16. Memorandum submitted by C'mon
Everybody
1. C'mon Everybody is a small organisation
that has evolved out of funding initiatives by the DfES and then,
later, by the Home Office during the late 80's and early 90's.
At the moment, the mainstay of our work is the delivery of parenting
programmes. Most of these courses endeavour to replicate the format
established by Professor Carolyn Webster-Stratton at the University
of Washington, Seattle, USA. Further details of her work can be
obtained from the website: www.incredibleyears.com.
2. These programmes, I feel, have no real
competitors in terms of the quality and evidence-based outcomes
that have been gathered over the past 20 years. These programmes
are:
— greater than 20 hours in length,
— focused on parents' strengths,
— using multiple learning methodologies,
— sensitive to barriers for low socio-economic
families.
3. What makes these programmes quite unique
is that they can work in unison with a children's programme (Dinosaur
School). The major elements of this course are:
— providing lots of practice activities
in a variety of settings,
— utilising role plays and videotape
modelling,
— utilising fantasy and games,
— collaborative—using group problem
solving,
— offered in small groups,
— utilising incentives and consequences,
— involve teachers and parents in reinforcing
newly acquired skills.
4. When commissioned to deliver the pilot
parenting orders some years ago, it was necessary to create a
course that incorporated a number of educational strands. We had
no template to work from. Consequentially, our programme included
many other strategies, as well as Webster-Stratton. We took the
professional view that many of these parents would exhibit an
array of needs. By attempting to build up their own self-worth
and human relationship skills, it was envisaged that this could
promote their ability to manage, and positively change, their
children. As a result, we worked on a range of issues, from giving
and receiving feedback, to, positive self-talk. We adopted a variety
of techniques in order to maximise learning.
5. The programme we ran was, by necessity,
roll-on and roll-off. The referrals came in fits and starts which,
in turn, mitigated against a more qualitative developmental course.
Naturally, we would have preferred a solid cohort so that we could
have nurtured the group much more cleanly.
6. Most of the parents were referred for
10 weeks. In the end, many stayed for much longer. For probably
the first time many of these parents were having their own needs
addressed. We got a strong sense that we were having a positive
input on their lives. Obviously, if they breached their order,
there was the chance of further punitive measures. I believe that
this was a very powerful aid in getting the parents to attend
in the first place. However, as I have indicated, they must have
gained some value by attending otherwise I am sure they would
have packed up at the earliest opportunity.
7. Nearly all the referrals were because
of school non-attendance. All were either Y10 or Y11 students.
On closer scrutiny of their cases, it was clear that all of them
had been in the system for many years. Effecting long term positive
change over such a short period of time would be extremely difficult
within a stand alone support mechanism. We did have some positive
impact; otherwise they would not have so readily come back for
more.
8. Ideally, other supports needed to be
in place and customised to individual family needs. In particular,
it would have been nice to have been able to work with the children
in parallel to working with the parents. (C'mon Everybody may
have a commission to work with groups of ASBO parents as well
as groups of their children from January 2005).
9. We got a strong sense that Parenting
Orders have the potential to make a very positive input on many
of these challenging families. You should not have to wait until
Y10 or Y11 in order to intervene. They will have a greater potential
if delivered as a preventative model than a last resort.
10. Our perceived success was a result of
a number of factors. First and foremost, we have a very experienced
and skilful staff. Their finely honed personal skills are critical
in developing the necessary rapport with the clients. Similarly,
the curriculum offered was stimulating and challenging, as well
as differentiated to cater for the range of referrals. If you
can offer this, together with other appropriate supports, then
I firmly believe that Parenting Orders can be a very useful tool
indeed.
11. Finally, I must emphasise that most
of what I have presented here are my views and perceptions. Interestingly,
since the pilot some five years ago, Sheffield has offered very
few Parenting Orders.
11 September 2004
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