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