Caring for children in out-of-home care during the COVID-19 outbreak

Communities around the world are feeling the impacts of COVID-19. And for anyone who has suffered trauma or lives with anxiety normally, it’s an even more difficult time.

For families with children – especially children who are in out-of-home care – spending weeks at home without any school or other group activities will likely be pretty tough at times.

Over the coming weeks, Berry Street’s Take Two service will be providing resources to help families with children who have experienced developmental trauma to support and manage their wellbeing.

Continue reading “Caring for children in out-of-home care during the COVID-19 outbreak”

If We Value the Expertise of Children and Young People

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“Yet, without the participation of experts we won’t be successful. And the expert is the child”

Janusz Korczak

I have recently begun to ask myself the question: how different would out-of-home care look if we truly valued the expertise of the children and young people that live in it? In fact, would so many children, young people and families be so enmeshed in the benevolent web of services that accompany the child protection and out-of-home care systems if those systems routinely and genuinely valued the expertise of children and young people right from the beginning?

My internal dialogue takes the discussion further… Let’s say, for one utopic moment, that we sit as equals at the table with young people who have experienced abuse, neglect and the terrifying complexity of the system set up to serve their ‘best interests’. Let’s imagine that they have proffered arguments and evidence alongside academics, experienced sector professionals and bureaucrats, in support of approaches (for we know without doubt that one size does not fit all) that focus on making their childhood good. What might that look like? And more importantly who would have the courage to make it happen?

We won’t ever know if we don’t ask.

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Young people who have lived through abuse and neglect and have subsequently been bounced, powerless, through the pinball machine of court processes, case managers, care placements, care plans and repeated attempts to ‘go home’ – these young people know. They know what it all feels like. Under their skin, in their hearts, they know how it feels.

Countless reforms and ‘system improvements’ will continue to achieve minimal success at best if we continue to prevent the key experts from leading the discussions and shedding light on the impact of decisions made by people so far from the ground that we all look like ants from where they sit.

Maybe childhood would be better for the huge numbers of children and young people in care if we were prepared to let them show us how to make it so. We won’t know unless we try.

Post written by:  Lauren Oliver, Youth Engagement Coordinator, Berry Street Childhood Institute

What makes a good childhood?

shutterstock_2040590By Dr. Nicole Milburn, Clinical Psychologist and Internal Consultant for Infant Mental Health at Berry Street Take Two

The Berry Street Childhood Institute has a primary task of helping the community think about what makes a good childhood. In health and welfare work, we are so often required to focus on what is not good enough and what requires improvement. To have an institute in our field that is dedicated to sharing a conversation about what makes a good childhood is a really wonderful addition.

I am a Clinical Psychologist and Infant Mental Health Specialist. The field of infant mental health has been burgeoning over the last 50 years and has much to say about what constitutes a good childhood. Infant mental health has particular strengths in this area, having come from the fields of both psychoanalytic theory and developmental psychology.

Psychoanalysis has a long history of thinking about what lies inside people’s heads; what conscious and unconscious drives and motivations are acted out in behavior, and how people see themselves in relation to one another.  Continue reading “What makes a good childhood?”

The Berry Street Education Model

Everyday Strategies for Teachers

The Berry Street Education Model was created in response to teachers requesting strategies.

  • How do I engage my struggling students in learning?
  • How do I manage difficult behaviour?
  • How do I build independence for learning?

The Berry Street Education Model has been design to support teachers as they meet the complex needs for students who struggle from the effects of chronic stress or traumatic stressors.  Our model also helps teachers to feel empowered within the classroom to teach the whole-child.

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Through our work with schools across Australia, we know that the best strategies help teachers to set up and reinforce a pro-active, pre-emptive, and de-escalated strengths-based classroom.  We know that teachers need strategies that they can start using tomorrow; and a whole-school approach is often required to unify practice to nurture success for all students.

Here is one of our favourite strategies:  GOLDEN STATEMENTS

As teachers, we hate to feel like we are nagging our students all day long.  

“Take out your books. Now turn to page 27. I’ll wait…”

Please turn to page 27. PLEASE turn to page 27…!” 

How is the following statement different in tone and mood?

“I will begin teaching when I see all books turned to page 27.” 

The first example makes the student the subject of the sentence, and the students can choose to either follow the direction or stall. The second example make the teacher (“I”) the subject, and the teacher declares what she is going to do, when she is going to do it, and the conditions for success. In the second case, the teacher maintains positive power in the classroom while describing what she is going to do rather than what she is asking the students to do. For instance, when you say, “You will…” you lose control; when you say, “I will…”, you gain control.

