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:"1"

RE

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ractice Leader Training

"""""" !"""

!!!"" FRAM

ING"THE"Q

UESTIO

NING"

"THE"IMPO

RTANCE"O

F"SLOW"THIN

KING"

"I"HAVE"NEVER"BEEN

"FOND"O

F"SCALING;"THO

UGHT"IT"W

AS"SUBJECTIVE."""I"N

OW"SEE"THE"

BENEFITS"AN

D"HOW"TO

"USE"THE"SCALE"CREATIVELY"–"TO

"ELICIT"MORE"IN

FORM

ATION"–"

OR"AID"M

E"TO"PU

T"THINGS"IN

"PERSPECTIVE.""IT"IS"N

OT"ABO

UT"W

HAT"SOMEO

NE"SAYS"BU

T"RATHER"MAPPIN

G"THE"THREE"COLU

MNS"–"

DRAWING"O

UT"THE"DETAIL"AN

D"THE"MEAN

ING."

"THAT"MAPPIN

G"IS"A"FORM

"OF"RISK"ASSESSM

ENT,"THAT"EVEN

TUALLY"CAN

"BE"DONE"IN

"YO

UR"HEAD"

"BETTER"UNDERSTAN

DING"O

F"HARM"VS"CO

MPLICATIN

G"FACTORS"

""BENEFITS"O

F"SLOW"THIN

KING"

"

:"2"

RE

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ractice Leader Training

"""""" !"""

!!!"" U

SE"SIMPLE"LAN

GUAGE"N

OT"SIM

PLE"THINKIN

G"""WE"DO

"SofS"EVERY"DAY"IN"PRACTICE"BU

T"WAS"N

OT"AW

ARE"SPECIFICALLY"THAT"WE"

WERE"U

SING"IT"

""IT"IS"IMPO

RTANT"TO

"BELIEVE"AND"CHAN

GE"ONE’S"THIKIN

G"FOR"THE"BETTER!!!!!!!"

""SLOW"THIN

KING"AN

D"SLOW"TALKIN

G"IS"IMPO

RTANT"

""DIFFERENT"W

AY"OF"W

ORKIN

G"WITH"FAM

ILIES"AND"BEIN

G"ABLE"TO"IM

PLEMEN

T"SofS"IN"

ASSESSMEN

T,"MEETIN

GS"ETC.""MORE"ABO

UT"THE"PRO

CESS"OF"SofS"–"FO

R"EXAMPLE"M

APPING"AN

D"HOW"TO

"DRAW"OUT"

INFO

RMATIO

N"RE"W

HAT"WE’RE"W

ORRIED"ABO

UT,"W

HAT’S"WORKIN

G"WELL"AN

D"HOW"

USIN

G"SOLU

TION"FO

CUSSED"Q

UESTIO

NING"CAN

"FOCU

S"ON"STREN

GTH/RISK."""

:"3"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" THE"IM

PORTAN

CE"OF"FEEDBACK"

""PRACTICE"MAKES"PERFECT"W

ITH"A"QUESTIO

NING"APPRO

ACH"""LO

VING;"IN

TO"AN

D"THROUGH;"Q

UESTIO

NING"APPRO

ACH:"ROBU

ST"AND"RIGO

ROUS:"

GROWING"SKILLS"FO

R"AI."""TO

"SLOW"DO

WN"M

Y"THINKIN

G"AS"A"MAN

AGER"YO

U"CAN

"USE"THE"M

ODEL"AS"EVIDEN

CE"NO"PRO

GRESS"AS"WELL"AS"EN

COURAGEM

ENT"

""THE"NEED"FO

R"SLOW"THIN

KING"–"THE"DEPTH"O

F"QUESTIO

NING"

""HOW"IM

PORTAN

T"A"SAFETY"NETW

ORK""CAN

"BE""OKAY"DO

"IT"YOUR"W

AY"""""

:"4"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" I"CAN

"DO"THIS"

""I"SEE"A"WAY"FO

RWARD"

""THINKIN

G"ABOUT"THE"LEAD"RO

LE"AND"DEVELO

PING"O

THERS"""THE"IM

PORTAN

CE"OF"THE"U

SE"OF"LAN

GUAGE"

""IT’S"OK"TO

"BE"VULN

ERABLE"AND"W

ORRIED"ABO

UT"M

ISSING"SO

METHIN

G"IMPO

RTANT"

