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People present: Claire, Joyce, Rae'Anne, Zakiah, Xin An, Cassandra

Check in

Everyone had fun with WHP

Rae'Anne

3/5 Successful this week

All 3 families are easy to schedule with

First family can schedule any day, any time as mum is a housewife

Second family usually schedule on Saturdays as they are busy/don't want to engage on weekdays due to tiredness. If not, it will be weekday nights.

Unsuccessful:

One family rescheduled to next week as mum forgot that child has exam

One family turned on disappearing messages, so it was hard to find contact log, rescheduled for next week

Had one enrollment case that was difficult to catch for the past few weeks (call/text was not delivered etc), FC could not reach her at all. Managed to meet this week; found out that her device was broken

What helped with success: Need to find a convenient time in families schedule to schedule home visits

Zakiah

3/3 HVs successful this week

All easy families to reach out to, no issues with scheduling usually

Not much done differently this week

Last week managed to try some strategies from sub team huddles

Preschool observation. Main intention was not to catch parents, but to encourage parents to send child to school. Parents usually only send child once a month. Was able to observe child in school, and easily catch parents after instead of having to schedule another date for HV.

Managed to do some joint visits with FC/FSCs last week. Helpful to have sessions together if families have bandwidth tax. Not helpful if we have a lot of things to cover in session with families e.g joint HV with FC for IGA, lack of time to do IGA as FC also had a lot of things to cover.

Agenda has to be settled before joint home visit, so that there is clarity and sufficient time for both sides

Themes:

Buddy app

Unsure if parents are using it on their own

Parents may prefer using other apps to destress in their limited free time

Parents may be caught up with their day-to-day instead of scrolling buddy app

KSP's would usually use as part of session plan; may sometimes tie it in with other resources e.g infographic. Helpful for KSP as it provides content to go through with parents. Mostly used for LOC 2/3 families

What may be helpful: Give a brief overview/introduction of all the topics, so that it will capture parents attention.

Doing ASQs

Some KSPs (Cass, Zakiah) do on first home visits. Zakiah shared that doing it on the first visit helps with IGA - routines, concerns etc

Some KSPs (Xin An) usually only introduce the programme and get to know family first

ASQ-SE: Grouping questions by themes vs going down the list

Cass/Xin An: Do by going down the list as it is less confusing/messy

Rae'Anne: Find it easier to have an overview to do ASQ-SE on multiple kids. Use table to oversee domains and explain to parents what the aspects of SE are

Joyce: In-between method; write down the main domains and questions that are linked together.

Try both methods to see what works better. ASQ-SE is meant to help us with our assessment and engage families more dynamically. Put ourselves in our families shoes; how do they experience the administrative tasks like ASQSE/PHQ-9 etc

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People present: Claire, Cassandra, Zakiah

(Main presenter), Rae'Anne (Main presenter), Joyce

Recap:

Rae'Anne: Caregivers with mental health challenges - doing due dilligence in finding them

Cass: Caregivers will reach out if they need to e.g in her case where mum shared shes struggling this week

No. of home visits:

Rae'Anne: Met 1/2.

- Both LOC2/3 families that are difficult to meet/constantly default.

Reasons: Bandwidth tax & rescheduling (e.g forgot immunisation, child sick etc)

Only scheduled 2 bc this week is for admin/rest. LOC 1s cleared for q2, less to chase towards end of month

Zakiah: Met 7/7 visits.

4 was supposed to be done last week but rescheduled to this week

Strategies:

Rae'Anne

Scheduled surprise HVs due to mental health concerns. Knowing mum's schedule, scheduled surprise HV in the evening when she would usually be home. However, n/m was not home.

Called preschool to check in on attendance for older child.

Zakiah:

Constant check-ins with parents who constantly reschedule to find out the reasons

Arrange within the following weeks and give reminders the day before. Call if parent is unresponsive day of HV, but will take a risk to still go.

Pace out reminders to prevent overwhelming parent

Good to know routines of parents - able to know and discuss the window for HV.

