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Child Protection Decision-Making: The Safeguarding Children Assessment and Analysis Framework (SAAF)
The document outlines the Safeguarding Children Assessment and Analysis Framework, which is an evidence-based approach for assessing child protection cases and making informed decisions about interventions. It details a seven-stage process that includes identification of harm, gathering information, analyzing patterns of protection and harm, decision-making, and planning interventions. The framework emphasizes the importance of comprehensive assessments utilizing multiple sources of information to ensure the safety and developmental needs of the child are met.
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- 1. Child Protection Decision-Making: TheSafeguarding Children Assessment and Analysis Framework (SAAF) Stephen Pizzey, Phil Heasman and Carla Thomas Arnon Bentovim, Antony Cox, Liza Bingley Miller and Simon Tapp www.childandfamilytraining.org.uk
- 2. Child and FamilyTraining (C&FT) Started in 2000 as a result of a government-funded collaboration between senior professionals to develop: A range of evidence-based assessment approaches Training packages Team of accredited trainers and consultants Contributes to agencies’ training programmes around the UK and abroad for social work and other professionals Commitment to continuous development Child and Family Training 2© Child and Family Training 2015
- 3. Please discuss withthe person next to you; What makes a safeguarding case complex? Complex child protection cases 3© Child and Family Training 2015
- 4. Definition of childprotection is where the concerns about the safety of the child are such that there is serious consideration of: the child having to be moved away from their current care setting (or not to be returned to their previous care setting) in order to prevent further or likely future major impairment of the child’s development Definition of Child Protection 4© Child and Family Training 2015
- 5. The severity ofthe child’s impairment (attributable or non- attributable) The severity of the difficulty of the factors and processes operating on a child’s impairment (i.e. parenting capacity and family and environmental factors) Modifiability of the impairing/negative processes to the child attributable to the parents/carers. i.e. whether it is likely to be possible to change: What the parents do Factors and processes that affect what the parents do Whether parents are child-centred Whether they are able to cooperate with professionals Reasons for considering a change in the child’s care setting 5© Child and Family Training 2015
- 6. Stage 1 Identificationof harm and initial safeguarding Stage 2 Gather information on the child’s developmental needs, parenting capacity and family and environmental factors Stage 3 Establish the nature and level of impairment of the child’s health and development Stage 4 Analysis of patterns of harm and protection Stage 5 Child Protection Decision Making and Care Planning and Care Planning: The Safeguarding Analysis Stage 6 Developing a plan of intervention Stage 7 Identifying outcomes and measures for intervention Seven Stages in Assessment, Analysis and Planning Interventions 6© Child and Family Training 2015
- 7. Assessment Framework A mapof relevant data to be collected 7 Health Education Identity Family & Social Relationships Social Presentation Emotional & Behavioural Development Selfcare Skills CHILD’SDEVELOPMENTALNEEDS PARENTINGCAPACITY FAMILY & ENVIRONMENTAL FACTORS Basic Care Emotional Warmth Stimulation Guidance & Boundaries Ensuring Safety Stability WiderFamily Housing Employment Income Family’sSocial Integration FamilyHistory &Functioning Community Resources CHILD Safeguarding & promoting welfare © Child and Family Training 2015
- 8. The Assessment Frameworkprovides a map for assessing the needs of children •The Child’s Developmental Needs Domain of the Assessment triangle 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 8© Child and Family Training 2015 8
- 9. Consider the referraland the aims of the assessment The awareness of harm arises in many contexts Multi-agency child protection conferences - have to judge current risk and future harm Extent of harm to the child and nature of parenting capacity and family and environmental factors often unknown Stage 1: Identification of Harm and Initial Safeguarding 9© Child and Family Training 2015
- 10. In order tomake a full assessment of the child’s needs, parenting capacity and family and environmental factors the assessor needs to: Gather information from available sources including using assessment tools Create comprehensive chronology of salient information Good assessments use multiple sources of information. An assessment should not rely on one source of information. Stage 2: Making a full assessment and create comprehensive chronology 10© Child and Family Training 2015
