Assessments

Guidance
Including additional guidance due to the particular
needs of the child or specialist detail required for
the assessment
April 2014

Contents of this guidance pack

Background to this guidance pack
Child and Family Assessment
Ten pitfalls in assessment and how to avoid them
The Stepwise Approach to Assessment
Tell me about your day..
AIM Assessment Framework Harmful Sexual Behaviours
Court
Child Sexual Exploitation
Disabled Children
Domestic Violence
Missing children
PAMS Assessment
Pre-birth Assessment
Sexual Abuse (assessment of a perpetrator)

Background
This guidance has been put together to support practitioners when carrying out an
assessment of a child or young person.
The Child and Family Assessment is the assessment tool for all assessments on
Frameworki.
Guidance is provided throughout the assessment on Frameworki using the

? buttons.

Some of the guidance provided, was introduced as part of the assessment training which
was delivered in summer / autumn of 2013 in advance of the introduction of the Child and
Family Assessment and Frameworki.
Within this pack there is additional information for where the practitioner is carrying out an
assessment and more guidance is required, due to the particular needs of the child or the
specialist detail required for the assessment for example.

Child and Family Assessment Guidance

Assessment details:
Assessment Plan and timeframe for the assessment to be carried out
Initially planning may be undertaken primarily with the team manager, however as the
assessment develops planning should be in partnership with other professionals. E.G. a
pre-birth with family nurses, midwives, health visitors

What is the reason for the referral, the assessment should address any concerns
identified.
Objectives and legal framework
Theoretical basis
Who needs to be seen, where and how often?
Every assessment will include each child being seen and listened to on their own,
or social work observations if assessing babies.
If consent has been overridden, the reasons why and how this is addressed.
Full assessments will include direct work with children. This would normally require
seeing the child on a number of occasions.
Consider whether any additional expert involvement is required e.g. Psychological
assessment; AIM assessment
Consider any additional needs of any family members (parents with learning
difficulties may benefit from a PAMS assessment)

Timeframe
After Childrens Social Work Service has been contacted about the family, a social worker
will make a brief first Child and Family Assessment that should take no more than 10
working days. If they already have a Common Assessment we shall use this information to
start with. At this point the team manager will make a decision about any further
assessment needed which will take up to a further 35 working days. A Team Manager
could decide that the family needs a full assessment (up to 45 working days) from the
outset. If the child or the family require help immediately and cant wait for the assessment
to be completed, we will try to provide this help before the assessment is finished.
Once the full Assessment is finished, a plan will be drawn up setting out what help and
support will be provided and by whom.

Reason for undertaking this assessment/Presenting issues

This section should be completed prior to the beginning of the assessment and will draw
on information already known about the child(ren) / young persons and family from the
referral. It should include a statement about what is to be assessed and why and identify
any particular issues to be explored further, including key issues to be addressed or
causes for concern. This should clearly tell the family why we are involved and be written
in plain language with no jargon
Childs profile / Story 1

This section should tell the child's story.

Childs, wishes and feelings, including non-verbal communication. Their

understanding of the reason for social work involvement and their views on their
own situation.
Evidence of social workers direct observations / contact and information from other
professionals.
Is the childs development age appropriate?
Being healthy growth, development, physical/mental wellbeing, suitable health
care and advice by parent/carer including dental/eye care, sexual health.
Emotional and behavioural development reactions and responses to
change/stress, motivations, self-control/responsibility, personality.
Education Current and historical, attendance, home school relationships and
achievements.
Resilience factors hobbies, interests, skills, trusted adults and/or peers.
Identity view of self/abilities, context of ethnicity, religion, first language; how does
the child fit in the household/family, how do others describe them.
Family & Social Relationships - including attachments (who to/nature), loss of
significant figures i.e. bereavement, divorce, peer relationships, friends;
understanding of own family; view of day to day life. Emotional warmth and
interaction.
Social presentation, including suitable dress for age, hygiene, support from parents
to develop suitable self-care and independence skills.
Parents view of the child, who they think is important for the child and relationships
between those people.
Grey Areas identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment.

Family History and Understanding of Family Relationships

These are the factors that should be considered as part of the assessment:

Using the chronology identify themes and patterns including Child Protection or
other social work involvement
What works well in this family, parental and extended family strengths?
All Parent/carers views of the assessments, wishes and feelings.
Overview of each parent/carers own history, childhood, experience of being
parented, Health / patterns in the family e.g. illness, disability; where do they fit in
their family, impact of diversity issues for parent and on parenting.
Parent/carer current and historical relationships, how long together, how did they
meet, strengths, conflict, Drug and alcohol misuse, offending, anti-social behaviour,
domestic abuse and views on these.
Summary of current and historic education/ work/training of parents and significant
figures.
Own opinion/understanding of how they are parenting including providing basic
care/safety, guidance and boundaries; capacity to change.
Who is seen as part of the family/support network, information about their
siblings/extended family/friendships/ relationships with neighbours.
Views of previous involvement with social care and other professionals.
Domestic violence and abuse, what are each involved persons views and
understanding of the violence / abuse and control factors.

Grey Areas identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment.

Previous and current involvement of social work, other professionals and services
Check with the family which other agencies may have worked with them

What support and by whom?

What changed or stayed the same?
Provide a brief summary of interventions provided by other professionals /
agencies.
Grey Areas identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment.

Needs and risks

This is your analysis of the information provided in the assessment.

What does all of the information gathered tell you (and the family) about the childs
situation and what needs to change?
Identify the childs needs and how these can be better met and by whom, including
family, wider networks and other professionals.
Where there are protection risks what needs to change to minimise these risks.
Identify any specific risks to or from either parent and how they relate to the safety
of the child(ren).
Complete this section for each child.
Grey areas, identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment.

Family Strengths and Protective Factors

Has a family group conference taken place, if so detail any identified strengths or
protective factors from this meeting.

What does the family do well and should continue to do.

What services can support this
What part do wider family and support networks play to support the family?
How does this support impact upon parenting capacity?
Grey areas, identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment

Analysis and Professional Judgment

Use specific evidence from your assessment to support your analysis and professional
judgment.

Explore concerns identified within the referral and how these are being addressed.
Parent/carer strengths
Ability and willingness to change

Identify areas of unmet needs Risks - what must change and why, what is nonnegotiable
Grey areas, identify any areas that are unclear or may be of potential concern for
the child(ren) but need further time, clarity, or assessment

Recommendation including outline plan

Has a Family Group Conference, family support meeting, ICPC or other meeting resulted
in a safe plan for the child?
Outline the specific actions that family members and other agencies need to undertake to
address the needs and risks identified for each child.
Each person, professional or family member should know what they are responsible for
and when the plan will be reviewed.
The plan should be realistic, have measurable outcomes with clear timescales (SMART
targets).
The child and family must be told what may happen if they fail to co-operate or are unable
to achieve the agreed objectives within the agreed time-scales.
Plans should not use jargon and should be written in plain language

Ten pitfalls in assessment and how to avoid them

Pitfalls

Strategies to avoid the pitfalls

1. An initial hypothesis is formulated on the

basis of incomplete information, and is
assessed and accepted too quickly.
Practitioners become committed to this
hypothesis and do not seek out information
that may disconfirm or refute it.
2. Information taken at the first enquiry is not
adequately recorded, facts are not checked
and there is a failure to feedback the outcome
to the referrer.

