Take Two - Third Evaluation Report More than Words ... - Berry Street

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xviii Frederico, Jackson, & Black (2010) “More than Words” – Take Two Third Evaluation Report, La Trobe University, Bundoora, Australia
Executive Summary More than words the language of relationships This is the third in a series of three evaluation reports of the Take Two program. Although this report represents an important milestone, it is relatively early in the continuing action research and outcomes-informed strategy. Take Two is a developmental therapeutic service in Victoria, Australia for children who have suffered abuse and neglect. It is a partnership of child and family services, mental health, academic and Indigenous services as follows: Berry Street, Austin Child and Adolescent Mental Health Services (CAMHS), La Trobe University School of Social Work and Social Policy, Mindful and the Victorian Aboriginal Child Care Agency (VACCA). When the program was tendered to commence in 2004, the underlying concepts were informed by new policy direction for child protection and child and family welfare. This new direction was then legislated in the Children, Youth and Families Act 2005 and the Child Wellbeing and Safety Act 2005. Take Two has since been part of the exciting development in the further promotion of wellbeing of children at risk in Victoria. This report builds on two previous evaluation reports (Frederico, Jackson, & Black, 2005, 2006). The rst report presented a process evaluation of the rst year of Take Two. It documented the development of Take Two’s clinical program, the training strategy and the creation of the research and evaluation model including an outcomes framework and selection of outcome measures (Frederico et al., 2005). It also described the characteristics of the clients in the rst year of operation and the process of engagement and interventions utilised. The second report extended the process evaluation and client description and presented an analysis of the rst outcomes data (Frederico, Jackson, & Black, 2006). It acknowledged the importance for those who have experienced trauma to eventually be able to put ‘words to their sorrow’. This third evaluation report focuses on what happens beyond the words. The permeating theme in this report is the centrality of relationships through all aspects of the Take Two program. This relational approach is a fundamental aspiration for each child as well as for the program as a whole. The report aims to describe how close Take Two is to achieving this aspiration acknowledging that it is a continuous journey, rather than a nal destination. This report notes that Take Two has become well established as a program working across the service system and has an evidence and research-informed child-focused approach. This way of working takes an integrated approach to therapeutic intervention. Take Two is guided by a developing knowledge base informed by speci c theories and works within the State of Victoria’s Best Interests framework with a focus on children in their family, other relationships, culture and environment. Frederico, Jackson, & Black (2010) “More than Words” – Take Two Third Evaluation Report, La Trobe University, Bundoora, Australia This third evaluation report focuses on the consolidation of knowledge, the Take Two therapeutic approach and client and program outcomes. No longer a brand new program at the front of a new policy direction — Take Two is now embedded in the service system and associated reforms. Outputs from Take Two, such as practice and training that is informed by trauma and attachment theories and an analysis of chronic neglect on behalf of the Of ce of the Child Safety Commissioner (Frederico, Jackson, & Jones, 2006) have helped inform the development and implementation of new government policy and program development as well as been informed by it. The design of the Take Two program which includes action research and training components has enabled it to be dynamic and continuously engage in learning and dissemination of knowledge. Although not diverting from the primary aim of therapeutic responses to children traumatised by abuse, the program has been responsive to newly identi ed needs such as at-risk children’s speech and language needs and Aboriginal children’s social and emotional wellbeing. The clinical, research and training components — all part of the integrated design — have facilitated the ability to identify needs and train to new areas of knowledge and skill. The report presents evidence that Take Two is making a substantial difference in the lives of children through therapeutic interventions. These therapeutic approaches involve a focus on the children within their environment and developing an enhanced understanding of the consequences of abuse and neglect and effective responses to these including appropriate cultural responses. This report aims to further the building and dissemination of knowledge, not only about the work of Take Two but also to contribute to discussions about how best to meet the needs of children who have experienced chronic abuse and neglect. ‘More than words’ draws our attention to relationships around the children, between Take Two clinicians and children, Take Two clinicians and others in the children’s lives and between Take Two and other services. A key message traced throughout the report and in the work of Take Two is the importance of relationships at all levels in ensuring better outcomes for the child. The report demonstrates that Take Two has been successful in building relationships with children, carers, child protection and other areas of the service system. It points to where further work is required in areas of practice, research and training. The action research design provides a base for a continual process of exploration and discovery about the nature of the client group, the program, interventions and implications for the broader service system. Evaluation design The methodology for this evaluation has been developed alongside the Take Two program and is a combined quantitative and qualitative design described in Chapter 2. The data analysis has continued from the previous two evaluation reports in conjunction with some new sources of data collection and analysis. The continually developing methodology is based on an evaluation framework with the holistic assessment of the child at the centre and the surrounding aspects of the conceptual foundation of the program; multiple levels of assessment and intervention; highly developed and xix
Page 1 and 2: School of Social Work and Social Po
Page 3 and 4: This report is dedicated to the mem
Page 5 and 6: “These bitter sorrows of childhoo
Page 7 and 8: Acknowledgements As the last in a s
Page 9 and 10: The Evaluators The contracted agenc
Page 11 and 12: Table of Contents Acknowledgements
Page 13 and 14: List of Tables Table 1 Key Features
Page 15 and 16: Table 52 Responses to Stakeholder S
Page 17 and 18: List of Figures Figure 1. The evolv
Page 19: Foreword In my Foreword to the rst
Page 23 and 24: Secure Welfare clients was 9.7 year
Page 25 and 26: time of referral as having problems
Page 27 and 28: with larger samples. Depression sym
Page 29 and 30: Chapter 1: Introduction 1.1 Overvie
Page 31 and 32: Table 1. Key Features of the Take T
Page 33 and 34: Chapter 2: Evaluation Design and Me
Page 35 and 36: Figure 2. Take Two’s research and
Page 37 and 38: occurred. Surveys are sent to clien
Page 39 and 40: circles focus on the interface betw
Page 41 and 42: Chapter 3: First Five Years of the
Page 43 and 44: The DHS submission brief (2002c) ou
Page 45 and 46: service, the research team has deve
Page 47 and 48: Figure 5. Map of Take Two locations
Page 49 and 50: have been traumatised by abuse thro
Page 51 and 52: of this clinical service has been t