- 11. Stage 2: Makinga full assessment Case Study: Ben Bradshaw aged 5 years 6 months 11© Child and Family Training 2015 Gina 27 Susan Moore 25 Ben 5yrs 6 months Frank 29 Annie 6 months Sasha 8
- 12. Gina Bradshaw is: caring well for Annie who is thriving making over frequent visits to GP with Annie finding Ben’s behaviour increasingly difficult to manage The Health Visitor is concerned about: Ben’s aggression towards Annie Gina’s hostility towards Ben Ben has hit his teacher and is aggressive to other children in school Historical Information: First 9 months poor weight gain and frequent minor accidents as a toddler questioning supervision Aged 2 fractured elbow and dislocated shoulder. Gina reported pulling Ben away from electric stove. Stage 2: Making a full assessment Case Study: Ben Bradshaw aged 5 years 6 months - Referral 12© Child and Family Training 2015
- 13. Gina was sexuallyabused as a child for a number of years by an uncle. Gina had a troubled adolescence and early adulthood: • truanting, aggression to staff and exclusion from school; • running away from home and accommodated by local authority; • extensive drug use • termination aged 15 • series of violent relationships • overdosed twice • convictions for shoplifting to fund drug habit Gina found it difficult to bond with Ben because he was a boy and felt protective towards Annie because she was a girl. Stage 2: Making a full assessment Case Study: Gina Bradshaw Background 13© Child and Family Training 2015
- 14. Frank Bradshaw’s earlyexperiences included: • disruption in early childhood – older brother aged 8 sent to grandparents; • regular school attendance; • occasional drug use; • a series of brief relationships; • unhappy relationship with Susan mother of his daughter, Sasha • private law proceedings regarding Sasha – monthly contact which petered out • clinical depression Stage 2: Making a full assessment Case Study: Frank Bradshaw Background 14© Child and Family Training 2015
- 15. Watch short extractsfrom: • a Family Assessment interview with the whole family; • an Early Childhood (3-6) HOME Inventory Assessment of Ben’s experience of care in the family with Ben and Gina. Take detailed notes of what observed and what reported Stage 2: Making a full assessment Case Study: Ben Bradshaw 15© Child and Family Training 2015
- 16. Stage 2: Makinga full assessment Ben Bradshaw – Family Assessment Interview 16© Child and Family Training 2011 16
- 17. Stage 2: Makinga full assessment Ben Bradshaw – HOME Inventory Interview (1) 17© Child and Family Training 2011 17
- 18. Organise information usingthe Assessment Framework •Record information on the Assessment Framework handout in the following dimensions: • Emotional & Behavioural Development • Family & Social Relationships • Emotional Warmth • Guidance and Boundaries • Family Functioning •Identify strengths and difficulties Stage 3: Establish the nature and level of harm and harmful effects on the child 18© Child and Family Training 2015
- 19. Assessment Framework A mapof relevant data to be collected 19 Health Education Identity Family & Social Relationships Social Presentation Emotional & Behavioural Development Selfcare Skills CHILD’SDEVELOPMENTALNEEDS PARENTINGCAPACITY FAMILY & ENVIRONMENTAL FACTORS Basic Care Emotional Warmth Stimulation Guidance & Boundaries Ensuring Safety Stability WiderFamily Housing Employment Income Family’sSocial Integration FamilyHistory &Functioning Community Resources CHILD Safeguarding & promoting welfare © Child and Family Training 2015
- 20. In analysing thecategorised information consideration should be given to: Processes – the pattern of influences & Impact – the weight/effect of factors/processes Note What is central is whether there is impairment or likelihood of impairment of the CHILD’S DEVELOPMENT. Difficulties/impairments in Parenting or broader Family and Environment may or may not be producing impairments in the child’s development. Stage 4: Analysis of patterns of ham and protection Angold et al 1995 Bentovim et al 2009 20© Child and Family Training 2015 20
- 21. Distinguish: What hasbrought 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 Stage 4: Analysis of patterns of harm and protection 21© Child and Family Training 2015
- 22. When examining processesconsider: 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 Stage 4: Analysis of patterns of harm and protection Develop a chronology of salient information 22© Child and Family Training 2015
- 23. Linear or circularprocesses: Stage 4: Analysis of patterns of ham and protection 23© Child and Family Training 2015
- 24. Identify Strengths andimpairments in the child’s development • What are Ben’s strengths in health and development and how have they been brought about? • What are Ben’s impairments in health and development and why have they occurred? Stage 4: Analysis of patterns of ham and protection 24© Child and Family Training 2015