Active, conscious hypothesising, testing to confirm/disconfirm

Record uncertainties
Critical reflection
Evaluate the quality & source of information

3. Attention is focused on the most visible or

pressing problems; case history and less
obvious details are insufficiently explored.

Consider the context and the chronology

Theme the chronology
Summarise the chronology eg, 0-5, 6-11,12-16, 16 +
Put the childs voice into the chronology
Use the chronology for analysis
Give equal weight to referrals from family, friends & neighbours
Ensure that anonymous is not interpreted as malicious

4. Insufficient weight is given to information

from family, friends and neighbours.
5. Insufficient attention is paid to what children
say, how they look and how they behave.

6. There is insufficient full engagement with

parents (mothers/fathers/other family carers)
to assess risk.

7. Initial decisions that are overly focused on

age categories of children can result in older
children being left in situations of
unacceptable risk.

8. There is insufficient support/supervision to

enable practitioners to work effectively with
service users who are uncooperative,
ambivalent, confrontational, avoidant or
aggressive.

9. Throughout the initial assessment process,

professionals do not clearly check that others
have understood their communication. There
is an assumption that information shared is
information understood.
10. Case responsibility is diluted in the context
of multi-agency working, impacting both on
referrals and response. The local authority
may inappropriately signpost families to other
agencies, with no follow up.

Go back to the referrer and check the details, distinguish

between observation & opinion, ensure that the information has
been accurately understood, ensure referrers receive feedback

Clearly understand the legal framework for seeing the child

Be alert to the need to recognise patterns of parental resistance
Make time for detailed direct observations of the child
Find out from the child what a day in their life is like
Consider how the child may be silenced by their circumstances
Dads! Dads! Dads! . And other family members
Engagement & honesty
Understand the reasons and meaning of lack of engagement
for individual families
Use a clear framework to assess & analyse risk
Know that childrens services are biased towards intervening
with younger children
Respond robustly to hard to help neglected adolescents
Monitor self & others for over optimism with older children
Find out from the child what a day in their life is like
Ask, if this child were younger, how would we respond?
Pay attention to how you feel, notice fear, anxiety, avoidance in
yourself
Demand quality supervision
Have a clear strategy to keep you & others safe in vulnerable
situations
Joint Visits with other agencies
Speak up when you feel fearful, threatened, intimidated: it is a
sign of an effective practitioner
Check out how information has been received and understood
When talking to other professionals, be curious about what they
think and feel and how they understand the situation
Be mindful of the desire of some people to deceive maintain a
respectful uncertainty & healthy scepticism
Role Clarity
Effective communication with other agencies, maximise verbal
& face to face communication
Confirm key decisions & reasons in writing

(Broadhurst et al 2010,
http://www.nspcc.org.uk/Inform/publications/downloads/tenpitfalls_wdf48122.pdf

The Stepwise Approach to Assessment

Plan

Type of Assessment
Timescale
Partnership
Standards
Empowerment
tasks and responsibilities
Communication
Engagement
Purpose
Who needs to be involved and how

Hypothesise
About all the possibilities
explore the reason for those hypotheses and consider how to seek to
confirm/disconfirm them
Gather Information
Genograms
Ecomaps
Checklists Pro forma
Interviews
Files
Other Agencies
Chronology
Test Information
Review hypotheses
Are new ones emerging
What evidence is there to confirm or disconfirm hypotheses
Analyse Information
Use supervision
But also think about the original concerns, new concerns, motivation, capacity and
engagement, likelihood etc.
Decide on Care Plan
Based on clearly identified needs and a holistic view of the child
Source: Barry Raynes in Assessment in Child Care Using and Developing Frameworks
for Practice
Editors: Marin C. Calder and Simon Hackett. Publisher: Russell House Publishing
Contents summary: http://www.russellhouse.co.uk/pdfs/assinchildcare.pdf

Tell me all about your day.

Question
Do you
get
yourself
up in the
morning?

Factors to Consider
Is the child expected to get themselves up?
Is there a regular routine or does it depend on the
motivation of the carer?
Does the child have to take responsibility for
carers and/or siblings in the morning?
Is an alarm clock/mobile phone used to make
sure child is up in time for school/play school etc?

Do you
have
anything
to eat?

Is there usually food in the house?

What is available to the child?
Does an adult/sibling or child themselves take
responsibility for preparing breakfast?
Is child given money to buy something on way to
school?
If so what do they tend to buy

What
happens
about
getting
dressed?

Are clothes readily available, clean and in a good

state of repair?
Does the child have to find their own clothes?
Do they have their own clothing?
What happens about washing, etc..?
Does the child wash and brush their teeth in the
morning? Is this appropriately supervised?
Are there facilities available, e.g. tooth brush?

What
happens
if you are
going to
school?
What
happens
at
school?

How does the child get to school?

Who is responsible for getting the child to
school?
Is the child responsible for other children?

What
happens
if its the
weekend
or school
holidays?

Is the child expected to look after other children

and or the carer?
Are they expected to do errands, etc. for the
carer?
How do they spend their time?
Do they have any friends?
Are they left unsupervised or allowed to
undertake inappropriate activities?
What happens about food? (consider areas
below)

Notes

What is the nature of the childs relationships with

their peers, teachers and support staff?
What do they enjoy at school?
What do they find difficult?
What makes them happy and sad at school?
Do they have friends?
Are they bullied?
What do they do at playtime?

10

Question
What
happens
after
school?

Factors to Consider
Are they collected from school and if so on time?
Do they stay for after-school activities?
Are they responsible for other children?
Do they have friends that they see?
What is the journey home from school like?
(consider opportunities for bullying, etc)
Is there anyone at home when they arrive back?
What happens when they get home?
Do they have any caring responsibilities?
Is food available when the child gets home from
school?

What
happens
in the
evening?

Is there food available?

What kind of food does the child eat in the
evening?
What does the child enjoy eating best? How
often do they have this?
Does anyone prepare an evening meal? If so
does the family eat together?
If not does the child get their own food and/or get
food for others?
When does the child usually have their last
meal/snack?
What happens if the child says they are hungry?
Does the child spend their time watching TV?
Do they go out? Where and with whom?
Does the child enjoy games and toys? Which
ones? Do they have toys?
What do the carers do in the evening? What
does the child think about their activities?
Does anyone talk to the child or give them any
attention?
Is the child left alone or expected to supervise
other children in the evenings?

