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1 © Child and Family Training 2014 HOPE FOR CHILDREN AND FAMILIES PROGRAMME: Child Protection Decision Making using the Safeguarding Children Assessment.

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Presentation on theme: "1 © Child and Family Training 2014 HOPE FOR CHILDREN AND FAMILIES PROGRAMME: Child Protection Decision Making using the Safeguarding Children Assessment."— Presentation transcript:

1 1 © Child and Family Training 2014 HOPE FOR CHILDREN AND FAMILIES PROGRAMME: Child Protection Decision Making using the Safeguarding Children Assessment and Analysis Framework (SAAF) Stephen Pizzey

2 2 © Child and Family Training 2014 Stage 1Identification of harm and initial safeguarding Consider the referral and aims of the assessment Stage 2Gather assessment information on the child’s developmental needs, parenting capacity, and family and environmental factors Collect information from available sources using an appropriate range of methods and approaches Create a chronology of salient information Stage 3Establish the nature and level of impairment of the child’s health and development Organise information using the Assessment Framework and identify strengths and difficulties in all dimensions Seven Stages in Assessment, Analysis and Planning Intervention

3 3 © Child and Family Training 2014 Stage 4Analyse the patterns of harm and protection Consider the chronology of salient information Processes and impact Stage 5Child Protection Decision Making and Care Planning: The Safeguarding Analysis Profile of harm and impairment of development Predict the likely outlook for the child: the risks of re- abuse or likelihood of future harm (the systemic analysis) Determine the prospects for successful intervention Summary of safeguarding analysis Stage 6Develop a plan of intervention Stage 7Identify outcomes and measures for intervention Seven Stages in Assessment, Analysis and Planning Intervention

4 4 © Child and Family Training 2014 CHILD Safeguarding & promoting welfare CHILD’S DEVELOPMENTAL NEEDS PARENTING CAPACITY FAMILY & ENVIRONMENTAL FACTORS Health Education Identity Family & Social Relationships Social Presentation Emotional & Behavioural Development Self-Care Skills Basic Care Emotional Warmth Stimulation Guidance & Boundaries Ensuring Safety Stability Community Resources Family’s Social Integration IncomeEmploymentHousingWider Family Family History & Functioning Assessment Framework A map of relevant data to be collected

5 5 © Child and Family Training 2014  The Child’s Developmental Needs Domain maps Strengths and Impairment in Development  The Parenting Capacity Domain is concerned with Attributability  Where there is no observable or measurable impairment, the Parenting Capacity and Family and Environmental Factors Domains are relevant to the Likelihood of Impairment Note that some impairments may not be attributable to parenting - e.g. Autism is genetic or Cerebral Palsy is congenital in most instances - but make greater demands which parents may not be able to meet. Working with the Assessment Framework

6 6 © Child and Family Training 2014  The HOME assessment of parenting and family life  Family pack of questionnaires and scales  Apps for communicating with children and young people  Assessing Families in complex child care cases  Communicating with children using the In My Shoes Interview  The Attachment Style Interview in child care cases Resources for gathering assessment information

7 7 © Child and Family Training 2014 Stage 1Identification of harm and initial safeguarding Consider the referral and aims of the assessment Stage 2Gather assessment information on the child’s developmental needs, parenting capacity, and family and environmental factors Collect information from available sources using an appropriate range of methods and approaches Create a chronology of salient information Stage 3Establish the nature and level of impairment of the child’s health and development Organise information using the Assessment Framework and identify strengths and difficulties in all dimensions Seven Stages in Assessment, Analysis and Planning Intervention (Child Protection)

8 8 © Child and Family Training 2014 CHILD Safeguarding & promoting welfare CHILD’S DEVELOPMENTAL NEEDS PARENTING CAPACITY FAMILY & ENVIRONMENTAL FACTORS Health Education Identity Family & Social Relationships Social Presentation Emotional & Behavioural Development Self-Care Skills Basic Care Emotional Warmth Stimulation Guidance & Boundaries Ensuring Safety Stability Community Resources Family’s Social Integration IncomeEmploymentHousingWider Family Family History & Functioning Organise Information using the Assessment Framework Identify Strengths and Difficulties

9 9 © Child and Family Training 2014 Stage 4Analyse the patterns of harm and protection Consider the chronology of salient information Processes and impact Stage 5Child Protection Decision Making and Care Planning: The Safeguarding Analysis Profile of harm and impairment of development Predict the likely outlook for the child: the risks of re- abuse or likelihood of future harm (the systemic analysis) Determine the prospects for successful intervention Summary of safeguarding analysis Stage 6Develop a plan of intervention Stage 7Identify outcomes and measures for intervention Seven Stages in Assessment, Analysis and Planning Intervention (Child Protection)

10 10 © Child and Family Training 2014 When examining processes consider:  the time relationships between impairments in the child’s development and life events and stressors which  can raise hypotheses about processes influencing the child’s health and development Chronology of Salient Information

11 11 © Child and Family Training 2014 Distinguish:  What has brought things about from the past  What keeps things going in the present both of which  Can help to predict what’s likely to happen in the future if things carry on as they are Principles Underlying Analysis - Processes

12 12 © Child and Family Training 2014 The two key elements of Impact are:  Severity of difficulty: the weight of a negative factor or process  Magnitude of strength: the weight of a positive factor or process Thus once the processes have been analysed consider:  What processes are having the biggest effect on the child’s health and development or processes that affect it?  Which are the greatest protective processes? Principles Underlying Analysis - Impact