- 25. Assessment Framework A mapof relevant data to be collected 25 Health Education Identity Family & Social Relationships Social Presentation Emotional & Behavioural Development Selfcare Skills CHILD’SDEVELOPMENTALNEEDS PARENTINGCAPACITY FAMILY & ENVIRONMENTAL FACTORS Basic Care Emotional Warmth Stimulation Guidance & Boundaries Ensuring Safety Stability WiderFamily Housing Employment Income Family’sSocial Integration FamilyHistory &Functioning Community Resources CHILD Safeguarding & promoting welfare © Child and Family Training 2015
- 26. Stage 4: Analysisof patterns of ham and protection Weight of Factors/Processes Difficulties Child’s Developmental Needs, Parenting & Family and Environment Factors and Processes Impairment of child’s development - Significant Harm Protection and Resilience Risk and Vulnerability Modifiability - Change Intrusiveness - Depth Pervasiveness - Breadth Unusualness Frequency - How often Duration - How long 26
- 27. In general: themore 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: Analysis of patterns of ham and protection - Impact 27© Child and Family Training 2015
- 28. The Safeguarding Analysis: •Theprofile of harm and impairment of the child’s health and 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 Stage 5: Child Protection Decision Making and Care Planning: The Safeguarding Analysis Bentovim et al 2009 28© Child and Family Training 2015
- 29. To make anassessment of the profile of harm, risks of future harm to the child the following must be considered: Child’s Developmental Needs Severity of impairment of the child’s health and development and impact on 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 the child requires Stage 5: Child Protection Decision Making Profile of harm and impairment of the child’s health and development 29© Child and Family Training 2015 29
- 30. 30 Harmful Maintaining Factors andProcesses Present: Precipitating Trigger Factors and Processes: Protective Maintaining Factors and Processes: The Child’s Current Health and Development Including Harm to the Child: Predicting Likely Future of Child’s Health and Development: Predict the likely outlook for child: the Systematic Analysis
- 31. Harmful Maintaining Factors andProcesses Present: Ben: male child; increasingly defiant behaviour leading to anger from Gina. Gina repeatedly locks Ben in room and physically chastises him. Frank: spending increasing time out of the house; Frank’s passivity and conflict avoidance. Precipitating Trigger Factors and Processes: Ben’s aggression to Annie causing Gina to be furious; Annie female child making Gina more protective Protective Maintaining Factors and Processes: Frank’s positive relationship with Ben including reading and playing games with Ben Clean well maintained home. Adequate provision of basic care: personal hygiene, nutrition, clothing. The Child’s Current Health and Development Including Harm to the Child: Healthy, articulate, well dressed assertive. Aggressive to Gina, Annie, teacher and peers. Difficulties regulating behaviour and emotions. Predicting Likely Future of Child’s Health and Development: Ben likely to: be seriously physically injured by Gina; suffer emotional harm; develop serious behaviour problems at home and school Predict the likely outlook for Ben : the systemic analysis Gina: sexual abuse resulting in negative feelings towards Ben and overprotectiveness of Annie; propensity to depression 31
- 32. There is apoor prognosis for change where: • Child subject of serious abuse • Continuing parental denial of abuse/impairment • Considerable family difficulties with few strengths • Severe parental pathology, personality disorder or level of addiction which implies changes cannot be made in child’s timeframe • Resources unavailable to intervene given severity of situation • Parents who refuse/don’t cooperate with help Stage 5: Child Protection Decision Making Determine the prospects for successful intervention Bentovim et al 1987 & Jones 1991, 1998 32© Child and Family Training 2015 32
- 33. To analyse theprospects for successful intervention the following must be considered: Nature of harm suffered and child or young person’s wishes and feelings Parental child-centredness regarding Child’s health and development and any harm suffered and its impact Parenting Individual, family and environmental processes Modifiability i.e. parents level of motivation and capacity for change regarding difficulties in Impairment of child’s development and any harm suffered Parenting Individual, family and environmental processes Parent’s ability to cooperate with professionals and agencies Stage 5: Child Protection Decision Making Determine the prospects for successful intervention 33© Child and Family Training 2015 33
- 34. What interventionsare required to ensure the safety of the child What are the options for interventions which might: (a) help support strengths in the child’s health and development &/or (b) help reduce impairments in the child’s health and development? Towards which strength/impairment in child’s 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 developmental timeframe? Stage 6: Developing a Plan of Intervention Planning interventions 34© Child and Family Training 2015
