What we do - Five Pathways Practices

1. We take multiple perspectives into account Knowing about the multiple influences on child wellbeing; and indirect and direct spheres of influence, we take time to think and plan our activities to draw on diverse perspectives and benefit from multiple sources of skill, information and resources.

In practice this means:

  • we form and use a ‘Team Around…’ approach to addressing issues and challenges, nominating a clear lead in each case
  • we carefully plan and evaluate our actions and activities taking a range of views into account
  • we work in multi and trans-disciplinary teams, which require us to be aware of and confident about our individual skills and knowledge, as well as being effective collaborators.

2. We use strength-based approaches
Knowing about the plasticity of the brain and the capacity for people to grow, we expect that children, people and communities are capable of making decisions, of changing and learning.

In practice this means:

  • we do things with others rather than for them
  • we use strengths and what’s working well now as the starting point for learning and future action
  • we work through the setting of achievable goals, building capacity together by drawing on strengths and available resources
  • we assume that things can and will improve through a cycle of continuous improvement
  • we facilitate independence and interdependence rather than dependence and we promote individual agency.

We act as a bridge

Knowing the importance of life course and the continuum of need we always respect the person or the family as the expert on their own life, and seek to understand the earlier life events that have influenced their decision-making.

In practice this means:

3. We tune-in… to what is important to others

  • we listen for stories of where children and families and others have come from, where they are now, what matters to them and what is important in their context or culture, where they want to go and what they want to do next
  • we listen with respect, to understand, not assuming we already know the answers or solutions
  • we think about and find out where others might be on a continuum of need, so we can prioritise their access to supports and information.

4. We connect-up… people, children and families to helpful resources based on what we’ve heard

  • we’re responsive
  • we stay up to date about people who can help and resources available within and outside SDN
  • we will remove or reduce barriers and obstacles to easy access to resources.

5. We check-in...

  • we make sure we’ve heard, and responded to the full story
  • we follow up to ensure needs were met, resources were found, links were made
  • we make sure the activities we have planned and implemented have the results we expect
  • we document and share how and why results occurred so we can continue to learn and improve.
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