Unconscious Bias, Intersectionality, and Social Identity Theory – understanding their impact on residential child care

Join us for the Eastern Region Webinar: Unconscious Bias, Intersectionality, and Social Identity Theory – care planning from an understanding of their impact on residential child care

For residential child care it is important we understand how the child came to be as they are – we need to know what exists before, beneath, behind in order to go beyond and accompany the child to what they may become.

The needs of the children determine the model of care, and that acts to define the primary task, that which cannot be compromised. Definitions of needs and practice matter.

Important is the theory of change – what is the story for all in your home and for this child – where are you going , and how , and how will you know when you’ve got there (and then what? – life-long links)

How do you approach your understanding of a child through 3 stages - Potential – Transitional – Transformative

How might we explain how what you do is transformative for the child? Can you describe

• The pathway of changes that the intervention is hoping to achieve
• The causal links between outcomes in the pathway of change.
• What you can measure to monitor progress and assess each step of the planned pathway to change

This session will present the change thinking in an intersectional way can take our care planning deeper and wider, and be more detailed to a purpose

Recognising intersectionality supports this task through bringing an understanding that people's experiences are shaped by a blend of factors, including (but not limited to) age, background, gender, financial status, and where they grew up. It helps us to appreciate each individual’s complexities and makes people feel seen and valued for who they truly are.

Starting from considering the following questions regarding social identity theory

• How can we protect and assist a child in building resilience from challenges that we are unaware of?
• How can we build an authentic relationship when we only know the parts of the child we are able to see?
• How can we ensure we are positive about their identity if we are unaware of our own unconscious bias?
• How can we help a child to be personally and socially responsible if we are not personally and socially responsible?

We will end looking at a proposal for Intersectional Care Planning that has central to it strengths and individualised care, the quality of attentive attuned relationships, an appreciation of belonging and stability as outcomes of emotional, social and psychological wellbeing, upholding rights the effectiveness of planning for children’s moves into the home

Jonathan has worked for local authorities, voluntary and privately funded organisations, care, education and health, developing or applying best practice. He works with many governments, regions, local authorities, providers, regulators, commissioners, researchers, practitioners, here and internationally. He is part of the National Centre for Excellence in Residential Child Care (in England) which has 3 priorities: people (children and grown ups), practice and policy. NCERCC thinks knowledge should be free so the best can be accessed and applied by everyone.Currently NCERCC (www.ncercc.co,uk) is acting as a critical friend to the developments proposed by the English local and national governments and agencies through incisive evidence and experience informed analysis. Follow its work on its blog. We're celebrating 25 years of NCERCC and Jonathan's 50^th continuous year of residential work. (He started when he was 18!).