealing with/understanding teenagers, education. *This scored more highly than any other issue discussed with children and young people 6

7 How to use this workbook Each standard begins with a summary, which tells you what the standard covers and what you will be expected to know and be able to do. There are seven columns to help you meet the standards: Main area this indicates the main areas of knowledge and practice that you will need to cover under each of the standards. Outcomes these are the new pieces of knowledge or skills that you have gained and you ll need to provide evidence that you meet each of these outcomes. Sample questions/activities these are examples of the sort of questions your supervising social worker may ask you in order to check your understanding. It is not intended that you have to write exam-type answers to these questions. You do not have to use these particular questions. If you have a specialist fostering role, your supervising social worker may identify similar questions that fit better with what you do. Resources/examples of evidence/training programmes these are some suggested sources of evidence that you and your supervising social worker will use to ensure that your get the background knowledge to help you develop your skills. You can add to these as you work though the standards. In addition to core training, the availability of other courses will vary from one area to another, and will depend on local needs and resources. Induction plan in this column you and your supervising social worker can write what you are going to do and find out, and what evidence you are going to collect to prove you are able to meet the outcomes. So for example Standard 2.2a Know about relevant legislation, policies, the Induction Plan could include a discussion with your supervising social worker about what the relevant legislation, policies and procedures relating to foster care are. You may be able to find out more by looking in your Foster Carer Handbook, or in a book or using the Internet. This is a big area so your supervising social worker will help you select what is most relevant to your role. They will then ask you to answer some questions to prove you understand them. Your planning should be full of actions (i.e. things you are going to do or learn to prove you meet the standards). It is useful to collect further learning materials that may have covered in your preparation or induction training or provided by your foster care provider when you started fostering. Examples of further learning materials could include: welcome-pack material you have been given by your foster care provider your Foster Carer Handbook any other policy and procedures documents you have been given preparation training or induction training materials (e.g. The Skills to Foster) materials from the Department for Education and Skills websites and For example Fostering Now Messages from Research leaflets from the Every Child Matters website, and Who does what: How social workers and carers can support the education of children looked after from the Choice Protects website. 7

8 Evidence this column is for you to log evidence of your learning from other jobs or previous experience. For example supervision or assessment notes, reports for a child s LAC review, a First Aid certificate, a child-care course or course on child development, and health and safety training. Certificates of attendance are particularly useful. Many foster care providers give their foster carers a portfolio in which to keep their evidence. A Children s Workforce Development Council (CWDC) cover sheet can be downloaded from for your portfolio. You should keep these materials as they may assist your further learning it may be useful to number them and record the numbers against the relevant outcomes, in the evidence column in this booklet. Date signed off is simply a space for you and your supervising social worker to keep note of which outcomes you have covered. Your supervising social worker should put the date and their initials against the outcomes when they have assessed that you have provided sufficient evidence to demonstrate that you have achieved that area of learning. These extra columns are not part of the standards themselves, and how to use them is up to you and your supervising social worker. Towards the end of the workbook there is a glossary, and guidance on next steps. The workbook also includes the CWDC Certificate of Successful Completion, which must be signed off by a manager or training officer when you have met all the CWDC Training, Support and Development Standards for Foster Care. You should keep your Certificate of Successful Completion and any other evidence and learning materials you have collected for future use. The certificate also indicates your future learning needs for your Personal Development Plan. Your supervising social worker should keep a copy of your certificate as a record to go on your personal file and to show inspectors, if required. You may use your certificate as evidence of your learning if you go on to register for an NVQ or similar qualification. The Links to National Vocational Qualifications section of the workbook is there to help you, your supervising social worker and your future assessor link what you are learning and doing now to any future qualifications. This will mean that you will be able to include the evidence you have collected towards an NVQ Level 3 in Health and Social Care or similar qualification. 8

