3.6 Outcomes for children
‘Getting it right for every child’: the well-being indicators
' Getting it right for every child ' (or GIRFEC) is the policy that lies at the heart of the Scottish Government's approach to children and young people. GIRFEC is a consistent way of working with all children and young people in Scotland. The GIRFEC approach aims to improve outcomes for children, young people and their families, by aiming to ensure that they:
- feel confident about the help they are getting
- understand what is happening and why
- are listened to carefully and their wishes have been heard and understood
- are appropriately involved in discussions and decisions that affect them
- can rely on appropriate help being available as soon as possible
- experience a streamlined and co-ordinated response from practitioners.
Activity 3.3 tells you more about what these well-being indicators mean to children and young people in practice.
Activity 3.3: The well-being indicators
There are two tasks in this activity. You will start by considering how the eight well-being indicators (or SHANARRI outcomes) are understood by young people and then will try to apply these in your own context.
Watch this seven-minute animatedin which young people in Lanarkshire talk about what the eight indicators of well-being mean to them.
Thinking about a child or young person you know well (this could be yourself), use your learning log to write down some examples of how each indicator might be relevant to the child (or yourself). For example, you might be think about how being 'Responsible' might be illustrated by a child being concerned about other children's welfare. Or about how being actively involved in sports activities may enable a young person to feel 'Included', as well as 'Healthy' and 'Active'.
You have heard a very wide range of children's voices – from children of different ages, at varying stages, with differing abilities and in a range of contexts. The young people's voices provide an important reminder that different children and young people may have very different ideas about what matters to them – and that this will vary depending on age, gender, and cultural background, for example. This will also be true of your own list of examples of well-being indicators – the particular examples of what matters to the child you are thinking about are likely to be highly individual to them – and they constantly change as the child grows closer to adulthood.
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