What
happens
at
bedtime?

Notes

Does the child have a bedtime?

Who decides when the child goes to bed?
Where does the child sleep?
Do they change their clothes before bed?
Do they have a wash and brush their teeth?
Does the child get disturbed? E.g. carers making
a noise, child sleeping on settee.
Is the child left alone at night and/or expected to
look after other children?

Taken from
Child Neglect - Identification & Assessment
Jan Howarth. (Palgrove 2007)

11

AIM Sexual Behaviours

Currently there are no local procedures within Leeds CSWS which embed the use of the
AIM assessment framework for children under 12 years or adolescents who display
harmful sexual behaviours.
However it is recognised that there remains a need for practitioners within CSWS to be
able to assess harmful sexual behaviours displayed by children and young people. This
will enable practitioners to complete thorough and evidence based initial and core
assessments, in addition to producing robust care plans which clearly address the needs
and risks presented by such children and young people.
In order to achieve this, a number of advanced practitioners have been trained to use both
the AIM 2 adolescent and AIM under 12s assessment tools. Both models have been
designed to help professionals identify the level of supervision the young person requires
to manage risk, but also to outline the therapeutic needs that require addressing, in order
to achieve the reduction /cessation of harmful sexual behaviours.
The AIM 2 initial assessment (adolescents) was developed from the original AIM model
produced in 2001. The model is designed to assist in early stage assessments of young
men who are of mainstream educational ability, aged between 12 and 18 years, who are
known to have exhibited harmful sexual behaviour on one or more occasions.
The AIM 2 assessment model is based on four domains:
harmful behaviours,
development
family
environment
Thus the model links with the Child and Family assessment used in safeguarding children,
where focus is on the last three domains and the ASSET tool used within the Youth justice
forum, where the focus includes the first domain.
In this way it is intended that the model has relevance to both systems and draws on the
skills of the professionals involved in each. (GMAP- pg19:2012) All four domains assess
both static and dynamic concern and strength factors.
The under 12s AIM initial and core assessment framework should be used to assess
problematic and/or harmful sexual behaviours displayed by children under the age of 12
years. The initial assessment requires practitioners to complete the AIM checklist to
determine if the behaviours are healthy, problematic or harmful. Should the behaviours fall
in the latter two categories, a core AIM assessment is triggered which involves the
completion of a pattern mapping exercise.
Both assessment frameworks continue to be embedded in the process of practitioners
using their professional judgement to collect, organise, evaluate and analyse information in
order to arrive at an evidenced based assessment and recommendations for the safe and
appropriate management of children and young people displaying harmful sexual
behaviour. (GMAP: AIM2 manual 2012:4)
Currently, when trained practitioners are allocated to such assessments, it is expected that
they will co assess the case with the allocated social worker but take the lead assessor

12

role. The coordinator for sexually harmful behaviour will offer supervision throughout the
process and will quality assure the final assessment report.
The coordinator for sexually harmful behaviour is able to co-assess cases with trained
workers if they feel they require a higher level of mentoring in completing their first AIM
assessment.
If it is felt an AIM assessment is required, discussion with the locality team manager and
then coordinator for sexually harmful behaviour services should be sought in the first
instance.

13

Court Assessment
The assessments required for court are no different to the assessments completed for all
children and their families.
However if the matter is in the court arena you should ensure that the following guidance
is applied to current assessments already completed that require updating, or
assessments that are commencing:

Refer to other documents wherever possible avoid duplicating information within

the assessment that can be found elsewhere (like chronologies for example). It is
appropriate to comment on what that information tells you without repeating the
information itself.

Limit the information in the assessment to that which is relevant to the concerns in
the case, and to the welfare checklist. Avoid long descriptions of events or issues
that are not directly relevant to the concerns or useful from an evidentiary
perspective.

Ensure all sections are focused and analytical by always relating what the
information means to the child.

The Court always finds full genograms very helpful, and if they are undertaken
comprehensively at the beginning of SW involvement, it can lead to early
identification of potential kinship carers and avoid late presentation of family
members.

Do not be scared about using accepted research to underpin your analysis and
recommendation. There is much current research that is accepted by the Court as
the most up-to date thinking on particular aspects of our work.

Ensure that your recommendation reflects your professional opinion, and be explicit
about what evidence that opinion is based on.

Remember the Court now considers that the Social Worker is the expert in the
majority of instances, and will want the Social Worker to give their expert opinion
wherever possible. If you wish to request the instruction of another expert, you
must be clear about why you (or anyone in the department) do not have the skills,
knowledge or experience to give an opinion on that specific aspect of a case.

14

Child Sexual Exploitation

CSE is a form of sexual abuse and can have a serious impact on every aspect of the life of
the child. CSE is broader than formal prostitution - the spectrum of situations include
seemingly consensual relationships where sex is exchanged for attention,
accommodation, food, drugs or gifts or involves serious organised crime and child
trafficking
Any child or young person may be at risk of CSE regardless of their family background or
circumstances. There are strong links between children at risk of CSE and behaviours
such as absconding, bullying, substance misuse and self-harm and those with low selfesteem and poor self-image. Some children are particularly vulnerable such as disabled
children; children looked after, care leavers, migrant children and unaccompanied asylum
seeking children
Children are at risk of CSE from both people they do and do not know. Due to the nature
of grooming methods used by perpetrators, it is common for the child or young person not
to recognise that they are being abused. CSE can be organised or involve one perpetrator
acting alone
Perpetrators target children and young people where they may be without adult
supervision e.g. shopping centres, or social media
When carrying out an assessment where it is considered that child may be at risk of Child
Sexual Exploitation the risk indicators and factors below should be considered.
Risk
indicators
Education
Missing /
running away
Sexualised
risk taking
Rewards
Contact with
risky adults /
environments
Coercion /
control

Factors to consider
Truanting. Regular non-school attendance. Excluded, behaviour problems
Comes in late, Stays out overnight without permission, Persistently
reported as missing from home or care. Missing for short periods of time
on a regular basis.
Inappropriate dress/ change in physical appearance. Meeting unknown
adults / Getting into unknown cars Internet used to meet adults. Older
partner ( + 5 years)
Unaccounted for money, expensive items such as new mobile phone,
jewellery.
Associating with other known sexually exploited children and / or unknown
adults. Extensive use of mobile phone. Accessing unknown premises
(homes) or known risky areas. Evidence of sexual bullying and/or
vulnerability through the internet and/or social networking sites.
Reported limited /reduced contact with friends, family or in placement.
Disclosure of physical /sexual assault (later withdrawn) Physical injuries.
Childs whereabouts is unknown/ estranged from family.

Sexual Health

Reported STI(s), Miscarriage(s), Termination(s)

Substance
Use
Emotional
health

Level of drug and alcohol use/ different. Increased/ Concerning/ Chronic.

