Assessment and intervention

Most practice across health, social care and education services involves a process similar to this. It relates very closely to the process of critical thinking and reflection identified in Learning Guide 7.
1. One of the main aims of exploring knowledge, skills and values is ultimately to improve services for children, a reflective approach to your own views – and if you are working with children, your day to day work – can make an important contribution
  1. There are many variations on this cycle but they all illustrate how reviewing an event (what happened?), and analysing and evaluating it (why did it happen?) can lead to new strategies and ideas to apply to similar situations in future (what next?)
Some practitioners may only be involved in one or more of the stages in the ASPIRE model, yet should be aware of the whole process.
1. It is always important in any area of practice to ask questions, such as: What is the plan for this young person? Who developed it? How do we know the plan is working? What is the timescale for the plan? Who is involved in checking that the plan is working? Do we need a new plan?
  1. The assessment frameworks emphasise the importance of good communication and relationships with children, young people and families, the improvement of services, integrated working, coordination of input, shared responsibility for outcomes and clear leadership
    1. Holly - The ‘My World Triangle’ is only one part of the ‘Getting it right for every child’ approach. The ‘My World Triangle’ is a framework for gathering information – analysing it and making an assessment prior to making a plan is an essential part of an ASPIRE approach.
      1. It is also helpful in emphasising that assessment is a process which is dynamic and changes over time. The subsequent plan which might be made to support Holly would be based on the assessment – so it is important to have as accurate a picture as possible and keep both the assessment and subsequent plan under review.
The required knowledge, skills and values for different groups of practitioners are reflected in the publication of a range of different ‘professional’ standards. Attempts have also been made to define the knowledge and skills requirements that span everyone working with children and young people. ‘Outcomes’ and ‘targets’ (and inspection processes to measure them) have come to be seen as very important indicators of the quality of services
1. Local authorities, like hospitals, have a vast array of targets that must be met, which will often result in ‘star ratings’ or ‘league tables’. Schools have also been subject to league tables depending on their exam results. League tables of school inspections and test results are amongst the most commonly discussed example of measuring outcomes

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Assessment and intervention

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	Created by selinaward over 11 years ago