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BUILDING BRIDGES? - EXPECTATIONS AND EXPERIENCES OF CHILD CONTACT CENTRES IN SCOTLAND

TOPIC GUIDES

P.6024

Child Contact Centres in Scotland: Users Expectations and Experiences
TOPIC GUIDE FOR INTERVIEWS WITH RESIDENT AND CONTACT PARENTS/GUARDIANS

Introduction

• Interviewer to introduce themselves and the National Centre for Social Research.
• Introduce study (The Scottish Executive has commissioned a research project into Scottish Contact Centres. The aim of the current stage of the research is to explore the views of parents who currently use, or have used, contact centres about the services offered, experiences of contact through a centre and outcomes for their family.)
• Explain that the project has three stages: 1/ mapping the characteristics of all 28 contact centres, 2/sub-selecting about 15 centres and conducting groups with staff and referrers and 3/further sub-selecting about 4 centres and interviewing the families - both resident and contact parents.

• Explain that we may also want to seek their permission to speak to their children but that we will discuss this more at the end of the interview.
• Explain about the tape recorder, length of interview

1. Background information

Can you start by telling me a little bit about yourself and your family….

• age / household composition
• whether working or not/ other activities
• number and age of children, details of child/ren subject to contact arrangements
• children's current activities (at school, nursery, at home - childcare arrangements where resident parent is working)
• nature of second family composition, if appropriate

2. Awareness and understanding of different forms of contact

We are trying to understand the way in which parents understand the different types of contact which may be available to them, so can we talk generally about the types of provision you are aware of before we discuss your specific experiences….

• awareness, definitions and views about different types of contact
• sources of information available about the different types of contact
• views about the use / usefulness of different types of contact
• views about the value of specific types of contact
• expectations about different types of contact
• sources of ambiguity around different forms of contact (for themselves)
• issues arising from ambiguity/misinterpretation of different types of contact

3. Knowledge and understanding of contact centre provision available

Similarly, it would be useful for you to tell us about your awareness of the type of provision available at the contact centre you have used…

• sources of information about available contact centre provision
• views about the ease of obtaining information required
• key deficiencies in current information
• suggestions for improvements or developments to information available
• awareness of other facilities available (i.e. not at contact centre used)

4. Factors leading to the need for contact arrangements

It is important for us to understand the reasons why you use/were using the contact centre to better understand what you had hoped to get from its services. Could you briefly explain what happened to your family to lead you to use the centre… Explore specifically:

• nature of family breakdown, where approp.
• history of family relationship
• role of court decisions

5. Referral processes

How did you find the process of accessing child contact services…

• factors motivating decision to seek contact arrangements or support/advice
• process of seeking contact centre services
• role of professionals/others in advising about appropriate forms of contact /services available
• description of the referral process
• hesitations about seeking contact arrangements/ support
• expectations about the services provided
  • about the nature of contact offered
  • about the services provided at specific centres
  • about outcomes
• extent of influence of parents and children on the type of contact agreed
• nature of information provided at this stage, both to parents and children
• factors accounting for differing expectations
• views about the referral process
• views about role of the referrer/other professionals
• key difficulties experienced in referral processes/ barriers experienced in accessing child contact services (both related to referral and to physical access for e.g. transport difficulties)
• suggestions for improvements or changes to existing referral processes
• feelings about beginning contact arrangements

6. History of contact arrangement

Can we now talk about the nature of the contact arrangements you have/had in place whilst using the centre:

• current contact arrangements in place
  • type of contact
  • location of contact (which centre)
  • frequency of contact, length of contact sessions
• description of contact arrangements over time, changes in arrangements
• reasons for variations over time

7. Experiences of contact sessions

• experiences of contact (supervised, supported and handover contact)
  • differences between experiences of different types of contact
  • impact of contact on parents/child/family
  • views about the value of contact for the child/parents/family
• experiences of contact centre staff
• difficulties experienced
• action taken/needed to overcome difficulties
• views about whether contact visits have met expectations
• factors accounting convergence between expectations and experiences
• child/ren's experiences of contact sessions
• suitability of physical environment, availability of suitable toys/equipment, impact on child, role of staff with children

8. Views about the outcomes of contact

• views about what constitutes 'successful' contact
• key difficulties in achieving successful contact
• action taken/needed to overcome difficulties
• future plans in relation to contact
• for previous users - what happened after stopped using contact centres, and why stopped using them

9. Views about contact centre provision in Scotland

• key issues to be addressed by policy makers
• suggestions for changes/ improvements

Thank you

Please rest assured that everything we've discussed will be treated confidentially and that nothing will be reported to the Scottish Executive or more widely in a form in which individuals can be identified.