9 What to expect from your foster care provider Your foster care provider has a duty to arrange for you to learn about the different areas within the standards and to make sure that you know enough to meet the outcomes for each area. They will also provide you with learning opportunities and support through your supervising social worker and training officer. Before you are approved, your foster care provider should arrange for you to attend preparation training (The Skills to Foster or similar). Practice varies but the preparation training will usually take place before or during your fostering assessment. Within six weeks of your approval your supervising social worker should induct you into the fostering service you work for and help you draw up a Personal Development Plan identifying learning activities to help you complete the CWDC Training, Support and Development Standards. They will advise you on what core training courses and/or learning support are available. They will also tell you about opportunities to participate in training with other colleagues working with children (e.g. multi-agency child protection training) and support groups for foster carers. Foster care providers have been asked to provide financial support to enable foster carers to attend training sessions. Your foster care provider is responsible for providing an assessor who will usually be your supervising social worker, but could be a training officer or NVQ assessor. Your foster care provider is also responsible for: the safety and well-being of individuals with whom your fostering service works; the safety and well-being of you and your family; fulfilling their obligations as set out in law and in professional standards - for example, health and safety laws, the Care Standards Act, the Fostering Services Regulations and National Minimum Standards for Fostering Services. It will not always be practical for foster care providers to offer training courses if foster carers are spread over a wide geographical area, but training can be provided using distance learning, computer based learning packages, or similar. Foster care providers are currently inspected to ensure that they are preparing and training their foster carers in line with the National Minimum Standards for Fostering Services. If you move and register as a foster carer in a new area after you have successfully completed the CWDC Training, Support and Development Standards, your new foster care provider will want to see your Certificate of Successful Completion. You may still need to undertake some further induction or training to familiarise you with your new fostering service, but you will not need to repeat the standards. Similarly if you decide to take up a job working with children you will be able to use your Certificate of Successful Completion to indicate that you have met the CWDC Training, Support & Development Standards for Foster Care. 9

10 Assessing your knowledge and skills against the CWDC Training, Support and Development Standards There are different ways to learn new things. Sometimes it is be better to be told information, sometimes better to watch someone else do a task, sometimes better to talk about ideas with other people, and so on. Different people learn best in different ways. Most prefer a mix of activities and these include: One-to-one discussion Distance learning Guided reading Shadowing Training programmes E-learning Structured use of supervision Mentoring by a more experienced foster carer Use of reflective diaries Support groups Together with your supervising social worker, you will decide what learning activities suit you best, and how you are to be assessed. You may be assessed by: your supervising social worker observing how you do your work as a foster carer. talking about information, policies and procedures you have been given. showing examples of work you have done, for example, your foster carer diary or log, or reports you have written. If you are using this kind of evidence, remember to protect the confidentiality of children, young people and their families. having evidence of previous learning (e.g. certificates) and showing that you still have the knowledge and skills that the learning gave you. Assessment is not an exam. Your supervising social worker should use forms of assessment that best suit you. If you are not able to show your supervising social worker that you have fully understood any area of the standards, they may need to set up further training or learning opportunities for you. 10

11 Principles and Values statements The same Principles and Values underpin both the CWDC Training, Support and Development Standards for Foster Care and the CWDC Induction Standards. They apply to all care work with children, young people and their families, and should specifically cross-reference to Standard 1: Understand the principles and values essential for working with children and young people. 1. Principles The welfare of the child or young person is paramount. Foster carers contribute to children and young people s care, learning and development, and safeguarding. This is reflected in every aspect of practice and service provision. Foster carers support parents and families who are partners in the care, learning, development and safeguarding of their children, recognising they are the child or young person s first, and in most situations, their most enduring carers and educators. Foster carers are integral to the professional team supporting children and young people in public care. 2. Values The needs, rights and views of the child or young person are at the centre of all practice and provision. Individuality, difference and diversity are valued and celebrated. Equality of opportunity and anti-discriminatory practice are actively promoted. Children and young people s health and well-being are actively promoted. Children and young people s educational needs are given high priority to ensure that they reach their full potential. Children and young people s personal and physical safety is safeguarded, whilst allowing for risk and challenge, as appropriate to the capabilities of the child or young person. Self-esteem and resilience are recognised as essential to every child or young person s development. Confidentiality and agreements about confidential information are respected as appropriate unless a child or young person s protection and well-being are at stake. Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children and young people more widely. Social inclusion and advancement of children and young people are actively promoted as specified in the UN Convention on the Rights of the Child. 11

