Resources
THE NEEDS JIGSAW
Initially used as part of a parenting assessment, now used in a variety of situations and for a variety of reasons.
- As a teaching tool for students studying child care.
- With parents and carers who need extra help to explore or understand their children’s needs.
- As an assessment tool (useful for CAF work)
- As a multi -agency child protection training tool.
Why is it effective?
- It helps people to understand children’s needs in depth.
- It visually demonstrates the range of children’s needs (people remember it, because it is not as amorphous as just discussion)
- It helps to identify gaps in peoples knowledge, which can then be addressed.
- It gives people confidence – both the worker and the parent/carer.
- parents recognise just how much they do provide for their children
- workers can be much more focussed and it provides prompts. (one worker said that it helped her to tackle sensitive issues which she would have found difficult in just general discussion)
- It is interactive and therefore takes away the more paternalistic question/answer element of conventional discussion, particularly in assessment situations.
- People like using it.
- It is tactile.
- It enables people to see where their own needs have not, or are not being met, this can then lead to work on how they can address them.
- It forms a good basis for future work.
Feedback
"A parent whose children had been removed because of neglect and was involved in a parenting assessment. She had shown little understanding about her responsibilities to the children and felt that she was fulfilling their needs. The Jigsaw was used over a period of five sessions. On completion of the Jigsaw she became very upset and began to talk much more realistically about her responsibilities. She said that the Jigsaw had, “ made me see all the things that I’m not doing for the kids and what they’re missing out on” Her workers were then able to help her to formulate a plan to address some of the deficits, work on her strengths and support her through this process." Integrated Centre, Wakefield"In another case a parent who was actually very able, but lacking in confidence and suffering from depression, started work on the programme because she couldn’t cope with the behaviour of her three year old son. She was very self depreciating and felt that she couldn’t cope because she was a ‘bad mother’. The worker used the Jigsaw during the programme in order to enable the parent to see how much she did provide and the value to her child. The parent gained a lot from this exercise and her self esteem grew from it. She was then able to look more positively at behaviour strategies and how she could be effective in carrying them out. (This parent mentioned the Needs Jigsaw to other parents, saying that they would benefit from ‘doing it’)." Integrated Centre, Wakefield
“One part of our work has involved setting up Surrogate Grandparents for families who have little or no support. We used the Jigsaw during one training session with the grandparents to enable them to recognise the complexity of childrens' needs. The puzzle helped the group to express their feelings regarding their own parenting experiences and to recognise both the similarities & differences in the way in which we tackle the parenting process to-day compared with 30 plus years ago. We found that it helped them think about how their role within a family could perhaps go some way towards addressing unmet need eg. around safety, health/hygiene, emotional support etc. We found the puzzle to be a ''visual key to opening the door'' allowing opportunity to discuss experiences in a non-threatening manner”. Sure Start Project, London.
THE NEEDS JIGSAW II
This evolution of the original ‘Needs Jigsaw’ has been produced at the request of existing users who, having had a great deal of success in using the ‘Needs Jigsaw’, wanted to adopt the same principles with adolescents and young adults. The graphics on Jigsaw 2 are more appealing to young people and adults who enjoy using it to identify their own needs, how they might go about meeting them and the kind of support they would need from others.CONNECTIONS
What is it?
‘Connections’ is a multi -purpose visual aid. It consists of a number of coloured Perspex figures, which have writing on one side and are blank for dry wipe pens, on the other. The figures are two sizes and can represent males or females, children or adults. The figures have words on them which are broken down into three categories, ‘Experiences’, ‘Feelings’, and ‘Behaviours’.
Who will use it?
Anyone involved in working with parents and carers and children, e.g. Social Workers, Family / Childrens Centre Workers, Health Visitors, Psychologists, Therapists, Guardian Ad Litems, Foster Carers, Youth Workers, Teachers.In what situations can it be used?
