Framework for the Assessment of Vulnerable Children and Their Families
Helen BuckleyACWA Seminar
31st January 2008
Problems identified in child protection and welfare services prior
to development of the Framework
Disparities about thresholds for service Neglect of neglect with primary emphasis
on problems with a more vivid manifestation
Problems with multi-disciplinary work Lack of focus on children Weakness in integrating information Need for higher profiling of family
support services
Research findings on assessment frameworks Assessment can have a therapeutic function
and can encourage openness; the skill and approach of the worker are essential (Millar & Corby, 2005)
Requires strong leadership and a clear plan for intervention and can promote best practice (Cleaver and Walker, 2004)
Assessment tools have been criticised for having a ‘narrow, normative and prescriptive view of the world’ (Garrett, 2005)
Concerns about computer based data (Munro, 2004)
What international research says about assessment frameworks
Establish the foundation stones for practice, linking philosophy, theory and principles to practice triggers (Connolly 2006)
Can facilitate practitioners to draw on a range of evidence and improve conceptual skills but effective use requires training and supervision in order to avoid mechanistic use (Crisp et al, 2007)
Assessment is ‘both a head and a heart activity’ (Horwath, 2006)
Service users are positive about involvement (Platt, 2006)
Some questions
What principles should underpin an assessment framework?
What factors will maximise the effectiveness of the process?
What implicit or qualitative elements are the most significant?
Underpinnings of Irish AF
Framework should be informed by practitioners, rather than top down
No assumptions about service users willingness or motivation to engage
Gender sensitive Needs to include risk and avoid
over categorisation
Outcomes of the pilot study Framework largely successful in its aims Need to show concurrent as well as
sequential activities Under use of evidence for decision
making Deficiencies in documented information
about children Need for more communication between
statutory and voluntary agencies regarding use of the framework
Shaping of Assessment Framework
One document incorporating tool, practice guidance and research reader
Qualitative assessment Based on principles Time lines to be agreed on a per case
basis Core assessment Role of coordinator/manager
Assessment process Process of assessment needed to be
clearly spelt out – more than a concept, broader than a set of tools
Emphasis on engagement, planning and reflection
Required to differentiate between concurrent and sequential phases
User friendly document with tabs and index
The Finished Product
The Finished Product – Format A Single Document in Two Parts Part One – Assessment Tool Part Two – Practice Guidance in Two
Sections Symbols – Book, Keys, Spiral
Colours and Tabs Index
The Finished Product
Assessment Wheel – Visual Aid Three Concurrent Activities – Circularity of
Assessment Five Steps – Sequence of Assessment Three Dimensions of a Child’s Life and Knowing
the Child – Child Centredness Multidisciplinary Contributions Five Key Questions – Evidence Based Practice Principles to Underpin Assessment – Seven
Practice Principles
The Assessment Wheel
Symbols: the spiral
Key questions:
What facts, observations and opinions do you have to support the information gathered?
What does this mean in relation to the child’s safety, welfare and development?
How do practice experience, research findings and literature inform this part of your assessment?
Should an intervention be made now? If so what? Where is the parent/carer within the change
process?
Five Steps
Responding Protecting Devising Gathering and Reflecting Sharing, Analysing and Planning
Engaging : overcoming distrust
Consider who needs to be involved Work on engaging involuntary service
users Take a gender sensitive approach, Involve children in a meaningful way Check the family’s understanding on a
regular basis: recap on aims Share information as it emerges Enable the family to identify their own
needs, in writing if possible Be available
Concurrent Activities: Collaborating
Anticipate inter-agency and inter-professional problems and find means of solving them
Be clear about roles Establish contact times and personnel Clarify what is meant by
confidentiality Establish feedback arrangements
Concurrent Activities: Safeguarding
Ensure all relevant information is gathered
Ensure child is seen regularly in a way that can satisfy any concerns
Check that contracts or conditions are being kept
Keep an eye out for any changes in the child’s circumstances and assess what they might mean for the child’s safety
Step 1: Responding
Is this a new referral? What is the referrer saying? What evidence is being presented? What are the strengths in the
situation? Who is involved? What do we need to know now? Do the family know?
Step 2: Protecting
Are there signs of neglect or abuse? Can someone protect the child from
the alleged perpetrator right now? Can the child protect him or herself? Is there a history of abuse by this
alleged perpetrator? Are there complicating factors?
Step 3: Devising What is the purpose What is the time frame? What information is needed from whom? From what other sources should it be got? How do I involve other professionals? How will the child and family be involved? What needs to happen immediately?
Step 4: Gathering & Reflecting
Two equally important interrelated activitiesEmphasis on reflection / analysisApplication of the Five Key QuestionsThree Dimensions of a Child’s Life:Child’s developmental needsParents’ capacity to meet those needsExtended family and community’s capacity to meet those needs
Step 4: Gathering & Reflecting
Step 4: Gathering & ReflectingAdditional Considerations in Relation to Dimension 1
(Child’s Needs) Children with disabilities and complex health
needs Children from ethnic minorities
Additional Considerations in Relation to Dimension 2 (Parent/Carer Capacity to Meet Child’s Needs)
Includes for example the impact of mental health difficulties, the impact of alcohol and drug misuse and the impact of domestic violence on parent / carer capacity
Step 4 Gathering & ReflectingKnowing the Child
Knowing the child means being able to describe:
Child’s personality Favourite things: likes/dislikes Hobbies/favourite celebrities/interests Best friends, pets What makes him or her happy or sad Dreams, fantasies, ambitions
Step 4 Gathering & ReflectingDescribe a Day in the Child’s Life
As well as gathering information about the child, it is important for practitioners to have a real ‘sense’ of the child
You should aim to be able to describe an average day in the child’s life – use a clock face to facilitate this (Raynes, 2003)
Step 5: Sharing, Analysing & Planning
Prepare report Demonstrate knowledge Base conclusions on sound
information Look at strengths and weaknesses Encourage participation Share the report Multi-disciplinary meeting
Step 5: Sharing, Analysing & Planning
What are the long term goals? What type of interventions are most
appropriate? What resources are needed? Who else should be involved? How long should it take? How will I know if change has happened? How can I evaluate progress?
Areas for reflection Engaging families Considering caregivers’ incentive
to change Promoting participation Reflecting on information using the
key questions Using the evidence Recording
What’s different? Centred in on the child as opposed
to child centred Guides through the entire process
rather than information gathering Encourages workers to reflect at all
points Avoids obsession with labelling if
needs and services are the focus
Training issues
Child development Knowledge base on factors that
affect parenting Multi-disciplinary working Assessment skills Influences on decision making
Supervisory issues
Acknowledge and address coping mechanisms adopted by staff
Accept that bias and distortion are inevitable from time to time, including groupthink, fixed ideas, over optimism and over-pessimism
Encourage workers to self challenge
Organisational issues
Promotion and support of multi-disciplinary work
Development of structure and context – not just an add on
Promotion of a positive image of the system
Loose ends Difference between initial and full
assessment? ‘One size fits all’ approach Expectation that the assessment
framework will make decisions on its own
Expectation that multi disciplinary work is easily achieved