- 35. The key outcomeis the child’s developmental progress The aims are to assess : • Whether the child has progressed and in which dimensions (child’s development); • How improvements or deteriorations have come about (factors and processes thought to influence the child's development) Need baseline and follow-up measures to assess change over time Stage 7: Identifying and Measuring Outcomes Assessing outcomes of intervention 35© Child and Family Training 2015
- 36. Stage 1 Identificationof harm and initial safeguarding Stage 2 Gather information on the child’s developmental needs, parenting capacity and family and environmental factors Stage 3 Establish the nature and level of impairment of the child’s health and development Stage 4 Analysis of patterns of harm and protection Stage 5 Child Protection Decision Making and Care Planning and Care Planning: The Safeguarding Analysis Stage 6 Developing a plan of intervention Stage 7 Identifying outcomes and measures for intervention Seven Stages in Assessment, Analysis and Planning Interventions 36© Child and Family Training 2015
- 37. Angold, A., Predergast,M., Cox, A., Harrington, R., Simonoff, I. and Rutter, M. (1995) ‘The Child and Adolescent Psychiatric Assessment (CAPA).’ Psychological Medicine 25, 739–753. Bentovim, A., Elton, A. and Tranter, M. (1987) ‘Prognosis for rehabilitation after abuse.’ Adoption and Fostering 11, 26–31. Bentovim, A. and Bingley Miller, L. (2001) The Family Assessment: Assessment of Family Competence, Strengths and Difficulties. York: Child and Family Training. 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 Children Assessment and Analysis Framework. York: Child and Family Training. Caldwell, B.M. and Bradley, R.H. (2003) HOME Inventory: Administration Manual Comprehensive Edition. Little Rock, AR: University of Arkansas for Medical Sciences. Cox, A., Pizzey, S. and Walker, S. (2009) The HOME Inventory: A Guide for Practitioners – The UK Approach. 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. Jones, D.P.H. (1998) ‘The Effectiveness of Intervention.’ In M. Adcock and R. White (eds) Significant Harm: Its Management and Outcome. Croydon: Significant Publications. The Safeguarding Assessment and Analysis Framework Contact: Stephen.Pizzey@ntlworld.com 37© Child and Family Training 2015
Editor's Notes
- #2 Introduce
- #3 C&FT developed as a result of a collaboration between senior professionals from Great Ormond Street Children's Hospital and Guys Hospital and others in 2000 funded by the government to develop a range of evidence-based assessment tools for use with children and families, training and trainers linked to the Assessment Framework Run by Dr Arnon Bentovim and Liza Bingley Miller with a team of colleagues including Professor Antony Cox, and team of trainers who have run high-quality training around the UK Commitment to continuous development incorporating new tools and approaches from research and good practice – such as: a model of analysis and planning intervention a new training on Child Protection Decision Making In My Shoes – a laptop interview for communicating with children and young people a process for training and licensing Agency-Based Trainers
- #4 C&FT developed as a result of a collaboration between senior professionals from Great Ormond Street Children's Hospital and Guys Hospital and others in 2000 funded by the government to develop a range of evidence-based assessment tools for use with children and families, training and trainers linked to the Assessment Framework Run by Dr Arnon Bentovim and Liza Bingley Miller with a team of colleagues including Professor Antony Cox, and team of trainers who have run high-quality training around the UK Commitment to continuous development incorporating new tools and approaches from research and good practice – such as: a model of analysis and planning intervention a new training on Child Protection Decision Making In My Shoes – a laptop interview for communicating with children and young people a process for training and licensing Agency-Based Trainers
- #6 In making a safeguarding assessment there are a number of key considerations the seven stage model seeks systematically to address. We know these are central to the risk of future harm and prospects for successful intervention : The severity of the child's impairment (attributable or non-attributable) The severity of the factors and processes operating on a child’s impairment (i.e. parenting capacity and family and environmental factors) Modifiability of the impairing/negative processes to the child attributable to the parents/carers. i.e. whether it is likely to be possible to change: What the parents do (Parenting) Factors and processes that affect what the parents do (Individual, Family & Environmental Factors) 4. Whether parents are child-centred i.e. able to recognise, acknowledge and take responsibility 5. Whether they are able to cooperate with professionals
