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What Factors Determine a Good Professional Assessment?
I shall start this assignment by defining what is meant by assessment. I will discuss the Legislative Framework, which underpins our work and the Framework for Assessment and discuss its function in the provision and development of contemporary social services. I will consider a range of theoretical perspectives on need, risk and models of assessment and how this influences my practice. ...
¡¥Good assessment is fundamental to good practice; for all potential service users, regardless of age. ... Assessment is a continuing process that involves gathering information and identifying what the problems are, what people need and what needs to be done. ... Normative need is that decided by the professional on behalf of society: a minimal or ideal standard acceptable to all, however, in practice welfare systems aim for the minimum standard. ... This is when it will be decided if action is necessary and where an assessment will be initiated. ...
The assessment must concentrate on the harm that has occurred or is likely to occur to the child as a result of maltreatment, in order to inform any future plans and the nature of the service provided. ... I am restricted by words so have discussed those most key to my practice but I have illustrated that the children¡¦s view is important and must be respected in whatever work I do including the assessment.
Brearly (1982) developed an earlier general model of risk that is known as A Risk Assessment Framework. It is set on clear definitions and has been successful in highlighting the difficulties in risk assessment. ... In an attempt to identify where the problems are and to work with those that can be ¡§alleviated¡¨ (O¡¦Hagen, 1996:118) It is noted that the list of pros and cons do not make the workers decisions, these have to be negotiated with professional judgement. ... For example, a good supportive, family network (strength) does not equate to a physically and/or verbally abusive partner (hazard). ... From this professional judgements can be made and it will be decided if the child being assessed is in need, whether they are suffering or likely to suffer from significant harm, what actions should be taken and what services would best meet the needs of the child and their family. ... (Department of Health (DOH) 2000)
The guidance is primarily for those involved in making the assessment, although as previously mentioned other professionals have a duty to assist social services so it would be beneficial if they have knowledge of the Assessment Framework and to its significance to them. ... ¡¨ This Framework provides that common language ¡§based on explicit values about children, knowledge about what children need to ensure their successful development, and the factors in their lives which may positively or negatively influence their upbringing. This increases the likelihood of parents and children experiencing consistency between professional and themselves about what will be important for children¡¦s wellbeing and healthy development¡¨ (DOH, 2000: x). ... Assessments are:
„« Child centred
„« Rooted in child development
„« Ecological in approach
„« Ensure equality of opportunity
„« Involve working with children and families
„« Build on strengths as well as identify difficulties
„« Inter-agency in their approach to assessment and the provision of services
„« A continuing process, not a single event
„« Carried out in parallel with other action and providing services
„« Grounded in evidence based knowledge
The majority of the above are self-explanatory, however, I will explain what is meant by the ecological approach. ... Environmental factors may affect this ability. ... Assessment should take account of:
„« The child¡¦s developmental needs
„« The parents or caregivers capacities to respond appropriately
„« The wider family and environmental factors. ... These are the three inter-related systems, each have their own critical dimensions that are foundations to the Assessment Framework (see appendix A). ... Family and environmental factors play an important part in understanding what is occurring in a family and influence how we intervene, these include family history and functioning, wider family, housing, employment, income, family social integration and community resources. (DOH, 2000: 19, 21, 23) There is guidance on these categories and can be found in the DOH Framework for Assessment of Children in Need and their Families. ... Assessment requires careful planning. However difficult the situation it is important to keep in mind what the assessment is about, the focus should always be on the child and family. The assessment aims to:
„« Clarify and identify the needs of the child
„« Be helpful and as unintrusive to the family and child as possible
„« Avoid the necessity for repeated assessment by different agencies
„« If, during the assessment, the child¡¦s safety is or becomes a concern, it must be secured before proceeding with the assessment. ... There are clear procedures of appropriate action in terms of interviewing the child in Working Together to Safeguard Children (1999) (DOH, 2000:34)
Careful planning is essential, however intense the pressure is to begin the assessment. ...
„« Who will undertake the assessment and what resources will be required? ...
„« Where will the assessment take place? ... Evaluation here is fundamental to good practice. ...
I have discussed the assessment process now I will discuss what shapes my intervention and remembering that all intervention, where possible is confidential. ... During the assessment the workers focus is to listen and process the answers to these questions. ¡§These questions focus on the workers agenda¡¨ (Smale et al, 2000: 133) they are lead by the assessment form and not the service user.
Approximate Word count = 4465
Approximate Pages = 17.9
(250 words per page double spaced)
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