Low self-esteem, self-harm, eating disorder. Attempted suicide, Violent
behaviour, angry outbursts, offending

15

Other factors include:

Child: Witnessing/experiencing domestic violence, family conflict, Child Looked After,
Homeless / sofa surfing, Learning disabilities, Financially unsupported,
Migrant/refugee/asylum seeker; Sex with a child less than 13 years / with a disabled child
Family; Abuse and/ or neglect in family; Parental Substance misuse; Death, loss or
illness of a significant person in the childs life; Adult prostitution; Parental Mental Health,
Parental Learning Difficulty or Disability

Risk identification
The CSE Risk Identification Tool should be completed to aid identification of the level of
risk to the child or young person
The Information Report should be completed and forwarded to the CSE and Missing
Coordinator
Vulnerability and Risk should form an essential part of the childs plan

16

Child has additional needs due to disability or a complex health

condition
The following pointers are for you to think of the additional information that is needed due
to the childs disability and / or health needs
Disability
Be clear here but try not to jargonise or take it straight from a medical dictionary.
Does the child have a diagnosis?
People reading this need to know how the condition or impairment affects the child or
young person so make sure you put next to each diagnosis how this manifests and how it
limits or affects the young person, how it makes them feel and how the equipment they
have to use impacts on them emotionally and socially.
If they have a health issue how the treatment plan will impact upon their life and do they
understand their condition?
Think about the childs health history have they met their developmental milestones if
their disability / health has / will impact upon this.
Communication Needs
In the section about the childs preferred method of communication do not take it as read
what school or the parents say. Often young people have reported that they will
communicate in a certain way as thats all they are given and when asked what they would
prefer to use they come up with other methods including behavioural and gesture
methods.
All these need noting and please do not forget behaviour is a form of communication and
should not be ignored. Often children and young people are labelled wrongly as having no
communication when they do but it is neither verbal nor following a recognised pattern
but your work with the child or young person will give you a clearer insight into this.
If the young person or their family or carers will need an interpreter make sure you state
this here and be clear about what dialect or method they use.
Do not assume if the young person is hearing impaired and from a different cultural
community that BSL will be their preferred method of communicating.
If the young person uses a pathfinder or talkbox to help them communicate make sure
you see when the best time is for visiting to ensure they have access to this device.
If the child or young person is on medication check whether there are times when they are
unable to engage due to the effect this may have either just before or just after taking it.
Understanding
This relates to things such as the following:
how the young person understands what is asked of them
how they appear to be able to listen to people when they talk to them
what their understanding is of the language used around them you need to take
into consideration if they use BSL or Makaton or a talk box device and if this is used
at home

17

Expression
This relates to things such as the following:
how the child or young person is able to communicate speech, noises, behaviour,
movement, BSL, Makaton
how confident they are in communicating
how they structure their speech
about naming and identifying objects, people and things in their life
Interaction
This relates to things such as the following:
how they express themselves to others
how they play with others
how they are in small and large groups
what they are like with peer groups in school or nursery
about social behaviour such as knowing about sex and sexuality and about
friendships and keeping safe
This should look at how people involve the child or young person in decision making about
the things in his or her life. Also how the young person feels they are included in decision
making. They may be asked but do they feel that their views opinions and wishes are
heard or even valued.
If they need equipment to communicate or use a method to help them such as Intensive
Interaction this needs stating here so that anyone possibly caring for them can see if they
need any training or support to do this to enable the child or young person to feel
comfortable and able to communicate to the best of their ability.
From your observations at home and at school (and maybe within respite settings) you will
be able to note and reflect on how the child or young persons communication may differ in
these settings.
If the parents struggle with communicating with the child or young person then who could
help them with this if they see that they need help?
Reason for Undertaking this Assessment / Presenting Issues
Is this assessment being completed to assess a Child in Need, for a child to access short
breaks or due to safeguarding concerns?
Any team working with a disabled child have universal and targeted services been
accessed / notified if so what services are involved and what services were unable to
meet the needs of the child. Has a CAF been completed?
Reason for undertaking this assessment Regional Specialist Team only
Is the child being assessed due to their health condition and subsequent treatment plan?
Childs Profile
Dont just talk to the parents talk to the child / young person what do they see are their
strengths and weaknesses and how do they feel about undertaking things away from the
family home. How are they affected emotionally if they receive respite do they like it do
they look forward to it. How do they feel about going to activities away from home?

18

Would they like to do more dont assume anyone has ever asked a disabled child the
same questions as one without health needs or a disability they may desperately want to
go to scouts or brownies but the parent or carer may not be aware you can get help to
enable them to do this !
If you are observing the child in home and at school or at a placement make sure you state
this and reflect on what is said and what you observe. Do they have an understanding of
their disability / health needs and how do they feel about themselves?
Family History
This should look at how the parent/s care givers are trying to work to help the child or
young person feel valued and loved within the family home or care setting.
How do the family work as a unit to support the child or young person through change or
challenging situations which may affect the whole family?
Environmental Factors
If the child or young person is at an age where they want more independence or they need
more privacy how will this be accommodated within their current home or care settings?
What sort of help does the young person want in relation to getting independence?
If the child has a shared care arrangement are there adaptations and equipment
available in all care giving settings which safely and appropriately meet the needs of the
child or the young person and the people providing care for them?
If the young person has medication or incontinence pads or equipment where is this
stored?
Is it safe in relation to other young people or children within the home?
Things to consider in relation to safe care within an environment which need noting here
are:
Does the child or young person wander at night and if so how safe are they?
How independent is the young person within the home or care setting?
Do they turn taps on?
Do they try to get out of the house? If so how are they kept safe is an alarm needed
on doors and windows to alert care givers within the home or care setting to this?
Does the young person have access to the kitchen area and is this safe?
Is there a ramp to the entrance and exit to the property which is safe for the young
person and anyone moving them to use?
If there are stairs in the property is the child or young person safe to use them?
If the child or young person is in a wheelchair are they able to get through the
doorways?
If the child or young person is in a wheelchair are they able to be safely taken up
and downstairs?
Is the child or young person able to use the toilet safely? Is there a toilet for them
downstairs or do they have to be lifted upstairs if they need to toilet or do they have
a commode?
How does the child or young person wash or bathe do they have a special bath or
adapted bathroom if not how are they bathed and is this safe for the person
helping them?
If the child or young person has oxygen how is this transported within the home?

19

If the child or young person needs lifting is there tracking and a hoist which is safe
and suitable for his or her needs?

