Progress Report - HEALing Matters
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Progress Report
2021 Professor Helen Skouteris and Dr Rachael Green
+ Health & Social Care Unit, Monash University
HEALing
Matters
Progress
Report HEALing Matters is an online training package and
knowledge exchange platform for out-of-home care
(OOHC) workers and carers. Funded by the Victorian
Government, the program was developed by health and
psychology researchers at the Health and Social Care
Unit (HSCU), Monash University. The program is based
on extensive end-user, community service organisation
and stakeholder engagement. The primary aim of
HEALing Matters is to improve the eating and physical
activity habits but also the wellbeing and life skills of
young people living in OOHC.
HEALing Matters emphasises
how food and activity can be
used to help young people:
1. Work through past traumatic events
and cope with emotional stress
2. Develop physical skills and
competencies and a sense of identity
3. Gain autonomy and a sense of
control
4. Foster relationships and a sense of
belonging
5. Improve young people’s body image
and self-esteem
6. Foster connection to culture.
7. Build trust and security.
HEALing Matters
is currently being
rolled out state-wide
across Victoria.
The HEALing
Matters Story
HEALing Matters was developed from Piloting of the HEAL program demonstrated feasibility
for implementation at scale. HEALing Matters has
a 12-month pilot program (known been designed to ensure that the core elements of the
as the Healthy Eating, Active Living HEAL program are embedded in the OOHC system.
(HEAL) program) led by Professor Helen In November 2016, the then Minister for Health, Jill
Skouteris and Dr Rachael Green. It was Hennessy MP, announced four key initiatives including,
“The Healthy Eating and Active Living plan that will help
evaluated over 2013-15. The evaluation young people living in out-of-home care develop skills
found that the children in the 12-month to protect themselves against illness through healthier
HEAL pilot program when compared to a eating and living”. This led to the development of an
control group had: implementation plan, in consultation with the then
Victorian Department of Health and Human Services
(DHHS), to roll out HEALing Matters state-wide.
• Decreased sugary drink consumption
• Showed a trend towards decreased BMIz scores
•
Vision
Increased healthy food consumption
• Increased participation in community sports groups
• Increased participation in meal preparation All children and young people living in OOHC develop
the necessary skills to be healthy and protect
• Accessed sports equipment more often
themselves against illness through healthier eating
• Reported improvements in self-esteem and
independent living skills.
and active living.
• Staff participating in the pilot made a conscious
Mission
effort to provide healthy snacks and meals.
To work with the Victorian Government, Community
Service Organisations (CSOs), and multi-disciplinary
experts, including young people with a lived experience,
to strengthen the therapeutic and healthy lifestyle
capacities of carers responsible for providing care to
children and young people placed in OOHC. We aim
to provide the necessary tools, resources, networking
opportunities and support to assist carers – and the
agency — to meet requirements for the provision of
healthy food and access to sport and recreation.
Progress Report 2
Table of Contents
4
Introduction ...................................................................
Co-design Process ........................................................ 7
Research and evaluation ............................................... 9
HEALing Matters outcomes framework ....................... 11
Guiding principles ........................................................ 12
HEALing Matters implementation ............................... 13
Summary of key milestones ........................................ 21
HEALing Matters sites ................................................ 23
HEALing Matters in action .......................................... 24
Case study examples .................................................. 25
Feedback on the training content ............................... 28
Booster grant expenditure .......................................... 29
2021-2023 moving forward ........................................ 31
HEALing Matters publications .................................... 32
The HEALing Matters Team ....................................... 33
3 HEALing Matters
Introduction
The HEALing Matters program uses a trauma-informed
philosophy to guide carers’ understanding of the link between
healthy lifestyle behaviours of the young people they care
for and improved physical, cognitive, social (interpersonal)
and emotional outcomes. In doing so, HEALing Matters
moves beyond a solely behavioural approach to health and
wellbeing and recognises that food and physical activity can
be powerful ways of demonstrating trust, predictability and
the provision of support and care that is attuned to the needs
of the young people. It is through this approach that HEALing
Matters is seen as foundational in helping young people
develop the necessary life skills required before leaving care.
The HEALing Matters program has been designed to help
carers improve not only the eating and physical activity habits
of the young people they care for but also assists with other
important factors that form part of the day-to-day roles and
responsibilities they have as a carer. These include how to
respond to pain-based behaviour, develop and maintain strong
relationships, create a consistent and productive house
environment through shaping routines, and avoid burnout
by taking care of themselves in what can be a very stressful
role. HEALing Matters includes a wide range of easy-to-use
and practical resources, including recipes, shopping tricks
and tips, where to find local sporting opportunities, how to
encourage incidental exercise, and much more.
Progress Report 4
The online training and knowledge exchange platform
involves the completion of six core modules:
1. Attunement. This domain covers strategies to help residential workers and carers build
a reciprocal relationship with a young person, where they really get to know the young
person and, in turn, the young person gets to know and trust the residential workers and
carers. Being able to offer personalised care and knowing what is right for a particular
young person, will help create a space to explore healthy lifestyle behaviours, in a
non-judgemental way.
2. Shaping Routines. This domain covers strategies to help residential workers and carers
set consistent routines and expectations. Routines that are predictable are important for
development, providing a feeling of safety and security. They can also help a young person
learn how to receive care, and how to show care to others.
3. Food for Thought. How we ‘do food’ and the routines and rituals that this involves
interlinks with our values, and how we care for others and ourselves. This domain
covers strategies that will help residential workers and carers use food to create a
homely, family atmosphere inside the home, and help young people learn about their
relationships with food.
