Introduction to supporting troubled families wk1 PT

INTRODUCTION TO SUPPORTING TROUBLED FAMILIES. FdA Children and Young People Level 4. Module Tutor: Rachael Anderton

SESSION Welcome back talk. OUTCOMES Module introduction. Content and assessment introduction. Introduce the supporting troubled families programme. Discuss the different theoretical perspectives that can be applied to the Troubled Families agenda.

Module Tutor: Rachael Anderton Email: [email protected] Alternate email: [email protected]

POST IT NOTE ACTIVITY  On a post-it write one thing about yourself that no one in the class knows. (Make sure its something you’re happy to share).  Put it in the bag.  Time to match the post-it to the person.

A LITTLE MORE ABOUT YOU… Take a few moments to reflect on last semester…  What did you enjoy?  What did you find challenging?  Lets celebrate a success? Now for this Semester…  What are you looking forward to?  What are you aiming to improve?  Do you have any concerns?

SET YOUR OWN MODULE AIM… On the Post-it, write something you plan to achieve during this module. This could be something academic or possibly an aim to build a personal skill such as confidence etc.. Keep your aim safe, we will re-visit these at the end of the module.

MODULE LEARNING OUTCOMES By engaging successfully with this module you will learn how to:  Examine the values and principles and service provision of children’s services workforce.  Discuss a range of relevant theoretical perspectives and health and social care policy that impacts on children and families.  Describe the local assessment and intervention for children and family services.  Effective presentation skills and academic report writing

WHAT WILL THE MODULE INCLUDE? • The values and principles of children and family services. • Historical aspects related to the introduction of the Troubled Families agenda. • Factors contributing to troubled families – political, social, economic and cultural. • Current policy such as the Oldham Locality Plan. • Multi Agency Safeguarding Hub. • Work with adult services, holistic family and intergenerational approaches. • Building relationships with parents. • Early Help Intensive Family Support. • Children’s social care. • Sociological theories. • Bronfenbrenner Ecological theory. • Socio-Economic indicators. • Observational assessments.

ASSESSMENT Formative – A group presentation on a specific ward in Oldham, the will be presented in the format of an Online Flip Book. Presentation date: Tuesday 11th February 2020. Summative - You will be required to submit a 4000 word written report on Friday 13th March 2020 at 3pm. Draft essays must be submitted via the drop box on Moodle by Tuesday 18th February 2020.

FLIP BOOK PRESENTATIONS Make a Power Point of the selected content Power Point is saved as a PDF document (File>Export>Save as PDF) PDF is uploaded to an online book host (there are several free ones including ISSUU and PUBhtml5) Samples of pubhtml15 https://pubhtml5.com/help/how-to- download-my-pdf-file-and-my-publications-online.php

PRESENTATIONS  You will be allocated a group, date and time to present.  You will be allocated a specific ward within Oldham.  Presentations must be uploaded to the drop box.

4000 WORD REPORT – 100% The report should contain the following: Section 1: An overview of the relevant health and social care policy that impacts on children and families within the specific Oldham ward. Section 2: An overview of the Troubled Families programme. Section 3: Identify the socio-economic factors that contribute to a family being eligible for support within the Troubled Families programme. Section 4: A discussion of a range of relevant theoretical perspectives that inform policy, assessments and interventions. Section 5: An examination of the values and principles of MASH and Early Help and the approaches that work to improve the lives of children and their families across the ward in Oldham.

WHAT IS A POLICY? In pairs come up with a definition of Policy? What do we mean by Social Policy? What are Re-active / Pro-active Policies? https://www.youtube.com/watch?v=Ccff_50dFP4

SOCIAL POLICY “ Policy implementations and measures to influence the social circumstances of individuals’’ (Alcock, 2003: pp4)

CATALYST “a person or thing that precipitates an event.” “something that causes activity between two or more persons or forces without itself being affected” The political climate is the aggregate mood and opinions of a political society at a particular time. It is generally used to describe when the state of mood and opinion is changing or unstable rather than in a state of equilibrium.

2011 RIOTS A peaceful protest demanding justice for a man shot by police was the catalyst for the violence that has spread across the country. Mark Duggan was killed in Tottenham, London, on Thursday 4 August after police stopped the car in which he was a passenger. Saturday's protest march sparked unrest and by the end of the night Tottenham was ablaze, with cars and shops set on fire and looters running free. More disturbances took place on Sunday night, but it was on Monday afternoon that they began to escalate. The violence spread first to Hackney, then to Lewisham, Peckham, Woolwich, Ealing, Clapham and then to major cities outside London. On Tuesday, an extra 10,000 police meant the streets of London were quieter but rioting and disorder took hold in Manchester, Birmingham, Nottingham, Wolverhampton and Liverpool.

