At Akraneskaupstaður, a conscious decision was made to co-operate on two major implementation projects: the implementation of a new law on service integration for children's prosperity, and the implementation of the "child-friendly municipality" program. This was done, among other things, by hiring a project manager for both the children's prosperity and child-friendly municipality projects. It was clear from the beginning that the two projects were closely related and should be implemented in a coordinated way.

The task involves creating a child-centred and comprehensive welfare service for all children in Akranes. The goal was to increase understanding and awareness of all who work with or for the benefit of children and families, on the rights of children and the importance of listening to their voices, and promoting equal opportunities and participation for all children and young people in Akranes.

IMPLEMENTATION

The law on children's prosperity provides for the first time a harmonized measure that describes the hierarchy of services for the well-being of children in three service levels. A harmonized hierarchy gives an overview of service systems and a picture of how to ensure efficient and continuous services appropriate to all children. This procedure is in line with the implementation of the child-friendly municipality project, and therefore the decision was taken to implement the children's prosperity law alongside the work on the child-friendly municipality project in Akranes.

The implementation of the two projects in Akranes began in the autumn of 2021. A campaign of education and information was conducted where all service providers under the terms of the children's prosperity law, along with the municipal staff and elected representatives, were given an introduction to the new law and the changes that were ahead in services to children and families, as well as an introduction to the implementation of the child-friendly municipality project. The presentation went to all preschools, primary and secondary schools in the town, as well as to the West Iceland Health Institute and later to the police, day-care parents, the district commissioner and sports associations.

The implementation steps of both projects were worked out. A questionnaire was sent out to both children and municipal employees.

Staff also took an online course on the Convention on the Rights of the Child, and a child-friendly social event was held at the town office where staff took part in various games related to children’s issues. The law was reviewed, as well as the goal of becoming a child-friendly municipality providing excellent welfare services for all children, where equality and participation is key.

Social media were used to promote the project, for instance on the Day of the Rights of the Child, and in other ways as needed. Videos were made about the children's prosperity project, where the Convention on the Rights of the Child was quoted, linking the projects together further.

The case managers in the welfare and human rights fields were recruited and contact persons were designated, as the children's prosperity law requires. These children's prosperity parties also took part in implementing the child-friendly municipality project, by overseeing education about the project in their workplace. For example, the contact person in the preschool was given the responsibility to ensure that all preschool staff received necessary education about the Convention on the Rights of the Child and other education required in the implementation process of the child-friendly municipality project.

THE RESULT

The result of the project has been that the services for children and families in Akranes have become better and more focused, among other reasons due to the implementation of the children's prosperity law. Child services are now delivered based on different levels, with support teams, early support and cooperation between contacts and case managers.

There has also been a great awareness of the right of children and young people to participate in matters that concern them. Thus, the introduction of the children's prosperity project has not only been directed at those who provide the services (service providers according to law) but also and no less at those who receive the services, which are children, young people and families.

Furthermore, those who work at Akraneskaupstaður and are not directly involved in services for children, i.e. elected representatives, departments, councils and committees, have become more aware and more involved in implementing changes and new ways of thinking when it comes to protecting, caring for and participating children in Akranes.

Source: Exemplary projects - child-friendly municipalities 2023 (in Icelandic)

The municipality of Vestmannaeyjar is now in its third year of working according to the law on service integration for children's prosperity; requests for service integration from parents and children began in early 2022.

Implementation

Before the law was passed we were well prepared, as there was already effective cooperation between the welfare and school services. The family and education departments were merged into one department in 2006. Since then the cooperation has been solid and the communication channels short, but thanks to the service integration work the cooperation became even stronger and better.

In the implementation process we started to map out the situation we had, i.e. what we were already doing, what resources and cooperation projects we had, and then if and how that would fit into the service integration work. We also evaluated what was needed in order to meet all the requirements. We started by inviting all service providers to a meeting where the law and the role of service providers were well presented, and we discussed various approaches and configurations for the work and cooperation. Presentations were also held for all service providers’ staff, as well as for elected representatives of the municipality. Next, decisions were made in cooperation with service providers’ managers on who would take on the role of contact persons and case managers. After that work began on preparing forms and procedures for both contacts and case managers.

When all this was done, the service was advertised on all media in the municipality, and presented at parents' meetings in the schools. The interest was clear, because as soon as we opened an application system for service integration, we received numerous requests. At the end of 2022, the number of service integration cases had reached 105, out of just over 900 children who were then living in the municipality.

This started off quickly and well for us, but we can feel today, in the program's third year, a certain balance has been reached on the requests. The number of requests for integration has slowed down, which we consider normal given how quickly they came in at the beginning, and how some of those cases are still active. We can sense positive changes and satisfaction among both those who both provide the service and those who use it. We are also always learning something new and developing and refining our work and methods, according to what is best for both service recipients and service providers.

Adaptation and changes

Examples of changes that have taken place are changes in application forms and work procedures, they have been updated as appropriate in each case.

Changes have also been made in the contact persons, who were first department heads in preschools and elementary schools. In preschools the change was that the special education director of each preschool is now a contact person instead of department heads, which was a successful change in our opinion. In elementary schools the change was that an employee of the school service was defined as the project manager for the contact persons, that person is employed by the school service, but has a workplace within the schools themselves. The project manager therefore both serves as a contact person and manages the contact persons of the school. The manager is also responsible for introducing service integration to children and parents of the school, and since taking on the role has visited all the classrooms of the school, introducing the project and the manager's role. We also think this is a successful change for us. The project manager for contact persons works together with the implementation managers as well as the case managers of the second and third level of services.

Some changes were made to who was defined as case managers, but first it was decided that all counselors for social and school services would become case managers. Shortly afterwards the implementing managers decided that a school psychologist would not be case manager but would be used as a resource in the support program. Children in integration could therefore receive three interviews with a psychologist in their program. The psychologist then assesses whether there is a need to continue. This was also a good change and we have added behavioral counselors as a resource in the support program.

There have been a number of changes in how requests were distributed. First it went through the student services, where requests were distributed to department heads who were then contacts. That didn't last long, the student services were removed from the request process. Today no meetings are being held, and therefore there is no waiting for the case to be assigned to the right place. Children and parents have free access to contacts and work can therefore begin in an interview with a contact person, who fills out an evaluation sheet and request for service integration if the evaluation indicates that it would be in the interest of the child to integrate the case. Also, if parents send a request for service integration electronically through the portal, then it reaches the contacts or case manager, as appropriate, the same day.

We have always kept track of all registrations but added our registration document following the registrations that were requested to come monthly from the National Agency for Children and Families.

The future

Even though we now have a stable work flow concerning the children's prosperity law, we are always learning and always looking at what we could do better and differently in our work, to make the service the best possible for those who request it and deliver it.

Finally, I would like to add a text from a mother whose child is receiving services in stage 2 of integration:

Written: September 2024