Would like to ask for your permission in principle for your child to participate in the research, this would be an informal discussion (either alone, or if appropriate with siblings) to talk about their feelings about using the centre. Interviewers have been trained to minimise any distress and the interview will focus on their practical experiences of using the centre rather than their views about their relationship with their parents/family. Explain importance of hearing children's voices for the research, reassure about confidentiality.

If parent agrees record details on consent form, if parent refuses also record details and brief explanation for refusal

Pay participant 15

P.6024

Child Contact Centres in Scotland: Users Expectations and Experiences
TOPIC GUIDE FOR INTERVIEWS WITH CHILDREN

Introduction

NB - the content of the introduction and explanation of the study will depend to a large extent on the age and level of understanding of the child.

• Interviewer to introduce themselves.
• The government has asked us to find out what children and young people think about child contact centres. These are places where children and young people can meet one of their parents. What you tell us will help adults to organise and plan these centres.
• We won't talk to your parents about what you've said (unless you tell us something new about someone being harmed - and we would talk to you before telling anyone else).
• We will write a report about what everyone tells us. We will not say who said what in the report. Your name will not be used.
• We would like to use a tape recorder so that we can remember what you've said.

Notes for interviewers

• Find the term they use for the centre early on in the interview and use it.
• Make it clear that we know nothing about the contact centre, and that we want them to tell us what it's like.
• Give plenty of positive feedback and encouragement.
• Make it clear that they can stop whenever they want & that they don't have to answer a particular question if they don't want to.
• Make it clear that there are no right or wrong answers.
• Frame the questions around their last visit to the centre, if that seems to help focus the interview.
• The sections are deliberately short - feel free to skip sections or items that might not seem appropriate.
• Keep the interview short (30-40 mins max)
• If you are struggling to engage the child try some of the following:

• List 3 things that would make the centre nicer.
• Can you think of anything that would make the centre better?
• Give me a list of good/bad things about the centre.
• What do you come to the centre for?
• What do you like best about the centre?
• Are there fun things to do at the centre?
• What is the worst part about the centre?
• Is there anything you want to do at the centre that you're not allowed to do?
• What should I tell [a fictional child] about the centre before they use it?
• Interviewer list things about the centre and ask the child for 'thumbs up/thumbs down' to indicate their views.
• Interviewer list things and ask for a happy/sad sticker to indicate views.
• Interviewer list things and ask them to step one or other side of a line to indicate their views.
• Ask them to draw themselves at the centre - and to describe their face/feelings etc

1. Background

• Age
• Household composition
• Brothers and sisters and their ages
• Hobbies

2. Contact centre background

• Travel to and from the centre (how, how long does it take, who takes them and who picks them up etc)
• If sibling(s) - find out whether contact includes them.
• Visits to the centre (how often, when, how long for, etc)
• Do they know anyone who works at the centre
• Do they know anyone else who uses the centre

3. Activity at the centre

• Role of staff (what do they do, are they nice, any favourite members)Facilities at the centre (number of rooms, garden, TV, video, etc)
• Type of provision (do they leave the centre, is a member of staff in the room with them)
• The way in which time is spent
  • do they stay in the centre or go out,
  • if they go out how long do they go for and where do they go
  • if they go out do they spend any time in the centre
  • if they spend time in the centre, which room are they in,
  • what they do, toys they play with,
  • are other people are in the room
• How much time do they spend with the contact parent and how long playing with other children, etc - do they spend enough time or too much.
• Can they choose whether they go to the centre - (how would they normally spend their Saturday afternoon)

4. Purpose of centre

• Why do families use the centre
• Why does your family use the centre
• How long since they had last seen their parent

5. Views on the centre

Explore if/how these views changed over time

• Expectations before using the centre (can they remember their first visit - how did they feel)
• Knowledge about the centre (information, awareness about what would happen)
• Who did information come from (parents, centre staff)
• What do you like about the centre
• What do you not like about the centre
• Feelings during the visit
• Feelings on leaving the centre

6. Outcomes

NB - this will probably only be possible with former users and older children. With others, perhaps focus on short term outcomes, otherwise skip.