Themes:

Suitability of cases

Importance of documentation - logging contact attempts to show attempts and determine if we want to keep the case

Revisit with sup to work towards closure

MH concerns to be held by FSC instead

Engagement skills

Asking good questions to find out information from parents - have overview of what their commitments/schedule are like, and what are our entry points.

Ask systems - e.g preschool

Be brave to ask parents directly; find out their struggles.

Persistence in checking in - do we feel like we are being pesky? Bring back to supervision to unpack and reframe

Takeaway

Claire:

Heartened to see that KSPs know how to catch their own families

Not to let cases go on for too long, importance of documentation (with families and systems)

Rae'Anne:

Thoughts on how to balance being persistent and pesky to ensure effectiveness

Zakiah:

Contact log is important in reflecting our efforts in working with clients or systems. (Especially when there are risk concerns)

Joyce:

How to work with systems more effectively; know when to intervene and ensure effectiveness in order to support clients (especially vulnerable clients)

Cass:

Importance of finding our caregiver routines to find out entry points and caregiver wellbeing

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People present: Claire, Cassandra, Zakiah, Raeanne (Main presenter), Xin An (Main presenter)

What would be helpful for us:

Xin An:

Being open to share even if it may look bad e.g a lot of cancellations

Helpful in finding our challenges on the ground

Raeanne:

Sharing spontaneously and casually to contribute to the richness of the sharing

Zakiah:

Nice to come together and be open to share about the challenges/good things throughout the week

Check in with each other ; open communication with each other

Cass:

Share strategies and encouragement for each other

Mentimenter (reasons of difficulty in engaging clients)

Xin An:

Client not as motivated - When FC/FSC refer, their motivation is not as strong perhaps because they are unsure of KidSTART's role, especially since it preventive

Raeanne:

Following up from default - Client's default too many times

Zakiah:

Last minute plan - Tendency to have last minute plans or falling sick which disrupts home visit. Challenging to follow up through texts which takes a long time

Cass:

Irregular schedule - E.g shift work, last minute plans

Bandwidth tax - Especially LOC 2/3

Presenters:

Raeanne:

Managed to meet 2/4 of planned visits + 1 closure

Both successful visits were LOC 1, unsuccessful were LOC 2/3

LOC 1 families are easy to work with. LOC 2/3 consistently hard to meet, default often.

First family: Grandparents are caregivers as n/m is incarcerated, grandma always in JB so hard to schedule. Did a JHV with FSC to check on commitment for KidSTART; grandma shared that she struggles with the many things on her plate but still wants to work with KidSTART until n/m comes back. Managed to schedule another HV next week.

Some strategies tried: Schedule next visit during the HV, remind earlier, JHV with FSC

Possible strategies: Join in their routines, e.g fetch to/from school. Clock preschool observation as part of the session in the interim before n/m returns

Theme: Grandparents as caregiver

Zakiah

Not as tech-savvy. Have to call and adjust to their schedule

Traditional mindset e.g labelling them as naughty

Claire

Energy levels is lower, exhausting to take care of children

Personal experience - need to call

Xin An:

Traditional mindset - As long as basic needs are met, it is okay. Hard to go in-depth on other areas in curriculum

Xin An

Met 2/4 families scheduled. Usually schedule HVs in the first week of the month.

Meeting one of the families in the afternoon after sub-team huddle. This family rescheduled many times due to last-minute plans

LOC 3 family, NFC handover case since 2024. Started working in Nov 2024 and became less responsive. Young mother working as Student Care teacher, n/f works grab and so n/p work long hours. 5 children in the family. LOC 3 due to black zones from ASQ. N/m is not concerned about black zones as oldest child also has delays, may be conditioned on how child development is like

Strategies: Do JHV with FC. Shared that HV are compulsory, n/m said "no choice" and shared that she does not mind meeting both FC and KSP in the same day.

Curiosity: why no choice? Is she concerned about black zones from ASQ?

