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Pointers for Practice: Analysis and Decision-Making

Decision-making is part of a process which follows from a sound analysis of the information obtained. Brandon et al., (2008) argue, based on the findings from the English equivalent of child practice reviews, that to analyse information practitioners should:

  • Be curious-Why might the father be behaving in this way?
  • Think critically-Could it be that this is a side effect of his medication?
  • Analyse information systematically-The GP does not think this is likely, unless he is drinking whilst taking his medication. The GP has warned him of the risk of doing this.
  • Think contextually-be mindful of the way in which separate factors can interact to create a situation that is harmful to a child. I’ve noticed cans and vodka bottles lying around which would indicate that the father has ignored medical advice and is drinking knowing it could affect his behaviour.
  • To make sense of information practitioners must use their professional judgement. That is, they should draw on:
  • Formal knowledge such as laws, procedures, research

e.g. What is the legal definition of significant harm? How does research into the impact of abuse and neglect inform my understanding of the significant harm this child is or is likely to experience?

  • Practice wisdom - the skills and wisdom from training and practice experience

e.g I have learnt, from training and my own experience, that it is important to give the child a voice but in order to do this I must build up their trust in me

  • Values by balancing rights, needs and an awareness of discrimination

e.g. Each child in this family must be seen as an individual with their own needs and identity it is important that I do not discriminate or marginalise a child or young person in the family

  • Emotional intelligence to provide a level of understanding of the child and family’s situation

e.g. These parents have been emotionally abusive towards their children. Yet, they are human beings who are really struggling with all the pressures placed on them in terms of employment, housing, family tensions. (Munro, 2002, in Calder 2016)

This should, in turn, leads to informed decisions as to the most appropriate way in which to protect the child from harm.

Assessment tools

There are a diverse range of risk assessment tools available to assist practitioners analyse and make sense of information. Risk assessment, or structured decision-making tools, as they are sometimes called have a place. Unfortunately, used in isolation, they do not provide ‘the answer’ to the level of risk of harm for an individual child and next steps.

Practitioners need to be aware that these tools are often developed drawing on a statistical analysis of research data, and, therefore, will not necessarily be applicable to every individual child. It is important therefore, these tools are used alongside good professional judgement, rather than as a substitute for such judgement. It is also important they are used as intended.

Barlow et al (2012) completed a review of risk assessment tools, designed to assess harm to children. They conclude that effective tools ideally:

  • Provide standardisation but also emphasise the use of professional judgement
  • Support professional competence and confidence
  • Do not minimise complexity
  • Assist in identifying harm and whether there is a likelihood of it occurring
  • Take an ecological approach
  • Recognise the different stages of the assessment process
  • Provide guidance on the use of the toll in different organisational settings
  • Emphasise partnership working
  • Draw on best evidence.

They found none of the tools met all the criteria, but some could be useful as part of an assessment. These are:

Another tool that could be used to improve decision-making is:

Taking the above into account, Dendy and Turney (2019) provide a useful conceptual framework for analysis and decision-making. This can used as part of s47 enquiries or during the conference.

The concerns:

  • What problems or harms have occurred and/or may occur in the future?
  • What are the child’s met and unmet developmental needs?
  • What are the priorities for action?

Exploring the context and causation of the problems identified:

  • How are parenting and socio-economic factors affecting the child?
  • What is causing the problems or harm to the child?
  • Are there specific circumstances or specific parental behaviours that have given rise to the difficulties or are maintaining the difficulties?

Assessing the potential for change in the situation:

  • What specific circumstances or behaviours can be addressed in such a way as to improve the lived experiences for the child?
  • What are the strengths of family members, and what resources are available within the family network?
  • What services/opportunities are available? Are they appropriate to the child’s needs, and can they respond quickly?
  • Does the parent’s capacity to change and their engagement with relevant service interventions suggest that risk of harm to the child can be addressed and minimised within a time frame that is reasonable for the child?

Recommendations and decisions:

  • making recommendations and setting objectives
  • weighing up options
  • agreeing a plan of action, based on the above analysis.

    Further information:

Barlow, J et al, (2012) A systematic review of models of analysing significant harm (DoE), (Accessed 21/7/2019)

Platt D and Turney D (2019) The Assessment Process: Making Sense of the Information in Horwath J and Platt D The Child’s World. The Essential Guide to Assessing Vulnerable Children, Young People and their Families. JKP.