- #7 Stage 1 Identification of harm and initial safeguarding Consider the referral and aims of the assessment or re-assessment Stage 2 Making a full assessment of the child’s needs, parenting capacity, family and environmental factors and creating comprehensive chronology Gather information from available sources including assessment tools Create a comprehensive chronology Stage 3 Establishing the nature and level of harm and harmful effects on the child Categorise information and organise information/data using the Assessment Framework Assessment of degree of strengths and difficulties in domains and dimensions Stage 4 Safeguarding Analysis Systemic analysis of patterns of harm and protection - Factors and processes influencing the child’s health and development Stage 5 Child Protection Decision Making and Care Planning: Predicting the Likely Outlook for the Child in the light of an analysis of: the profile of harm and risks of re-abuse or likelihood of future harm the prospects for successful intervention within the child’s timeframe Stage 6 Developing a plan of intervention to include therapeutic work in a context of safety and protection from harm Stage 7 Identifying Outcomes and Measures that would indicate whether interventions have been successful In the light of the outcomes of the intervention(s) return to Stage 5 and review
- #8 Assessment Framework triangle is a map for gathering and ordering data/info How you gather information is not prescribed by the Assessment Framework We (C&FT) offer tools that help the gathering and assessment process Also offer model for analysis and planning – will discuss later The triangle: The Child’s Developmental Needs Domain of the Assessment Framework triangle maps Strengths and Impairment or Harm to child’s health and development The Parenting Capacity Domain is concerned with Attributability of harmful actions Where there is no observable or measurable impairment, the Parenting Capacity and Family and Environmental Factors Domains are relevant to the Likelihood of Impairment or Future Harm . Note that the nature of any impairments is also relevant to attributability e.g. Autism is genetic, Cerebral Palsy is congenital in most instances. 6. The work of Bentovim at al (2009) was geared to extension of the Assessment Framework triangle into the child protection context What you will find in your Seminar Booklet on page XXXX are some of the ways of doing that – which we will look at in more detail later
- #9 Munro Report is part of an ongoing process of reviews of child protection practice including Laming and the Victoria Climbie Report which emphasise the importance of analysis and planning
- #10 Stage 1 of the 7 stages in Assessment, Analysis and Planning Interventions is Identification of Harm and Initial Safeguarding A field in its’ own right. Just to remind ourselves – when considering and initial referral staff need to take into account: The awareness of harm arises in many contexts – family, community and professionals requires a variety of routes and established ways of communicating this awareness Social work, Health, Police and Education Professionals involved in Child Protection Conferences, judge of current risk and future harm Extent of harm, extent of trauma, extent of Children's needs, Parenting capacities and Family and Environment factors unknown
- #11 May be a need to make a full assessment or to make a re-assessment based on new information on a known case where safeguarding concerns have been raised The assessment tools can include those C&FT were commissioned by the government to develop including the HOME Inventory, Family Pack of Questionnaires and Scales and Family Assessment Later tools include: In My Shoes for communicating with children The Attachment Style Interview for assessing the capacity of adults to make and maintain relationships, their attitudes towards and use of support and their attachment styles
- #12 Explain that we are going to use a case study to illustrate the use of the tools and the assessment information they can provide. This is a case used in training hich was based on a serious child protection case but taken at a relatively early stage of the case. Michael and Laura are the children of Moira’s marriage to Bill Ward. The marriage broke up shortly after Michael’s birth. Bill has moved out of the area and has not had contact with Michael and Laura for several years. Four years ago Moira met Gary Wills and shortly afterwards he moved into the family home. Gary got on well with Michael and Laura and the break-up of the relationship between Moira and Gary a year ago has had a significant impact on both children. About a year ago Moira met Ian Ross and he soon moved into the family home. Ian has a son, Alan, from a previous relationship. Alan lives with his mother and currently has no contact with his father.
