I Matter In Professional Practice

What does it look like?

I MATTER PRACTICE IN PROFESSIONAL ROLES

Our training for professionals is intended for a full range of disciplines that work with children and families.   Our concerns like for many organisations concern engagement... and attendance... and progress.... and behaviour....and impact on outcomes

However with an I Matter Perspective we approach several of these issues a bit differently... we help you address some missing links....

As an integrative approach the I Matter Framework offers a highly flexible set of ideas that can support 

1.  GENERAL PROFESSIONAL CPD AND TEAM DEVELOPMENT
2.  PROFESSIONALS IN DIRECT WORK ROLES WITH CHILDREN AND YOUNG PEOPLE WHO ARE STRUGGLING OR CHALLENGING
3.  PROFESSIONALS IN INDIRECT WORK ROLES WITH CHILDREN THROUGH SUPPORTING PARENTS AND CARERS.
4.  PROFESSIONAL SUPPORTING YOUNG PEOPLE IN OWN I MATTER LEARNING JOURNEY


1. PROFESSIONAL CPD AND WORKING WITH STAFF

So what is the model of practice on which you base your work with children and families, especially the most vulnerable?  And therefore what is the model of practice on which you base your work with colleagues?   Or with parents and carers?   Or with those who are struggling?     Are you clear?    Are your team clear?    How exactly do you go about making challenging decisions?    Can your model be shared with your team and do they get it?   Can it support a strategy and support you in thinking together about how to address a wide range of issues?

IF you have a clear practice model that helps your team work together with some shared outlooks, then you may not need training in the I Matter Framework   However if you don't have a clear shared practice model that you can build on then that may explain why there are often challenges in bringing staff together to work effectively towards shared objectives.   It is in these circumstances that we love to help as I Matter Framework training will enable your staff team to start thinking together about a very wide range of everyday situations through a quite different but very practical and helpful lens.

Assessment   An initial I Matter Schools or Service Audit is one of the first things to complete for a senior leader who is starting out on an I Matter Journey with an organisational development need in mind.   The school service audit provides a picture of staff and team development needs.  Based on the initial audit, you will be supported to implement a short term plan taking objectives from the I Matter Challenge as well as some everyday homework elements.  

Orientation to I Matter Thinking:  For an effective I Matter Schools or Service Organisational practice to progress it is vitally important for senior leaders to engage in a study programme with at least one other staff member.  This ensures that the senior leader and staff ember can start to share ideas on what will progressively be increasing levels of confidence and effective decision making

Ongoing Training and Support  The frequency and format of consultation for those in a senior leadership role is individualized and depends on progress and current objectives. Group support can help senior leaders reflect on everyday situations. Alternatively,  face-to-face, on Skype or phone consultations can be used.    

Schools and Teams can work for the I Matter Organisational Award Scheme




2. WORKING DIRECTLY THROUGH RELATIONSHIPS WITH CHILDREN AND YOUNG PEOPLE WHO ARE STRUGGLING OR CHALLENGING

The I Matter Framework points clearly to the conclusion that when children are struggling or challenging the key focus for making lasting, meaningful and lifelong changes should, wherever possible, begin at home with the child’s parents and primary carers.  HOWEVER: healthy adult-child relationships at school and in community are also vital and so an informed education, health and social care community can make an enormous difference to the experience and outcomes for young people who are struggling or challenging. AND:  Supportive informed schools and communities make a huge difference to parenting capacity and parent-carer motivation to learn

 

The I Matter Framework offers professionals in Phase 1 training a straight forward way of understanding how to better understand what is happening when difficulties are present in their own relationship with a child, with a view to gradually rebuilding relationship confidence within day to day interactions through everyday routines and activities thus, building shared experiences in child and adult of confidence and fulfilment in the relationship itself

Through the training experience, professionals learn to see what the difficulties are in specific relationships and where relationships have gone off track and what the needs are.  The goal is to then create a program of confidence building that is right for themselves and for the specific child.  Professionals learn to re-think their daily activiteis, restructure routine activities and provide safe but challenging opportunities for positive learning and growth.

Professionals learn how to create opportunities that allow for a child’s social development to progress and for relationship health to change and grow in a positive way. The program offers a clear assessment framework and clear and customizable developmental steps so that any professional can learn how to improve relationship health with a focus child at their own pace.

 

Assessment   An initial I Matter assessment is one of the first things to complete for a professional starting out on an I Matter Journey with a focus child in a direct role relationship.   This provides a clear picture of current functioning and each element of the needs.  Based on the initial assessment the professional is supported to implement a short term plan taking objectives from the I Matter Challenge Learning Journey as well as some everyday homework elements. 

Orientation to I Matter Thinking:  For an effective I Matter practice it is vitally important for professionals to engage in a study programme .  This ensures that the professional gains a clear set of ideas and starts to use them with what will progressively be increasing levels of confidence and effective decision making

Ongoing Training and Support  The frequency and format of ongoing training and consultation for each professional is individualized and depends on needs and current objectives. Group support can help professionals reflect on everyday situations. Alternatively,  face-to-face, on Skype or phone consultations can be used.

Professionals can work for the I Matter Professional Challenge Award Scheme

3. WORKING WITH PARENTS AND CARERS

The I Matter Framework identifies that a key priority when helping children and young people should be, wherever possible to restore a state of family health and well-being.  This key priority invites professionals into thinking about how to work more effectively with parents and other adults.  An informed professional practice can make an enormous difference to the experience of parents and carers and, most crucially, to their motivation of parents and carers to learn key and vital skills.    This aspect of the training is covered in Phase 2


The I Matter Framework offers professionals in Phase 2 training a straight forward way of thinking about how to engage parents and other adults in the thinking and reflection that will be a vital part of being effective in their own role.  

Through Phase 2 training, professionals learn how to to see what the difficulties are in adult-child relationships and where relationships have gone off track and what the supportive actions could be.  The goal is to then to work with adult-child dyads to create a program of confidence building that rebuilds insight and confidence.  Professionals  in Phase 2 learn how to help parents and other adults re-think their daily activities, restructure routine activities and provide safe but challenging opportunities for positive learning and growth.

Professionals also learn how to help parents and other adults create opportunities that allow for a  child’s social development to progress and for relationship health to change and grow in a positive way. The program offers a clear assessment framework and clear and customizable developmental steps so that any professional can learn how to improve relationship health with a focus child at their own pace.

Assessment   An initial I Matter assessment is one of the first things that a Phase 2 professional will ensure is completed with professional (or parent) who is starting out on an I Matter Journey with a focus child in mind.   This provides a comprehensive picture of a relationship with a focus child as it is currently functioning and each element of the needs.  Based on the initial assessment the Phase 2 professional will help the parent implement a short term plan taking objectives from the I Matter Challenge Learning Journey as well as some everyday homework elements.   

Orientation to I Matter Thinking:  For an effective I Matter practice it is vitally important for parents and carers to engage in a study programme to complement consultations.  This ensures that the parent or carer can join the professional with a shared set of ideas and with what will progressively be increasing levels of confidence and effective decision making

Ongoing Training and Support  The frequency and format of ongoing training and consultation that a Phase 2 professional offers a a parent or other adult is individualized and depends on the observed progress and current objectives. With appropriate consents, consultations an activities can be organised that enable the Phase 2 professional to come alongside the parent or carer with the benefits of a lot of previous experience.  Face-to-face, zoom pe or phone consultations can be used. Onsite visits or participation in community outings can be important enabling an I Matter Advanced Practitioner to guide professionals as interactions take place in natural settings.

Parents and Carers Can be Supported in Working for the I Matter Parent-Carer Award Scheme