12 Standard 1: understand the principles and values essential for fostering children and young people Summary This Children s Workforce Development Council (CWDC) Standard sets out what you are expected to know about the principles and values underpinning work with children and young people, and how you should put them into practice. You will be expected to show you understand how to promote the values listed and work in a way which supports and respects diversity. Standard 1: understand the principles and values essential for fostering children and young people Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 1. Principles and values a Show your awareness of the principles and values essential for looking after children, young people and their families. a What principles and values do you think are important in caring for children? United Nations Convention on the Rights of the Child 2 The Children Act 1989; the Children Act 2004 b Demonstrate how you promote these principles and values in the care you provide for children and young people. b Give an example of how you show the following: - That you treat children, young people, their families and their carers with respect. - That you treat children, young people, their families and their carers as equals. - That you treat children, young people, their families and their carers as individuals. Principles and Values for Training, Support and Development standards for foster care Preparation training Planning for looked after children Working with children, young people and their families 2 See leaflet on: 12

13 You will be expected to understand the importance of confidentiality, including what you should keep confidential and what you should not. You will also be expected to know how to put into practice the policies and procedures of your fostering service about sharing information with others. The child or young person should be at the centre of all of our work, and this approach is the key to achieving the successful outcomes for children and young people set out in Every Child Matters. It is one of the ways you will put the principles of care into practice. You will show you understand how you put children and young people at the centre of your work by meeting the outcomes set out in this standard. This includes understanding the right of children and young people to take risks and your role in relation to that risk-taking. (Please note in Column 4 that the entries in italics denote training courses that are commonly available either preparation/pre-approval training or core training courses.) Induction Plan Evidence Date signed off 13

14 Standard 1: understand the principles and values essential for fostering children and young people Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 2. Equality, inclusion and antidiscriminatory practice a Understand the different types of prejudice and discrimination which can affect children and young people. a What different types of prejudice or discrimination have you come across? How can you challenge them or help other people to challenge them? Preparation training Literature from community groups Promoting equality, diversity and rights b Understand why it is important to provide care which respects and preserves each child s ethnic, religious, cultural and linguistic background. b Why is maintaining a positive sense of a child s identity important? Where can you get advice about the care needs of a child or young person who has a different racial, cultural or religious background from your own? Meeting the needs of Black and Minority Ethnic Children Caring for separated refugee and asylum seeking children c Demonstrate how you support and encourage children and young people to develop skills to deal with discrimination, enhance self-worth and make a positive contribution. c What skills might children and young people need to develop to deal with discrimination? How can you support them? 14

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16 Standard 1: understand the principles and values essential for fostering children and young people Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 3. Personcentred approaches a Be able to explain how your care relates to the Five Outcomes in Every Child Matters. b Give examples of how you take account of the experiences, preferences, wishes and needs of individual children and young people, and their families. a What are the five outcomes in Every Child Matters? What support is available in your fostering service or local authority to help children achieve the five outcomes? Give a practical example of how your work as a foster carer helps children and young people achieve one these outcomes. b Give an example of how you have made changes to accommodate the individual needs and expressed wishes of a child or young person. Every Child Matters (The Outcomes Framework) 3 Statement of purpose of your fostering service Children and Young People s Plan of your local authority The Common Assessment Framework Assessment and care plans The Outcomes Framework: Every Child Matters and what it means for foster carers c Explain why it is important to listen to children and young people s views about risk and safety, and show how you take these into account in your role as a foster carer. c What should you do if a child or young person wants to do something you consider as risky or dangerous? How would you approach the subject with the child or young person? 3 See 16

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18 Standard 1: understand the principles and values essential for fostering children and young people Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 4. Confidentiality and sharing information a Understand the importance of confidentiality. b Understand how to apply your fostering service s policies and procedures about confidentiality and information sharing. a What do you understand by the word confidentiality? Why is confidentiality important? b How do you maintain confidentiality in the home? If a GP, teacher, social worker or professional from another organisation asked for information about a child or young person what would you do? Preparation training HIV and Blood Borne Infections Confidentiality and Information Sharing Policy of your fostering service If a relative, friend or neighbour asked about a child or young person what would you do? c Understand the limits of confidentiality (for example, when it is necessary to share information to safeguard a child or young person). c Give one example of when and to whom you would disclose information you are given; give one example when you would not disclose information. 18

