Updated: 23 March 2017
All tamariki are unique and have mana, and the journey to oranga and success for tamariki with FASD needs special knowledge and practice.
Studies suggest 30-50% of children and young people in care will have FASD. The challenges of this brain-based disability can heavily impact tamariki, their whānau and the social workers, caregivers, schools and professionals surrounding them.
If you are working with a child or young person with FASD or other neuro-developmental condition, it's important to know 'yes' there is something you can do.
By raising awareness of the risk using alcohol poses to an unborn baby we can help pregnant mothers make the best decisions. We can also educate other young people, whānau and communities on how they can support pregnant mothers to ensure they are doing what's right for their baby.
'Risking It All: True Stories, FASD Prevention for a Brighter Future' video and handbook support Oranga Tamariki staff with preventing further children being born affected by FASD. Please use this resource at hui-a-whānau or with young mothers and fathers or wider whānau, to help them understand the impact of using alcohol during pregnancy and how it might relate to their lives. The key messages are delivered in a supportive and non-judgemental way to prevent stigmatisation.
FASD happens in the context of how we as a society use alcohol in our daily lives. A significant proportion of people in NZ have been pre-natally alcohol-exposed. There are several reasons for this, one the high rate of unplanned pregnancies.
It’s important in our practice we understand the context of alcohol use by pregnant mothers. Stigma is a major issue for mothers whose babies are affected by alcohol pre-natally and can prevent them seeking assistance for their children. It’s important professionals avoid practices that stigmatise the mother and reduce the likelihood of assistance. Subsequent alcohol-free pregnancies are more likely for mothers with children with FASD who are well-supported, and who learn about the effects of alcohol on their unborn.
We acknowledge this mother's courage in sharing her experience of having a child with FASD who came into care. We need to reflect on her experience and consider how we might better assist a mother and her child from the time of first coming to notice and throughout care in a way that is non-stigmatising and assists a prevention approach for the whānau.
By understanding the voice of a child or young person with FASD you are more likely to practise for success. Each child and young person with FASD is unique, but you can understand them better if you understand FASD and FASD-informed practice. FASD is a brain-based disorder so to help a person achieve success in their lives; what's needed is on-going support with a focus on changing the environment rather than changing the person.
Below are video-based training from a Canadian website which provide support and training for educators of students living with FASD - it can also help you as social workers identify the issue and better understand the voice of the child with FASD.
'Success for children and young people with FASD' is an example of how child or young person with FASD in care can become successful. The video interviews social worker, Morgan Ely, Waitakere site manager, Roxane Hughes and Neuropsychologist, Dr Valerie McGinn about a young man with FASD who had been struggling in care and how providing him the right support has changed his behaviour and his life.
This video, 'Dr McGinn provides further insight into FASD' provides you with 'what you can expect' with a child or young person with FASD and 'what you can do'.
Often an FASD diagnosis can reconnect a child to a family because all of a sudden people can start realising what’s happening, says Dr McGinn.
By improving your skills and supporting others to do the same, together you can create an environment for a child or young person with FASD to succeed. Below are a number of resources which will help you with this.
FASD eyebite cards have been developed to help social workers, caregivers and professionals as practice triggers for planning and reflection. Consider how the card/s apply to the situation and use them to help to find ideas to confirm or improve your practice or decision making. The video below, ‘Social work in action launching FASD eyebite cards' interviews supervisor, Tessa Nottingham, who shares her experiences and knowledge of working with a young people person with FASD and demonstrates the cards.
The FASD '5S' template has been developed in recognition of stress-points around FASD (and neuro-developmental conditions) and the need to quickly re-frame thinking into what will be helpful. Please use this when you are trying to work out what to do next, either for daily/weekly plans or long-term plans. You can use this to help group work, or on your own to help your own thinking.
To use, print out the two-sided A3 template in colour. You can watch the 3 minute video below for an explanation.
Young people with FASD are significantly more likely to be involved with Youth Justice than others without brain-based disability. Due to the nature of the brain-based disability, a person with FASD may for example, admit to something they have not committed if they do not understand the situation they are in and are under pressure.
Western Australia have developed a project called 'Understanding FASD - a guide for justice professionals'. They have produced a number of videos and web based learnings which look at alcohol, pregnancy and FASD, and in particular issues faces with the Australian justice system. To view these click on the following links FASD and Justice Videos and FASD and justice
There are a wide range of excellent information to support caregivers around FASD - recommended as one of the most useful for caregivers is 'FASD - A Guide to Daily Living' on the NOFAS web page, which provides caregivers with ways to manage things like; routines, dressing, mealtime, bedtime, sleep, supervision, managing hyperactivity, managing impulsivity, social skills, teaching ownership and more.
It also suggests some helpful and simple communication techniques such as:
By building a community network of support around a child or young person with FASD you will work more effectively to build an environment which they can succeed in. Whānau, caregivers, teachers, and other community agencies all need to understand the child and build FASD-informed skills to support them. We will also see better outcomes for children and young people with FASD if Education, Health, Police and other agencies work together and have a shared FASD-informed understanding of their potential, strengths, needs and behaviours.
New Zealand now has its own FASD Action Plan, launched on 16 August 2016 by Hon Peter Dunne. It comes with a budget of $12 million to support it over the first three years of implementation.
There is a wide range of excellent information to support caregivers around FASD - recommended as one of the most useful for caregivers is FASD - A Guide to Daily Living on the NOFAS web page, which provides caregivers with ways to manage things like; routines, dressing, mealtime, bedtime, sleep, supervision, managing hyperactivity, managing impulsivity, social skills, teaching ownership and more.
It also suggests some helpful and simple communication techniques such as: