Skills and strategies for practice

Assessment and intervention
1. Assessement can be something that initiates a processes-ASPIRE
  1. Specify
  2. Planning
  3. Intervention
    1. is never neutral
    2. can have both good and bad outcomes
    3. can create difficulties
    4. may provide opportunities in which power may be abused
    5. has become more policy-driven
    6. early intervention in children’s lives has become commonplace
  4. Review
  5. Evaluation
2. should reoccur as the process is underway
3. clear processes
4. thought-through rationales
5. understanding of underlying factor
Power and practice
1. who is assessing who’ and for what reason
2. Individual's power
  1. resilience, or the power to be
    1. capacity to withstand unexpected trials and events
    2. defensive power,
  2. agency or the power to do
    1. Offenive power
  3. Forms
    1. over others
    2. power to influence
    3. political power.
  4. can be used positively to combat discrimination and inequalities.
3. Focault
  1. power relations
    1. creates resistance.
  2. has described the emergence of the ‘disciplinary society’, one focused on the surveillance of citizens and the regulation of all aspects of their behaviour.
4. children can often experience power relations in different ways to adults.
5. a key strategy in rights-based practice for children and young people is the UNCRC
6. Power is context-dependent, and views about who has power at a particular time and at a particular place can be disputed
7. Power is always relative and its distribution will change
8. Power is always relative and its distribution will change
9. Abuses of power
  1. institutional abuse
Values (seen by youth in care)
1. Right to your own opinion and the right to speak.
2. trust, respect, dealing with anger, honesty, and listening and thinking before decisions are made
Advocacy
1. promote social inclusion, equality and social justice
2. address the power imbalances
3. reduce abuses of power.
Professional power
1. can be highly influential when it comes to making decisions about interventions
2. paternalized by institutional power.
  1. adhere to codes of practice
  2. subject to regulation and inspection
  3. expected to work to national standards.
clear communication, good relationships and integrated working
Multi-agency collaboration:
1. influenced by:
  1. lack of a common operational language
  2. real differences in views of what should be done
2. Common Assessment Framework
  1. key component of ‘Every Child Matters
  2. every child needs the support to :
    1. be healthy
    2. stay safe
    3. enjoy and achieve
    4. make a positive contribution
    5. achieve economic wellbeing
  3. The Children Act 2004
  4. identify childrenwith special needs
  5. Consent from the family is required to begin a CAF.
    1. they are fully involved throughout the process
  6. Team around the Child
  7. tool for assessing, of a child’s needs and finding a way to accommodate those needs so that there are positive outcomes
    1. ecological approach
    2. My World Triangle’
      1. introduces a mental map that helps practitioners understand a child or young person's whole world
      2. framework for gathering information – analysing it and making an assessment prior to making a plan is an essential part of an ASPIRE approach

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Skills and strategies for practice

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