The Three R's

Rules, roles and responsiveness

Amongst the many 'spaces of opportunity' to engage effectively that a services' staff may need to work work with, one stands out as being in need of special attention and particular focus, in the PIEs 2.0 formulation. That is the environment that is created within services themselves - not just in the way we use the buildings, but in the ways the service itself works - the social life or social structure of the service. 

Services have far more control over these areas than any other; and therefore these areas seem so significant, as 'spaces of opportunity', that in PIEs 2.0  they are given their own heading.

The essential ingredients are three: the rules of the service, that govern the day-to-day operations; the roles that are available - for both staff and users - within the social structure ; and finally, the more un-written ways in which the service actually works - the responses or responsiveness to events.  This trio of ‘rules, roles, and responses’ aims here to focus on such immediate and practical expressions of the way a service works. Taken together, we call these 'the Three R's'.

Each term will need spelling out in a good deal more detail; and the video opposite begins this work. But the combination – especially with the conveniently catchy term, ‘the 3 R’s’ – does manage to convey most of the intended emphasis on practical and organisational issues, in a service's day-to-day dealings, especially with clients (but also with its own staff, and with other agencies).

Day to day practice

Rules, roles, and responsiveness (‘the 3 Rs’)  replaces the term  ‘managing relationships’ in the classic formulation - thus leaving the centrality of building relationships to be treated not as a side issue, but as one of the more pervasive issues that, like reflective practice,  runs through everything.  The term ‘managing relationships’ had never seemed satisfactory, even to the authors of the ‘complex trauma guidance' of 2010, that had in the end adopted it, simply for want of a batter phrase.

Many recent versions have therefore tended to drop the word ‘managing’; and some talk of the ‘centrality’, or ‘recognising the importance" of creating constructive relationships. Yet dropping the word ‘managing’ has left a gap where the day-to-day workings of an organisation and a service need to be outlined. As a result, perhaps, some services are still struggling to know how and where to begin, to become PIEs. Returning the emphasis to day-to-day practice may clarify the point.

NB: For more general attitudes that characterise an agency, see Learning and Enquiry

Useful reading/viewing

The other key features of the revised version are:

  • Psychological awareness HERE
  • Staff Training and Support HERE
  • Learning and Enquiry HERE
  • Spaces of Opportunity HERE

So: where is 'relationships' in the PIEs 2.0 framework? HERE

For more on the development of these areas, see:

PIEs 2.0 - the development process HERE

Pizazz: A new and more customisable working framework for PIEs HERE