Possible strategies: Find out more about what is keeping her with KidSTART. Can we tap on FC? Find out her main worry as an entry point

One takeaway:

Xin An:

Helpful because she is meeting family later. Will bring up and ask what she is worried about

Raeanne:

KSP can be creative for families with bandwidth tax, meet grandma where she is at

Zakiah:

Try to be part of families routines

Courage to bring up commitment for KidSTART

Cass:

Need to share commitment for KidSTART for families with bandwidth tax

Different set of needs for caregivers who are not n/p e.g grandparents

Claire:

Wear the hat of the parent and think of their needs.

What is the entry point?

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People present: Claire, Cassandra (Main presenter), Zakiah (Main presenter), Rae'Anne, Xin An, Joyce

Recap from last huddle

Rae'Anne

She did not get to try the strategy to meet the family when grandmother fetches the children to/fro school; even though she offered this, grandmother asked to wait and to meet next week instead.

She tried the strategy to join in routines for another family - intentionally picking a time that she knows she can slot herself in that's not too disruptive for the child's routine (after dinner routine).

Xin An

Towards the end of the HV, she brought up how the past week had a lot of rescheduling and asked why. N/m works as a student care teacher and has last minute activation. Xin An asked what parent wishes to learn from KS and her thoughts about child's development. N/m said she does not have much concern about her children's development (although there are some 'black' zones for ASQ).

Xin An's thoughts about n/m's response:

She doubted if she did the ASQ properly previously, or was there really improvement in the child's development?

Perhaps n/m's definition of her children growing up well is their basic needs (context: she has 5 children and might not have bandwidth to care adequately about other aspects of her children's development)

Cass' thoughts about this family:

Families of these profiles are parents who are quite stretched with many things on their plate.

Agree that these parents might be focused on meeting basic needs of their children.

There might be slight denial of their children's developmental needs. They might know but don't think it's as important as bread and butter issues now.

Rae'Anne's thoughts about this family:

N/m might be desensitised or used to this developmental trajectory based on her older few children who have grown up and function relatively normally.

Claire's thoughts:

What is n/m's bandwidth? What tells her she is doing good enough?

N/m might not be open to what professionals tell her if she thinks that the professionals do not understand her plight.

Rapport is the entry point to gain that trust with n/m. It would take time to establish this and experience a breakthrough.

Consideration of next steps

Doing ASQ again with the family to see if LOC rating drops (but unlikely?)

Work with the preschool - n/m said if the school gives any feedback about the children's development, she will let Xin An know.

Presenters

Zakiah

All 3 scheduled HVs were successful.

Strategies

Rescheduled a Friday night HV to Wednesday night to align her HVs on Wednesday (but her Wednesday HVs were postponed and they all took place on Friday instead).

She arranges HV at least 1-2 weeks before as n/m is working.

Persistence in contacting families, finding out reasons for cancellations and following up promptly on the next date of HV.

Questions for discussion

Do we ask why families request to reschedule?

Rae'Anne: For those who do not tend to cancel on her, she would not probe the reason for cancellation. For those who tend to cancel, she will probe further and find out what time they might be able to meet (she is okay to meet at a later timing).

Xin An: She feels apprehensive to ask as she does not want families to think she is probing or possibly misread her tone over text.

Cass: She will ask during the HV why the family cancelled the last time, as a way to show concern. Over time, the families are more open to share reasons for rescheduling.

Are there serial reschedulers?

To shorten the waiting period by sending a follow up text or attempt a phone call instead of waiting for the parent to respond after 2 weeks. Importance of pursuing the family.

To find out the challenges the family is facing and to mention, "so I can work around your schedule".

How comfortable are we to call the parents if they remain less responsive?

Rae'Anne: Not so intuitive and comfortable as it is a rare mode of contact these days.

Cass: There's one family whom she needs to call every month but this is the only client she calls. The other families are responsive to her over text.

Zakiah: She definitely calls the caregivers who are grandparents. She is comfortable calling parents but needs to be mindful about keeping the call shorter, if not, it drags into a session.