If the family have financial concerns ensure that they are signposted appropriately for
benefits advice, DLA etc. Can charitable support be accessed to offer support?
This section should include any issues about how the family and the child or young person
are able to access facilities and sports and leisure activities within their community. Would
they like to do more dont assume anyone has ever asked a disabled child the same
questions as one without health needs or a disability they may desperately want to go to
scouts or brownies but the parent or carer may not be aware you can get help to enable
them to do this!
Are there any resources within the area that the child or young person can access and are
the family or care givers able to support them in doing this or would they benefit from
someone independent to do this?
What amenities like doctor, dentist shops etc. are available within the neighbourhood?
Does the family have to travel to get to these and is this a problem for them in taking the
child or the young person if he or she has equipment such as a wheelchair or medical
equipment to take with them?
If the young person has a condition such as an Autistic Spectrum Condition are they able
to cope with the noise and business of social and leisure activities and events? If not how
could they be helped to access these more happily or comfortably?
What does the young person want to do in relation to social and leisure activities?
How do they feel emotionally about what they can and cannot access in relation to social
and leisure activities?
Are they currently attending activities which are either way below or way above their
capacity or understanding? If so what could you find in the Short Breaks Guidance and
Directory or on the Intranet which may be more suitable and how could the child or young
person get the most suitable and appropriate help to enable them to access this and build
better and safe social relationships?
Regional Specialist Team only
How far is the family home from their treatment hospital?
Is the family home a safe environment for them to be discharged to from hospital?
Social Workers Analysis
In this section there needs to be a clear analysis on what additional needs the child has
due to their disability or health condition.
What part of these needs are the parents able to meet and how?
What do you analyse is unmet need and the risk it raises to the child?
Play
This section should look at issues such as the following:
if the young person is able to engage in group play
if the young person plays more with older or younger children/young people

20

if the young person engages in more solitary play

can the child/young person engage in turn taking activities
can the child/young person differentiate between fantasy play and reality
can the child/young person cope with changes in their play environment
if the young person has obsessions about certain activities
whether the young person is able to initiate play
if the young person does not like a specific sort of play such as messy play or play
involving textures

Stimulation
This section should look at issues such as the following:
this should show what the child or the young person chooses to engage in for
stimulation such as games preferred activities preferred
Leisure
This section should look at issues such as the following:
how the young person deals with social and leisure activities whether they can cope
with noisy environments
what their behaviour is like when they are in busy social situations
what activities or groups they may like to attend or do attend
What is the risk to the childs lifespan and / or safety due to their disability or health
condition? Is there any risk associated with treatment?
Is an additional assessment required e.g. under the continuing care criteria, O.T.
assessment?
Family Strengths and Protective Factors
This part of the assessment you will need to look at not only if the parents or carers are
able to care safely for the child or young person but if they have the equipment they need
to do this within their home/s.
Has a parent / carer assessment been offered and what was the outcome?
Talk to the parent/s or carer/s about how it feels to care for the child or young person and
the parent carer assessment may inform more information about this and you may be able
to reflect back to them what you feel are their strengths which can be very valuable if a
parent or carer is at the stage of feeling very frustrated or exasperated due to their caring
responsibilities or what they feel could be a significant lack of support.
Consider from whom the child accesses / receives emotional support.
Parents
This should report on what you have observed during your visits to the child/young
person during your visits to the home or care setting.
What are the levels of attachment like between the mother and the child or young
person?
Describe the relationship mother and child/young person have been observed to
have.

21

What are the levels of attachment like between a father/step father or partner if
there is one within the household?
Describe the relationship father/step father or partner and child/young person have
been observed to have.
If there is shared care arrangements how does the child or young person relate to
the other adult care givers within the other care setting?
Is there a clear difference between the roles of the parents/adult caregivers within
the home?
How do the parent/s/adult care givers react to any challenging behaviour from the
child/young person?
How do the parents meet the differing needs of their children especially if a single
parent?
How do the parents support each other / work together in relation to the childs
disability / health condition?

Siblings
Here you should comment on what you have observed during your visits to the home or
care setting in relation to siblings or step siblings.

How does the child/young person interact with their siblings/step siblings?
What is their opinion of them?
How do the siblings/step siblings react to the child/young person?
What is their opinion of their brother or sister?
Is the child/young person able to respect the privacy of their siblings/step siblings
If the child or young person has much younger siblings should they ever be left
alone with them what is their awareness of safety?

Wider Family, Other Care Givers Friends and Peers

Here you should comment on what you have observed during your visits to the home or
care setting in relation to their wider family, peer groups and any friends they have
including things like:
Do they see their grandparents? (if so do they see maternal and paternal and if so
how often and how do they react to this)
What is the child or young persons view of their grandparents? seek the views of
the child/young person and their family/care givers.
Do they see their wider family? If so where and when and what is their opinion of
this and how do they behave seek the views of the child/young person and their
family/care givers.
Does the child/young person have friends?
Do they go to see friends or do they stay at home most of the time
What is the young persons view of who is their friend
How does the young person react to people of the same age? Do they prefer the
company or to play with older or younger people what have you observed during
your visits to home and school.
Analysis and Professional Judgement
Dont forget to look at the non-material things what would the young person like to do if
they had the support how do the things in their life make them feel and if they are not
happy how could they get some help and support from a trained health professional to
resolve this?

22

Is the need in the home, out of the home, in relation to care, independence or
leisure activities?
Does the childs needs meet the criteria for Short Break provision?
Does the analysis of need concur with the reasons for undertaking this
assessment?

Recommendations including outline plan

Does your recommendation include further assessment support from other agencies?
Continuing Care
Learning Disability Nurses
CAMHS
Occupational Therapy
Other local authority SW services
Referral to charitable sources.

This section will be reviewed when the Education Health and Care Plan is introduced in
September 2014.

23

Domestic Violence
1. Are you concerned that there is domestic violence in a family you are working
with?
Common indicators include physical injuries; anxiety and distress; frequent
appointments and missed appointments; reluctance to go home; mental ill health;
alcohol and substance misuse, self-harm and attempted suicide. The woman may
appear vague, frightened, anxious, depressed and/or distressed.
Is there a history? Check any available records. A victim may have been to your
agency previously and presented with some of the common indicators mentioned
above. Many women experience repeat incidents of violence and harassment before
disclosing to anyone. The frequency and severity of DV incidents often increases over
time. Check if tagged as MARAC case.
Common indicators for children include: anxiety and distress, sudden changes in
behaviour, withdrawing, acting aggressively, difficulty separating, increase in stress
related illnesses, bedwetting, school absences etc.
2. How to approach the issue
See the victim alone and in private.
Ask direct questions sensitively. This forms part of routine enquiry so all women are
asked.
If she is accompanied, do not insist on seeing her alone. Arrange an alternative, safer
opportunity.
Be honest about why you are asking.
Explain your confidentiality procedures.
Use a registered interpreter if required.
If violence is denied record that she has been asked and her response.
Explain that you may ask her again at future meetings.
3. Routine Questions
Research shows that women are more willing to disclose their experience of domestic
violence if they are specifically asked about it. It is therefore important to ask about
domestic abuse in a direct but non-threatening and sensitive manner. For example:
Many women experience violence and abuse from their partners so we ask all women
about this. Can you tell me about your relationship, do you ever feel frightened by your
partner?
Women should be told about why the questions are asked i.e. because of the extent of
domestic violence, the need to monitor it to ensure women receive adequate services,
to enable staff to refer women to appropriate agencies and provide her with useful
information.
4.