• What happen(ed/do you expect will happen) after stopping using the centre
• Whether (will) continue to see parent
• If (will) continue to see parents - detail of contact (frequency, length, what happens, et)

7. Finally…

• What could be improved about the centre (what would they change)?
• Is there anything else you'd like to tell us about the centre?

Thank you

Give them voucher and positive feedback about participation. Spend time winding down the interview. Reassure about confidentiality

P.6024

Child Contact Centres in Scotland: Users Expectations and Experiences
TOPIC GUIDE FOR GROUPS WITH STAFF

Introduction:

• Moderator to introduce themselves and the National Centre for Social Research.
• Introduce study (The Scottish Executive has commissioned a research project into Scottish Contact Centres. The aim of the current stage of the research is to examine the views of contact centre workers about the services offered, referral processes, user families and outcomes.)
• Explain that the project has three stages: 1/ mapping the characteristics of all 28 contact centres, 2/sub-selecting about 15 centres and conducting groups with staff and referrers and 3/further sub-selecting about 4 centres and interviewing the families.
• Assure confidentiality in reporting to the Scottish Executive and more widely and ask participants to keep confidential, to the group, comments made during the discussion.

Ground rules:

• Please do not interrupt other people/ speak one at a time only
• Please do not speak only to your neighbour- share it with the group
• Explain about the recorder and its use

2. Background information

Can you start by telling me about yourself and the contact centre you represent….

• Who they are, which contact centre they represent
• Nature of involvement i.e. paid/voluntary member of staff
• Duration of involvement with their contact centre

3. Families using the centre

Can we turn now to the families who use your centre…

• Socio-demographic profile of parents (both resident and non-resident)
  • age
  • sex
  • ethnic origin
  • social class
• Age of children
• Geographical area covered by the centre

• Reasons for using contact centre provision
  • associated problems (eg alcohol, mental health, drugs, domestic abuse)
• Way in which families are introduced to the centre, and the information they are given ( explore information given to parents AND children)
  • by the referrer
  • by the contact centre
  • any written information
• Views on families' expectations about the centre (initially)
  • parents (resident and non-resident)
  • children
  • differences between different types of referral (eg self-referral compared with other) in terms of family expectations
• Accessibility of contact, ie are any families excluded by…
  • geography
  • ethnic origin
  • gender
  • social class
  • anything else

4. Awareness and understanding of different forms of contact

Thinking in detail now about the models of contact that are available….

• Awareness, definitions of different types of contact
  • supervision of venue
  • supported contact
  • exchange supervision
  • supervised contact
• Views about the use/usefulness of the different types of contact
• Views about supervised contact
  • level of demand
  • circumstances where it is appropriate
  • need for staff training/guidelines
• Sources of ambiguity around different types of contact (for themselves, referrers and families)
• Suggestions for improving definitions of types of contact
• Suggestions for improving the information available to referrers and families (including children)

5. Referral processes

Can we talk now about the process of referring families to contact centres…

• Patterns of referral - most common, other types
• Length of time taken for a typical referral process
• Experiences of referral, both inappropriate and appropriate
• Factors accounting for inappropriate and appropriate referrals
• Contact centre policies relating to screening (ie excluding certain) user families
• Contact centre policies concerning monitoring the user families
• Communication between referrers and centre staff during the referral process
• Key difficulties experienced during the referral process
• Ways of overcoming difficulties in the referral process
• Views about the expectations held by referrers of contact centre provision
• Decisions re the type of contact, which contact centre to use