4. Physical Activity for Thought. Participation in both structured and unstructured
physical and/or recreation activities provides an everyday opportunity to help young
people feel connected, to form new relationships and gain a sense of belonging. This
domain covers strategies to help residential workers and carers look for opportunities to
help young people build physical activity into their everyday routines.
5. Health Literacy. This domain covers strategies to help residential workers and carers
identify the health care needs of young people in care, as well as behaviour change
techniques to help encourage healthy lifestyle behaviours. In this module, we provide
residential workers and carers with the facts, then show them different ways to help
achieve a healthy living environment.
6. Take a Moment for Yourself. This domain covers strategies to help residential workers
and carers reflect on the impact of a young person’s behaviour on their own thoughts and
feelings and will help them identify opportunities to maintain their own physical, mental
and emotional health. Module 6 was designed to help residential workers and carers deal
with the stress and challenging interactions they often face in their role.
5 HEALing Matters
In response to stakeholder feedback,
eight new modules have been added to
the HEALing Matters Training:
Understanding Eating Physical Activity &
Behaviours Disability
Sexual Health Healthy Eating &
& Respectful Disability
Relationships
Gender & Sexuality Living Smoke
Diversity Free
Oral Health Mental Health
Plus:
An information hub providing carers with the latest evidence-based information on the
coronavirus (COVID-19) pandemic and how they can continue to support the health and
wellbeing of the young people in their care.
https://healing-matters.org
HEALing Matters integrates the best available research
evidence with practice expertise and the values and
preferences of its end users. Access to online and
easily accessible information is essential. It ensures
that carers receive consistent messages about healthy
eating and physical activity for young people in care.
Progress Report 6
Co-design
Process
From the beginning, the HEALing Matters team has committed to engaging young people and
stakeholders; and building opportunities for consultation in the development of the program
content. The co-design of the HEALing Matters program involved a team of multi-disciplinary
experts and Community Service Organisation (CSO) collaborations, including:
• Victorian Department of Health and Human • Department of Education and Training
Services (now Department of Health and
Department of Families, Fairness and Housing) • Colgate
• Sport and Recreation Victoria • QUIT Victoria
• Eating Disorders Victoria • Berry Street Y-Change Program
• Nutrition Australia — Victoria Division • Transgender Victoria
• Centre for Excellence in Child and Family Welfare • Orygen Youth Health
• Food for Thought Team (Professor Samantha • Centre Against Sexual Abuse
Punch, Associate Professor Ruth Emond and • Cohealth
Dr Ian McIntosh), Stirling University
(Stirling, Scotland) • Family Planning Victoria
• Victorian Aboriginal Child Care Agency • Action for Equity
• Victorian Aboriginal Community Controlled • Centre for Excellence in Rural Sexual Health
Health Organisation • Victorian Aboriginal Child Care Agency
• CREATE Foundation. • Residential care staff and young people living
•
in care (KEYS pilot and community service
Youth Disability Advocacy Service (YDAS)
organisation representatives)
Throughout the development of the program’s
core content, young people with a lived experience
were also involved; this was accomplished via
collaboration with the CREATE Foundation, a
consumer body representing the voices of young
people with an OOHC experience. Young people
employed through Berry Street's Y-Change program
and the Youth Disability Advocacy Service were
also engaged. This multi-disciplinary and highly
collaborative process permitted us to engage key
stakeholders to identify scope, priorities, gaps, needs
and optimal processes to drive evidence translation
and program sustainability, and represents true co-
design (i.e., genuine partnership).
7 HEALing Matters
The development of subsequent modules for inclusion in the HEALing
Matters online training platform involved the following activities:
Needs assessment Involvement of Involvement of
survey young people key stakeholders
Share and discuss ideas about the Share and discuss ideas about the
Understand the current state and
needs and current landscape and needs and current landscape and
identify the key issues and user
contribute to the generation of contribute to the generation of
requirements.
online modules. online modules.
Involvement of Consultation and Presentation to
content area experts review by DHHS young people
Content experts develop and Provide feedback on module drafts, Report back and outline the
review module content, provide with links made to existing local proposed content for each module.
recommendations and resources programs and services.
for inclusion.
Young people: Key Stakeholders:
Young people with Carers, case managers, team
lived experience leaders, program managers
The HEALing Matters website, launched in June 2019, was subsequently promoted
through the Centre for Excellence in Child and Family Welfare communications and
via DHHS’s central and operations divisions.
Outputs
• Over 200 pages of high-quality content. • Access to a suite of additional resources to support
implementation of HEALing Matters.
• Over 70 healthy recipes, including breakfast, lunch,
dinner, sides and snacks. • Access to professional support and coaching to aid
with implementation of HEALing Matters.
• Access to Team Talk Kits, to encourage
reflective practice with reference to the HEALing
Matters content.
• A website that complies with the Victorian
Government accessibility and digital standards
requirements.
• Access to a network of practice amongst OOHC
residential workers and carers, via an online
discussion board.
• Website user satisfaction indicators and data
indicators built into the website to capture
behavioural data and analytics.
Progress Report 8
Research and
evaluation
How we measure change The evaluation of HEALing Matters seeks to
assess both implementation- and program-
Training, resourcing and supporting carers to
related outcomes. The specific research
positively influence a young person’s eating and/or
physical activity habits provides an opportunity to: questions are:
(1) improve their skills and motivation to respond
appropriately and therapeutically to young people’s 1. How is HEALing Matters being implemented
pain-based behaviour; (2) prepare young people for a (implementation process)?
healthy future by using food and activity to normalise
their experiences and promote socially acceptable What is the uptake of knowledge across the system
behaviours; and (3) provide opportunities for young (how is the implementation progressing)?
people living in residential OOHC to learn positive,
healthy lifestyle skills related to healthy eating and 2. Does HEALing Matters improve carers’
active living. We are committed to establishing an understanding of health literacy and the
exchange of knowledge between us and other key application of that information, (i.e., increased
stakeholders (most importantly with young people competencies, knowledge attainment and
living in OOHC) that results in action to embed changes in provision of care)?
healthy lifestyle programs in OOHC.