Challenges

There were cancellations within the week itself - older child was sick on Wednesday but n/m was open to meeting on Friday.

On Friday, one of the HVs almost got cancelled as parent was unwell. It was a joint HV with FC. N/m wanted to postpone but Zakiah told n/m she would be doing ASQ for baby only, will only involve n/m and baby. She postponed the HV with FC to next time. N/m was agreeable to this.

Cass

4 of out 5 scheduled HVs were successful

4 LOC 2/3

1 LOC 1

Her LOC 2/3 families frequently ask to meet at 7am, 8pm or on weekends.

She did not meet an LOC 2/3 family.

N/m has mental health struggles and is dealing with grief for past 2 years as n/f passed away during a work accident. Both n/m and child go for KKH psychiatric appointments regularly. They do play therapy with child but it changes based on the child's needs.

Last week, n/m cancelled as child fell sick. This week, n/m cancelled as her flight got delayed so she could not make it back in time.

The family's profile is unique: N/m has a car and is eloquent. She only fell into the low income bracket as n/f passed away.

N/m asked her best friend to move into her house.

N/m did a self-referral. Before KS, child started counselling due to signs of grief. N/m wanted to explore KS as a possible support for child but KS' work does not focus on counselling.

Cass spoke with n/m and n/m still hopes to be in the KS programme but the engagement frequency of monthly is not appropriate. If we are not able to meet this engagement frequency, we would need to be able to justify why.

Possible next steps:

Refer to FC

Accompany parent for initial engagements with other systems (SSO)

Strategies

Incorporating herself into the family's routine - observe child for 10 minutes (in school), accompany grandmother and children home thereafter.

Work with FC to engage parents to talk about long term plans as parents have marital issues.

FSC has recently taken up the case. To let them focus on marital work while Cass focuses on the children.

Rapport built with the families - every time she texts them, they reply within the same day.

Challenges

Grandmother does not acknowledge that child has suspected ADHD.

Takeaways

Xin An

Call parents to follow up on rescheduling

Check F2F

Cass

Being more thick-skinned to call parents

Rae'Anne

How interventions could look differently (Cass' case)

Reminded her of some of her own cases where the profile is different from the typical low income families, looking at their readiness for child development parts

Zakiah

Important for us to find entry point and pace with families to find out what more we can do to enter the landscape and deliver what we need to

Finding alternatives: Work with systems or enter into their routines (e.g., preschool)

Claire

The practice framing supersedes some of the KPIs of the service model.

To explain and justify to KSL that intervention frequency is not appropriate for some families with mental health needs.

Joyce

To discern when to be persistent with families (unresponsive ones) and when to take a step back to give them space (e.g., families with mental health challenges)

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People present: Claire, Cassandra, Zakiah, Rae'Anne (Main Presenter), Xin An (Main Presenter), Joyce

Recap from Last Huddle

Cass: Meeting n/m at SSO for home visit and to support n/m with other needs

No. of Home Visits

Xin An: 6 out 7, 2 more to go

Rae'Anne: 2 out of 3 (this week & last week)

Themes

Exploring the time that works best for families for our home visits

Last minute cancellations

Tapping on preschools

Working with Preschools

Joyce: Yes - ASQ, Session with child

Call/Meet teachers during nap time

Meet parents after child observation in preschool

Cass: Yes

Rae'Anne: Yes - Check in for DS/SEN

Xin An: Yes

Zakiah: Yes - Zoom conference (to gather support for child/family), Call to check on child's wellbeing and school attendance

Strategies/Approaches

Xin An

Asking the reason for rescheduling home visits

Shifting morning home visits to afternoon home visits to accommodate to n/ps' availabilities

Rae'Anne

Being flexible with unexpected circumstances (eg. last minute cancellations/plans) - KSP went to preschool for child observation and spoke to teacher

Partnership with preschools

Checking in how child is doing in school and exploring strategies to support child at home

Children's self-regulation in school VS at home

Monitor the trend of last minute cancellations and talk to n/m about it if the frequency is high

