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:
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?
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
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
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.
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:
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:
Exploring the context and causation of the problems identified:
Assessing the potential for change in the situation:
Recommendations and decisions:
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.