This document discusses assessment in social work. It begins by defining assessment as a process of gathering information from secondary sources like others' opinions and from direct observation. The document advocates for minimizing unnecessary information gathering. It also stresses defining the problem before seeking solutions. Several frameworks are presented to help structure assessments, including considering developmental needs, caregiver capacities, and environmental factors. The document emphasizes that assessment should be a partnership, focus on strengths, and keep the child's needs and safety as top priorities when communicating with parents.

1. Introduction to Assessment
Nathan Loynes

2. What is an Assessment?
• A process of Gathering
Information.
• From secondary sources i.e. The
opinions of others.
• From our own senses i.e
Observations.

3. Thompson (2009:218) advocates that
• Information gathering in assessments should
be ‘minimum necessary, not maximum
available’.
This is to ensure:
1. Minimal intrusion
2. Avoid wasting time
3. Avoid information overload

4. It is essential that we
Define the problem
Before
we seek solutions

5. The APIR Framework might help?

6. Thompson (2009:219/23) states that
Assessment should be:
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Partnership, not paternalism – Why?
Assess situations, not people – Why?
Strengths – Why?
Significant changes? – Why?
Respond to need, not demand – Why?
Confidentiality – Why?
Separate fact from opinion – Why?
Avoid Jargon – Why?
Avoid vagueness – Why?
Set clear objectives and timescales – Why?

7. Setting Objectives: MARST might help?

8. What are we ‘measuring’ against?

9. The Framework for the Assessment of
Children in Need. (Department of
Health, 2000:17)
• Provides a ‘systematic’ approach.
• A ‘conceptual map’.
• Consistency
It requires a thorough understanding of three
interrelated domains:
1. The developmental needs of children
2. The capacities of caregivers to meet those needs
3. The impact of wider environmental factors

10. The DoH guidance is based on
research. Hence in is ‘evidence
informed’
• For example; Cleaver et al (2011)
examines the research on
parenting capacity and how this
relates to needs and risk.
[you can find some of this research (Cleaver et al) in
excerpt 6 in today’s pack – the entire document can
be downloaded online]

11. Communication with parents
• Clearly, communicating with parents about sensitive issues
such as how they care for their children is a sensitive topic.
• Practitioners must acknowledge this and proceed with tact
and caution. However, whilst acknowledging the feelings of
the parent, the practitioner must always ensure that the
needs of the child are central and paramount.
• Excerpt 7 in today’s pack (Billston & Edmonds, 2007)
identifies ‘good practice’ for breaking bad news: broaching
safeguarding issues is likely to be perceived as ‘bad news’
by parents and carers.
(Note: When you see the word ‘patient’ read this word as
‘client’)

12. Assessment concluding thoughts
• Is a complex process of obtaining information about
children and families.
• This information gathering is necessary to build an
accurate picture of children’s needs and risks to their
development.
• This information gathering includes judgements about
what is reasonable to be expected for children of
different ages. This reasonableness is based on
research.
• Parenting is a difficult ‘job’, broaching parenting issues
requires tact and sensitivity, although the child must
remain the priority and paramount focus.