""LOOKIN

G"AT"AND"DEVELO

PING"HARM

"STATEMEN

TS"""HO

W"TO

"RELATE"WHAT"IS"W

ORKIN

G"WELL"TO

"THE"HARM"i.e."M

UM"LIVIN

G"WITH"SEX"

OFFEN

DER"–"DOESN

’T"MATTER"THAT"HO

ME"CO

NDITIO

NS"ARE"GO

OD"

""A"BETTER"UNDERSTAN

DING"O

F"THE"PROCESS"O

F"SIGNS"O

F"SAFETY"CO

MPLICATIN

G"FACTOR"IS"N

OT"N

ECESSARILY"A"RISK"""""

:"5"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" IM

PORTAN

CE"OF"SLO

WING"DO

WN"THIN

KING"

""IMPO

RTANCE"O

F"SLOW"THIN

KING"AN

D"SPECIFIC"QUESTIO

NS"

""THE"IMPO

RTANCE"O

F"THE"ADVISORY"RO

LE"""THE"IM

PORTAN

CE"OF"IDEN

TIFYING"THE"DIFFEREN

CE"BETWEEN

"A"RISK"AND"A"

COMPLICATIN

G"FACTOR"

""OKAY"TO

"CONSTRU

CT"SAFETY"PLANS"IN

"THE"OFFICE"

""TIME"STILL"DICTATES"HO

W"M

UCH"CAN

"DO"

""FEEL"STILL"ON"THE"RIGHT"TRACK"

""CLRITY"OF"PRO

CESS"FOR"M

APPING"W

ITH"GOING"BETW

EEN"CO

LUMNS"

""""

:"6"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" HO

W"TO

"EFFECTIVELY"USE"M

APPING"AS"AN

"ASSESSMEN

T"TOOLM"HO

W"TO

"ADAPT"MAPPIN

G"AND"PLAN

NING"TO

"THE"IDENTIFIED"SERVICE"

""UNDERSTAN

DING"THAT"ASSESSM

ENT"TO

OL"IS"THREE"CO

LUMNS"AN

D"WHERE"HARM

,"DAN

GER"STATEMEN

TS,"COMPLICATIN

G"FACTORS,"SAFETY"ETC."

""IMPO

RTANCE"O

F"CLEAR/EXPLICIT"DANGER"STATEM

ENTS"

""DEVELOPIN

G"MAPPIN

G"""HO

W"TO

"EFFECTIVELY"MAP"O

UT"A"CASE"

""HOW"THIS"APRO

ACH"CAN"BE"U

SED"IN"THE"CO

URT"PRO

CESS"""WHAT"W

E"DO"NOW"PRO

TECTS"CHILDREN"SofS"GIVES"U

S"A"LITTLE"MORE"O

RDER"TO"THAT"

""""

:"7"

RE

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TION

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LEA

RN

ING

HO

W"DIFFEREN

T"AUTHO

RITIES"APPEAR"TO"HAVE"IM

PLEMEN

TED"DIFFERENTLY":"N

O"

RIGHT"OR"W

RONG"

"HARM"AN

D"COMPLICATIN

G"FACTORS"–"HO

W"TO

"DISTINGU

ISH"AND"THE"IM

PACT"THIS"HAS""THE"IM

PORTAN

CE"OF"THE"Q

UESTIO

NING,"THE"W

AY"YOU"GO

"ABOUT"THIS"AN

D"HOW"

THIS"CAN"REVEAL"SO

"MUCH"

"WHAT"YO

U"NEED"TO

"ACTUALLY"DO

"TO"CLO

SE"A"CASE""THE"IM

PORTAN

CE"OF"BEIN

G"CLEAR"WITH"THIN

KING"

"ASSESSMEN

T"FRAMEW

ORK."IM

PORTAN

CE"OF"CO

LLABORATIO

N;"M

APPING"

"WORKIN

G"OUT"SAFETY"PLAN

S"WITH"FAM

ILIES"AND"CHILDREN

;"SAFETY"SCALE;"RISK"ASSESSM

ENT"TO

OLS"–"THREE"HO

USES"

Signs of S

afety: U

K P

ractice Leader Training

"""""" !"""