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Golden Statements are special statements that teachers can use in classrooms to:

  • Give directions
  • Issue requests
  • State their expectations
  • Repeat their expectations

The last function listed here is our favourite: Golden Statements allow teachers to repeat themselves without feeling like a broken record or a complaining nag.

Golden Statements build relationships because they keep both student and teacher in thinking mode. They stop the arousal escalation of the teacher because the teacher feels that they are issuing their requests in a reasonable manner. Golden Statements empower students because students can see that the teacher is holding the relationship and has clear expectations for the activity at hand.

Please check out the following link on more information, including links to research papers. Please note, we are currently in a research and evaluation process with University of Melbourne Graduate School of Education, a joint effort with the Centre of Positive Psychology and Youth Research Centre.

http://www.childhoodinstitute.org.au/EducationModel

 

Post written by: Tom Brunzell, Senior Advisor, Education, Berry Street Childhood Institute

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Childhood Conversations Pilot Program – Session 4

We are continuing our focus on 21st century childhood. shutterstock_93772915

We are now turning our reflections to Education & Technology. 

In particular, we are looking closely at access to technology and how information about family is shared. 

When we looked back at our own childhoods, people talked about the T.V. being the only  form of technology that most people had in their house. Cartoons were watched after school and on Saturday mornings, and movies were watched with the whole family.

Generally, information about family was shared in an annual family newsletter, sent in letters or discussed over the telephone. 

What role is technology playing in 21st century childhood? shutterstock_74859610

How is information about children and families now being shared with extended family and friends? Do you think this is a good thing or a bad thing? Let us know what you think of these changes. 

 

Post written by: Julie Noonan, School Engagement Co-ordinator, Berry Street Childhood Institute

Save Foster Care campaign

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During Foster Care Week, we are focusing on the #SaveFosterCare campaign, a collaboration between Berry Street and the Foster Care Association of Victoria. We are working together in the lead up to the State election to save the foster care system. We are calling on the State Government and the Opposition to increase reimbursement rates for carers.

Foster carers willingly open their hearts and their homes to thousands of Victorian children and young people. They deserve to be supported.

More and more foster carers are leaving the system each year due to the financial stress. The gap between reimbursements to foster households and the actual costs associated with caring for foster children continues to widen, placing significant stress on families.

The facts:

  • 616 foster carers left the Victorian system in the last year, while only 442 new carers could be recruited. It’s the third year in a row the Victorian system has lost more foster carers than it’s gained.
  • Foster carers in Victoria still receive the lowest reimbursements in Australia, estimated to be over $5,000 less than it costs to care for a ten year old every year. This financial stress leaves many carers struggling to continue.
  • At the same time, reports to Child Protection are increasing and many more vulnerable young children are being placed into Residential Care. Residential Care is an extremely important service but is not the right option for every child, particularly very young children who would benefit more from a home environment.

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The financial cost of fostering is deterring as many as 60% of potential foster carers.

Berry Street and FCAV are calling on the State Government to increase reimbursements to carers, and provide them with a simple, fair system.

The time to act is now.

Visit www.savefostercare.org.au to voice your support and help vulnerable children.

Spread the word and help the #SaveFosterCare campaign create change!

Post written by: Skye Doyle, Media & Communications Officer, Berry Street

Strengthening child wellbeing through place-based approaches

 

Society and the government are facing a variety of social problems, such as obesity, and service systems that are intended to help families and children are struggling to meet the needs of the most disadvantaged.

Dr Tim Moore, a Senior Research Fellow of the Murdoch Children’s Research Institute, highlights that not understanding why the problem exists makes addressing the problem more difficult. Due to the complex nature of social problems, Dr Moore argues that evidence-based programs are not capable of making sustained changes.

A person’s health aGoodChildhood 2013_045nd well-being is influenced by the local social environment and the built environment. Hence, it is argued that consequential strangers matter; that is, connections with people in the broader social hierarchy other than family or close friends. To not have contact with consequential strangers can be considered corrosive to a person’s health and well-being.

And so, in poorer communities, building social capital can be a more effective way of promoting children’s welfare due to what flows across from people in connection networks.

Problems which are multi-factored need to be worked on in an organic way. Thus, a place-based approach which includes community engagement and regular monitoring and feedback stands a better chance of being successful.

Post written by a youth blogger from SYN Media.