1. Framework for the Assessment of Vulnerable Children and Their Families
Helen Buckley
ACWA Seminar
31st January 2008

2. 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

3. 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)

4. 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)

5. 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?

6. 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

7. 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

8. 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

9. 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

10. The Finished Product

11. 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

12. 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 -

13. The Assessment Wheel

14. Symbols: the spiral

15. 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?

16. Five Steps Responding Protecting Devising Gathering and Reflecting
Sharing, Analysing and Planning

17. 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

18. 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

19. 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

20. 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?

21. 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?

22. 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?

23. Step 4: Gathering & Reflecting
Two equally important interrelated activities
Emphasis on reflection / analysis
Application of the Five Key Questions
Three Dimensions of a Child’s Life:
Child’s developmental needs
Parents’ capacity to meet those needs
Extended family and community’s capacity to meet those needs

24. Step 4: Gathering & Reflecting

25. Step 4: Gathering & Reflecting
Additional 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

26. Step 4 Gathering & Reflecting Knowing 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

27. Step 4 Gathering & Reflecting Describe 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)

28. 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

29. 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?

30. Areas for reflection Engaging families
Considering caregivers’ incentive to change
Promoting participation
Reflecting on information using the key questions
Using the evidence
Recording

31. 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

32. Training issues Child development
Knowledge base on factors that affect parenting
Multi-disciplinary working
Assessment skills
Influences on decision making

33. 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

34. 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

35. 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