3. How can HEALing Matters be translated into
sustained routine practice to support young
people effectively?
The adoption and uptake of HEALing Matters will be measured at the: (1) system level (i.e., government/divisional
level); (2) organisational level; (3) residential home level; and (4) individual level.
The evaluation aims to document and understand how the HEALing Matters approach is implemented within each
organisation and the effort and resourcing this requires to implement with fidelity. We also want to learn about what
changes have been made in the residential home and what this means for the young people living there.
Data collection follows a mixed methods design; that is, we use both quantitative and qualitative methodologies to
collect information, stories, case studies and learnings.
9 HEALing MattersHEALing Matters
Outcomes Framework
Short-term Outcomes RESIDENTIAL WORKERS OR CARERS
1. Work from a 2. Create a healthy 3. Contribute 4. Engage in
trauma informed ‘home’ environment to the continuous self-care practices
care philosophy improvement of the
health and wellbeing
of individuals in
OOHC
Recognise and Strengthen and Assist individuals Apply self-care
respond to pain- consolidate to identify personal strategies in the
based behaviour relationships through resources and management of
cultivating safety, strengths relevant to stress and
trust and reciprocity physical activity and vicarious trauma
Respond sensitively healthy eating
to an individual’s
needs by embodying Promote independent Apply self-care
an empathetic, living skills Seek community- strategies in order
warm, and accepting based sport and rec- to model healthy
communication style reational engagement emotion regulation
Provide healthy food opportunities for processes to
and physical activity individuals in OOHC individuals in OOHC
Maintain a sense opportunities
of curiosity and be
reflective about Identify the Apply self-care
yourself and the Promote the relationship between strategies in the
young people in importance of food and managing management of
your care healthy eating and emotions physical, mental or
active living emotional health
Actively hold a young Embody a healthy
person in mind Establish body, healthy
and find ways to predictability and mind philosophy
communicate care consistency in the demonstrated
or meet their needs provision of care through actions
without being asked
Maintain hope for
Communicate the the young person’s
message that ‘you future and recognise
are safe’, ‘worthwhile’, your potential to be a
and valued’ positive influence
11 HEALing MattersMedium-term Outcomes COMMUNITY SERVICE ORGANISATIONS
Residential provider agencies make changes to their policies and practices which
prioritise healthy eating and physical activity/active living in the home
More residential providers are meeting the Program Requirements for Residential Care element 3.3.2
item 6 ‘children will be provided with a diet that promotes good health and complies with reasonable
community standards and expectations, as well as with their cultural and religious background. Children
will have reasonable access to a variety of food while residing in a placement’.
More residential providers are meeting the Program Requirements for Residential Care element 2.3.10
Recreation “children will be provided with regular opportunities to engage in age-appropriate forms of
recreation and community-based activities. Specific details of any action required in this area will be outlined
in each child’s care and placement plan’. And ‘CSO staff will encourage children to be involved in their local
community and facilitate such involvement where possible’.
Long-term Outcomes YOUNG PEOPLE
Improved health and wellbeing outcomes for young people living in OOHC.
Guiding Principles
Implementation of HEALing Matters is underpinned by a set of
guiding principles.
These principles establish a strong foundation, which contributes to the development of effective partnerships,
and informs how we work with community service organisations that offer out-of-home care services.
• Strong, trusting relationships are prerequisites • Collaboration and outcome-focused
for impact. partnerships are essential to successful health
promotion initiatives.
• Young people should have seamless access
to healthy food and opportunities to be • Decision making is informed by evidence and the
physically active. voices of the community, including young people
and residential workers and carers.
• Young people should have opportunities to
experience pride, self-worth and success in • Sharing knowledge is vital for system level change.
relation to their own health and wellbeing.
• It takes time to achieve meaningful and
sustainable impact.
Progress Report 12HEALing Matters
Implementation
Implementation Overview
The HEALing Matters planning, and implementation
was informed by the National Implementation Research
Network’s Active Implementation Formula. This formula
provides an overview of the factors required to achieve
socially significant outcomes1.
Effective Effective Enabling Improved
Practices Implementation Context Outcomes
Reprinted with permission
from nirn.fpg.unc.edu/
learn-implementation/
Intervention Selection Drivers Teams
implementation-defined.
The National Implementation
Research Network,
Stages Data & Communication University of North Carolina
Chapel Hill.
This approach aims to connect research to practice by identifying the changes that need to occur and defining
the steps that need to be taken to implement necessary changes. This formula stipulates that for an intervention
to be effective, it needs to be evidence based, matched to the values and goals of the participating organisation,
implemented in a deliberate and adaptive way, and supported by a hospitable setting. HEALing Matters has
used this formula as an organising framework, mapped to the following stages of implementation: Exploration,
Installation, Initial Implementation, and Full Implementation.
1
Metz, A., Bartley, L., & Maltry, M. (2017). Supporting the Sustainable Use of Research Evidence in Child Welfare Services: An implementation
13 science and service provider blueprint for integration of evidence-based/evidence informed practices into New Jersey’s Child Welfare System.