6. Experiences of contact

Let's think now about the contact sessions themselves…

• Duration of individual contact sessions
• Duration of (eg weeks, months) typical family use of the centres
• Factors accounting for differences in the duration of family use
• Policies concerning family behaviour during contact sessions, and enforcement of these
• Contact centre policies concerning confidentiality in the case of a child being 'at risk'
• Experiences of providing contact., explore different types including
  • supervision of venue/ supervised contact
  • supported contact
  • exchange supervision
• Views about what constitutes 'successful' contact
  - for: resident parents, non-resident parents and for children
• Key difficulties in providing successful contact
  - from point of view of: resident parents, non-resident parents and for children
• Views on the role of contact centres and the implications of 'neutrality'
• Views on the role of contact centres in the context of wider support services for families
• Views on families' responses to the experience of contact (resident and non-resident parents as well as children) - relate this back to their expectations
• Views on (dis)association between families expectations and experiences of contact centre provision (both resident and non-resident parents and children)
• Views about whether contact centres are able to meet user expectations (both resident and non-resident parents and children)
• Obstacles to meeting user expectations
• Views on improving contact centre provision

7. What happens afterwards

Can we turn now to what happens to families after they have stopped coming to contact centres….

• Reasons for discontinued use of centres
• Knowledge of, and views about, outcomes for families once contact centre use ends (eg does contact persist)
• Centres' policy for tracking families once they stop using the centre
• Views on impact of centre use on child and family
• Views about the usefulness of contact centres compared with other informal mechanisms for arranging contact (eg. using other family members to take the child to the non-resident parent)

8. The way forward

Thinking now about all that we've discussed, what messages would you like to give the Scottish Executive about Contact Centre services in the future…?

• Key elements of contact centre provision from the child's perspective and from the parents' perspective (both resident and non-resident)
• Suggestions for improvements to contact centre provision
• Suggestions for changes to the current system to help contact centre staff in their role
• Way forward for this research study
  • important issues to explore further
  • whether to interview children
  • accessing families (resident and non-resident parents)

Thank you.

Please rest assured that everything we've discussed will be treated confidentially and that nothing will be reported to the Scottish Executive or more widely in a form in which individuals can be identified.

P.6024

Child Contact Centres in Scotland: Users Expectations and Experiences
TOPIC GUIDE FOR GROUPS WITH REFERRERS

Introduction:

• Moderator to introduce themselves and the National Centre for Social Research.
• Introduce study (The Scottish Executive has commissioned a research project into Scottish Contact Centres. The aim of the current stage of the research is to examine the views of contact centre referrers about the services offered, referral processes, user families and outcomes.)
• Explain that the project has three stages: a) mapping the characteristics of all 28 contact centres, b) sub-selecting about 15 centres and conducting groups with staff and referrers and c) further sub-selecting about 4 centres and interviewing the families.
• Assure confidentiality in reporting to the Scottish Executive and more widely and ask participants to keep confidential, to the group, comments made during the discussion.

Ground rules:

• Please do not interrupt other people/ speak one at a time only
• Please do not speak only to your neighbour- share it with the group
• Explain about the recorder and its use

1. Background information

Can you start by telling me about yourself and the organisation you represent….

• Who they are, which organisation/firm they represent
• Nature of referring role
  • duration of involvement in referring
  • proportion of job involved in referring
• Contact centre(s) that they refer to
• Duration of involvement with this/these contact centre(s)

2. Referral processes

Can we talk now about the process of referring families to contact centres…

• Reasons for referring families for contact centre provision (in the first place)
• Alternatives to contact centre provision
• Description of the referral process (eg who makes first contact with the centre)
• Factors which account for referrers choice of:
  • contact type
  • contact centre
• Degree of parental choice in which contact centre (both resident and non-resident parent)
• Length of time taken for a typical referral process
• Experiences of referral, both inappropriate and appropriate
• Factors accounting for inappropriate and appropriate referrals
• Accessibility of contact centres to different groups of people, ie are certain groups excluded by
  • geography
  • ethnic origin
  • gender
  • social class
  • anything else
• Information given to families (by referrers and contact centres) at the point of referral
• Extent of communication between referrers and centre staff during the referral process
• Success of communication between referrers and centre staff
• Key difficulties experienced during the referral process (eg waiting lists, parents' reluctance)
• Ways of overcoming difficulties in the referral process
• Referrers' expectations of contact centre provision and outcomes (both in terms of physical facilities offered by centres, and the services provided)
• Views on families expectation of contact centre provision and outcomes
• Views on whether contact centre provision is parent-centred or child-centred

3. Awareness and understanding of different forms of contact

Thinking in detail now about the models of contact that are available….