2011 RIOTS https://www.youtube.com/watch?v=3WmMhircZOc



Saturday 6 August: A crowd protest outside Tottenham police station demanding \"justice\" for Mark Duggan's family. Later, two police cars are attacked and set on fire. A bus and shops are also set alight and violence continues into the night.

Sunday 7 August: Looting continues in Tottenham into the early hours and spreads to the nearby Tottenham Hale Retail Park. Trouble also flares in Enfield in north London and Brixton in the south as well as other areas of the capital.

Monday 8 August: Calm returns to London in the morning. As evening falls, looting and violence erupts across the capital. Hackney is first, swiftly followed by other parts of London including Croydon which saw some of the worst violence. Trouble also flares in Bristol, Nottingham and Birmingham.

Tuesday 9 August: London is flooded with extra police and remains calm. Rioting and looting sweeps through parts of north-west England and the Midlands. Manchester, Liverpool, and Birmingham witness some of the worst violence.

Wednesday 10 August: Looting and clashes with police continue into the early hours in many areas outside the capital. London remains calm. Meanwhile hundreds are arrested in the capital and elsewhere as the clean-up continues.

DAVID CAMERON https://www.youtube.com/watch?v=C8tc3CIPWI0 (2 mins 19 sec) https://www.youtube.com/watch?v=TfT382fXxZk (28 mins) https://m.youtube.com/watch?v=vxfZj4sKlVc ( 5 mins 45 sec) https://m.youtube.com/watch?v=Nj2uQRtdYFw (5 mins 17 sec)

SO WHAT IS A TROUBLED FAMILY? On your tables come up with a definition of troubled family.

WHAT IS THE TROUBLED FAMILIES PROGRAMME? The current Troubled Families Programme was rolled out in England in April 2015 and replaced the first programme which had been in place since 2012. Families on the current programme will continue to have at least 2 of the following problems: • Parents or children involved in crime or anti-social behaviour. • Children who are not attending school regularly. • Children who need help; that is children of all ages, who need help, are identified as in need or are subject to a child protection plan. • Adults out of work or at risk of financial exclusion or young people at risk of worklessness. • Families affected by domestic violence or abuse. • Parents or children with a range of physical and mental health problems.

SUPPORTING TROUBLED FAMILIES ‘Troubled Families is a programme of targeted intervention for families with multiple problems, anti-social behaviour, truancy, unemployment, mental health problems and domestic abuse. Local authorities identify ‘troubled families’ in their area and usually assign a key worker to act as a single point of contact. Central Government pays local authorities by results for each family that meet set criteria or move into continuous employment’. (Bate and Bellis, 2018, p.3).

OLDHAM There are a lot of families for whom services historically have not made a difference. These families have become more and more dependent on the public services. The programme focuses on families with two or more of the following: Parents or children involved in crime or anti-social behaviour. Children who have not been attending school regularly. Children who need help: children of all ages, who need help, are identified as in need or are subject to a Child Protection Plan. Adults out of work or at risk of financial exclusion or young people at risk of worklessness. Families affected by domestic violence and abuse. Parents or children with a range of health problems.

WORKING WITH FAMILIES • To assess eligibility for early help, personal information is shared between departments of the Council and between the Council and its partner organisations to understand which families experience two or more of the issues listed earlier. Council departments or partner organisations directly refer families who will benefit from coordinated support. • Oldham Council, Positive Steps, Greater Manchester Police, NHS, local housing providers and the Department for Work and Pensions have worked together to legally share information to identify families who may need support and ensure that support is given to the families that need it.



WHY ARE TROUBLED FAMILIES TROUBLED? https://www.youtube.com/watch?v=On uTc6skrtM What does the woman in the video say is the bigger problem? Think about the bigger picture…

THEORETICAL PERSPECTIVES ON CHILD DEVELOPMENT  There are a whole host of views about how children learn, grow and develop.  The dominant ones in our western societies stem from developmentalism, psychology and education.  More recently sociologists have had a greater platform to share their voice on how children live and the purpose of childhood, shaping new ways we see and consider children. ‘We all see the world differently and our lived experiences are different’

HOW DO PARENTS INFLUENCE DEVELOPMENT? The various ways that parents shape their children’s development have been a regular source of theorising by sociologists, psychologists, philosophers and, centre stage, by parents themselves. Within the scientific perspective, much of the empirical work linking parental behaviour to developmental outcomes in children has been produced by those working in psychology, sociology and criminology.