Retrieved from: https://nirn.fpg.unc.edu/sites/nirn.fpg.unc.edu/files/resources/Blueprint_Sept2017.pdfExploration
Phase
1) Need for HEALing Matters
Achieving positive health outcomes for young people Both qualitative and quantitative data were collected to
living in OOHC starts with good intervention selection. determine how well HEALing Matters meets the needs
Research shows that in addition to having a strong of our target population. Qualitative data was collected
evidence base, the intervention must also align with via interviews, focus groups and workshops with key
the organisation, community and system where it is stakeholders – young people with a lived experience,
being implemented – the local implementation context. residential carers and workers, house supervisors
Programs that are determined to be a good fit are more and team leaders, community service organisation
likely to be sustained over time. HEALing Matters was CEOs, and government departments of health, sport
piloted as the HEAL program and was previously shown and recreation and human services – to identify the
to be efficacious. The overall goal of this phase was to resources, system and community infrastructure, and
determine how well HEALing Matters meets the needs strategies needed to activate and support positive
of the community and whether implementation at scale behaviour change, and effectively implement HEALing
is feasible. Matters in the child welfare sector. This included
defining the desired outcomes of participating in
For HEALing Matters, the exploration phase involves HEALing Matters (refer back to page 9-10). Quantitative
moving from a point of initial interest and exploration to data was also collected to determine whether there is
building a clear understanding of the HEALing Matters “a good fit” between HEALing Matters and the
program and how it fits within the organisation’s local setting.
strategic purpose and focus.
“There is a strong need for HEALing Matters”
200
A survey
completed 180
by 3802
residential 160
Frequency (No. of Respondents)
carers
indicated 140
that the
120
majority of
respondents 100
strongly
agreed there 80
is a need
60
for HEALing
Matters: 40
20
0
1 2 3 4 5 6 7
Scale (1 = Strongly Disagree, 7 = Strongly Agree)
2
This includes only staff who have completed the six core modules in the HEALing Matters training.
Progress Report 142) How well does HEALing
Matters fit the context
Again, both qualitative and quantitative data When asked how well HEALing Matters fits with
were collected to determine the extent to existing work processes and practices, again
which HEALing Matters aligns with individual, the majority of participants reported a good fit:
organisation and system values, priorities and
initiatives. This helped develop our understanding “HEALing matters fits into what we already have
of the area-specific context that may contribute running in our house and I believe should be
to or impede implementation within an implemented in every residential house.”
organisation. It incorporated exploration of
“We already practice a lot of what the HEALing
the services and levels of training that were
matters program offers so it definitely is relevant
undertaken. This step represents a bi-directional
and it's a great program to have to re-jig our brains
exchange to determine the relative importance and remind us to keep practicing what we preach.”
and fit of the proposed implementation
specifically for the different areas. “It is great to implement this into our program
especially when it comes to building relationships
A survey completed by 380 carers indicated that through cooking, physical activity and healthy
carers’ perception of the quality of HEALing eating for positive mental health.”
Matters was largely positive and optimistic:
“It fits very well, and we have implemented
“Definitely beneficial for all residential workers/ a lot of new things - along with practices we
carers across the board to participate in. It gives already had in line with HEALing matters.”
a great understanding and different perspectives
on a different range of subjects. It also made me Further interviews with a selection of
think about ways to better look after myself and participants also indicated that HEALing
mostly the young people we care for. I appreciated Matters is compatible with their own
being able to take part in this program.” values and other programs:
“Loved it! Great insights and starting points to really “Super compatible. It was really good in terms of the
reflect on current work practices and how these values of the program and that was something I really
can be improved. The HEALing matters program appreciated, the holistic view on health. It wasn’t just,
would be great for everyone in residential care. “let’s look at how we can eat well and do some exercise”.
This training should be given to everyone starting I really loved that it was a lot more than that.”
in this field as it's an overall insight into what we
should be thinking of and [be] like as carers.” “Incredibly compatible because a lot of the stuff that
we learnt in the modules is stuff that we had already
“I think it's absolutely amazing. There are so many implemented at … [organisation]. I found it [HEALing
aspects of the program that can help individuals Matters] complimented necessary staff skills really well.”
discover something new about themselves
and how they can perform better at their job. I “It was great. It worked straight into
think it allows us all to think about the young what we do in therapeutic care. “
people and each other in a different light where
we allow ourselves to be in their shoes.”
“I believe information in all areas is relevant in
the role we work within. Implementing it will take
time and consistency with our young people,
but the benefits will help contribute a better
way of living for young people and staff.”
15 HEALing MattersSurvey participants also reported that Finally, when asked to describe the relevance
HEALing Matters had a positive impact on of the HEALing Matters training for working
their practice, as well as their own personal with young people, carers overwhelmingly
health and wellbeing. Specific reference indicated that it is significant:
was frequently made to creating awareness
around the importance of healthy eating and “I think it’s extremely relevant. I think it’s a good reminder
physical activity, and helping carers facilitate of what is expected in our houses with the kids.”
healthier eating and increased activity among
“I think it’s very relevant. Obviously, a lot of our kids
the young people. A number of carers also
have a lot of behavioural issues and a lot of kids
expressed how HEALing Matters has also
are high risk. The good food, healthy body, healthy
raised awareness around their own self-care mind all ties in…encouraging routine, getting up
and helped them develop strategies that and having breakfast. I think it’s really good. It just
they have applied in their personal lives: fits perfectly. It compliments everything we do.”