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20 Standard 2: understand your role as a foster carer Summary This standard sets out what you need to know about your role and responsibilities as a foster carer in relation to the law, Government policies and other professionals working with children and young people. You will be expected to know and understand the legislation, policies, values and procedures relevant to your work as a foster carer. Standard 2: understand your role as a foster carer Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 1. Fostering role a Know the overall aims of your fostering service. b Understand your own role and responsibilities. c Understand the role of your supervising social worker. a Explain the aims of your fostering service. Does it have a specialist role? b What is your role and your responsibilities as a foster carer? Explain three specific tasks you undertake. c What is the role of your supervising social worker? Statement of Purpose/leaflets produced by your fostering service Preparation training Induction file Foster Carers Handbook Foster care agreement 20

21 You will be expected to know how to work well with colleagues in your fostering service and local authority and from other organisations involved in the care and education of the children and young people you foster. You will also be expected to understand the value of, and how to work with, families and carers. Induction Plan Evidence Date signed off 21

22 Standard 2: understand your role as a foster carer Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 2. Legislation, policies and procedures a Know about relevant legislation, policies and procedures relating to foster care, and where you can get further information. a Identify two important pieces of childcare law that foster carers need to know about. Find out about a particular aspect of childcare law (e.g. a Care Order or what being accommodated means). What are the National Minimum standards for foster care? Find out about a piece of research, an enquiry or a report and how it has affected the way we work with children Preparation Training Foster Carer Handbook Children Acts National Minimum standards and UK National standards for foster care b Understand the importance of following your agency s policies and procedures. b Where can you find out about your fostering service s policies and procedures? Pick two of your fostering service s policies and explain how they affect your work? 3. Relationships with parents and others a Understand the importance of families and friends for children and young people. a What is different about family and friends for your own children, compared with children who are looked after? Preparation Training Working with families Life Story Work b Demonstrate how you involve families and others in the lives of children and young people and the important role of foster carers in helping a child maintain contact. b Explain your role as a foster carer in helping a child or young person maintain contact with their family and friends in relation to someone you have looked after? How would you support a child or young person where there was no parental contact or contact had a negative impact on the child? Contact: supporting children s relationships with family and friends 22

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24 Standard 2: understand your role as a foster carer Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 4. Team working a Understand the concept of the foster care team and your contribution to effective teamwork. b Know who you are accountable to in your work as a foster carer and where to go for support. b Draw a diagram of the people supporting the child or young person in their placement with the child at the centre. Indicate how you work with each member of this team. b Who are you accountable to in your work as a foster carer? What different types of support are available to you? What support should you receive from the child or young person s social worker? Preparation training Working together the foster care team Assessment and care planning Reports for child s LAC review or planning meetings c Know how to contribute to planning for children and young people, including contributions to meetings and reviews. c Get feedback from your supervising social worker on how you contribute to meetings. Identify any specific help you might require in making effective contributions. 5. Being organised a Demonstrate that you are well organised, reliable and dependable. a Why do children and young people need carers who are organised, reliable and dependable? Give an example from your own practice. b Show that you provide activities and environments that are well organised and safe. b Give an example of an activity that you have organised. How did you organise it and ensure it was safe? 24

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26 Standard 2: understand your role as a foster carer Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 6. Complaints and compliments a Understand how complaints and compliments are dealt with in your agency, and know how you can make a complaint. b Know how children, young people and their families can access the complaints procedure and how you can support them. c Know about the allegations policies and procedures of your fostering service and how to access support and legal advice. a What should happen when someone makes a complaint? How and to whom would you make a complaint? b What does the organisation do to make sure children are happy in their placement? How would you support a child or young person who wanted to make a complaint? c What should happen if an allegation is made against a foster carer? What support and advice is available? Preparation Training Complaints procedure of your fostering service Complaints Leaflet for looked after children Children s Rights and Participation Team Advocacy Policy and Procedures relating to allegations against foster carers (Local Safeguarding Board) Local foster care association and the fostering Network Child Abuse: accusations against foster carer (Fostering Network Signposts) Protecting children, supporting foster carers Dealing with Allegations 26