!!!"" """"

:"8"

RE

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TION

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" "THAT"TEN

TATIVE"HARM"STATEM

ENT"IS"N

ECESSARY"TO"KEEP"O

N"TRACK"–"THAT"W

HAT"IS"GO

ING"W

ELL"NEEDS"TO

"LINK"TO

"THIS""TO

"EVIDENCE"IN

TUITIO

N"IS"N

OT"EN

OUGH"

"SORTIN

G"OUT"THE"CO

MPLICATIN

G"FACTORS"FRO

M"HARM

"B"FOCU

SSING"O

N"THE"IM

POACT"

ON"THE"CHILDM"BEIN

G"ABLE"TO"USE"THIS"TO

"EXPLAIN"RISK"ASSESSM

ENT"TO

"OTHERS"

"THAT"SIGNS"O

F"SAFETY"CAN"BE"U

SED"IN"ALL"AREAS"O

F"CHILDREN’S"W

ORK"AN

D"MORE"

"I"HAVE"LEARNED"M

ORE"ABO

UT"THE"PRO

CESS;"I"HAVE"LEARNED"THAT"SCALIN

G"COULD"BE"

USED"M

ORE"EFFECTIVELY"

"THE"TASK"IS"MUCH"BIGGER"THA"FIVE"M

EMBERS"O

F"ONE"LO

CAL"AUTHO

RITY""A/BMSII""

:"9"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" STYLES"O

F"QUESTIO

NING"

""HOW"OTHER"LO

CAL"AUTHO

RITIES"HAVE"STARTED"TO"PU

T"SOFS"IN

TO"PRO

ACTICE"""THE"ABILITY"TO

"CUT"THRO

UGH"THE"IN

FORM

ATION"AN

D"THINK"ABO

UT"THE"CO

RE"ISSUES"–"

THE"HARM"AN

D"THEN"CO

MPLICATIN

G"FACTORS"RATHER"THAN

"SEE"EVERYTHING"AS"RISK/

HARM"

""BASICS"OF"M

APPING"SO

"THAT"IT"IS"EFFECTIVE"AND"ADDRESSES"PRO

BLEM"

""THE"IMPO

RTANCE"O

F"QUESTIO

NING"APPRO

ACH"""DEVELO

PING"SAFETY"PLAN

S"AND"SAFETY"GO

ALS"""SEEIN

G"HOW"OTHER"LO

CAL"AUTHO

RITIES"IMPLEM

ENT"SO

FS"""HO

W"SO

FS"CAN"BE"U

SED"WITH"ALL"CHILDREN

"INCLU

DING"DISABLED"CHILDREN

""

:"10"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" I"HAVE"LEARN

ED"HOW"LITTLE"I"KN

OW!!"

""SIMPLE"LAN

GUAGE;"W

ORDS"AN

D"PICTURES;"DAN

GER"STATEMEN

T;"STRENGTHS"–"W

HAT’S"WORKIN

G"WELL"

""THE"IMPO

RTANCE"O

F"THE"AGENDA"FO

R"ALL"MEETIN

GS"""HO

W"ALL"PRO

FESSIONALS"SHO

ULD"BE"U

P"FOR"THE"CHALLEN

GE"""BRIN

GING"A"‘HU

MAN

’"APPROACH"TO

"THE"PROCESS"

""WAYS"RO

"REACH"CHILDREN"AN

D"ALLOW"THEM

"TO"HAVE"A"VO

ICE"""THERE"ISN

’T"A"CORRECT"W

AY"OF"DO

ING"IT,"FIN

D"YOUR"O

WN"STYLE,"BE"CO

NFIDEN

T,"IF"IT"WORKS"STICK"W

ITH"IT""

:"11"

RE

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afety: U

K P

ractice Leader Training

"""""" !"""

!!!"" """" THERE"W

ILL"NEED"TO

""E"A"MULTI"AGEN

CY"BUY"IN

"IF"WE"ARE"TO

"ACHIEVE"BEST"OUTCO

MES"

""SO"FAR:"""THIS"IS"A"CU

LTURE"CHAN

GING"SITU

ATION!"""HO

PE"THAT"WE"CAN

"REALLY"KEEP"FAM

ILIES"TOGETHER"

""EMPHASIS"O

N"PO

SITIVES"""WHAT’S"W

ORKIN

G"WELL"–"KEEPIN

G"OUT"THE"CRAPM"A"TIDY"HO

ME"IS"IRRELEVAN

T"TO"A"SEX"

OFFEN

DER"LIVING"IN

"THE"HOME"

""CONFEREN

CING";"THERE"IS"A"DIFFEREN

T"WAY"

""QUESTIO

NING":"EARS"

