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The Route to Permanence and Stability (Cancelled)

Reason for cancellation Low Numbers 
Event/course Code SFVSS 20/313
Event/course type Training course
Event Introduction “Adoption and special guardianship are two ways of achieving lasting permanence for children and young people within a family environment. Achieving stability requires a shared understanding of the challenges and opportunities that the children, young people, adults and families involved face.” (Research in Practice, 2020)

This course aims to help practitioners to support care planning and permanence, including the implications for caregivers, birth mothers and fathers, brothers and sisters, and understanding grief, loss, and trauma. It is aimed at social workers, frontline practitioners and senior practitioners.

This course will use a blended learning approach, with pre course materials to be completed ahead of a live virtual seminar. Joining instructions for the live seminar will be emailed to confirmed bookings 24 hours before the course start date.
Event Content Having a range of options and identifying the right placement for each child is key to stability and permanence. Identifying the right placement requires effective assessment and planning processes and listening to the views and wishes of children and their families. (Research in Practice)

Within the course, delegates will look at:
• The context in which safeguarding takes place and the critical role of the story, culture and identity in this context.
• The complexities associated with the child’s lived experience and its impact on the journey to permanence/variety of permanence options within a systemic framework.
• The way that care plans must take into account the impact of harm and the child’s needs flowing from that harm, both now and in the longer term.
• The dilemmas in supporting birth parents, the impact of repeat removals and parents’ loss and trauma and the crucial role of pre-birth assessments.
• Good placement planning that includes a long term vision and the significant language, terminology, labelling and stigma in this context.
• Approaches to making child-focused decisions about family time.

The structure of this course will include delegates accessing a number of pre-course filmed resources on the Research in Practice website ahead of a live seminar. There are 3 seminar time slots to choose from on this day and each will last a maximum of 90 minutes: Session 1 - 10:00-11:30, Session 2 - 13:00-14:30, Session 3 - 15:00-16:30. You only need to attend one of these, so please book onto the one that is most convenient.

It is strongly recommended that delegates should have watched all of the pre-course material prior to attending the live seminars.

This course is being delivered by Research in Practice. Established in 1996, the company’s mission has been to champion evidence-informed practice within Children’s Services. Research in Practice aims to bridge the gap between research, practice and service user’s lived experience to improve practice and ultimately outcomes for children and families.
Event Learning Outcomes By the end of this session, participants will be able to:

• Explain the impact of repeat child removal.
• Describe what makes good permanence planning and incorporate this in their work.
• Critically consider the context of the story, culture and identity within safeguarding.
• Take into account the impact of harm on a child’s needs within care plans.
• Explore approaches to making child-focused decisions about family time.
• Develop their role as a confident, competent, assertive, reflective, observant, curious, evidence-enhanced practitioner-researcher.
Trainers Laura Bracey
Course categories Practitioner Processes (recording, analysing, reporting)
Age Ranges
0 - 5 yrs No 5 - 7 yrs No 7 - 11 yrs No 11 - 19 yrs No 19 yrs No 
Event/course administrator Workforce Development (training@achievingforchildren.org.uk)
Event/course costs
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Standard Event Costs
£0.00
SessionSession DateSession TimeSession VenueMap
Session 1Friday 5 March 202113:00 - 14:30Home Study, N/A, N/A, N/A