How to use the Wellbeing Web

1. Take a blank copy of the wellbeing web and at least two different coloured pens.  The wellbeing web has eight points which each reflect an indicator of general wellbeing : I am safe, I am healthy, I am achieving, I feel nurtured, I am active, I feel respected, I am responsible, I feel included. Each indicator has an associated prompt card. There are different prompt cards for children and adults.  Select the most appropriate prompt cards for use with the individual.

2. Work together to choose a starting point on the web and use the scaling key to plot where the individual thinks they are (between 1 and 10). Ask some open questions such as :
• Tell me why you are at this point in the scale?
• What’s happening to you at this point?
• Can you tell me more about this?

3. It is important to emphasise that there is no right or wrong answer.
Completing the wellbeing web should happen during natural discussion.  It may be completed in one session or in more than one session.

4. Try to arrive at a mutually agreed point on the scale.  If agreement cannot be reached through discussion, identify why perceptions may be different. Individuals should be active partners in the process and their score should be their own perception. If mutual agreement cannot be reached then record both points on the wellbeing web in a different colour.

5. Use the ‘notes’ section (Appendix 1) to record reasons for agreement or disagreement. Discussing the content of this record can help the practitioner and individual understand the need for change.

6. Once each of the areas of the web has been addressed, join the numbered points to create a shape.

7. The shape will provoke a discussion. Questions the worker may want to ask are :
• What aspects of the child’s or adult’s life are working well?
• What areas are holding them back?
• What does the overall shape tell them?
• What would they like to address in the plan of the work?

8. Use the action plan template (Appendix 2) to develop an action plan with the individual, to identify key areas of work and to specify outcomes. Priority areas can then be used to inform a review of the child’s plan. Agree how often the wellbeing web will be reviewed, for example every three months.

9. Copy the web for the individual.

NB This information needs to be contextualised by the practitioner and included in a wider assessment and the child’s plan.