Our approach

Your child’s point of view is actively sought (to the extent this is possible), heard and incorporated into the process from the very outset.

The questions we ask will help you understand your concerns, for example:

• How significant is this problem?
• Why is this happening?
• What is the future likely to hold?
• How much of this can be changed?

You understand what is going on with your child.

This may not be complete or certain, but enough to begin the discussion about what to do.

You know what you are working on, what you need to do, and what you are trying to achieve.

These plans reflect what is most important to you.

There are many parts to helping children. These include:

• Making life easier, reasonable, sustainable and generally fair through adjusted expectations and support from those who deal with your child.
• What can be done to build your child’s abilities
• What can be done to help your child understand, accept and feel proud of themselves
• Finding balance (fun, rest and work)
• Taking care of the people who take care of your child, particularly yourselves.

Even though the future is a way off, you are already talking about it.

You have a sense of what is most important to guide you over time (for example your child’s happiness and confidence).

You know what you can do now to build a solid foundation towards this future.

You talk about who needs to understand your child and be involved.

You have a strategy for sharing information with them, and inviting them to be part of the team.

We talk to you about who is involved, and who needs to know what.

We emphasise the importance of getting both parents, where appropriate, onto ‘the same page’.

The letters and reports we provide are able to be used to explain what is going on, and what needs to be done, to a wide range of people.

Where necessary, we may communicate directly (e.g. with phone calls or case conferences at schools).

Different people understand their possible contribution. For example:

• Grandparents are a place of safety and happiness
• Teachers are about fairness (of expections) and protection (from fear and shame)
• Professionals contribute information about what is going on, and what can be done.

With the team of people involved in your child’s care, you have a system of regular communication that

• keeps them involved
• encourages them to contribute their own ideas
• keeps them up to date
• regularly reviews progress, and
• looks into the future.

You know what to do from the very outset, and feel able to do it.

You take the first steps.

You know when to review, and what to review.

As well as talking about the important current issues, you have regular opportunity to:

• reflect and learn from the past, then
• look into the future to plan for the next stage of the journey

You feel supported as you learn new skills, build confidence, and when you make mistakes.

You understand clearly, and our work reflects your situation:

• what is important to you
• what is reasonable (time / money) in your circumstances

We communicate in conversation, and in writing, using language that is easy to understand.

Our written communication, such as letters and reports, are completed and sent in a timely manner.

When more than one professional at CDN is involved, the reasons for referral are clearly identified.

We do not unnecessarily replicate what is already known. You do not have to repeat yourself.

We talk to each other at CDN, and work together effectively.

You feel listened to and respected.

Our processes and communication are clear and appropriate.

Your privacy is valued and managed with discretion.