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A space for all boundaries-related links/resources/content, following on from our TP3 review session on 10/05/23.

This Training Principle is: Independent Visitors gain knowledge of the lived-experience of children in care and safe, responsive approaches to communication and relationship-building (e.g. Adverse Childhood Experience and trauma-informed principles). The Service promotes respect for the child’s choice to share their story and information.

Learning outcome: Independent Visitors draw on their knowledge of the lived experience of children in care to begin to build safe, caring, and empowering relationships with children over time.

As well as sharing the link/resource, please share what you use it for and what IV scheme you're from.

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Copy of Reflective practice session Voice of the Child (1)

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TACT Language that care activity - shared by Brighton and Hove IV scheme

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TACT Language that care activity - shared by Brighton and Hove IV scheme

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Activity:

Introduce the TACT Language that cares work and document to the group (2 minutes).

Introduce the activity: we will split the group into 2-4 depending on the size and give each group an envelope of four words that are used professionally around children in care/care

leavers (2 minutes).

The task for the groups is to guess an alternative word that the young people in the report came up with (10 minutes).

Groups feedback and hear what the young people came up with in the TACT report (5

minutes).

Resources:

Copies of the TACT report

Envelopes containing four ‘professional’ words.

Flipchart paper/ cards showing the alternative words identified  by young people in the report.

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Consider use of active listening exercises e.g. one person describes a shape without naming it, the other listens and asks questions to establish what the shape is.

This can be carried out in pairs then opened up to a whole group discussion on active listening.

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Someone to... Experiences of children in foster care

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Exploring Trauma Informed principles, approach and behaviours

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Exploring Trauma Informed principles, approach and behaviours

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See form.

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example of the form we use to evidence learning. please don't fill it in as it will mess my returned forms.

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Introduction to Adverse Childhood Experiences Early Trauma Online Learning

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Introduction to Adverse Childhood Experiences Early Trauma Online Learning

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Shared by Alison Cammiss, York

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Research in Practice: SocialGGRRAAACCEEESSSand the LUUUTT model

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Research in Practice: SocialGGRRAAACCEEESSSand the LUUUTT model

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Shared by Jayne Woodruff, Essex.

This learning tool accompanies a short presentation called, ‘Using the GGRRAAACCEEESSS and LUUUUTT models in supervision’, which explains what is meant by these terms (Burnham, 2012; Pearce and Pearce, 1990 respectively), which have been further developed by Partridge (forthcoming). Please watch the presentation before using this tool. The term social GGRRAAACCEEESSS is an acronym that describes aspects of personal and social identity which afford people different levels of power and privilege.

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What Happens to the Brain after Childhood Trauma? Video resource

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What Happens to the Brain after Childhood Trauma? Video resource

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Shared by Kathryn Heaton, Leeds

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Childhood Trauma and the Brain (with English subtitles) | UK Trauma Council

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This image/analogy can be used to help volunteers understand what might be going on under the surface for children and young people and influence their behaviour and communication.

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Gingerbread people activity to explore the care journey

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Gingerbread people activity to explore the care journey

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This can be led as a virtual activity with gingerbread people posted out ahead. The gingerbread people represent different characters in the care journey and can be connected using a piece of string.

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My first visit as an independent visitor

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My first visit as an independent visitor

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Adverse Childhood Experiences (ACEs) are traumatic events that affect children while growing up, such as suffering child maltreatment or living in a household affected by domestic violence, substance misuse or mental illness. This short animated film has been developed to raise awareness of ACEs, their potential to damage health across the life course and the roles that different agencies can play in preventing ACEs and supporting those affected by them. The film has been produced for Public Health Wales and Blackburn with Darwen Local Authority. For further information visit www.aces.me.uk

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Circle of Support

We have a great activity we do called “circle of support” that was originally developed by our young people who deliver training about growing up in care. The delegates stand in a circle with the “young person” in the middle of the circle and the facilitator reads through a story of their life and how many people may be involved with them, both personally and professionally.  Each time a new person is named the ball of string is passed to a new person in the circle.  A web is created around the ‘young person’ standing in the centre.  We do not include the IV to represent their independence from the ‘team around the young person’.

We then ask the delegates where they think the IV role sits within this web and the young person’s life.  This opens the conversation to discussion about the independence of the role and confidentiality, appropriate information sharing and boundaries etc.

Activity outcomes:

·         It allows the facilitators to assess how well participants have absorbed information in relation to the care-experience and specifically care journey

·         It’s an example of aural, visual and kinaesthetic learning