Share and manage expectations for home visits and cancellations

Explore again with n/m what time works best for the family

Wrap Up/Check Out

Zakiah: Importance of preschool partnership and becoming a broker for families and preschools

Ask child what she/he did in school at pick up time

Rae'Anne: Importance of preschool partnership

A good touch point to support the families

Cass & Xin An: Importance of collaborating with preschools and other systems (Eg. Comlink+ FC, EIPIC)

Quick contact with preschool

Joyce: Exploring reasons for last minute cancellations and highlight patterns observed

Find out a bit more and explore what time works best for n/ps (eg. alternatives)

Manage expectations

Claire: Importance of preschool partnership

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People present: Claire, Cass (Presenter), Zakiah, Rae'Anne, Joyce, Xin An (Presenter)

Recap:

Zakiah: Taking the effort to ask parents reasons for cancellation

Sharing - Cass (3/3):

LOC2: Poor school attendance, mum is scared of family getting sick, school is far, FC trying to enrol child in nearer school

LOC2: Mum requested to meet as the past month has been quite eventful

Withdrawal VS Request to meet when families go through life events; Client with mental health challenges

Leveraging on opportunities when families request to meet us

Delineating roles between the systems

LOC1: Mum seeks different perspective on parenting children, language barrier, need to redirect mum, lack of informal social support

Catching what mum is really talking about, non-verbals

Sharing - Xin An (4/5):

Successful LOC1: Unresponsive due to pregnancy, checking-in texts were helpful, not just requests to schedule visits

Unsuccessful LOC3: Surprise HV, mum was sick and sleeping at home, past history of child safety concerns, systems involved

Monitor risks concern (caregiver wellbeing - both parents, child safety)

Themes

Clients with mental health challenges can still be suitable for KS - responses looks different (e.g., client meets with systems regularly), engagement also looks different

Possible influencing factor: Clients are consistent with their medication and follow-up

Language challenges

Parents who ramble and have difficulty focusing during session

Hypothesis: These parents lack adult interaction, to find out how the informal social support is

Ways to manage: Catch the main concern in the rambling an use it as an entry point to redirect conversation to child, not always unrelated. Rapport built helps us to "interrupt" the conversation more easily.

End of Quarter rate of engagement

Do we meet LOC2/3 more than once a month?

Proposed strategy of frontloading, clearing in 10 months

Pairing it with different strategies such as catching caregiver at preschool

Takeaways

RA: mental health looks different, responses different, engagement different

XA: whatever they are rambling about may not be completely irrelevant

ZA: empathised why they are rambling, building rapport

CT: struggles to redirect in chinese, caregivers with mental health challenges may also appreciate our HV sessions

JK: task-focused for parents that ramble, sharing agenda, rapport is important - holding space for parents to vent

CW: connect, build rapport, direct conversations, purposeful conversation (agenda vs flow), purposeful use of datapoints

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1. How has this platform been helpful? Key learnings, difference from supervision/teatime

Seeing similarities between case profiles and drawing out themes helps to pair the strategies that work with specific profiles of clients (CT)

Learnt new strategies/themes (e.g., preschool engagement, families with mental health concerns) to try out (ZA)

Hear strategies from peers (XA)

An aligned, intentional, purposeful sounding board of strategies that is different from regular office chats that seem more like venting (RA)

A space to share common struggles with systems/families (RA)

A platform that is fun, comforting and motivating (ZA)

Supervision might have more depth for 1-2 cases but sub-team huddle has more breadth in ideas (ZA)

Purposes of this platform: (1) Hone presentation skills, (2) leverage on each other's practice wisdom and problem-solving.

RA: Place to practice presentation skills. Probing questions from the group regarding engagement/case management might be challenging but it refines practice thinking.

CT: Presentation skills have improved (being succinct) with the fixed format.

ZA: Sharpens her presentation skills. She tends to go everywhere when sharing during supervision so this platform helps to build succinctness.