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28 Standard 3: understand health and safety, and healthy care Summary This standard is about all the things you need to know to do your job as a foster carer safely, and not to put yourself, your family or the children and young people you look after in danger. It is also about providing healthy care. Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 1. Legislation, policies and procedures a Show an awareness of the relevant health and safety legislation and guidance and your responsibilities. b Know your agency s procedures in relation the health and safety of children and young people. a What health and safety legislation applies to you in your role as a foster carer? Give two examples of things which could happen which would break these laws. b What procedures must foster carers follow in respect of the health and safety of children and young people? Preparation training First aid/emergency Aid Health, hygiene and first aid HIV and Blood Borne Infections Foster carers handbook 28

29 You will be expected to understand health and safety laws and regulations as they apply to your role as well as the policies and procedures of your fostering service. You may be expected to undertake specialist learning or training such as First Aid training in some of these areas. You will be expected to demonstrate that you have an understanding of the health care needs of children and young people, how to promote healthy lifestyles, and what to do in case of accidents or illness. You will be expected to assess potential risks and understand how to manage challenging behaviour in line with the guidance provided by your fostering service. Induction Plan Evidence Date signed off 29

30 Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 2. Accommodation a Know how to keep your home safe and free of avoidable hazards that might be a risk to children and young people. b Know the importance of maintaining a good standard of hygiene and cleanliness. a How do these responsibilities apply to: Electrical safety Hazardous substances Play equipment b How do you prevent the spread of infections in your household? How should you dispose of infected waste? Health and safety checklist Safer Caring Family Policy Safer Caring c Show that you and those living in your household know what to do in case of a fire. c Give three examples of potential fire hazards and how you can reduce the risk of fire. Do all members of your family know what to do in case of fire? 30

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32 Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 3. Healthy care and medication a Know what healthy care means for the physical, mental, emotional and sexual health of children and young people. a Give three examples of what providing healthy care means in relation to the children and young people you look after. Preparation training Foster carer Handbook HIV and Blood Borne Viruses b Have an understanding of children and young people s health and hygiene needs, including allergies and infection control procedures. b How do you encourage children and young people to maintain personal hygiene? How do you find out about the individual health needs, allergies and medication of the children and young people you look after? What is your role in meeting these needs? Promoting health and well-being Substance misuse and the impact on fostering Promoting the positive mental health of looked after children and young people c Explain your role in promoting the health of children and young people, including giving advice and information in relation to risk taking, substance misuse and relationships and sexual health. c What actions should foster carers take in relation to the health of all children? Give an example of how you would deal with a situation where a child or young person was putting their health at risk? Child and adolescent mental health awareness Healthy eating Sexual health First Aid Training d Have an understanding of first aid and know how to access emergency medical treatment. d What would you do if a child or young person - had an accident? - showed symptoms of being seriously ill? What record should you keep of accidents or injuries? 32

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34 Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 3. Healthy care and medication (continued) e Know what procedures to follow in relation to medication and health-care procedures including what consent is required. e Which of the following do you need consent for and who would be involved in giving consent? Taking a child to the GP Administering medicines Vaccinations/ inoculations Routine operation Emergency operation Contraception Dental treatment Body piercing Think of other examples where you might need consent? What records should you keep? Foster carer handbook Fostering Service Policy and Procedure What can I say? Talking about sex and relationships Young people, substance Use and foster care 34

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36 Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 4. Personal safety and security a Understand potential risks to the safety and security of yourself and members of your family and what you can do to reduce or manage the risks. a Give two examples of situations where you or your family might be placed at risk. What could you do to reduce or manage the risks? Guidelines for managing children s behaviour Guidance about care, handling and use of restraint of your fostering service b Know about the range of challenging behaviours presented by children and young people and how to encourage positive behaviour. c Understand the need to manage challenging behaviour in a way that is safe without the use of physical or other inappropriate punishment and give examples from your work as a foster carer. b Describe any challenging behaviour presented by the children and young people you look after. Give examples of ways in which you can encourage positive behaviour. c What is the policy of your fostering service or local authority on what sanctions are permissible/not permissible (including use of physical restraint)? What steps would you take to manage challenging behaviour directed towards: - Yourself? - Another child or young person? - Another adult? - Self harm? Promoting selfesteem Managing challenging behaviour/a Proactive Approach to Conflict Autism, ADHD and dyspraxia Working with children and young people who self-harm 36