“It made me pay more attention to the food we serve “HEALing Matters is all about bringing positive changes,
and the impact that it has on the young people. consistency, routine, positive impact to the young
Everyone is on board and on the same page about people, involving staff, and also giving some options
healthier eating and more physical activity.” to help build relationships with the young people. It
[HEALing Matters] gives them more opportunities to
“It made me realise we could be promoting less screen get in there and try things they might not have tried
time, better sleep routines, and promote more physical before. Especially for our house, it [HEALing Matters]
activity. We can also be buying better food in the grocery just gave them incentives to bring up conversations
shop and less processed foods. We also currently use they might not have brought up beforehand.”
takeaway as a reward for things such as attending
school, e.g., we sometimes reward the young person “I think it’s really great. I really liked the part that
with a milkshake etc. - so not using food as a reward. I talked about reflection and connection with the kids.
also think I should be practising self-care more often.” It really got me thinking about the way things are
going in the house and different perspectives on
“This has given me the opportunity to really think how to look at different situations with the kids.”
about what we could be doing to improve the health
and wellbeing of the young people and others we “I think especially the attunement section. As adults
work with and engage daily. Love all the recipes which who have worked in this line of work for a long time,
we will be planning our weekly menus around.” sometimes it’s easy to forget the basics. I think
going through that, working alongside the kids,
“It has made me confident that I can assist young and being able to revisit that was really important,
people with routines and hygiene practices.” and being open with the kids about it as well.”
“It has allowed for greater motivation in the homes “Every area certainly does fit in, and it fits across the
to take out the young people, involve them in healthy whole spectrum of the work we do. It’s across our whole
cooking and eating and this is now becoming day, how we are doing it, how are we preparing it, even
regular practice in a number of the homes.” who’s buying it and where are they buying it from. I did
like shaping routines because when you’ve been at it
“It made me more aware of the importance for so long, you kind of forget. It was good to hear other
of self-care so we can give the best care workers linking [their] health literacy to the outcomes we
to our young people in care too.” were seeing on the floor (which I hadn’t heard before).”
Although we are still collecting data, our preliminary
analyses indicate that HEALing Matters is a necessary
program, there is a good fit between the program and
the community needs, and it is feasible for staff to be
trained, resourced and supported to positively influence
a young person’s eating and/or physical activity habits.
Progress Report 16Installation stage
Successful implementation includes both capacity-building strategies and infrastructure development. Developing the
competency of staff – in the case of HEALing Matters, residential workers and carers – is a key component of this
stage to ensure that the program is implemented with fidelity. This phase also includes assessment of the necessary
organisational and system supports for implementation success. In this report, we use the term ‘implementation
drivers’ to describe the infrastructure/core components needed to support change at the practice, organisational and
system level.
Implementation Drivers > HEALing Matters
Agencies across Victoria have prioritised opportunities to upskill staff and complete the HEALing
Matters training. The installation phase of implementation relied on a multi-pronged approach made
up of the following elements:
1. Professional development training for residential 6. Clarification of the level of support required
OOHC staff provided through an online platform for the successful implementation of HEALing
(competency driver). Matters training (e.g., at the local level, is the
implementation managed by the residential co-
2. Implementation of resources provided through an ordinator for that area, a therapeutic practitioner,
online platform (competency driver).
HR, or other? And does the organisation allocate
3. Brokerage funding provided to residential houses additional paid time for staff to complete
once training has been completed (system driver). the training or are staff required to complete
the training within their current workload?)
4. A HEALing Matters contact person assigned for (organisation driver).
each area from the participating organisation
(organisation driver). 7. Expert advice and support during implementation
(system driver).
5. Agreement of necessary steps to establish the
local capacity to implement HEALing Matters 8. Support from a local governance group which
training for each residential home within each area will aim to connect this work with local healthy
(organisation driver). eating and activity opportunities (e.g., Council run
programs, local sporting clubs) (system driver).
These elements enabled
residential OOHC service
providers to build staff
“I have been effectively trained
competency relevant to to deliver HEALing Matters”
implementation of HEALing
Matters. Evaluation of
140
Frequency (No. of Respondents)
participants’ knowledge,
120
intentions and motivation
to use HEALing Matters in 100
practice confirmed staff
gains in knowledge and skills 80
through training completion.
60
Preliminary analyses using
data from 380 survey 40
respondents suggest that
the majority of participants 20
have been effectively trained,
and have the skills to deliver 0
HEALing Matters:
1 2 3 4 5 6
Scale (1 = Strongly Disagree, 6 = Strongly Agree)
17 HEALing Matters160
140
Frequency (No. of Respondents)
120
“I have 100
the skills
80
to deliver
HEALing 60
Matters” 40
20
0
1 2 3 4 5 6
Scale (1 = Strongly Disagree, 6 = Strongly Agree)
Qualitative data was collected via interviews and workshops with key stakeholders to identify additional
implementation drivers to support the successful implementation of HEALing Matters3 among service
providers. It was suggested that implementation would be strengthened through:
• Staff selection: Work with HR to incorporate
HEALing Matters principles/philosophies
• Develop tools to regularly collect and use
fidelity, outcome and implementation data to
into position descriptions and job interviews increase staff competency and inform decision
(competency driver). making. This includes establishing data and
communication feedback loops to support
• Staff training: Work with HR to embed the online
training in existing learning management systems
continuous improvement (competency and
organisation drivers).
and incorporate the training as a part of induction
for all new staff (competency driver).
• Establish an implementation team – a select
group of key stakeholders – within each
• Staff coaching: Establish a coaching model to
offer ongoing team development and continue to
participating organisation to oversee, attend to
and be accountable for implementation and
build capacity/confidence to implement HEALing ongoing improvement of HEALing Matters
Matters effectively (competency driver). (organisation driver).
A number of participating organisations
have now completed the installation phase
and are moving into the next phase, initial
implementation.
3
Implementation drivers and how they are/are not being used may differ across participating organisations.
