Transcript RUNNING AND PARTICIPATING IN MEETINGS AS A LEAD …

Linda Naylor
Training MatterS
ASSESSING FOR
CAF
Bournemouth
2014
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AIMS AND OBJECTIVES
AIM


To build on existing skills to assess and
analyse low level need
By the end of the session, participants will be
able to
Differentiate between analysis and solutions
Tackle difficult areas with families
Describe the role of TAC meetings
Form a delivery plan using SMART objectives
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EARLY HELP ARRANGEMENTS
IN BOURNEMOUTH
Training Matters
EARLY HELP – IDENTIFICATION
OF RISK AND REFERRAL
Identify child with poor outcomes
Is child at risk
Of significant
Harm?
no
yes
Can needs be met
At Universal Plus?
no
Training Matters
Use Consult
offer
If unsure
Yes
Deliver service
And review
Needs met?
Can ART brokerage
Help? Phone them
Continue within Universal
services
Yes
Multi-agency approach
Needed? CAF and LP
Plus partnership
Determine
Who helps
And progress
to Universal,
Universal Plus
PlusPartnership
Interagency
Referral form
to
Children First
to assess
Assessment
& safeguarding or
Other SW team
CAF PROCESS FLOWCHART
Contact CAF registrar – case open to CSC or current CAF
YES
NO
Contact LP? Can you decide
SW join TAC who LP and
CAF completion?
NO
yes
yes
Do you need
Support to
Complete CAF
Contact your CAF champion
Or CAF help – ready to cont
All identified needs met?
Close and send final TAC
Review to coordinator
TAC review at least
Every 12 weeks
Could ART brokerage
Assist?
Holistic assessment
Focused on child
Recorded on CAF
Send CAF to CAF
Registrar for CAF Incorporate feedback, TAC
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panel
ASSESSING NOT CAFING
Does the form dominate the process?
Is CAF about analysis and discussion or a
referral form?
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“A prerequisite is that of engaging the
service user and developing a sense of
trust. A key element in this process is that
of listening to and validating feelings and
concerns”

Millar and Corby 2006
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HOW NOT TO DO IT 1
Give the family the impression you are
doing it because “they” have told you to
All at once
Going through the form laboriously
With no planning
boring
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HOW NOT TO DO IT 2
Find the solution first or have a preconceived
solution in mind, looking for information to back it
up
Have the action in mind and then fit the CAF to
the action you thought to begin with
Focus on a specific agency’s eligibility – using
CAF as a referral form
Put other services down for actions without a
TAC and discussion with them
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PRINCIPLES UNDERPINNING
GOOD ASSESSMENT
Validity
Accuracy
Clarity
Inclusive
Equal opportunity
Authenticity
Professionalism
Solution focused
practical
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CHILDREN IN ASSESSMENTS
Easy to focus on adults not children
Disabled children particularly not engaged
Livelier and fuller descriptions of parents
Children’s portrayal can follow them and
become enduring
New information subject to verification bias
Children’s views often not state – how
does the child see themselves?
Thomas and Holland 2010
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© Training MatterS
MODELS OF ASSESSMENT
Questioning model
Procedural model
Exchange model

Smale and Tuson 1993
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DIFFICULT AREAS
Concerns about voicing issues about child
care that may provoke conflict – fear
laying blame but insinuations worse
Shortage of time

Millar and Corby 2006
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WHAT MAKES A GOOD
ASSESSMENT?
CAF is not just a form



Assess needs
Identify service delivery requirements
Check needs addressed in structured way
Focus on strengths and needs
Good communication and respect
Good assessment = Good quality process
and Good quality product
CWDC 2009
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GOOD QUALITY ASSESSMENT
Empowering
Developmental
Accessible
transparent
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ANALYSIS 1
Lack of analysis in assessments
“appeared diligent at collecting information
and in some cases completing
comprehensive chronologies ….with risk
factors and positive indicators listed. It
was rare, however, to find any attempt to
give weight to the respective factors and
draw conclusions from the information that
had been pulled together”

SSI 2000
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ANALYSIS 2
A step by step conscious logically
defensible process
Deliberation over different elements in
situation in systematic, organised way
Using selected information in a precise
way

Calder 2003
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INTUITION
Uses all of the perceived information in an
imprecise way
Calder 2003
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GOOD ANALYSIS
Follows logically from assessment
Based on best possible information
Clear about missing information
Clear about context and value base
Identifies themes
Gives meaning to themes using
knowledge and research
Collaborative and multi-agency
Provides foundation for planning
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GOOD QUALITY CAF ANALYSIS
Insightful
Comprehensive
Strategic
Holistic – strengths and needs, not just
own service
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PATTERNS IN HUMAN
JUDGEMENT
Failure to revise judgements and plans
Drift into failure
Attribution error
Tunnel vision
Munro, Bairstow 2008 SCIE
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KNOWLEDGE AND SKILLS 1
Not specialist knowledge
Good communication and listening
Empathy
Respect for children and parents
Ability to stand back and think outside one
particular discipline
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KNOWLEDGE AND SKILLS 2
Negotiation and diplomacy
See whole family
Team working
Knowledge of roles of other agencies
Find information and admit what you don’t
know
Time management
Mukherjee 2006
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ACTION PLANNING
GATHER
INFORMATION
MULTIAGENCY
PLAN
UNDERTAKE
ASSESSMENT
ANALYSE
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REVIEW
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GOOD ACTION PLANNING
Comprehensive
Efficient
Inclusive
Informative
Focused
Logical
transparent
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OBJECTIVES
Specific
Measurable
Achievable
Realistic
Time
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