""CLRITY"AROUND"HARM

"STATEMEN

TS/DANGERSTATEM

ENTS/SAFETY"GO

ALS""

:"12"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" THE"DEPTH"O

F"ASSESSMEN

TS"THROUGH"M

APPING"

""PROCESS"IS"M

ORE"IM

PORTAN

T"THAN"CO

NTEN

T"–"I"WON’T"BE"SO

"PEDANTIC"W

ITH"MY"

WORDIN

G"""CASE"M

APPING"PRO

CESS"""KEEPIN

G"THE"CHILDREN"AT"THE"CO

RE"OF"THE"PRO

CESS"""IM

PORTAN

CE"OF"FEEDBACK"

""SLOW"THIN

KING"

""THE"USE"O

F"SLOW"THIN

KING"AN

D"CLEAR"QUESTIO

NS"

""HOW"TO

"SLOW"DO

WN"THIN

KING"IN

TO"REAL"BASIC"

"

:"13"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" BETTER"U

SE"OF"SCALIN

G"TO"HELP"PRO

FESSIONS"‘FRAM

E’"THEIR"JUDGEM

ENTS"ABO

UT"RISK"

TO"KN

OW"W

HERE"TO"LO

OK"M

ORE"CLO

SELY"AND"W

HAT"WUESTIO

NS"TO

"ASK"""FIRST/LAST/W

ORSE/FREQ

UEN

CY"""QUESTIO

NS;"Q

UESTIO

NS;"Q

UESTIO

NS;"Q

UESTIO

NS"

""IDEAS"FOR"HO

W"M

Y"LOCAL"AU

THORITY"CAN

"LOOK"AT"HO

W"TO

"IMPLEM

ENT"SO

FS"""HARM

"QUESTIO

NS"DEM

ANDIN

G"OF"ADU

LTS/FAMILY/PAREN

TS"""FACILITATIO

N"RO

LE"IN"ASSESSM

ENT"RO

LE"""HAVIN

G"ONLY"DO

NE"A"O

NE"DAY"BRIEFIN

G"BEFORE"THERE"IS"A"LO

T"TO"LEARN

:"KEY"LEARNING"

IS"ALLOWING"TIM

E"TO"FO

RMULATE"AN

D"ASK"THE"RIGHT"QUESTIO

NS"TO

"ELICIT"THE"INFO

RMATIO

N"TO

"HELP"THE"PRACTITIONER"W

ORK"THRO

UGH"THE"ISSU

E"WITH"THE"FAM

ILY""""

:"14"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" W

E"HAVE"AN"UPHILL"JO

URN

EY"IN"TERM

S"OF"GETTIN

G"EVERYONE"O

N"BO

ARD"AND"

ACCEPTING"

""DON’T"GET"SO

"HUNG"U

P"ON"CO

NTEN

T"""DO

N’T"LO

OK"FO

R"STRENGTH"THAT"AREN

’T"RELEVANT"TO

"RISK"JUST"TO

"BEEF"UP"THE"BO

X/CO

LUMN"

""CLEARER"IN"REGARDS"TO

"THE"DIFFERENCE"IN

"ASSESSING"RISK"APART"FRO

M""CO

MPLICATIN

G"FACTO

RS"*FLIPPING"BETW

EEN"THREE"CO

LUMNS"IS"FIN

E"""PAU

SE>PLAN"";"N

EED"TO"EN

SURE"YO

U"SLO

W"IT"DO

WN"

""NEED"TO

"FOCU

S"ON"HO

W"I"AM

"LEARNING"AN

D"BRINGIN

G"OTHERS"O

N"

""THE"ABSOLU

TE"NEED"FO

R"SENIOR"M

ANAGEM

ENT"BU

Y"IN"

"""""

:"15"

RE

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afety: U

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ractice Leader Training

"""""" !"""

!!!"" """" GO

OD"TO

"HEAR"EXAMPLES"O

F"HOW"M

ODEL"IM

PLEMEN

TED""I"FEEL"SO

"ENTHU

SIASTIC"AND"AM

"SURE"I"W

ILL"BE"FRUSTRATED"BY"THE"TIM

E"IT"WILL"TAKE"TO

"IM

PLEMEN

T"""SLO

W"DO

WN"THIN

KING"

""AMODEL"THAT"CAN

"BE"APPLIED"IN"A"RAN

GE"OF"PRACTICE"AREAS"

""I"HAVE"NEVER"THO

UGHT"O

F"ANYTHIN

G"OTHER"THAN

"RISK!""COMPLICATIN

G"FACTORS"–"

