Adapting the Wellbeing
Indicators
Why?
• Important to gain views of child & young
person.
• Practitioners are aware of the need to include
children & young people who are vulnerable.
• There is already a well established culture of
inclusion /involvement of vulnerable children
& young people.
• CSPs and Child’s Plan already include the
views of the child/young person.
• The process builds on existing collaborative
links between Education/SW/Health.
Challenges!
• Vital to have accurate information about the
child/young person.
• Concept of “self-rating” can be challenging for
vulnerable children.
• The process of translation has the linguistic
effect of making statements “bold”.
• Embedding and including the process: time
factors.
What?
• Adapting text requires robust interpretation.
• Interpretation precedes translation.
• It is vital to interpret the meaning of a
message prior to putting it into symbol form.
• Abstract Meanings: oral and written language
contains high numbers of multiple meanings.
What? Cont..
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Why did we use symbols?
Symbol systems: sometimes called “visuals.”
Boardmaker, Widgit are sofware packages.
They use different types of symbols eg: PCS,
Rebus, Makaton, Clip Art.
• PECS: Practical programme which uses visuals
to develop children/young peoples
interaction/initiation skills.
Who?
• Developmentally younger children.
• Children/young people who have Moderate
LD/Developmental delay/EBD. These
children often present with:
• Mis-match between expressive/receptive
skills.
• Problems with Semantic/ inference/narrative
skills and topic maintenance, which are
required for conversations.
Who?
• Children/young people who may have long
term conditions/Learning difficulties.
• These children may present with poor
cognitive skills, conceptual knowledge,
attention control.
• They often process information visually, as
oral language is temporal.
• They use AAC: Alternative/Augmentative
communication.
How?
• Ensure there is robust assessment of the
child/young person.
• A multi-agency team approach (GIR) will help
decision-making about who is the best person
to work with the child to gather as accurate a
picture as possible.
• Use the adapted text/symbols to help the
child reflect. Take notes from the discussion.
• “Talking Mats” format can be used to
complete the web.
• Ideally two adults would be present.
Developments in Angus

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A launch event held in May 2013 – opportunities
for multi-agency partners to discuss and explore
Practitioners forum established – several dates
set to allow interested practitioners from health,
social work, education, & voluntary agencies to
share and learn from each other
January 2014 – survey of effectiveness of
adapted well-being web to inform future practice
Currently – Practitioners forum is on-going and
expanding.
Websites

http://www.angus.gov.uk/girfec/
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Enquiries about hard copies of the adapted
wellbeing web pack to be directed to:
Martin Gregory – [email protected]
or
Kenny Saunders - [email protected]
Contact details

Joanna Fraser
[email protected]

Claire Leslie
[email protected]