Progress Report 18Initial
Implementation
Organisation-based Key Outcomes:
It is important to note that each stage of
1. Implementation team established to oversee
implementation does not occur in isolation –
organisation-wide implementation and
one stage does not end before the next can sustainability.
begin. Often activities overlap, with activities
occurring or re-occurring in one stage as the 2. Clear communication protocols and routine data
next begins. This is true of HEALing Matters, collection and feedback loops built into practice.
Processes to review data and respond to quality
whereby staff competency was built through
monitoring processes established.
training, while simultaneously implementing
the initiative in practice. Readiness has been 3. HEALing Matters principles incorporated
built by using implementation drivers such into organisation position descriptions and
as training. Qualitative data has identified job interviews.
additional implementation drivers to support 4. HEALing Matters training incorporated into
competent and sustainable delivery of induction training and/or processes for all new
HEALing Matters. The key activities of this residential carers and workers.
stage will be using data to assess the ongoing
implementation, identify solutions, and 5. Organisational commitment to incorporate
HEALing Matters as a regular agenda item in care
address any barriers to promote
team meetings and individual supervision.
continuous improvement.
This will facilitate ongoing reflection and
discussion around supporting the young people
to create healthier habits.
6. Effective delivery: Residential care staff continue
using the training in practice.
The initial implementation stage transitions to the next
phase when a clear understanding of the capacity for,
and scope of, implementation at the organisation and
local level is established.
19 HEALing MattersFull
Implementation
Key Outcomes:
Full implementation occurs when HEALing
Matters is embedded at all levels of an 1. Trained residential care staff actively
work towards:
organisation and becomes integrated into
practice, organisation, and system settings. a. Changes in the physical environment of
In this phase, residential care staff should be participating residential care homes relative
routinely applying learnings from HEALing to healthy food options and opportunities to
Matters and the program should be integrated engage in physical activity
into ‘business as usual’. b. Enhanced understanding and application of
health literacy information by residential
care staff
c. Changes in residential care staff’s knowledge
and practices relevant to providing care that
promotes young people’s health and wellbeing.
2. HEALing Matters training is incorporated into the
recruitment or induction for all new residential
workers/carers.
3. Improved health outcomes for youth living in
residential care in Victoria.
Progress Report 202016 2017 2018
Accompanying the Victorian Government Commencement of
release of the Victorian funding provided to codesign process to
Government ‘s Health Monash University from inform training and
2040: Advancing health, 2017-2019 to support resource development.
access and care was a the healthy eating, This included
commitment that young active living initiative involvement from
people living in OOHC in residential OOHC. VACCA and VACCHO
would have access to ensure the
to healthy eating and program materials
active living plans. HEALing Matters are culturally safe
embedded in Intensive and meaningful.
https://www.premier.vic. Support Service (ISS), as
gov.au/bold-vision-future- part of the Roadmap for
victorias-health-system Reform Out-of-home Care HEALing Matters
South Initiative. training piloted
with ISS staff.
Establishment of
governance structures Launch of https://
and service delivery plan. healing-matters.
org website
Workshop with key
stakeholders to establish HEALing Matters
program logic. introduced to the
sector at annual
‘Resi Rocks’ event.
Commencement
of scoping and
implementation planning, Collaboration with
including evaluation. Eating Disorders
Victoria to develop
an ‘Understanding
Eating Behaviours’
module for inclusion
in the online training.
Collaboration with
Nutrition Australia
to develop a suite of
recipes and shopping
Summary
tips for inclusion in
the online training.
of Key Milestones
21 HEALing Matters2019 2020
Established North Division Smoking Cessation Skills Media release announcing
working group. module for inclusion in partnership with QUIT
HEALing Matters funded by Victoria to codesign an
the Victorian Government, online training module
Hosted HEALing Matters stall in collaboration with to protect teens from
and cooking demonstration QUIT Victoria. taking up smoking and
(in Collaboration with support those who
Nutrition Australia) @ at do smoke to quit.
annual ‘Resi Rocks’ event. Oral Health, Disability,
https://www.vichealth.vic.
and LGBTIQA+ modules
gov.au/media-and-resources/
for inclusion in HEALing
Minister for Child media-releases/world-
Matters funded by the
Protection, Luke Donnellan no-tobacco-day-2020
Victorian Government.
MP, announced that the
Victorian Government will HEALing Matters
extend funding for the Adaptations to ensure awarded the Monash
HEALing Matters program HEALing Matters is University Dean’s Award
from 2019-2021. appropriate and applicable Research - Economic
https://www.premier.vic.gov. for home-based care and Social Impact.
au/healthy-habits-young- (i.e., foster and kinship
people-residential-care care) funded by the
Victorian Government. HEALing Matters
funded a further 2 years
13 community service (2021-2023) by the
organisations return HEALing Matters Specialist Victorian Government.
organisational consent and Practice Resource developed
commit to implementing for Child Protection.
HEALing Matters.
Development of a
960 HEALing Matters coronavirus (COVID-19)
training registrations. information resource for
inclusion in the HEALing
Matters training.
Sexual Health and
Respectful Relationships
module for inclusion in 1st HEALing Matters Awards.
HEALing Matters funded by Winners were announced at
the Victorian Government. the Residential Care Awards
2020, hosted by the Centre
for Excellence in Child and
Commenced work Family Welfare
on a Mental Health
module for inclusion in
HEALing Matters.