- ‘Connections’ is multi- functional and adaptable for use in many situations. The sides of the figures which contain words however, were originally used to help people to make the connections between children’s experiences and feelings, and why these things can provoke negative types of behaviour. This works by asking the participant to identify the kinds of experiences the child or young person has had ( this may require prompts), the relevant figures are then placed in a line (words that are not included can be written on the dry wipe side of the figure). The participant is then helped to identify the kinds of feelings that the child or young person may have, given that they have had those experiences, these should then be placed under, but touching the top set of figures. The next part of the process is to encourage discussion about the child’s behaviour. The participant should be encouraged to identify how they might expect a child to behave who has had those particular experiences and probably some of those feelings, these can then be placed under, but touching the feelings. Seeing the figures together greatly assists participants to make and understand the connections and develops empathic responses, where previously they saw only the behaviour and viewed it as ‘badness’. Once the connections have been made, work can then be undertaken to understand and address the root causes of the behaviour.
- When using ‘Connections’ with a young person, it may be useful to help to identify the ‘strengths’ they have gained from their adversity (either before or after the ‘Behaviour’ figures are placed) leading to a more positive view of change in the future.
- As a tactile Eco-map or genogram. By placing a figure centrally and using the plain side on which to write the person’s name, a map of significant relationships can be developed, using other figures. This method provides more visual impact that the conventional paper and pen method, and is also more flexible. It can be used in this way, successfully with both children and adults. Because the figures are dry wipe they can be used repeatedly however, additional sets of blank figures are available separately.
- ‘Connections’ can be used to help children to articulate their feelings regarding their families and significant adults. Representing children and adults with the neutral figures can enable children to talk to, and about, the figures, thereby helping them to work through issues and giving the worker valuable insight into the child’s wishes and feelings.
- The 'Feelings tiles' can also be used on their own or with the 'Bags of feelings' to assist people to put a name to the feelings they are experiencing.
Who has it been used with?
- Potential adopters.
- Foster carers. (individual and groups)
- Parents.
- Children age 10 upwards.
- Parents and young people together
Feedback
“When using the ‘Connections’ set with adults about their children, the session usually stops half way through, when they realise that they do know what’s been causing the problem.” Pre-birth team at a Sheffield Hospital.BAGS OF FEELINGS
What is it?
A visual and interactive method of working with children to assist them in expressing their feelings, and developing a wider emotional vocabulary. The ‘Bags of Feelings’ consists of six different coloured felt bags, each containing a corresponding coloured doll. The dolls are gender, race and culture neutral and have no facial features or text however, they have different postures, which can be interpreted by the participants as representing their own chosen ‘feeling’ or ‘attitude’. A larger bag is supplied to keep all the smaller ones in and this can be used to put the child’s own ‘feelings’ in.How can it be used?
The dolls should be used creatively to meet the needs of individual children. Children of all ages can benefit from the use of the dolls. With younger children they may be introduced into a session by using stories, or games about who is in the bags. Children can be encouraged to tell stories about each doll and about what it may be feeling, the adult can suggest different feelings and discuss with the child whether they agree or disagree. They may want to interact with the dolls putting them in and taking them out of the bags, pretend play with the dolls talking to each other etc. As the dolls become a familiar part of the play sessions, they will often start to transfer their own feelings to the doll, expressing their feelings and thoughts through them. Older children may describe how they think the dolls feel and the adult can then help them to draw parallels with their own feelings. They may want to draw or write down their own feelings and put them in the big bag, these can then be taken out one at a time and discussed. The child may want to put angry or hurt feelings in the bag and metaphorically throw them away. The ‘bags of feelings’ have endless uses with children. Some children may not want to work with them and others may want to take them home! Like all methods of working the outcome will depend on the skill of the adult using them however, children tend to enjoy the dolls for their own sake and even if they don’t produce the desired outcome they have fun playing with them! The fact that the dolls are gender, race and culture neutral, with no facial expressions or words enables the user to adapt them to their own circumstances and particular situation, then attribute feelings to them which are individually relevant.