What if domestic violence is disclosed?

Emphasise confidentiality.
Be clear about any limits to confidentiality.
Be clear about the boundaries of your role.
Ensure availability of information about agencies and other support she can access.
Sign post and/or refer appropriately with her consent.
Explore with the woman her understanding of the impact on her children.

24

5.

Children
Recognise the links between abuse of women and abuse of children.
Ask if children are aware of, have witnessed, been involved in the violence.
Wherever possible, provide child friendly play areas/supervision and interview the
woman separately.
Never use children as interpreters.
Talk to the children about domestic violence where appropriate.

6. Safety/Risk assessment
Assess with the woman the current risk to herself, children or any vulnerable adults in
the household.
If applicable, use your agencys risk assessment tool.
Identify a place of safety if she is in immediate danger.
If there is no immediate danger, discuss short term and long term safety planning.
If appropriate undertake a DASH risk assessment and refer to MARAC.
7.

Information and support

Offer the woman support by listening to her and believing her.
Do not be judgemental.
Emphasise that she is not to blame for the violence.
Place the responsibility for the violence with the abuser.
Offer opportunities for on-going support.
Provide information about specialist support, local agencies.
Offer support to access these agencies.
Respect her decisions if she does not want further help, is not ready to leave or
address the situation, but make it clear she can come back another time.
Share information proportionately with partner agencies, including referral to MARACs,
and seek her consent to do so.

8. Additional Issues for Women from Vulnerable Groups

Be aware of a victims personal circumstances and any additional needs she may have as
well as the additional barriers to support she may face, for example:

Disabled women may face disability discrimination and often feel they are not listened
to or believed. They may be dependent on their carer who is also their abuser.
BME women may experience racism, honour based violence, be concerned about
immigration issues or have no recourse to public funds.

This is not an exhaustive list but provides some prompts on the additional issues that need
consideration. It is essential not to stereotype but to treat each woman as an individual
and listen to her specific issues and respond accordingly by providing relevant information
or referring to specialist services.
9.

Action Planning
Assess the impact of the domestic violence on the children.
Identify with her any action she will take.
Identify any action you will take on her behalf.
Make arrangements for future support or follow-up meetings.
Make referrals with her consent.
Indicate any information which will be shared with colleagues to ensure consistent
support.
25

Agree measures to ensure her safety e.g. how to contact her safely.
Refer to MARACs where appropriate.

10. Remember
She may have experienced abuse for many years.
She may not have access to money.
She will already have tried many ways to manage the violence.
She will want the violence to end but may still want the relationship.
A woman is most at risk at the point of leaving or when she has recently left a violent
partner.
You may be the first person she has told about the violence.
It is important that you give her the same level of respect and support whether she
stays with the abuser or not and how ever many times she comes back. Sustained
support is what helps women protect themselves and their children. Try not to rush her
into making decisions she is unsure about.
Encourage and support colleagues to adopt good practice.
Challenge or report bad practice.
Never give her details to anyone without her consent or careful consideration of the
level of risk. Do not agree to pass on messages between her and the abuser.
Do not insist on or suggest joint sessions with her partner. Mediation or counselling in
domestic violence situations can make women more vulnerable or put them at further
risk.
11. Responding to Perpetrators
Many male perpetrators will deny and minimise their actions due to feelings of shame.
This shame often flips into anger and aggression.

Be aware of your own and colleagues safety, particularly when denying information to
a perpetrator.
Never disclose any information about the woman.
Do not agree with any comments the perpetrator makes that could be seen as agreeing
with, or justifying, his actions.
Encourage him to seek help for himself.
At all times treat the perpetrator with respect. Dont allow your distaste for what he has
done lead to you dismissing him or disengaging with him. Your positive communication
with him could be the trigger to him seeking help.
Talk to someone from the Councils Domestic Violence Team if you are uncertain of
what to do.
Always have the appropriate telephone numbers available for you or him to seek
advice.

12. Record Keeping

All of the above needs to be documented to provide as full a picture as possible to
ensure consistent support.
Records need to be clear and accurate as they may be used to provide evidence in any
future legal action within either the criminal or civil justice systems or for the purpose of
a Domestic Violence Homicide Review or Lessons Learned exercise.

26

What Women who have experienced domestic violence in Leeds tell us

Working with domestic violence the best Social Workers:
Have a signed agreement that works both ways with a phone number on the bottom to
ring if the Social Worker hasnt done what they said they were going to do.
Many women are unaware of issues before they are read out in court.
Bear in mind youve been given a bad name. Most people will think you are trying to
take their children away from them. Make it clear you are there to help.
The service is child based, its not holistic it needs to look at Mums and children
together.
Understand that I might 'choose' to stay with him because I am frightened or controlled
(even though I might appear to not to be). Never treat the victim like theyre the bad
one, its the perpetrator thats violent. Its often very difficult and complex to leave.
Listen to me, take time, respect me and check out I understand. They dont put
themselves enough in your situation, more empathy and understanding needed. Its
hard to communicate those complex feelings.
Explain what their job is and what I need to do.
Understand how hard it can be to look after children and day-to-day life and make big
and safe decisions.
Try and help or challenge my partner/boyfriend/husband. But only if you know the
womans in a safe place, this can backfire and the woman gets hurt, get permission
before you do. Make sure you tell him he is responsible for his violent/abusive
behaviour. Dont add stress to a womans situation by making them face/challenge a
man you are too scared to approach.
Don't put on a plan that I should leave him, put that you will help me to keep me and
my children safe.
Don't talk in jargon. Otherwise youre not really making sense. Be direct. Dont go all
round the houses if youve got something important to say. Be really clear about
important things.
Do what they say they are going to do. Dont keep us waiting for a visit that isnt going
to happen. Respect our need to live a life around the appointments. If you cant make
an appointment please let us know.
Think how hard it is to be talked about in meetings.
Help me like they would a friend (I know you're not my friend) but would you just expect
them to leave, would you say that what they need is a meeting? Teat us respectfully.
They do come round like youre just another case, just another file and then theyre
rushing off when youve still got questions.