Face-to-face training
commenced with foster
and kinship carers,
funded by the Foster Care
Association of Victoria. Progress Report 22HEALing
Matters
Sites
Who Participated
587 38 years 5.2 years 3%
people completed the Mean age Average time Aboriginal or Torres
first online survey spent working in Strait Islander
residential care
68% 60% 44%
Female hold certificate work full time
or diploma level
education
23 HEALing Mattersin Action
“One of our young people now “One of our young people has “Our carers are beginning to have
has a designated “cooking for engaged each week with our pre-prepared salad rolls, salad
the family” night each Monday female staff in “Jungle Body” - a wraps, cut up fruit and salads in
where she chooses the meal, helps dance inspired gym class. Both the fridge. These are accessible
to purchase the items and is in staff and the young person have for the young people throughout
charge of preparing the recipe. This found this really fun.” the day or when they are leaving
is working well.” placement. This has made it
easy for the young people to pick
healthy options and shows them
that the carers care for them.”
“We have changed how we run “One young person used to drink “We have begun 2 other programs
our weekly take away night. Until a lot of soft drink. Staff have to run alongside the HEALing
recently, the young people chose weaned him into drinking cordial matters program including; (1)
what they wanted and were able and sparkling water. Now he has The bike program. This program
to all choose whichever take away dropped the cordial and only is designed to get young people
they felt like. It usually ended up drinks sparkling water. This has to build bikes that they can then
being a mix of McDonald’s, KFC been the same throughout the keep for themselves. This program
etc. Now, we are moving towards other units where soft drink is no supports social development by
making it a family dinner at a longer allowed. Instead, the young engaging with others, encouraging
restaurant or trying a different people have either limited juice or the young people to engage in
cuisine at home. For example, sparkling water. Residential care activities outside of the home and
this week the young people chose workers have committed to not boosts self-confidence by assisting
Italian. All young people and staff bringing soft drink to work to make them to accomplish an achievable
went to an Italian restaurant. Next sure they are role modelling goal; and (2) The personal training
week, they have chosen sushi so this behaviour.” program. This has encouraged
we will go out for Japanese.” young people to get outside of the
house and engage in a variety of
activities, including, hiking, boxing,
walking, and 1:1 gym sessions.”
“One of the houses was previously “The young people have been “The young people are expected
doing ‘Taco Tuesday’ each week very involved in the meal planning in each house to turn off all
but have turned it into ‘Mexican each week. I’ve sat with the young technology and sit at the table for
Feast Friday’. Each child is inviting people and created the weekly dinner with the carers. The houses
a friend over to try their cooking. menu since starting the program encourage the young people to
The young people have been and they have been doing a great help in the cooking and setting
looking up recipes for Mexican job. Two of our young people the table for dinner. Some houses
punch, Mexican foods and each developed the menu for our have struggled in getting the young
young person is choosing a meal family night this week and cooked people to the table and away from
they want to make.” most of the food from scratch technology, but this practice is
(homemade pizzas, chicken and changing and creating a stronger
veggie pasties, sausage rolls, family dynamic in the homes.”
veggie and dip platters,
and desserts).”
Progress Report 24Case Study Examples
“What a breakfast challenge”
Every week one of our houses would challenge
another house to see who could cook the best
breakfast. We would encourage the young people
to assist in creating the menus during the week and
in the cooking and setting of the table on the day.
We invited our area manager and members from
our local high-risk youth police unit to attend. The
staff and young people became very creative with
their menus and ensured there was something new
cooked each week. This initiative has created such
a positive space for the staff and young people
and contributed to a sense of connectedness
across the teams. The houses were able to
create a family environment full of fun and joy.
“A Dinner to Remember”
A great highlight of the HEALing Matters training
and implementation occurred when two young boys
(aged 8 and 10) created a special dinner for the house
supervisors. They dressed up as waiters and escorted
them to their seats from the front door. The boys both
dressed up nicely in button up shirts and draped tea
towels over one arm to make the night fun. They also
used lovely table manners and pulled out the chair for
the supervisors. This really highlights the importance
of building relationships with others around food and
making dinner time meaningful and fun.
“Getting involved “
We have seen many wonderful changes to the lives of
our young people after implementing and applying the
HEALing Matters training in our daily care. Through
consistent, positive role modelling and reinforcement
by our staff, our young people are making better
lifestyle choices to improve their overall health and
wellbeing. We have installed three new swing sets,
some monkey bars and a crash mat to promote
physical activity and to encourage the young people to
spend more time outdoors. We have begun to display
information posters around the house to highlight the
importance of healthy living and exercise, and now all
young people are involved in a sporting activity or club
(e.g., football, Koori gymnastics and circus) to keep
them active and involved in the community.
25 HEALing Matters“Supporting activity and routines”
We have introduced planned morning and afternoon
walks to support young people to start or finish
their day. Not only has this provided staff and young
people with opportunities for meaningful connection
and discussion about the day, but we also found that
implementing daily walks particularly supported a
young person with a disability. These routine walks
supported the young person in understanding the
importance of creating and understanding routine. As
a result, scheduled walks have helped them transition
into their evening routine with less resistance.
“Revamping the Veggie Patch”
Part of creating a healthy home environment involved
us reviewing our vegetable patch as it was overgrown
and the young people disliked the vegetables. We felt
that maintaining the garden was important not only
as a physical activity but to support the young people
to understand the importance of self-care, and the
skills required to take care of something. We have now
cleared the vegetable patch and are working with the
young people through community meetings to get them
engaged in re-establishing the garden. All of our young
people are working towards a target skill of patience.
This will hopefully give them the opportunity to develop
and grow this skill, while also receiving the intrinsic
reward of cooking with the fresh ingredients.
“It’s a team effort!”
Brainstorming ideas and activity plans has been
a collaborative effort during team meetings for
the benefit of our young people. Maintaining
open communication has enabled the young
people to express their thoughts and feelings
on health and wellbeing changes. Together, we
decided to purchase extra sporting equipment
(e.g., basketball ring, trampoline, bats, table
tennis table) and these items have been
utilised by the young people on a daily basis.
