Residences

We combine the phases of our work in residences (i.e. engagement, assessment and planning; changing behaviour and supporting wellbeing; reintegration and preparing for the future) with our principles and perspectives, to create practice triggers that inform everyday work.

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Engagement, assessment and planning

Young people focused

  • How are we engaging with the young person to establish an early relationship?
  • Are communications clear, open and maximising positive interactions?
  • Does the young person know what is expected of them?
  • Is our practice ethical, purposeful and respectful of the young persons rights?
  • Do we understand the young person's needs (health; education; criminogenic; therapeutic)?
  • Are the right assessments being used?
  • How will we support continuity for the young person (eg life story work?)

Family-led & culturally responsive

  • How are we understanding the young persons family and cultural context?
  • Are there any family alerts we need to talk to field staff about?
  • How are family involved in the early assessment and care planning?
  • Are we becoming clearer about the young person's journey and the role of family?
  • What plan is there for ongoing family involvement?
  • How can family be brought together to support the young person in residence?
  • Are we idntifying cultural and community supports for the young person?

Strengths and evidence-based

  • Do we have clarity of task, strcture, authority, roles and boundaries?
  • What do we know about the young person's experience of violence as victim and/or perpetrator?
  • How are we factoring this into our work?
  • Are we modeling positive values and behaviour from the beginning?
  • What opportunities do we have to maximise the lifespace and to instill a sense of hope?
  • Are we planning for transition and emphasising a continuity of focus?
  • Are our professional systems working in unison?

Changing behaviour and supporting wellbeing

Young person focused

  • Are we understanding the young person's strengths, needs and vulnerabilities?
  • Do we understand what motivates them and how is the young person's wellbeing monitored?
  • How is the worker's relationship with the young person influencing values, beliefs, attitudes and behaviours?
  • How are we reinforcing positive behaviour, modeling pro-social values and challenging anti-social comments and actions?
  • Are we alert to early warning signs of problems for the young person or the group?
  • Do changing circumstances require us to revise or revisit the plan?
  • Are plans and services being implemented, monitored and reviewed as agreed?

Family-led & culturally responsive

  • Is our practice ethical, purposeful and respectful?
  • How are we harnessing cultural supports and community resources for the young person?
  • Are we overcoming obstacles to family involvement?
  • Do we have extended family actively involved and what can we do to engage them?
  • Is family/whānau involved in processes of decision-making and planning?
  • Are we preserving links with family/whānau, community and culture?
  • What opportunities have been identified for the young persons contact with community?

Strengths & evidence-based

  • Is the young person fully occupied during the day?
  • Is the young person actively engaged in quality education/training whilst in residence?
  • Is the provision of work experience a component of their care plan?
  • Are staff sensitive to bullying behaviour and responsive to abuse supportive dynamics?
  • Are staff setting appropriate boundries and responding to poor behaviour?
  • Does the residence have a healthy staff culture where good work is valued and respected?
  • Are staff recieving the supervision, training and support they need to work with difficult young people?

Reintegration and preparing for the future

Young person focused

  • Is the young person at the centre of the planning and decision making process?
  • Does the young person know their rights on leaving residential care?
  • What are their thoughts and feelings about leaving?
  • What skills has the young person developed to equip for community reintegration?
  • Are emotional as well as practical concerns being addressed by the reintegration plan?
  • Has the young person's needs been identified and incorporated into the plan?
  • Have we listened to the young person?

Family-led & culturally responsive

  • Are the workers coming together with the young person and their family to discuss and plan for reintegration?
  • How is the family responding to the young persons impending discharge?
  • Have support people been identified, gaps discussed and addressed?
  • Has a young person supporter been identified?
  • Does the family have a plan of support?
  • What cultural supports have been mobilised?

Strengths & evidence-based

  • Are we planning ahead to support successful transitions from residential care?
  • Have all components of the plan been identified - lifestyle, safety and daily living; family and friends; health and wellbeing; learning and work; living arrangements; money; rights and legal issues, contingency support plan?
  • Is the plan flexible and realistic?
  • Is a plan review process in place?
  • Are professional services working together to support the young person?