Foundations for self-directed support in Scotland
Foundations for self-directed support in Scotland

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Foundations for self-directed support in Scotland

6.2 Working together with children

Children use a wide range of different services including health, social care, education and sport/leisure services. Scotland has a national approach to working with children and young people called ' Getting it right for every child ' (or 'GIRFEC' for short). The purpose of the next activity is to get you thinking about the importance of working together to 'get it right' for a child.

Activity 6.2 Getting it right with Ryan

(Allow about 20 minutes)

Watch this short video [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] , and then use your learning log to reflect on these questions:

  1. How did professionals respond to Ryan when he was having difficulties?
  2. What does his story tell you about effective working together with children?

Discussion

Ryan's story might have had a very different outcome if the police's response to him had been a primarily punitive one – and if they had not communicated with his family and his school. You will have noticed that Ryan refers to his guidance teacher as his 'named person'. Once a concern has been brought to their attention, the named person – who will be the first point of contact for the child and their family – has a responsibility to take action, help, or arrange for the right help in order to promote the child’s development and well-being. This, like the ' child's plan ' that Ryan talks about in the video, is part of GIRFEC's aim to promote a consistent and supportive way of working together with young people.

In Ryan's case, good practice in working together arose from a number of sources, including early intervention by the police, and their engagement with Ryan and his family to find out what was happening at home. This took place within GIRFEC 's framework of values that puts the child at the centre of any intervention. Having a single 'Named Person’ that Ryan and his parents can speak to and know that she will co-ordinate the response from different services helped to avoid the endless repetition of questioning and assessment highlighted as a problem in Activity 6.1.

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