THE MARLBOROUGH PROJECT: MULTIPLE FAMILY THERAPY GROUPS IN HARROW SCHOOLS

Transcription

1 THE MARLBOROUGH PROJECT: MULTIPLE FAMILY THERAPY GROUPS IN HARROW SCHOOLS Vicky Illingworth (Clinical Psychologist) Amanda Pegrum (Art Therapist) Nidhi Dholokia (Clinical Psychologist)

2 Marlborough Model Mechanism - multi-family groups in schools. Child is identified as having behavioural, emotional or social difficulties, attends group with parent/caregiver. Model is based on systemic theory (focus of intervention is on relationships between child and parent, families and schools). Also focus on improving Mentalisation. Groups are co-facilitated by school based partner (SENCO, Learning Mentor, Teacher) and CAMHS Early Intervention Worker.

3 Why MFTG Promote parental authority Reduce isolation Increase and sustain sense of agency Overcome stigma Create solidarity between parents Create a sense of hope Families learning from families

4 Marlborough Family Group Headteacher Lunchtime supervisor Teaching Assistant Families Parents / carers mums, dads, grandmothers Children Siblings School Learning Mentor SENCO Teacher CAMHS Early Intervention Worker CAMHS Team

5 Where are we working? Model developed at Marlborough Education Centre (Westminster), outreach to Westminster schools Now in 16 schools in Harrow including one Special Needs Primary School and two Special Needs Secondary Schools.

6 Process of Multi-Family Groups Leaders are facilitators NOT experts -aim is to promote conversations between families. 6 8 families who attend weekly for 2 hours. Changing patterns of interactions Looking for exceptions (solution focus) Positive reinforcement.

7 What Happens? Three parts to each group 1. Parent meeting 2. Multi family target feedback meeting 3. Multi family activity

8 1.Parent meeting Common themes from parents which impact on child and parenting e.g. parent mental health, disability, intergenerational parenting experiences School home relationships and problem solving

9 Targets set for school and home Tom s Targets Date of group: Not at all Some of the time All of the time Targets Saturday AM PM Sunday AM PM Monday AM PM Tuesday AM PM Wednesday AM PM Thursday AM PM Friday AM PM School: To follow instructions first time Home: To look for my things calmly

10 3. Multi family activity Activities based around themes from groups (e.g. listening, communication, trust, cooperation) Opportunity to interrupt patterns of parent and child interaction within here and now Cross family pairing encouraged Direct and Indirect learning Reflection on activity is key use of filming

11 Outside the groups Reflections/Planning Meeting with school based partner Liaising with the class teachers / Learning Assistants. Liaison with other agencies Observing children in the classroom / playground. Individual work with families Consultation

12 Adapting the model to fit Special Needs Schools Alexandra Primary (mild/moderate), Shaftesbury High School (mild/moderate), Kingsley High School (severe and complex) Staff ratio Shorter activities Visual target feedback Parents only

13 Recognition of the Model -MFTG The Marlborough Multi-Family Therapy Group Model has been recognised as good practice in several government publications including : New Horizons, DOH 2009 quoted as an example of best practice CNWL Innovation Award in 2008 Aiming High for Children : Supporting families, DFES&HM Treasury 2007 Every Child Matters, 2003 It has been adopted nationally and internationally especially in Scandinavia and Germany

14 Feedback, Parents, Students, Teachers Teacher feedback: much calmer atmosphere as the behaviour has become more socially acceptable within the school and less disruptive/confrontational. the discussion related a great deal more to home and parent expectations, these were reinforced from home to school and the unity presented a very clear guide for behaviour..

15 Feedback, Parents, Students, Teachers Parent feedback: realising that the school really is trying to help with my child s difficulties the meetings sort of developed and got better the more we had Very friendly people sharing their experiences and offering support to each other. Pleasant memories

16 Most Useful? improvements in child/parent relationship and input from other parents targets, discussing improvements hearing that you re not the only one and hearing advice from everyone how we sit and talk and learn from each other, unlike the other courses who teach you I like the ideas from other parents being able to communicate with parents facing the same problems as me sharing your difficulties with other people it has helped me understand the school and education system and lets me help me help my son understand why things happen at school, lets me talk to him about how we can help him at home. Your not on your own finding other parents have the same types of issues how to open up to people about the problems you are having

17 Changes in your child and family her temper, learning and attitude towards other children and her brother and sisters have come on so much, I wish I knew about the project before better behaviour! my son has become more confident in his school work his behaviour has improved at school, he seems to have matured and seems happier he seems to be more sociable at home and more willing to come to the group he has become more confident, it s also a time for me to talk to other grownups so its therapeutic for me as a mum. He is happy and he smiles my child s behaviour improved dramatically. He is able to talk more rather than bottle it up she seems calmer, less self harm, seems to respect the fact that we attend he takes part and is more open in meetings and is calmer

18 Changes in relationship with your child listens more, better communication we have become closer she listens more and pays more attention, we re less stressed he talks to me more than he did before he s more chatty he listens to me. We talk more and he is more loving and kind we talk more and understand each other more less fearful of her behaviour he is less violent and listens more

19 Changes in your relationship with school improved relationship with teachers we have become more involved in the school I am getting more feedback on his behaviour from his tutor we re now in regular contact, she likes the positive feedback, we also like it! his teacher is much happier with his performance I am able to express myself more to the members of staff there s more communication of information on what is happening to him in school and at home they contact me if he misbehaves