Being able to implement strategies quickly and follow up in shorter timeframe of one week (XA)

2. Suggestions/Thoughts

Possibility of incorporating GFCC into subteam huddle?

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People present: Claire, Cassandra, Xin An, Joyce

Check-in

Cass: Busy with admin and CANS reassessment

Xin An: Need to prioritise contact log (due to DV checks) over CANS reassessment

Joyce: Mix of HVs and admin (DV checks, CANS reassessment)

Claire: Rectifying what we need for DV checks, preparing for sharing with Christian, forward planning for 2026

No. of home visits

Cass:

Last week (Met 3 out of 4)

1 LOC 1 visit cancelled as n/m was hospitalised

2 were joint HVs with FC

This week (Met 0 out of 2) - 1 LOC 2/3, 1 IGA family

Reasons for rescheduling: Children are sick

Xin An:

Last week (Met 5 out of 5)

This week (Met 1 out of 2, 2 more to go tomorrow)

Themes

What is the effectiveness of joint HVs?

LOC 1: More to cover due to lower frequency of HVs and need to add another system's agenda to the HV

LOC 2/3: Parents are bandwidth taxed yet need to engage with two workers

Strategies

Initially, to give it a shot and observe how the worker is in-session

Moving forward, be firm to state no joint HV if it's not beneficial for the family (e.g., KSP already has a few items on the agenda)

In session, to listen to information the parent is sharing with the other worker that might not be covered in our typical sessions, and assess how that impacts parenting

To be clear of the purpose of the joint HV; it's seasonal

Seeing the value of partnership - being the bridge between FC/FSC and family, tapping on FC/FSC if they have better rapport

How to balance attending to n/m and needs that surface, and other time-sensitive items to cover (primary school transition support)?

Strategies

Zoom out and look at emerging themes to consider what to prioritise to address with the family

Reframe n/m's perspective of child being "manipulative"

Where is n/f in the picture - can we tap on him?

Use theories

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Attendance: Joyce, Rae'Anne, Cassandra (Presenter), Zakiah (Presenter)

Check In:

Cass is tired but looking forward to her trip, Zakiah isn't rested but is happy about the short week, Rae'Anne is also tired (physically emotionally), Joyce found rest in the short week mentally and emotionally

Strategies:

Recap: Saturday visits

Cass will try to pack evenings, but her preference is Saturdays (also packed); but it depends on her personal schedule. Some families simply cannot accommodate to our schedule

Rae'Anne try to shift her Saturdays to weeknights. Other strategies are joint HVs, telling families you have 'roster'.

Joyce has some families that explicitly chooses Friday 8pm. Also depends on rapport, buy-in - for them to make exceptions to their own schedules.

Zakiah doesn't give options for Saturdays. She found weeknight visits to be unproductive and decided to open up 1/2 Saturday 'slots'. Zakiah also ask for parents' leave and school closure days to meet.

Sharing

Zakiah: 2/2

Strategies tried: tapping on preschool (ASQ + meet parents to follow-up), EI children's reduction in engagement count also helpful

Gradually taper the drop in engagement

Had to explain preschool visit to parents, but also helped that it's a newer family

Cass: 2/2

Trying to clear CANS before holiday + Short week

Both in IGA phase, easy to engage, responsive and open.

One of the families was enrolled to KS because CPS/FSC said that they need to join KS to close the case

CPS/FSC assess that n/m needs parenting support in terms of discipline.

Found it challenging to really explain to n/m what KS is really about + how to explain to systems what KS is about

Rae'Anne shared that she needed to be aligned with FC + really explain KS in detail with n/m and get understanding

KSPs are intentional in enrollment. But also understand it takes 2 hands to clap and some families might just need to experience KS to decide if it's what they really need.