- #13 Michael was referred to social services because of concerns about a recent, marked change in his appearance and behaviour. The school reported that Michael has become anxious, distracted and has difficulty in concentrating. He is persistently late and has a very neglected appearance. Last term he was bright, cheerful and smartly turned out. Laura has been truanting and reported to be out late at night
- #14 Michael was referred to social services because of concerns about a recent, marked change in his appearance and behaviour. The school reported that Michael has become anxious, distracted and has difficulty in concentrating. He is persistently late and has a very neglected appearance. Last term he was bright, cheerful and smartly turned out. Laura has been truanting and reported to be out late at night
- #15 Michael was referred to social services because of concerns about a recent, marked change in his appearance and behaviour. The school reported that Michael has become anxious, distracted and has difficulty in concentrating. He is persistently late and has a very neglected appearance. Last term he was bright, cheerful and smartly turned out. Laura has been truanting and reported to be out late at night
- #16 The HOME provides both a quantitative (i.e. ratings) and a qualitative assessment The interviewer is using the semi-structured interview specially written for the UK practitioner version of the HOME – designed to be user friendly and to make sense to families and structured to gather evidence and examples on which to base an assessment In watching this DVD clip - focus on the qualitative information – and the evidence for any assessments made Set task– watching DVD &taking notes etc Talk in pairs Feedback Not using the HOME assessment tool today – we will use an element of the Child Protection Decision Making Tool to gather the information – the Proforma for Operationalising the Assessment Framework in Safeguarding
- #17 The HOME provides both a quantitative (i.e. ratings) and a qualitative assessment The interviewer is using the semi-structured interview specially written for the UK practitioner version of the HOME – designed to be user friendly and to make sense to families and structured to gather evidence and examples on which to base an assessment In watching this DVD clip - focus on the qualitative information – and the evidence for any assessments made Set task– watching DVD &taking notes etc Talk in pairs Feedback Not using the HOME assessment tool today – we will use an element of the Child Protection Decision Making Tool to gather the information – the Proforma for Operationalising the Assessment Framework in Safeguarding
- #18 The HOME provides both a quantitative (i.e. ratings) and a qualitative assessment The interviewer is using the semi-structured interview specially written for the UK practitioner version of the HOME – designed to be user friendly and to make sense to families and structured to gather evidence and examples on which to base an assessment In watching this DVD clip - focus on the qualitative information – and the evidence for any assessments made Set task– watching DVD &taking notes etc Talk in pairs Feedback Not using the HOME assessment tool today – we will use an element of the Child Protection Decision Making Tool to gather the information – the Proforma for Operationalising the Assessment Framework in Safeguarding
- #20 Assessment Framework triangle is a map for gathering and ordering data/info How you gather information is not prescribed by the Assessment Framework We (C&FT) offer tools that help the gathering and assessment process Also offer model for analysis and planning – will discuss later The triangle: The Child’s Developmental Needs Domain of the Assessment Framework triangle maps Strengths and Impairment or Harm to child’s health and development The Parenting Capacity Domain is concerned with Attributability of harmful actions Where there is no observable or measurable impairment, the Parenting Capacity and Family and Environmental Factors Domains are relevant to the Likelihood of Impairment or Future Harm . Note that the nature of any impairments is also relevant to attributability e.g. Autism is genetic, Cerebral Palsy is congenital in most instances. 6. The work of Bentovim at al (2009) was geared to extension of the Assessment Framework triangle into the child protection context What you will find in your Seminar Booklet on page XXXX are some of the ways of doing that – which we will look at in more detail later
- #21 Analysis in the safeguarding context uses all these principles but a more sophisticated analysis is required to understand the impact of the processes of harm and projection on the child and the likely outlook for the child in the future – in order to make decisions and plan effectively So we have developed two tools for analysis and planning in child prtoetcion The first is the systemic analysis was developed as a tool for understanding the patterns of harm and protection related to a child The systemic analysis is specific to the Child Protection Decision Making Training we run LOOK AT PAGE XXXX in Seminar Booklet 4. TALK THROUGH THE SYSTEMIC ANLAYSIS PROFORMA: BRIEFLY Predisposing factors and processes Past factors or processes which may influencing likelihood of harm and protection? Precipitating trigger factors or processes Past: what brought things about? The child’s health and development including harm to the child Present: current impact on the child? Harmful maintaining factors and processes Present: what keeps things going? Protective maintaining factors and processes Present: what keeps things going? Predicting the child’s likely future health and development Future: likely outlook for the child if things remain the same 5. TURN OVER PAGEAND TALK THROUGH WARD SYSTEMIC ANALYSIS BRIEFLY