• Awareness, definitions of different types of contact - ie what is involved/what do contact centre staff do under each of these types of contact:
  • supervision of venue / supported contact / exchange supervision / supervised contact
• Gaps in provision
• Sources of information (for referrers) about available contact centre provision
• Views about the ease of obtaining information required
• Key deficiencies in current information
• Suggestions for improvements or developments to information available
• Views about the use/usefulness of the different types of contact
• Views about supervised contact
  • level of demand
  • circumstances where it is appropriate
• Sources of ambiguity around different definitions/types of contact (for themselves and families)
• Suggestions for improving definitions of types of contact

4. Families

Can we turn now to the families that you refer to contact centres…

• Socio-demographic profile of 'typical' users (both resident and non-resident parents)
  • age
  • sex
  • ethnic origin
  • social class
• Age of children
• Reasons for using contact centre provision
  • associated problems (eg alcohol, mental health, drugs, domestic abuse)
• Views on families' expectations about the centre (initially)
  • parents (resident and non-resident)
  • children

5. Experiences of contact

Let's think now about the contact centre provision…

• Role of referrer once contact centre provision has started
• Duration of (eg weeks, months) typical family use of the centres
• Factors accounting for differences in the duration of family use
• Contact centre policies concerning confidentiality in the case of a child being 'at risk'
• Differences between different types of contact (in family experiences and outcomes)
• Views about what constitutes 'successful' contact
  • for resident parents
  • for non-resident parents
  • for children
• Key difficulties in providing successful contact
  • from point of view of resident parents
  • from point of view of non-resident parents
  • from point of view of children
• Way in which contact centre provision fits into the legal/mediation process as a whole
• Views on families' responses to the experience of contact (resident and non-resident parents as well as children) - relate this back to their expectations
• Views on (dis)association between families expectations and experiences of contact centre provision (both resident and non-resident parents and children)
• Views about whether contact centres are able to meet user expectations (both resident and non-resident parents and children)
• Obstacles to meeting user expectations
• Views on improving contact centre provision

6. What happens afterwards

Can we turn now to what happens to families after they have stopped coming to contact centres….

• Reasons for discontinued use of centres
• Knowledge of, and views about, outcomes for families once contact centre use ends (eg does contact persist)
• Referrers' policy for tracking families once they stop using the centre
• Views on impact of centre use on child and family
• Views about the usefulness of contact centres compared with other informal mechanisms for arranging contact (eg. using other family members to take the child to the non-resident parent)

7. The way forward

Thinking now about all that we've discussed, what issues do you think should be highlighted to the Scottish Executive concerning contact centre provision…?

• Suggestions for improvements to contact centre provision
• Suggestions for changes to the current system to help referrers in their role
• Way forward for this research study - important issues to explore further

Thank you.

Please rest assured that everything we've discussed will be treated confidentially and that nothing will be reported to the Scottish Executive or more widely in a form in which individuals can be identified.

P.6024

Child Contact Centres in Scotland: Users Expectations and Experiences
TOPIC GUIDE FOR INTERVIEWS WITH SHERRIFS

Introduction:

• Introduce self and the National Centre for Social Research.
• Introduce study (The Scottish Executive has commissioned a research project into Scottish Contact Centres. The aim of the current stage of the research is to examine the views of contact centre referrers about the services offered, referral processes, user families and outcomes.)
• Explain that the project has three stages: a) mapping the characteristics of all 28 contact centres, b) sub-selecting about 15 centres and conducting groups with staff and referrers and c) further sub-selecting about 4 centres and interviewing the families/sheriffs.
• Assure confidentiality in reporting to the Scottish Executive and more widely and ask participants to keep confidential, to the group, comments made during the discussion.
• Explain about the recorder and its use/ length of interview

1. Background information

Can you start by telling me about yourself and your role as a Sheriff….

