25/05/2016 1 Multi-agency collaboration in safeguarding Compass Approach Achieving second order change Relationships – a secure base for all Responsibility Integration – services and psychological Workforce development Training, clinical supervision, consultation, clinical attachments Appropriate risk taking Reflective practice and organisations Therapeutic thinking - process vs content Role and identity “Unless teachers develop the practice of critical reflection, they stay trapped in unexamined judgments, interpretations, assumptions, and expectations. Approaching teaching as a reflective practitioner involves fusing personal beliefs and values into a professional identity” (Larrivee, 2000, p.293). Exercise: What professional experiences inform your decisions about risk? What personal experiences inform your decisions about risk? What are your family scripts about risk taking? Where does your emotional containment come from? What organisational beliefs influence your practice? What would you fear most about a serious case review? Responsibility “the state or fact of being accountable or to blame for something.” Individual and collective – whose job is it anyway? Attitudes to risk Feeling overwhelmed – our attachment styles? Organisational containment Response ability Responsive vs reactive Shared problems Responsibility contd……….. The importance of mistakes - accountability In the year following the death of Baby P there was a 25% increase in the number of children killed by a parent. Remained higher for each of the next three years. A tale of two foster carers