- #24 We train staff to distinguish between linear and circular causation as this affects how patterns of harm and protection are understood and plans for intervention. Linear causation involves a direct linear relationship between one factor which affects or causes another. A + B leads to C When Ian gets angry and hits Michael Ward, Michael is (a) injured and (b) frightened. 3. Circular causation involves a sequence of factors influencing each other which result in a circular processes which are self-maintaining. A leads to B which leads to C which results in A would be a simple circular process Ian moves into the house Ian puts pressure on Michael to grow up Moira finds this stressful and drinks more heavily Her basic care of Michael deteriorates and her emotional warmth is reduced He arrives late, scruffy, tired, hungry and anxious to school Michael can’t concentrate at school and his schoolwork and peer relationships are affected School writes home Ian gets angry and hits Michael Ian and Moira argue but Moira cannot assert her parenting approach Moira drinks more Moira's basic care deteriorates further and she is unable to protect Michael (ensure safety) Etc etc This is an example of circular causation – with an escalating pattern of processes which is self-maintaining The pattern of processes also provides indications of where intervention may need to be considered in order to address the risk of future harm and the impact of the harmful actions on Michael
- #25 The identification of linear and circular process allows us to answer the two key questions in analysis using the Assessment Framework triangle as a map: Met child’s developmental needs: What needs of the child are being met - and how? Unmet child’s developmental needs: What needs of the child are not being met - and why? These questions apply just as much in the safeguarding context in relation to harm. We know which needs of Michael are not being met – including the significant harm he has now suffered – and we know something about ‘why’ that is occurring.
- #26 Assessment Framework triangle is a map for gathering and ordering data/info How you gather information is not prescribed by the Assessment Framework We (C&FT) offer tools that help the gathering and assessment process Also offer model for analysis and planning – will discuss later The triangle: The Child’s Developmental Needs Domain of the Assessment Framework triangle maps Strengths and Impairment or Harm to child’s health and development The Parenting Capacity Domain is concerned with Attributability of harmful actions Where there is no observable or measurable impairment, the Parenting Capacity and Family and Environmental Factors Domains are relevant to the Likelihood of Impairment or Future Harm . Note that the nature of any impairments is also relevant to attributability e.g. Autism is genetic, Cerebral Palsy is congenital in most instances. 6. The work of Bentovim at al (2009) was geared to extension of the Assessment Framework triangle into the child protection context What you will find in your Seminar Booklet on page XXXX are some of the ways of doing that – which we will look at in more detail later
- #28 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 In the safeguarding context: This often means the greater the severity and significance of the harm to the child
- #29 The model we have developed for addressing these two key questions in the SAAF is based on research, the literature and clinical experience. The research on predicting the outlook for children in child protection cases highlighted the need for the development of tools for analysis and child protection decision making in safeguarding and child protection
- #30 Analysing the profile of harm and the risks of future harm and determining the prospects of successful intervention are central to predicting the future outlook for the child. How do we operationalise the Assessment Framework in the safeguarding context to address these questions? We use a set of 12 steps to make a systematic analysis This involves considering each domain in turn asking certain key questions - using a proforma to guide professionals TURN TO PAGE XXX of Seminar Booklet TALK THEM THROUGH THE 12 STEPS Draw out key themes of: Severity of the child's impairment - including harm to child’s health and development Severity of factors and processes operating on a child’s impairment - including harmful actions Modifiability – capacity for change Whether parents are child-centred Whether they are able to cooperate with professionals 8. SHOW THEM WARD EG ON NEXT PAGE
