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Analysis and Representing Children in Assessments
Analysing information <ul><li>Assessment Framework supports systematic information gathering </li></ul><ul><li>The challen...
How do we represent children in assessments? <ul><li>Research, inspections and inquiries indicate that children’s voices a...
Ways in which children’s voices are silenced <ul><li>By not reporting what was said </li></ul><ul><li>Children are minor c...
Examples from coastal cities study: Child’s views (from  Child and Family Assessment in Social Work Practice  by Holland) ...
Examples from coastal cities study: Child’s views <ul><li>‘ Paul has remained consistent in his expressed wish to have Mr ...
Examples from coastal cities study: Developmental milestones <ul><li>‘ Aaron knows and immediately turns to his own name a...
Good practice in analysis <ul><li>Acknowledge what you don’t know about the child – describe gaps and limitations </li></u...
Benefits of summaries in the case file (from  Write Enough  by Walker, Shemmings, Cleaver (2003)  www.writeenough.org.uk  ...
Checklist  (From  Putting Analysis into Assessment  by Dalzell and Sawyer 2007) <ul><li>How well do I know the child? </li...
Checklist (cont) (From  Putting Analysis into Assessment  by Dalzell and Sawyer) <ul><li>What has been observed regarding ...
The Developing World of the Child (Aldgate and others 2006) <ul><li>A series of steps: </li></ul><ul><li>Chronology and ge...
The Developing World of the Child (cont) <ul><li>Gather positive and negative data </li></ul><ul><li>Weigh relative signif...
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Cwc Children200612 6

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Cwc Children200612 6

  1. 1. Analysis and Representing Children in Assessments
  2. 2. Analysing information <ul><li>Assessment Framework supports systematic information gathering </li></ul><ul><li>The challenge is to bridge the gap between gathering data and using it to analyse, make judgements, plan, intervene and review </li></ul>
  3. 3. How do we represent children in assessments? <ul><li>Research, inspections and inquiries indicate that children’s voices are absent or minimised during assessment </li></ul><ul><li>Focus on parents rather than the child </li></ul><ul><li>Use of language in reports </li></ul>
  4. 4. Ways in which children’s voices are silenced <ul><li>By not reporting what was said </li></ul><ul><li>Children are minor characters in the narrative </li></ul><ul><li>More weight is given to adult views when there are differences of opinion or conflicting accounts </li></ul><ul><li>Presupposing what they might say </li></ul><ul><li>Descriptions of children being limited only to how they respond or relate to their parents </li></ul><ul><li>Presenting their voices as untrustworthy </li></ul>
  5. 5. Examples from coastal cities study: Child’s views (from Child and Family Assessment in Social Work Practice by Holland) <ul><li>‘ Elizabeth presents as whimsical and materialistic and may not be impressed by the current accommodation … It is clear that Elizabeth has changed her mind on a number of occasions’ </li></ul>
  6. 6. Examples from coastal cities study: Child’s views <ul><li>‘ Paul has remained consistent in his expressed wish to have Mr Taylor return home … Paul presents as a very sensible child who I feel would not hesitate to voice any feelings of unease’ </li></ul>
  7. 7. Examples from coastal cities study: Developmental milestones <ul><li>‘ Aaron knows and immediately turns to his own name and babbles loudly and incessantly and imitates adults’ playful vocalisation with gleeful enthusiasm’ </li></ul>
  8. 8. Good practice in analysis <ul><li>Acknowledge what you don’t know about the child – describe gaps and limitations </li></ul><ul><li>Put the information you have got in context – child development, race and culture, recent events </li></ul><ul><li>Consult widely </li></ul><ul><li>Consider language </li></ul><ul><li>Summarise </li></ul>
  9. 9. Benefits of summaries in the case file (from Write Enough by Walker, Shemmings, Cleaver (2003) www.writeenough.org.uk ) <ul><li>frees workers from the laborious task of hunting for information hidden deep in the file </li></ul><ul><li>helps with the process of reviewing the work </li></ul><ul><li>helps clarify the purpose of visits </li></ul><ul><li>can be ‘cut and pasted’ into longer reports, e.g. child protection conferences, court reports </li></ul><ul><li>helps workers become familiar with a new case quickly </li></ul><ul><li>enables supervision to be more helpful to the worker </li></ul>
  10. 10. Checklist (From Putting Analysis into Assessment by Dalzell and Sawyer 2007) <ul><li>How well do I know the child? </li></ul><ul><li>Which adults know the child best and what do they think? </li></ul><ul><li>How has the child defined the problems in their family life and the effect on them? </li></ul><ul><li>Under what circumstances did the child express their views or feelings? What has occurred and what did he or she want to happen? </li></ul>
  11. 11. Checklist (cont) (From Putting Analysis into Assessment by Dalzell and Sawyer) <ul><li>What has been observed regarding the child’s way of relating and responding to adults? (Consider attachment) </li></ul><ul><li>What do I know about research in relation to the experiences the child has had? </li></ul><ul><li>What communication methods have I used? </li></ul><ul><li>How confident am I that I have been able to establish the child’s views, wishes and feelings? </li></ul>
  12. 12. The Developing World of the Child (Aldgate and others 2006) <ul><li>A series of steps: </li></ul><ul><li>Chronology and genogram </li></ul><ul><li>The visit </li></ul><ul><li>Reflecting on the meeting </li></ul><ul><li>Analysing what you have seen and heard </li></ul><ul><li>Planning </li></ul>
  13. 13. The Developing World of the Child (cont) <ul><li>Gather positive and negative data </li></ul><ul><li>Weigh relative significance </li></ul><ul><li>Assessment of current situation </li></ul><ul><li>Assessment of future circumstances </li></ul><ul><li>Prospects for change </li></ul><ul><li>Plan – roles and responsibilities, timescales, who will notice changes, date of review </li></ul>

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