Progress Report 26Case Study Examples cont. “Positive changes are happening” The team has encouraged healthy alternatives and lifestyle changes with our young people. Healthier recipes are being cooked using the HEALing Matters recipes, with young people often helping with food preparation. We have created a folder compiling all printed recipes from the HEALing Matters website and it is readily available for the young people to use. We are seeing that more young people are enjoying coming together at mealtimes, which means that more young people are eating at regular times - this has also led to improvements in their sleeping patterns. 27 HEALing Matters
Feedback on
the training
content:
• “The modules have been a great success and the
recipe book is amazing. Thank you for providing
• “I like the relevance of the information and the fact
that it is all based on positive outcomes for the
such a valuable course to carers and young people young people. I found all the information relatable to
in residential care.” what I do on a day-to-day basis.”
• “Thank you for your commitment to providing staff
with the information, tools and strategies required
• “The training had lots of positive language and
encouragement. It gave me ideas and resources to
to improve life outcomes for children in out-of-home use when struggling.”
care. Follow up discussions with staff (including
labour hire staff) has been valuable for reflection.” • “I believe by revisiting HEALing Matters every few
weeks to renew knowledge from the modules, we
• “The HEALing Matters program is very well laid out,
and the resources are great.”
can implement effective routines and measures to
help our young people in care.”
• “A well informed and very valuable program that was
easy to follow.”
• “It was great learning.”
• “The HEALing Matters training was great.”
• “The information was great. it is a reminder to all
of us about what needs to be practiced and the • “I have logged in and completed the first module...
so far it’s great, easy to use and good to have
benefits to both carers and young people.”
reminders of things we should already be doing
• “The modules were broken up into good amounts of
information, were easy to understand and had lots
each day.”
of practical tips to implement in the home.” • “HEALing Matters provided us with very important
and beneficial information our team needed in order
to support our young people in making healthy
eating and living choices.”
Progress Report 28Booster Grant
Expenditure
“We were able to purchase a fire pit from Bunnings
with some of the HEALing Matters booster grant.
The girls toasted marshmallows and had an absolute
ball. This was a great way to mark one of the girl’s
2nd anniversary in the home.”
“We purchased a trampoline today. The
booster grant money has meant we have
been able to purchase a good quality one
that will suit all four young people.”
“The young people expressed an interest in
fitness and one of the boys explained he would
like a boxing bag so instead of causing property
damage, he would instead look to vent his anger
and frustration on the bag. I thought this was very
open and honest of him and gave even more
reason to purchase the multi gym.”
29 HEALing MattersOther items purchased:
• Vegetable garden
“As a team, we came up with the idea to spend the • Bicycle
money on a swing set for young people to enjoy and
also a tool for staff to engage young people and build
• Basketball set
relationships. The swing set has been a go-to place for • Exercise bike
our young people to relax on. Staff and young people are • Treadmill
able to engage positively. The swing set also provides a
boxing bag and basketball ring for other activities.” • Kitchen appliances (Nutribullet, air fryer,
blender, electric griddle)
“We were able to purchase two scooters with our • Water fountain
booster grant. We also got two bicycles, bike helmets • Swing set
and locks, two skateboards, totem tennis and a softball
set. I have no doubt the young people will get lots of
• Table-tennis table
enjoyment from these purchases.” • Boxing bag
• New gym equipment for the games room
“The young people are loving our new gym and are using • Stepper
•
it every day, especially due to COVID-19 restrictions.
Fit bits for all young people in the house
Very much appreciated from staff and young people.”
• Outdoor ‘tranquil’ area for staff and
young people
Progress Report 30Moving Forward
To deliver our HEALing Matters vision, we are focused on the following
four objectives to drive planning and decision making in the next phase
of implementation:
1 2 3 4
Continue to build Support residential Robust evaluation with Support wide-spread
organisation capacity provider agencies timely and effective adoption, adherence
and capability through to make changes to communication of and program
ongoing training their policies and outcomes to the sustainability
practices which sector and individual
prioritise healthy agencies
eating and active
living in the home
To achieve these objectives our plans at the organisation level include
the following significant activities:
• Work strategically with online Human Resource systems across organisations to embed the training into
routine induction and ongoing professional development for all staff. This might extend to incorporating
the HEALing Matters principles into position descriptions, job interviews, contracts, KPIs, supervision and
performance appraisals.
• Enhance post-training supports by developing: (1) HEALing Matters 'top-up' module, a refresher module that
carers would be required to complete every 6-12 months to ensure carers are consistently updating their
knowledge in reference to HEALing Matters; and (2) HEALing Matters subscription service (free) that includes
an information pack to be sent to residential care homes that focuses on a different health or wellbeing topic and
includes activity ideas, conversation cards, and recipes to facilitate health and wellbeing education within the home.
• Ensure that information systems are in place to measure training completion rates. Create a mechanism for
effective follow-up action at the area level, if levels of staff participation are low.
• Undertake an evaluation of the implementation and impact of the training and associated resources on carers
understanding of health literacy and the application of that information. This evaluation will assess knowledge
and skills, self-efficacy, confidence, and implementation intentions and motivation relevant to each module’s
content. It will also describe examples where new learning, skills and interventions are being utilised in practice
and the extent to which they are improving outcomes for young people.
Additionally, we will:
• Continue to develop new modules and oversee updates of the website in accordance
with evolving evidence and user feedback.
• Identify any additional training content and resources needed.
• Begin planning for a state-wide rollout of HEALing Matters in home-based care.
31 HEALing MattersYou can also read
