Transcript Assessment Framework Implementation in England
Jenny Gray, Helen Jones and Harriet Ward EUSARF Copenhagen 2014
+ Harriet : Looking After Children: The development of a methodology for assessing outcomes for children in care + Helen: The policy context + Jenny: How the Assessment Framework developed from this background
THE ASSESSMENT FRAMEWORK
Health Basic Care Education Emotional & Behavioural Development Identity Family & Social Relationships Social Presentation Selfcare Skills
CHILD Safeguarding & promoting welfare
Ensuring Safety Emotional Warmth Stimulation Guidance & Boundaries Stability
FAMILY & ENVIRONMENTAL FACTORS
Questions to answer:
– What is an outcome?
– Whose perspective?
– When to assess outcomes?
– How to assess outcomes?
+ + + + + + + Health Education Identity Family and Social Relationships Emotional and Behavioural Development Social Presentation Self Care Skills + Different issues at different ages but all dimensions an integral part of development
+ How far does local authority care provide children with that care which it would be reasonable to expect a parent to provide? + How far does care help children achieve long-term wellbeing in adulthood + DID NOT ASK: – – How far is children’s development affected by parents’ capacity /reduced capacity to meet their needs?
How far is parenting supported or compromised by wider family and environmental factors?
+ Children Act 1989 + Focus on outcomes for all children including the most vulnerable + Introduction of theories of child development into the rationale for service provision + Implementation of performance indicators through which progress can be monitored
+ + + + State required to promote the well being of children by ensuring they received sufficient standard of care to achieve a satisfactory standard of development Duty therefore on the state to ensure that this applied to children in care Looking After Children provided conceptual and practical tools of monitoring progress The developmental framework provided a common language across services
+ + + + + 1998: Quality Protects was set up to support local authorities in transforming the management and delivery of children's social services.
Policy focus on outcomes that has become such a strong feature of child welfare, with Every Child Matters, Care Matters and the Children’s Plan continuing this trend over the past decade.
Outcomes framed in child development terms Focus on service integration Includes focus on outcomes for expenditure
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The best protection for children is high quality services Utting report
1980s: many enquiries into the deaths of children at risk and even those in care Many studies into outcomes for these children but few standardised measures 1991 : Working Group publishes report « Looking After Children Assessing Outcomes in Child Care >> which had as its objective to link the abstract concept of ‘outcome’ to professional practice 1990s: practical tools to support the developmental progress of children 1998-2000: developmental of the much wider Assessment Framework for children in need or likely to suffer harm and their families
Where appropriate/possible aim to enable children live at home/ return home Common assessment Keyworker/Lead Professional Statutory CIN/CP/CIC assessments Targeted support Single practitioner Children with additional needs Integrated support Children in Need Children with no Identified additional needs (universal services) Looked after children Adopted Children
FNP= Family Nurse Partnerships; PUP= Parents Under Pressure; FCG= Family Group Conferences; MST= Multisystemic Therapy; MST CAN = Multisystemic Therapy Child Abuse and Neglect; MTFC= Multidimensional Treatment Foster Care; KEEP= Keeping children with foster parents
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Working Together to Safeguard Children
(2013) incorporates the three domains of The
Framework for the Assessment of Children in
Need and their Families (2000), i.e.
– Children’s Developmental Needs – Parenting Capacity – Family and Environmental Factors as does the Regulatory Framework and statutory guidance for care planning, placement and review
THE ASSESSMENT FRAMEWORK
Health Basic Care Education Emotional & Behavioural Development Identity Family & Social Relationships Social Presentation Selfcare Skills
CHILD Safeguarding & promoting welfare
Ensuring Safety Emotional Warmth Stimulation Guidance & Boundaries Stability
FAMILY & ENVIRONMENTAL FACTORS
+ Advantages: Child was at the centre of the process; strengths based and ecological; provided a conceptual framework for assessing children in need and their families; integrated family support and child protection on the same continuum; inter-agency/multi disciplinary in approach; evidence based; recognised that assessment and intervention are part of an inter-related system.
+ Challenges: Huge dissemination task; training of all staff in all agencies at all levels, not just social workers; overcoming resistance to change; cultural change to focus on children’s needs; improving quality of recording and developing/using standardised records; helping all staff to understand that the skills of working with children, parents and families, analysis and making judgements and undertaking effective work with children and families were all part of implementation.
• Developed as a tool to improve practice • Policy intention to use the Assessment Framework for all children in receipt of children’s social services This included: Children in Need, Child Protection, Looked After Children, Children Leaving Care and Adopted Children • Designed to maintain the focus on the child’s safety and welfare • Intention was to record information electronically and only once, with information transferring across a children’s record and reduce recording burden on social workers as well as improve its accuracy
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Assessment
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Planning
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Intervention
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Review outcomes for children
Prevention before occurrence Prevention of recurrence Prevention of impairment Maltreatment (all types) Long-term outcomes Universal Targeted
From: MacMillan HL, Wathen CN, Barlow J, Fergusson DM, Leventhal JM, Taussig HN. Interventions to prevent child maltreatment and associated impairment. Lancet 2009;373:250-266.
Aim of the Hope for Children and Families project and resources
The HfCF project includes
Resources for Practitioners
– a resource pack designed for work with children and young people and their parents and carers to prevent abusive and neglectful parenting and the associated impairment of children’s health and The
resources are aimed at all practitioners
whose roles are to intervene to provide services to children and families where there are concerns that a parent may harm or neglect their child and where there is risk the child’s health or development is impaired.
© Child and Family Training 2013
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DEVELOPMENT OF THE HfCF APPROACH Underpinning Research
Alternatives for Families and Multi-systemic therapy integrates a number of different approaches Trauma-focussed CBT The Project SafeCare approach, tackling neglect Improving parent/child interaction and attachment using PCIT, Circle of Security and Bio-behavioural approaches A variety of approaches to modifying disruptive behaviour, e.g. CBT and MST In practice there are always combinations of abuse and neglect, and combinations of approaches.
(Bentovim and Elliott, 2014) © Child and Family Training 2013
Underpinning ideas Key underpinning ideas about intervention
A common practice elements approach which conceptualises practice in terms of generic components that cut across many distinct specialist treatment protocols and specific clinical procedures and processes. (Forty-seven distinct practice elements were distilled from twenty-five random controlled trials.) A common factors framework personal and interpersonal components of intervention (e.g. alliance, client motivation, therapist/helper/practitioner factors) common to all interventions are contribute to successful treatment outcomes.
© Child and Family Training 2013
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The Modules Forty modules have been developed across 5 key areas:
Engaging families and engendering hope Working with parents to modify abusive and neglectful parenting Working with children and young people who have suffered emotional and traumatic impairment Working with children and young people who have responded with disruptive behaviour Working with the family – to manage relationships and to link with the community © Child and Family Training 2013
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Article Reference: Bentovim A. and Elliott I. (2014)
Hope for Children and Families: Targeting Abusive Parenting
and the Associated Impairment of Children. Journal of Clinical Child & Adolescent Psychology.
Website: childandfamilytraining.org.uk
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