- #33 Analysing the profile of harm and the risks of future harm and determining the prospects of successful intervention are central to predicting the future outlook for the child. How do we operationalise the Assessment Framework in the safeguarding context to address these questions? We use a set of 12 steps to make a systematic analysis This involves considering each domain in turn asking certain key questions - using a proforma to guide professionals TURN TO PAGE XXX of Seminar Booklet TALK THEM THROUGH THE 12 STEPS Draw out key themes of: Severity of the child's impairment - including harm to child’s health and development Severity of factors and processes operating on a child’s impairment - including harmful actions Modifiability – capacity for change Whether parents are child-centred Whether they are able to cooperate with professionals 8. SHOW THEM WARD EG ON NEXT PAGE
- #34 Analysing the profile of harm and the risks of future harm and determining the prospects of successful intervention are central to predicting the future outlook for the child. How do we operationalise the Assessment Framework in the safeguarding context to address these questions? We use a set of 12 steps to make a systematic analysis This involves considering each domain in turn asking certain key questions - using a proforma to guide professionals TURN TO PAGE XXX of Seminar Booklet TALK THEM THROUGH THE 12 STEPS Draw out key themes of: Severity of the child's impairment - including harm to child’s health and development Severity of factors and processes operating on a child’s impairment - including harmful actions Modifiability – capacity for change Whether parents are child-centred Whether they are able to cooperate with professionals 8. SHOW THEM WARD EG ON NEXT PAGE
- #35 Once the analysis of risk of future harm and prospects of successful intervention have been determined and a decision made about whether the child can stay with their family or not – the next step is to plan interventions 2. Common to all our courses involves analysis and planning is this structure for planning interventions which we train people to use 3. READ TRHOUGH BRIEFLY 4. In the safeguarding context we pay special attention of course to any impairments the child may have and the need to target the harmful actions (i.e. parenting capacity) and the individual, family and environmental factors and processes associated with the harmful actions and/or affecting the child directly
- #36 The Munro Review and many other previous reports on child protection and Serious Case Reviews emphasise not only the need for evidence-based assessment and careful child-centred analysis but also the need to identify outcomes which will indicate whether or not change has been achieved. The training take staff through a series of steps in identifying measurable outcomes
- #37 Stage 1 Identification of harm and initial safeguarding Consider the referral and aims of the assessment or re-assessment Stage 2 Making a full assessment of the child’s needs, parenting capacity, family and environmental factors and creating comprehensive chronology Gather information from available sources including assessment tools Create a comprehensive chronology Stage 3 Establishing the nature and level of harm and harmful effects on the child Categorise information and organise information/data using the Assessment Framework Assessment of degree of strengths and difficulties in domains and dimensions Stage 4 Safeguarding Analysis Systemic analysis of patterns of harm and protection - Factors and processes influencing the child’s health and development Stage 5 Child Protection Decision Making and Care Planning: Predicting the Likely Outlook for the Child in the light of an analysis of: the profile of harm and risks of re-abuse or likelihood of future harm the prospects for successful intervention within the child’s timeframe Stage 6 Developing a plan of intervention to include therapeutic work in a context of safety and protection from harm Stage 7 Identifying Outcomes and Measures that would indicate whether interventions have been successful In the light of the outcomes of the intervention(s) return to Stage 5 and review
- #38 Stage 1 Identification of harm and initial safeguarding Consider the referral and aims of the assessment or re-assessment Stage 2 Making a full assessment of the child’s needs, parenting capacity, family and environmental factors and creating comprehensive chronology Gather information from available sources including assessment tools Create a comprehensive chronology Stage 3 Establishing the nature and level of harm and harmful effects on the child Categorise information and organise information/data using the Assessment Framework Assessment of degree of strengths and difficulties in domains and dimensions Stage 4 Safeguarding Analysis Systemic analysis of patterns of harm and protection - Factors and processes influencing the child’s health and development Stage 5 Child Protection Decision Making and Care Planning: Predicting the Likely Outlook for the Child in the light of an analysis of: the profile of harm and risks of re-abuse or likelihood of future harm the prospects for successful intervention within the child’s timeframe Stage 6 Developing a plan of intervention to include therapeutic work in a context of safety and protection from harm Stage 7 Identifying Outcomes and Measures that would indicate whether interventions have been successful In the light of the outcomes of the intervention(s) return to Stage 5 and review