27

 Know what services and support I can get. Help women to build trust in them or it
always be too hard to be open about your situation.
Don't gather evidence, but help us, help me be the best mother I can be. Be open
about what you are doing e.g. if you are watching the children
Help me explain to our children.
Don't judge.
Explain why you have to check my bedrooms. Or anything else you check.
Assessment and intervention with domestically abusive men
Six key factors that are significant in understanding domestic abuse and can form a
framework for your assessment:
1. Childhood attachments
Research suggests that a majority of court mandated interpersonally violent (IPV)
perpetrators, and a significant minority of IPV perpetrators found in general populations,
have a disorder of their personality, with the prominent disorders being borderline
personality disorder (BP) and anti-social personality disorder (ASPD).
Research also suggests there are a sub-group of batterers who were insecurely attached
to their partner, likely to experience depression, and have BP personality traits (i.e. an
intense fear of being abandoned). They will go to great lengths to prevent this, with
extreme reactions within relationships, including impulsivity and extreme displays of
emotions. Alcohol can play a part within this.
This sub-group are also likely to have a criminal record for non-violent offences and
substance use problems. Those men who score highest on BP traits also used the most
physical aggression and controlling and emotionally abusive behaviours. The cause of this
behaviour is usually related to early experiences of childhood abuse, separations, losses
and disruptions which lead to poor adult emotional regulation and a fragile sense of self.
There is also a connection between Anti-Social Personality Disorder (ASPD) and
Borderline Personality Disorder (BPD), substance use and domestic abuse. Many people
with ASPD and BPD misuse substances
Additional Note: Therapeutic Alliance and IPV Treatment
Research on client reactance suggests that approaches that are perceived as reducing
freedom to make choices are particularly counterproductive with clients who show a
defensive, dominant, autonomous and non-affiliative personality style, such as those with
ASPD or psychopathy.

28

2. Anger Management:
There has been a lot of discussion in the area of domestic abuse around the role of anger
in explaining why some men are violent and abusive. It has been thought that mens
abusive behaviour is generally premeditated and this is certainly the case for some men to
varying degrees. For other men however, their violence in particular is not premeditated
and they need to learn anger management techniques to keep their partner physically
safe.
Men who have anger management problems will typically self report loosing their temper
and having verbal and physically violent outbursts in a variety of settings. Most importantly
their violence will not be solely directed towards their partner. These men are also likely to
have criminal convictions for reactive violence.
It should be noted at the same time that men who have anger management issues may
also have difficulties with premeditated, controlling behaviour. Typically, the controlling
behaviour does not include physical violence but will be expressed through bullying and
intimidation, in an attempt to stop their partner doing something, or alternatively make their
partner do something. Where there is pre-meditated use of violence in a relationship a
weapon may have been used and there may also be evidence of stalking or persistent
harassment.
Pre-meditated violence and controlling behaviour is likely to be linked to the perpetrators
damaged attachment style.

3.

Culture, Religion and IPV

Culture and religious views are complicated and varied. They are not homogonous and
vary according to where we live and who we associate with. There is evidence that that
cross-culturally womens empowerment is related to their victimisation and the perpetration
of violence and abuse. Historically a patriarchal culture predominated within western
society although this is now much less the case. We need to be clear therefore in our
assessments exactly how cultural and religious beliefs have impacted on the perpetrator.
We need to assess whether the perpetrators beliefs about women, relationships and the
use of violence have an impact on his behaviour towards his partner. As with substance
use and IPV we need to decide whether culture ( whether it be on a micro or macro level)
and religious beliefs are:
Unrelated to IPV: In this scenario the man does not have oppressive or concerning
beliefs about women, relationships or violence.
Used to rationalise IPV use: In this scenario there is not a connection between his
beliefs and abusive behaviour but he uses cultural justifications for his abuse. These
justifications mask deeper issues in his life.
A direct cause of IPV: Beliefs about women, relationships and violence are deeply
engrained in the perpetrators thinking and will be evident through the way he talks
about these issues in everyday life.
An additive effect: There are other significant factors behind his abusive behaviours but
his beliefs about women, relationships and violence contribute to his abusive
behaviour.

29

4.

Substance Use and IPV Treatment:

Both alcohol and some drugs are associated with an increased risk of reactive or
emotionally driven aggression. There is also a connection with the severity of violence.
However, the connection is complicated and we need to assess whether the substance
use and IPV is:
Unrelated. In this scenario the man would be violent /abusive whether he used
substances or not. Evidence: The man is as likely to be abusive when not using
substances as when he is using substances :
Used to rationalise IPV use: In this scenario there is not a connection between his
substance use and abusive behaviour but he uses s/u as a justification for his abuse.
A direct cause of IPV: In this scenario, s/u is the primary cause of his abuse. Evidence:
Both parties report positive, non-abusive behaviour when sober and abuse when using.
An additive effect: Substance use makes violence and abuse, and also the severity in
many cases, more likely.
A cause of conflict: The mans s/u causes arguments due to the financial and social
impact of his s/u. The conflict then results in abusive behaviour.

5. Lack of Empathy
Developing empathy might, quite rightly, be considered another relationship skill but it has
been separated because of its key influence in reducing physical violence. The more we
are able to appreciate are partners perspectives the less we are likely to behave in an
abusive manner. There are some simple exercises that can be used with men to start this
process.
6. Relationship Skills
Many of the people that we work with have been raised in dysfunctional families. This does
not mean that they have been traumatised by their experiences, but they may not have
observed the many and varied skills that are required to keep a relationship functioning in
a positive progressive way. They may love their partners and genuinely want the best for
them but at the same time, have never learnt how to have an argument without behaving
in an abusive or controlling manner. Similarly they may never have been taught to listen to
their partners, or respect their feelings, particularly anger. They may be too passive or
aggressive and have never fully grasped how to be assertive. There are numerous skills
that men can be taught to help them behave in a more respectful way towards their
partner.
In reality, all of us have areas in our relationship where we could do better. Teaching
relationship skills is likely therefore to be necessary with all the men we work with and is
likely to be in addition to some of the other categories noted above. The worker needs to
identify which of the skills the man is most likely to benefit from learning and should be
done in an order that prioritises the womens safety.

30

How do we work with abusive men (Assessment and Intervention?)

Reassure, get the mans story. Listening to someones story is not colluding! You need
to hear this story so that you can contextualise their behaviour. Think of a time when you
have been seeing a doctor and they have not listened to your explanation of symptoms.
They may (or may not) come up with the right diagnosis but we do not feel respected!

You dont need to challenge everything he says. (Even if you dont agree!)
Occasionally emphasise, this is his perspective without being judgemental. So, from
your perspective This enables him to tell his story without him thinking you agree
with him!

Encourage the person to consider his partners perspective, how would your
partner describe the incident? Listen to whether they can actually do this, this is an
important indicator for the readiness and ability to change.

Treat an honest account with as much suspicion as a minimising, denying and

blaming account! M,D,B is good, it shows discomfort with the behaviour, honesty is
only good if it is accompanied by discomfort.

It doesnt really matter if they deny the index assault as long as they admit
elements of abusive behaviour. The more time has elapsed since the behaviour, the
more likely we are to admit it, its quite normal! If he says he hit her 3 weeks ago but
not last night, work with what he is giving you. Whilst his denial really disrespects his
partners experience, by working with where he is at you can reduce the risk for the
future, which is probably what his partner wants the most.