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38 Standard 3: understand health and safety, and healthy care Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 5. Risk assessment a Identify examples of risks to children and young people and appropriate action to reduce or manage the risks. a Give two examples of different types of risks to children and young people (e.g. from their own behaviour, from the environment, from other people). What have you/can you do to reduce each risk? Give an example of a way you have managed one of these risks that you could not remove? Give an example where a positive challenge for a child or young person might involve an acceptable level of risk. Your fostering service s use of risk assessments Policies and procedures relating to: - Child missing from home - Child protection - Self-harm - Drug and alcohol use - Bullying Reducing risk for teenagers in care Who should be involved in this decision? 38

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40 Standard 4: know how to communicate effectively Summary This standard is about developing your communication skills for working with children, young people and their families, as well as with other professionals in your fostering service, and other organisations. These are fundamental skills for foster carers and are needed to achieve all the other standards. Standard 4: know how to communicate effectively Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 1. Encourage communication Empathy is the ability to put yourself in someone else s shoes and understand how that person might feel a Demonstrate how you listen to and understand the wishes and feelings of children and young people. b Understand the need to use appropriate means of communication with children and young people including non-verbal and other means, and give examples from your practice. a Explain how you show empathy with children and young people and that you understand their wishes and feelings. b Describe different ways of communicating with children and young people taking into account their age, understanding, any disability, cultural background and where their first language is not English. Foster carer diary/log Feedback from child or young person Communicating with Children and Young People Communicating with Disabled Children Counselling skills Valuing Diversity Mediation/negotiating skills c Demonstrate that you respond appropriately to children and young people in clear, jargon-free language, without being patronising. c Ask your supervising social worker to give you feedback on their observations of your communication with children or young people. 40

41 You will be expected to show that you know about communication, what helps and what hinders communication, and how to use it effectively. You will be expected to know about and use different forms of communication. You will be expected to understand the importance of good record keeping and how you can make, use and keep records properly. Induction Plan Evidence Date signed off 41

42 Standard 4: know how to communicate effectively Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 1. Encourage communication (continued) d Show how you help children and young people to make their own decisions. d How do you encourage and empower children and young people to make their own decisions? Give examples of phrases you could use which would: - Encourage them to make their own decisions - Discourage them from making their own decisions 2. Knowing about communication a Describe effective ways of communicating with children and young people. a Make a list of techniques you have found to be helpful in communicating with children and young people. Computer training 4 b Understand some of the common difficulties in communicating with children and young people and give examples of how you try to overcome these. b Identify common difficulties in communicating with children and young people? Give two examples of difficulties you have encountered and how you have tried to overcome them. c Know how to use different communications media. c Show that you can write a short report or a letter using a computer and send and receive an message or use a fax machine, and produce written reports using log-books/diary If you do not have access to a computer at home talk to your supervising social worker about how best to evidence this outcome.

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44 Standard 4: know how to communicate effectively Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 3. Communication with parents, families and friends a Show that you are aware of the procedures for arranging contact and understand your role as a foster carer. b Understand when and how to raise concerns with families and friends in an appropriate way. c Demonstrate that you understand children and young people s confidentiality when communicating with parents, families and friends, including your own family and friends. a How would you arrange contact for a child or young person with their family? What different contact arrangements might be made? If a parent or carer became aggressive or was threatening, what would you do? b If you had to raise a sensitive subject to a parent or carer, how would you go about it? c What information should you pass on to parents and carers? What should happen to information that a child or young person might pass to you or your family? Give an example of a decision where it would be appropriate to consult their parents and carers. Policy and procedures on contact Preparation training Working with families Child Protection procedures Choices: supporting active decision making with children and young people Contact: supporting children s relationships with family and friends Family and Friends briefing days Sons & daughters of carers Give an example of confidential information that it would not be appropriate for you to share. 44

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46 Standard 4: know how to communicate effectively Main areas Outcomes Sample Questions/ Activities Resources/examples of evidence/training programmes 4. Communication with organisations a Understand the importance of effective communication with other organisations who are in contact with children and young people. b Demonstrate effective communication with your supervising social worker. a Give an example of an agency (e.g. school, CAMHS) you have contact with. What was the purpose of your contact and how has it benefited the child or young person? b How can you achieve good communication with your supervising social worker? 46

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