The dolls can be used in group work or circle time situations to promote discussion, children can be asked how they know how someone is feeling when they can't tell from their facial expression - this then provides opportunities to talk about body language and non-facial cues in communication.
The dolls have also been used successfully with adults in order to both emphasise with and understand children’s body language and talk about their own feelings through the dolls. It has been used successfully with both men and women.
The dolls can be used to help children and adults in a number of situations, the following are just a few examples:-
- Bereavement & loss
- Victim of bullying
- Victim of abuse/neglect
- Separation from parents
- Adoption & fostering preparation
- Separation of parents
- Life story work
- Starting school
- Illness/hospitalisation
- Disability
- Post natal depression
- For parents/carers reading children's cues
Feedback
“The ‘Feelings Dolls’ were key to a 10 year old adopted child being able to explain why she had become quiet and withdrawn recently”. Family Placement Worker, West Yorkshire“I wasn’t sure how he would respond to them (‘Bags of Feelings’), he is so streetwise (13 year old boy exhibiting anti-social behaviour), but he became very reflective and they seemed to be helping him to discuss some very painful issues just by choosing different ones and holding on to them.” Youth and Community Worker, West Yorkshire
“She was very depressed and it was interesting the way she was so careful with the dolls – almost as if they were her ‘vulnerable self’; they really helped her to talk.” Family Worker, West Yorkshire
LET’S SORT IT!
What is it?
‘LET’S SORT IT’ – An attractive, inexpensive and effective work aid, which provides a simple approach to the prioritisation of problems.The ‘Let’s Sort it’ cards are designed to be used with any one who needs help to discuss, clarify and then be helped to sort out difficult issues or problems. The playing card size work-aid also promotes the identification of strengths, which encourages a positive emphasis to the process.
The cards can be used with any age group from young adults upwards and provide a useful base for discussion. It can be easy to misinterpret or make assumptions about other people’s concerns, the cards help to give the participant more control over the process of problem solving, thereby finding the right kind of help.
‘Let’s Sort It!‘ comprises 7 header cards, 47 ‘issue/problem’ cards and an instruction card.
How can it be used?
The Header cards, Big problem, Small problem, No problem and Strength should be placed down first, the participant is then encouraged to select cards and place them under the Headers (the issues cards can be used in full ,or specific ones selected, depending on the participant’s circumstances). During the placing of the cards, the participant and facilitator should discuss the issue/problem and the facilitator can provide insights / feedback from their own knowledge of the participant e.g. where the facilitator may recognise strengths and the participant doesn’t, or where it is necessary for the facilitator to challenge perceptions or clarify understanding.Once the cards have all been placed, they can then be sorted into the second stage Headers, who is it a problem for, this is particularly useful when used with members of the same family.
On completion of the process and after discarding the ‘No problem’ cards, it should be decided whether the participant wants to look at the small or big problems first. The facilitator and participant can then begin to look at how to start problem solving and who are the most appropriate people to help (in cases where there is a child protection issue or general concerns about the care of children, the facilitator and participant will need to negotiate the agenda for change).
This method of problem prioritising is particularly useful where families or elderly people are experiencing a sense of chaos and feel that they ‘can’t see the wood for the trees’, it also helps people to feel that they are getting their message across to the facilitator and that their interpretation of a problem is being heard.
Using the ‘Strength’ header card helps to demonstrate that strengths are being acknowledged and that these strengths can be used to form part of the problem solving process.
Useful insights can be gained by finding out who the problem affects by using the ‘Is it a problem for…’ header cards.
Feedback
“I have used ‘stress cards’ before but found the ‘Let’s Sort It!’ cards better as they helped the young person to categorise the problems and make realistic plans to address them. The words were user friendly and familiar to the young person.”Social Worker – West Yorkshire
“The ‘Let’s Sort It!’ cards are fun and interesting to use and introduced a wide subject area. They help you realise what are the real problems and who they are a problem for.”
16 year old client – West Yorkshire