Zakiah shared strategy: N/m not open to 'counselling'/ sessions, Zakiah showed her curriculum modules and asked her to pick, as of now mum identified something she wants to learn, clearer understanding of what KS is about

Joyce suggestion: Ask parents what they want to gain from KS, can ask at the end of first session, be wary not to overwhelm families with the whole curriculum

Themes:

1. Sharing KS

Sharing with both systems and families what KS does and doesn't do

Some strategies include showing curriculum modules, asking parents what they want during IGA sessions/ intake sessions

2. For families with children who are receiving EI

Not to drop engagement to once every quarter but gradually reduce it (e.g., once every 2 months)

3. Balancing Saturday and weeknight HVs

Depends on KSP's preference

Schedule more than one HV on the Saturday/weeknight where possible

Ask for parents' leave or school closure days to meet

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People present: Claire, Joyce, Cassandra, Rae'Anne, Xin An, Zakiah

Check in

Everyone shared their small wins for this week

Keeping track of pausing and un-pausing cases

Being on track with our admin (case recording, CANS reassessment)

Cass

8 out of 10 HVs completed.

2 HVs coming up on Saturday.

A few night visits: 2 to 4.

Going to preschool to do child observation and meeting up with n/ps after that.

Developmental concerns highlighted by preschool. Hence, requiring developmental support.

Premature labelling of child.

Tapping on preschool teachers/principals sharing and educating n/ps on setting guidance and boundaries with children.

Xin An

13 HVs scheduled. 8 out of 9 HVs completed so far.

1 night HV. 4 HVs coming up today.

No Saturday visits this week.

Regular time slots allocated to meet families for HVs.

Tapping on timing that suits best for families (and KSP).

Themes

Collaborating with preschool to support children in their development

Understanding clearly the differences in child development between girls and boys. Eg. Developmental milestones, temperament, behavior, etc.

Be curious and observe and find out more. Eg. consult MDT, read up, AI, Developing Child (Harvard) etc.

Home visits on Saturday. Yes? No? Exceptions?

Home visits with children present

Observe and facilitate parent-child interaction

Relevant reasons where child is not present. Eg. talking about topics that require more focus and conducive environment

Regular scheduling of HVs

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People present: Claire, Joyce, Rae'Anne, Xin An, Zakiah

Follow up on weeknight/Saturday HVs

ZA: Set clear boundaries for herself - don't give Saturday option unless on exception basis, sometimes do admin outside of office hours during crunch time.

XA: Have 1-2 weeknight visits which is manageable for her (energising). The admin part is stressful for her.

RA: Intentionally arrange weeknights instead of Saturday HVs, pack 2-3 HVs a day, don't work outside of office hours but find time between HVs to do admin.

JK: Exercise flexibility in scheduling HVs for LOC 1 families with working parents, sometimes do admin outside of office hours during crunch time.

Themes/Reasons for difficulty in engaging clients

Bandwidth tax

Strategies: Finding out caregivers' commitment to KS, drop rating to LOC 1 where possible, preschool visits, fitting into families' schedules

Lack of organisational skills

Strategy: Send reminder 1-2 days before, find out reasons why family is asking to reschedule the HV

Unresponsive - KS might not be suitable for the family in this period

Strategies: To share about KS clearly during enrolment, to move towards closure more promptly when necessary

Potential helpful topics for future huddle

Intervention work with parents

Session preparation

To discuss how to utilise resources for common topics (e.g., discipline, nutrition, routines) in the resource library with parents

Working with systems for more complex cases

Key themes related to the lifespan of a case - enrolment, intervention, closure, risk-related

Strategies for future huddle

To refresh the standing talking points for the huddle at the midpoint

Check-out

RA: Nice rhythm - openness in sharing, supportiveness from one another. Learnt more strategies to try out.

ZA: Platform to share strategies on a non-office day. When she feels stuck with parent engagement, she will refer to the padlet.

XA: Having a space to talk and unpack the challenge of rescheduling HVs. Figure 8 analogy to pursue families and to pivot to do other things.

JK: To reflect more on the heart/approach in pursuing families rather than be caught up with meeting KPIs.

CW: Enjoy direct work and the huddles have allowed her to get a step closer to it. The way we talk about our clients matters as it influences how we approach them.