• Who they are, which court they sit at
• Nature of their role in relation to contact centres/ family law cases
  • duration of involvement in referring contact centres / dealing with family law cases
  • proportion of job involved in referring to contact centres / dealing with family law cases
• Contact centre(s) that they refer to / have referred to previously
• Duration and nature of involvement with contact centre(s) beyond court role

2. The court processes

Can we talk now about the process of how families might come to use contact centres…

• Reasons for Sheriff to refer families for contact centre provision (in the first place)
• Alternatives to contact centre provision (both within legal process and outside of)
• Description of the referral process (eg who makes first contact with the centre)
• Factors which account for Sheriff's recommendation for:
  • contact type/order
  • contact centre
• Degree of parental choice contact awarded and specific provisions such as which contact centre (both resident and non-resident parent)
• Experiences of making orders for contact, and awareness of effectiveness of contact order for - child(ren), and parents
• Awareness of length of time taken for a typical referral process
• Awareness and experience of the services provided by contact centres, ie are certain groups excluded by
  • geography / ethnic origin / gender / social class
• Nature of information given to families (by court) at the point of referral/making an order
• Key difficulties experienced during the referral process (eg waiting lists, parents' reluctance)
• Ways of overcoming difficulties in the referral process
• Sheriffs' expectations of contact centre provision and outcomes (both in terms of physical facilities offered by centres, and the services provided)
• Views on families expectation of contact centre provision and outcomes
• Views on whether contact centre provision is parent-centred or child-centred
• Factors accounting for inappropriate and appropriate referrals

3. Awareness and understanding of different forms of contact

Thinking in detail now about the models of contact that are available….

• Awareness, definitions of different types of contact - ie what is involved/what do contact centre staff do under each of these types of contact:
  • supervision of venue
  • supported contact
  • exchange supervision
  • supervised contact
• Gaps in provision
• Sources of information ( for Sheriffs) about available contact centre provision
• Views about the ease of obtaining information required
• Key deficiencies in current information
• Suggestions for improvements or developments to information available
• Views about the use/usefulness of the different types of contact
• Views about supervised contact
  • level of demand
  • circumstances where it is appropriate
• Sources of ambiguity around different definitions/types of contact (for themselves and families)
• Suggestions for improving definitions of types of contact

4. Families

Can we turn now to the families that you have ordered to use contact centres…

• Socio-demographic profile of 'typical' users (both resident and non-resident parents)
  • age
  • sex
  • ethnic origin
  • social class
• Age of children
• Reasons for using contact centre provision
  • associated problems (eg alcohol, mental health, drugs, domestic abuse)
• Views on families' expectations about the centre (initially)
  • parents (resident and non-resident)
  • children

5. Experiences of contact

Let's think now about the contact centre provision…

• Probe for awareness and knowledge of the following:
  • Duration of (eg weeks, months) typical family use of the centres
  • Factors accounting for differences in the duration of family use
  • Contact centre policies concerning confidentiality in the case of a child being 'at risk'
• Differences between different types of contact (in family experiences and outcomes)
• Views about what constitutes 'successful' contact (for resident parents/ for non-resident parents/ for children
• Key difficulties in providing successful contact, from point of view of resident parents, non-resident parents and children
• Way in which contact centre provision fits into the legal/mediation process as a whole
• Views on families' responses to the experience of contact (resident and non-resident parents as well as children) - relate this back to their expectations
  • Views on (dis)association between families expectations and experiences of contact centre provision (both resident and non-resident parents and children)
  • Views about whether contact centres are able to meet user expectations (both resident and non-resident parents and children)
  • Obstacles to meeting user expectations
  • Views on improving contact centre provision

NB - We are fairly sure that Sheriffs have a ltd involvement beyond court stage so some of this may be tangential to their role.

• Awareness of what happens afterwards

The way forward

Thinking now about all that we've discussed, what issues do you think should be highlighted to the Scottish Executive concerning contact centre provision…?

• The role, and relative importance of, of contact centres within the current legal system
• Suggestions for improvements to contact centre provision
• Way forward for this research study - important issues to explore further

Thank you.

Please rest assured that everything we've discussed will be treated confidentially and that nothing will be reported to the Scottish Executive or more widely in a form in which individuals can be identified.

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