There are also more pressing and practical motivations driving current interest in this topic. Chief among these is growing concern about the sizeable and perhaps growing proportion of children with substantial educational, social and health problems, coupled with a belief that modifying the family environment may be a potent means of improving children’s lives and life chances.

RESEARCH TASK • Type your findings into a  Urie Bronfenbrenner work document.  Pierre Bourdieu • Can be in bullet point format. • Email it once finished.  Michel Foucault  Jacques Donzelot Research the theorist assigned to your group. Try to relate your findings back to the troubled families programme. Present your findings to the rest of the class.

BRONFENBRENNER  Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in a child and the child's environment affects how a child grows and develops. He labelled different aspects or levels of the environment that influence children's development, including the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem.

HOW CAN THIS THEORY BE APPLIED TO THE TROUBLED FAMILIES AGENDA? Whole group discussion: How does Bronfenbrenner’s theory relate to the troubled families programme?

PIERRE BOURDIEU- CULTURAL DEPRIVATION THEORY Pierre Bourdieu (sociologist) who developed numerous theories on social equalities - developed the cultural deprivation theory. This theory implies that those from an upper class background are more efficient and become more successful when compared to working class cultures. Because of this perceived superiority, people from upper and middle classes believe people who are working class are themselves to blame for the failure of their children in education. Bourdieu also believes that people should not assume that the higher class is better that the working class. Bourdieu argues that working class failure in schools if measured by exam success, is the fault of the education system, not working class culture.

PIERRE BOURDIEU- CONTINUED… People from upper class backgrounds have a built in advantage because they have been socialised in that dominant culture. Bourdieu says that success in life depends on the earlier accomplishments in life, e.g. primary schools were the best time to succeed. Thus middle-class students have higher success rates than working-class students because of middle class subculture are closer to the dominant culture.

BOURDIEUSIAN ANALYSIS `Making trouble': a Bourdieusian analysis of the UK Government's Troubled Families Programme Stephen James Crossley, Durham University Thesis http://etheses.dur.ac.uk/12271/1/Crossley_Final.pdf?D DD34+

MICHEL FOUCAULT Foucault’s work is of interest to anyone looking to better understand and appreciate the subtle ways that power works in social life, particularly with regard to how seemingly mundane practices and ideas structure our personal experiences and senses of self. How discourses define the reality of the social world and the people, ideas, and things that inhabit it. For Foucault, power and knowledge are not seen as independent entities but are inextricably related - knowledge is always an exercise of power and power always a function of knowledge. Foucault argues that modern society is a “disciplinary society,” meaning that power in our time is largely exercised through disciplinary means in a variety of institutions (prisons, schools, hospitals, militaries, etc.).

HOW CAN THIS THEORY BE APPLIED TO THE TROUBLED FAMILIES AGENDA? Power exercised by the professionals e.g. school attendance: Local authority monitor attendance, have power to exclude child, have power to fine family, have power to take parents to court.

JACQUES DONZELOT Donzelot sees policy as a form of state control over families - this view is shared by feminists and Marxists. He uses Foucault's concept of surveillance. Foucault doesn't just see power as something held by the government, he believes it is diffused throughout society and found within all relationships. He sees professionals (e.g. doctors and social workers) as exercising power over their clients by using their expert knowledge. Donzelot applies these ideas to the family. He looked at how professionals observe and monitor families. He argues that social workers, health visitors and doctors use their knowledge to control and change families. Donzelot refers to this as 'the policing of families'.

HOW CAN THIS THEORY BE APPLIED TO THE TROUBLED FAMILIES AGENDA? Support worker attached to the family, trying to change the behaviour within the family

INDEPENDENT HOMEWORK TASK Understanding Troubled Families (July 2014) https://www.gov.uk/government/publications/understanding- troubled-families Read through the Understanding Troubled Families document. • What does it tell us about troubled families? • What links are there between the various problems?

INDEPENDENT HOMEWORK TASK Read through the ward profiles for next weeks session. St Marys- https://www.oldham.gov.uk/downloads/file/2056/st_marys_ward_profile Werneth- https://www.oldham.gov.uk/downloads/file/2058/werneth_ward_profile Hollinwood- https://www.oldham.gov.uk/downloads/file/2047/hollinwood_ward_profile Coldhurst- https://www.oldham.gov.uk/downloads/file/2043/coldhurst_ward_profile Medlock Vale- https://www.oldham.gov.uk/downloads/file/2048/medlock_vale_ward_profile