13 13 © Child and Family Training 2014 In general:  the more dimensions of domains that show difficulty;  the more frequently those difficulties are manifest;  the longer the difficulties have existed;  the less the difficulties are modifiable; then the greater the severity of the problem Stage 4: Summary of Principles Underlying analysis - summary

14 14 © Child and Family Training 2014 Stage 4Analyse the patterns of harm and protection Consider the chronology of salient information Processes and impact Stage 5Child Protection Decision Making and Care Planning: The Safeguarding Analysis Profile of harm and impairment of development Predict the likely outlook for the child: the risks of re- abuse or likelihood of future harm (the systemic analysis) Determine the prospects for successful intervention Summary of safeguarding analysis Stage 6Develop a plan of intervention Stage 7Identify outcomes and measures for intervention Seven Stages in Assessment, Analysis and Planning Intervention

15 15 © Child and Family Training 2014 To analyse the profile of harm the following must be considered: Child’s Developmental Needs  Severity of impairment of the child’s health and development and impact on the child Parenting capacity  Severity of parenting difficulties Family and Environmental Factors  Severity of individual and family difficulties  Severity of environmental difficulties Parenting, protection and therapeutic help child requires Profile of Harm and Impairment of Child’s Health and Development

16 16 © Child and Family Training 2014 The instrument is structured in terms of the Assessment Framework domains and comprises:  Areas to be considered  Descriptors  Scale: lower to higher level of concern which are summarised in the summary grids The Structure of the Profile of Harm and Impairment of Child’s Health and Development

17 17 © Child and Family Training 2014 Systemic Analysis of Patterns of Harm and Protection Predisposing Factors and Processes: Harmful Maintaining Factors and Processes Present: Parent’s longstanding drug addiction; Social contacts within drug sub-culture; Chaotic household routines. Precipitating Trigger Factors and Processes: Grandmother ill; one parent in house – father out buying drugs; father in prison Protective Maintaining Factors and Processes: Supportive grandmother who keeps house clean; Parents use drugs at different times so one is available for child The Child’s Current Health and Development Including Harm to the Child: No speech; underweight; listless; unresponsive; home alone twice (once in cot for 6 hours) Predicting Likely Future of Child’s Health and Development: Irreversible developmental delay (cognitive, physical and emotional); high accident risk.

18 18 © Child and Family Training 2014 To determine the prospects for successful intervention the following must be considered:  Nature of harm suffered and the child or young person’s wishes and feelings  Parental child-centredness  the capacity of the parents to recognise, understand, acknowledge and take responsibility for difficulties  Modifiability  the parents level of motivation and capacity for change regarding the identified difficulties; and  whether the child’s circumstances can be improved with safety within a reasonable period taking account of the child’s developmental timeframe  Parent’s ability to co-operate with professionals and agencies Determine the Prospects for Successful Intervention

19 19 © Child and Family Training 2014 The instrument is structured in terms of the:  Areas to be considered  Descriptors  Scale: better to poorer prospects for intervention which are summarised in the summary grids The Structure of the Prospects for Successful Intervention Instrument

20 20 © Child and Family Training 2014 The summary of the safeguarding analysis provides 3 part scales regarding:  Overall level of harm and impairment to the child’s health and development (low/moderate/high)  Future outlook for the child’s health and development if no intervention: overall level of risk of re-abuse or likelihood of future harm (low/moderate/high)  Overall prospects for successful intervention (poor/moderate/good) The Summary of the Safeguarding Analysis

21 21 © Child and Family Training 2014  What are the options for interventions which might: (a) help support strengths in health and development and/or (b) help meet impairments in health and development?  Towards which strength/impairment in health and development is each intervention targeted?  What resources are available?  Which of those available is the family most likely to cooperate with?  Which intervention is likely to produce the most immediate benefit and which might take time?  What should be the sequence of interventions and why?  What is the likelihood of achieving sufficient change within the child’s timeframe? Planning Interventions

22 22 © Child and Family Training 2014 Ispcan workshop 2014 Hope for Children and Families A resource manual of modular systemic Interventions Empowering frontline practitioners to deliver evidence based approaches Arnon Bentovim -Child and Family Training UK Jenny Gray – President ISPCAN Marianne Bentovim – Child and Family Training -UK

23 23 © Child and Family Training 2014 The key outcome is the child’s developmental progress To assess outcomes of intervention need to measure change over time in:  The Child’s Development  Factors and Processes thought to influence the Child’s Development Need baseline and follow-up measures Identifying Outcomes and Measuring Change

24 24 © Child and Family Training 2014 Bentovim, A., Cox, A, Bingley Miller, L. and Pizzey, S. (2009) Safeguarding Children Living with Trauma and Family Violence: A Guide to Evidence- Based Assessment, Analysis and Planning Interventions. London: Jessica Kingsley. Bentovim, A., Bingley Miller, L., Pizzey, S. and Tapp, S. (2013) The Safeguarding Assessment and Analysis Framework. York: Child and Family Training. Department of Health, Department for Education and Employment, and Home Office (2000b) Framework for the Assessment of Children in Need and their Families. London. The Stationery Office. Contact: Stephen.Pizzey@childandfamilytraining.org.uk The Safeguarding Children Assessment and Analysis Framework www.childandfamilytraining.org.uk


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