developing a culture of reflective safeguarding: from compliance to learning and adapting eileen...
TRANSCRIPT
![Page 1: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/1.jpg)
Developing a culture of reflective safeguarding:
from compliance to learning and adapting
Eileen Munro November 24th 2011
![Page 2: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/2.jpg)
Outline
• A systems approach
• Analysis of previous reforms
• Improving the work environment to support good practice
• The role of LSCBs
![Page 3: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/3.jpg)
![Page 4: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/4.jpg)
Drivers of the system in recent years
The child protection system in recent times has been shaped by five key driving forces:
• social pressure to keep children safe
• a belief held by many that uncertainty in child protection work can be eradicated
• a tendency in inquiries to focus on professional error without examining the causes of any error
• the undue weight given to proceduralization, performance information, and targets
• a belief in simple, linear causality
![Page 5: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/5.jpg)
A simple, predictable world
![Page 6: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/6.jpg)
Workers create the problems ….
![Page 7: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/7.jpg)
The person-centred approach
• We analyze the causal sequence until we get to a satisfactory explanation.
• Human error provides a satisfactory explanation.
• Human error is blamed in 70-80% of all major accidents, including child abuse deaths.
![Page 8: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/8.jpg)
To Reduce Human Error, We
1. Put psychological pressure on workers to perform better.
2. Reduce human factor as much as possible.
formalize/mechanize/proceduralize.
3. Increase surveillance to ensure compliance with instructions etc.
![Page 9: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/9.jpg)
Reforms
“The technocratic view is faulty, not because it is incorrect, but because it is incomplete”
Tinker A. & Lowe A. (1984) ‘One-dimensional Management Science: The making of a technocratic consciousness’, Interfaces, 14(2) 40-49
![Page 10: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/10.jpg)
What is overlooked/undervalued?
• Uncertainty
• Requisite variety
• Child’s journey
• Emotion
• Relationships
• Influence of tools on practice
![Page 11: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/11.jpg)
![Page 12: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/12.jpg)
Creating the learning environment • Valuing expertise
• Feedback
• Regulation
• Inspection
• Management
![Page 13: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/13.jpg)
Skilled workers
![Page 14: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/14.jpg)
We need smart people who use tools
NOT
Smart tools used by unskilled people
![Page 15: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/15.jpg)
Re-designing practice
• Individuals are not totally free to choose between good and problematic practice because the standard of performance is connected to features of the tasks, tools and operating environment.
• Improving practice involves maximising the factors that contribute to good performance and minimising the factors that contribute to problematic practice
• Aim is to make it easier for practitioners to work well and harder to make mistakes.
![Page 16: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/16.jpg)
The implications
Relationship skills are needed to engage other humans – using intuitive knowledge and emotions
Cognitive skills are needed to make sense of information and plan, using both intuitive and analytic thinking, and drawing on research
Critical reasoning is needed to check accuracy of fallible processes – supervision is essential
![Page 17: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/17.jpg)
Feedback
• Essential to know whether decisions and actions were good
• From families – have we helped?
• From all levels in organisation
![Page 18: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/18.jpg)
Regulation
• Working Together: – Rules are good for working together– Professional guidance should be owned by
professions– Adopt police risk principles
• Assessment Framework:– reduce to core principles
![Page 19: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/19.jpg)
Inspection
• Child’s journey
• Evidence of helping
• Evidence of learning
![Page 20: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/20.jpg)
our collective challenge
A responsible culture not a A responsible culture not a blame cultureblame culture
![Page 21: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/21.jpg)
Serious case reviews
• Adopt the systems approach of health and other high risk work
• Recognise individual is neither autonomous or a puppet on strings
• Seek to understand why poor practice happened
• Improve national learning
![Page 22: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/22.jpg)
Management
• Identify local needs• Design how to help• Performance management data as
information not indicators• Feedback from front line and users
![Page 23: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/23.jpg)
Sharing responsibility for the provision of ‘early help’
![Page 24: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/24.jpg)
New duty for local authorities and statutory partners to secure provision New duty for local authorities and statutory partners to secure provision of early helpof early help:
- specify against local profile of need
- set out access to social work expertise for those in other services
- have clear arrangements in place to make an ‘offer of early help’ ‘offer of early help’
Sharing responsibility for early help: Recommendations
![Page 25: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/25.jpg)
Developing expertise at individual level
Intuitive learning from experience, also needs feedback and reflection
Formal learning, also needs to be embedded in use
Emotional awareness, sensing and discussing
![Page 26: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/26.jpg)
Developing expertise at organisational level
• Users’ feedback
• Front line feedback
• Single loop and double loop learning
• Peer review and inspection
![Page 27: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/27.jpg)
Developing expertise at multi-agency level
• Case reviews
• Shared training
• Shared review of effectiveness
![Page 28: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/28.jpg)
![Page 29: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/29.jpg)
What to aim for a system that learns whether children are being helped, and how they have
experienced the help, innovating in response to feedback
a system free from all but essential central prescription over professional practice but with clear rules about where and how to co-ordinate to protect children and young people
a system where professional practice is informed by research and evidence, competent judgement informing action when the work is too varied for rules
a system that expects errors and so tries to catch them quickly
a system that is ‘risk sensible’.
![Page 30: Developing a culture of reflective safeguarding: from compliance to learning and adapting Eileen Munro November 24 th 2011](https://reader035.vdocuments.net/reader035/viewer/2022062417/551601b9550346d46f8b5b91/html5/thumbnails/30.jpg)