WOW"–"N

EW"THIN

KING"

""I"THINK"THAT"IT"IS"HIGHLIGHTED"THAT"THIS"CAN

"BE"USED"FRO

M"THE"START"O

F"EARLY"INTERVEN

TION"W

ITH"FAMILIES>ALSO

"AS"PART"OF"SU

PERVISION"W

ITH"STAFF>AND"THAT"I"

WILL"BE"LO

OKIN

G"TO"EN

GAGE"ALL"PARTNER"AGEN

CIES"TO"CO

ME"O

N"BO

ARD"""APPRECIATIVE"IN

QUIRY;"SIGN

IFICANCE"O

F"PROGRESS;"IM

PACT"OF"ATTITU

DE"""""""

:"16"

RE

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afety: U

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ractice Leader Training

"""""" !"" HOW"OTHER"AU

THORITIES"ARE"APPLYIN

G"SOFS"TO

"PRACTICE"IN"DIFFEREN

T"WAYS"

CREATIVELY""THAT"THIS"CAN

"BE"USED"DIRECTLY"W

ITH"CHILDREN"–"N

OT"JU

ST"FAMILIES"

"IMPO

RTANCE"O

F"SHARPENING"Q

UESTIO

NS"IN

"THE"PROCESS"AN

D"HOW"TO

"DO"IT"

"THE"IMPO

RTANCE"O

F"GETTING"TO

"THE"CORE"ISSU

ES""USIN

G"THE"MODEL"HAS"BECO

ME"M

ORE"EASY"AN

"ACCESSIBLE""THE"PRO

CESS"VALUES"U

SING"BRAIN

WORK!!"""I"N

EED"TO"KEEP"VERY"FO

CUSSED"

"SLOW"M

Y"THINKIN

G"DOWN"

"RISK"FACTORS"VS"CO

MPLICATIN

G"FACTORS"–"IN

SPIRATIONAL!!;"FO

CUSSIN

G"QUESTIO

NS"TO

"ELICIT"PERTIN

ENT"IN

FORM

ATION"

!!!"" """" """"""

:"17"

RE

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afety: U

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ractice Leader Training

"""""" !"" IMPO

RTANCE"O

F"DEFINING"SAFETY"GO

AL"SO"CAN

"DEVELOP"CLEARLY"

""LOVE"THE"FIRST/W

ORST/LAST"Q

UESTIO

N"

""KEEP"CHILD"AT"THE"CENTRE"O

F"EVERYTHING"W

HEN"CO

NSIDERIN

G"RISKS"AND"THEIR"IM

PACT"ON"THAT"CHILD"

""HOW"FRU

STRATING"AN

D"DISEMPO

WERIN

G"IT"IS"FOR"AN

YONE"W

HEN"THE"PLAN

/AGENDA"IS"

UNCLEAR"AN

D"GOALS"ARE"U

NCLEAR"

""FIRST/WORST/LAST"

""THE"IMPO

RTANCE"O

F"QUESTIO

NING"AN

D"THE"KIND"O

F"QUESTIO

NS"THAT"CAN

"BE"USED"TO

"OPEN

"UP"FU

RTHER"DIALOGU

E"""I"N

OW"UNDESTAN

D"THE"BASIC"PRINCIPLES"AN

D"AM"DREAM

ING"ABO

UT"THE"THREE"

COLU

MNS"

"

!!!"" """" """"""

:"18"

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ractice Leader Training

"""""" !"" I"AGREE"THAT"SOFS"SHO

ULD"BE"EM

BEDDED"FROM"PREVEN

TATIVE"SERVICES"RIGHT"THRO

UGH"CHILDREN

’S"SERVICES"BUT"ADD"THAR"DIFFEREN

T"STYLES"WILL"SU

IT"DIFFERENT"

INDIVIDU

AL"RECIPIENTS"

""MAPPIN

G"A"CASE;"WHAT"IS"A"CO

MPLICATIN

G"FACTOR;"W

ORDS"AN

D"PICTURES"EN

SURIN

G"THE"VO

ICE"OF"THE"CHILD"IS"HEARD"

""SLOW"THIN

KING"IS"PAIN

FUL"

""IT"IS"IMPO

RTANT"TO

"BELIEVE"AND"CHAN

GE"ONE’S"THIN

KING"FO

R"THE"BETTER!!!!""

!!!"" """" """"""

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