Page 53 and 54: Development Of cer and a Training O
Page 55 and 56: Table 6. Take Two’s Publications
Page 57 and 58: Chapter 4: Children and Young Peopl
Page 59 and 60: The mean length of time cases were
Page 61 and 62: Table 10. Number of Siblings for al
Page 63 and 64: 4.4 Children’s experience with th
Page 65 and 66: Mean number 8 7 6 5 4 3 2 1 0 Figur
Page 67 and 68: Percentage 50 45 40 35 30 25 20 15
Page 69 and 70: Another descriptor of child protect
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• As required for Secure Welfare,
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items are scattered in three of the
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isk of sexual abuse. Males (84.3%)
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Table 17. Comparison between Aborig
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• Of the 165 surveys where it was
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Table 19. continued Emotional, Beha
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Table 20. Comparison between Aborig
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time of initial assessment by Take
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Chapter 5: Aboriginal Children and
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Program and research development
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5.4.2 Days in the lives of the Abor
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5.5.3 Description of the children a
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Table 24. Responses in ATSI Assessm
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understanding’ of Aboriginal hist
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From the outset, Yarning up on Trau
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Percentage of respondents 100 90 80
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and strength as part of culture. Fo
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experience actually opened the sess
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. . . demonstration project of auth
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Chapter 6: Therapeutic Intervention
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Figure 28. An overview of the thera
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and Ken Hoffman and colleagues (Cir
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‘The formulation becomes a workin
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Examples of desired outcomes in ref
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As seen by many examples already li
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Table 29. Location of Service Provi
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The following case study of Billy i
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Shanelle had made disclosures about
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The other critical factor in helpin
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supporting parenting skills, wherea
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Chapter 7: Outcomes - Emotional and
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Table 33. Baseline Data: Percentage
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Table 35. Baseline Data: Responses
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Table 38. Percentage of Take Two Cl
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Table 39. Mean scores of the SDQ Sc
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7.7 Summary The SDQ is a standardis
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Chapter 8: Outcomes - Trauma Indica
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Concerns - Distress subscale includ
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8.3.3 Comparing children’s presen
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Table 44. Number and Percentage of
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p
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Chapter 9: Outcomes - Social Networ
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Figure 35. Representation of a 10-y
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A number of the previous gures por
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Moderate associations were found be
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Chapter 10: Perspectives of Childre
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Percentage of surveys 100 90 80 70
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Percentage Percentage of surveys of
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Table 51. Responses to Stakeholder
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child is doing better at school was
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Table 53 summarises responses from
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10.7.3 Voices of the carers Twenty-
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Examples of what could improve? - a
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Examples of what was most helpful -
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Examples of what could improve? - a
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Chapter 11: Take Two Clinicians’
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11.4.4 Take Two’s engagement with
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Table 63. Overall Progress as Rated
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Chapter 12: Feedback from Broader S
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Service. This was considered bene c
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time and what it re ects; for examp
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As it relates to Aboriginal clients
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Chapter 13: Program Effectiveness 1
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One of the complexities to be consi
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Table 69. Management Information Sy
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Table 71. Program Evaluation — An
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Chapter 14: Conclusion “It has be
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they had a less extensive history i
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Analysis of TSCCs over time found r
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Areas of potential research that de
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References Ainsworth, F. & Maluccio
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Harrison, J. (2008). Cultural Yarn
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Glossary Glossary of Acronyms and T
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List of Appendices Appendix Number:
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Appendix Two ACHS Standards and Exa
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Page 223 and 224:
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Appendix Two Take Two’s Activitie
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Appendix Four Take Two’s Activiti
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Appendix Seven Take Two’s Activit
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Appendix Nine Number of SDQs Attemp
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Appendix Ten Number of TSCYCs Attem
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Appendix Twelve Stakeholder surveys
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Take Two Painting Artist: Emma Bamb
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Take Two - Third Evaluation Report More than Words ... - Berry Street

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