Agree they should not expect their partner to be interested in the discussion. If
you do some work with a man they will often say that they are going to go home and
discuss the work with their partner. Their motives for this could be very mixed. Warn
them against this, it may cause an argument and it is quite likely she is not interested.
Similarly, if you set homework this should not be done by or with his partner.

Intervention with men in Leeds

There is not a significant amount of help or support for men in Leeds although this is not
different than many areas of the country.

IDAP and safer Relationship programmes. Court Mandated DV Perpetrators have

access to IDAP and safer Relationship programmes. These are 27 and 14 sessions in
duration and are built around the principles of power and control and skill based
teaching.

STOP Programme is focussed on both power/control principles and anger

management when working with dv perpetrators.

Making Safe Scheme run by Foundation Housing offers support to men in finding
alternative accommodation for men motivated to leave an abusive relationship.

Safer Leeds Perpetrator Scheme offers assessments on men to children social care
clients where DV has been identified as an issue in the risk management plan, and to
MARAC men. These men can also receive up to 12 hours intervention work from
qualified workers

31

Missing checklist for Vulnerability and Risk Management

1. Chronology of all previous absences / missing events
Dates
Length of time absent or missing
2. Summary of the details of the most recent missing event or unauthorised
absence that has triggered the need to manage the risks
Where did the child go / places stayed at and found at people the child/young
person went missing with and
in whose company were they found
how long they were absent or missing
What happened
How often has this happened like this
3. Details of other vulnerability risk factors: e.g. learning disability, head injury,
CSE
Provide details of:
risks to self
risk from others and to others
patterns of behaviour
sources of vulnerability and risk information
.
4. Summary of details of Return Interview
What did they say
Why did they go absent / missing
What is the assessment of the person who carried out the Return Interview
5. Eco map of:
known acquaintances
places for absence
phone numbers
risk markers
6. Protective Factors to reduce the risk
What is already in place
What other things help
7. Analysis of risk

8. Outcome of strategy discussion / meeting if held

9. New actions to manage the risk and to be incorporated into the Childs Plan
What needs to happen to keep the child safe
What needs to happen to support the child not to go absent or missing

32

Parenting Assessment Manual (PAMs)

What is it?
The Parent Assessment Manual (PAM) is a comprehensive, assessment tool for use with
vulnerable families, including parents with learning disabilities.
PAMS 3.0 is a complete Parent Assessment Application used by Social Workers,
Psychologists and other professionals across the UK and abroad. The PAMS assessment
was developed by Dr Sue McGaw a nationally renowned Clinical Psychologist in the field
of working with parents with learning disabilities) and South Coast Solutions.
The PAMS assessment tool was originally written for parents with Learning Disabilities; it
allows all parents to access the system fairly whatever their level of ability.
When working with parents with a Learning Disability practitioners should always refer to
the Good Practice Guidance on Working with Parents with a Learning Disability,
Department of Health and Department for Education and Skills, 2007 (www.dh.gov.uk/en).

How to access advice and support with PAMs

Advanced Practitioners (APs) within Leeds should have access to the PAMS software and
accompanying resources and a number of APs across the city have been trained in the
PAMs Assessment. Before embarking on a PAMs assessment, you should contact an AP
in your team or your area and find out who can support you with this.

Court reports
As the PAMs assessment process is a recognised report within Court; some Judges are
already asking if workers are qualified to complete them, for some cases they can reduce
the need for psychological assessments or Independent Social Work assessments which
are between 1,500 and 3,500 per report.
However PAMs assessments should not be carried during court proceedings as they can
take a long time and are very much focused upon observations; this can be difficult if
children are not in the care of their parents and would have to rely upon observations of
contact which is not always appropriate or feasible. The PAMs assessment should be
carried out prior to Court proceedings
There has also been some criticism of the PAMS model as it does not always accurately
assess risk and is more focused upon teaching methods. PAM is not a psychometric test
and there are no cut-off criteria for good enough parenting. The tool is not a substitute for
professional judgement or experience. Other approaches should also be used.
What does it cover?
It covers:
child care and development
behaviour management
independent living skills
safety and hygiene
parents health
relationships and support
and the impact of the environment and community on parenting
33

Each parenting skill area within a domain is assessed for:

Parental knowledge
Quality of parenting skills
and the frequency of parenting practice
By breaking elements of parenting down into testable components PAMS starts to make
an assessment of quality that is evidence-based. After completion, the assessor has a
clear visual family profile of functioning that target parenting support needs, as well as
child protection issues.
Based on the Parental Knowledge-Skills-Practice Model the PAM provides professionals
with a structured and practical approach to the assessment of parents and their children
(0-19 years).

What format is it in?

PAMS 3.0 is an extensive professional software CD-ROM application which includes:
Clinical Assessment forms
Worksheets
Graphical Parent Summary
Profiles and automatic Report Generation
The PAMs assessment tool is very defined and the worker populates forms and then the
report is formatted from this. The report is very quantifiable which means that is not likely
to be challenged therefore leading to less delay and clearer outcomes being known for
vulnerable children within the city.
PAMS 3.0 has been developed to present information within a format that interfaces well
within the Framework for the Assessment of Children in Need and their Families (2000)
and the Common Assessment Framework (DfES, 2006).
PAMS 3.0 can be used as a Screening Tool or as a Comprehensive Specialist
Assessment.
PAMS 3.0 simplifies the measurement of parental capacity and automatically consolidates
the assessment data into template reports to assist the assessor with their report writing.
PAMS provides an evidence based assessment which, is intended to reflect more
accurately parents knowledge, skills and practice and was developed from twenty years
experience of working with very low functioning parents, many of whom were illiterate and
limited in terms of basic life skills.
In addition to the PAMS 3.0 software, a spiral bound Instruction book, knowledge book and
parent booklet are included with each pack. The instruction book is an excellent reference
and guides the assessor on how to use and apply PAMS 3.0 during and after clinical
assessments.
Single Assessment Report and Joint Assessment Report
A Single Assessment Report processes and displays assessment data for one parent.
Also, a Joint Assessment Report processes and displays assessment data for two parents
The Reports will include:

34

Data tables
Report Summary
Worksheet Profile
Worksheet Summaries
Observation Graph
Targeted Worksheet Skills

The Report Manager enables practitioners to customise the report by choosing

personalised settings.
In addition PAMS Capacity Reports capture information about a parent's progress over
time therefore enabling practitioners to accurately assess parents potential for change and
therefore inform future planning.
Workers can also choose to use some of the PAMS worksheets to inform assessments
and do not necessarily need to use the full software package provided that they
accurately reference the worksheets within their assessments.

Below is an example of the various stages of a PAMS assessment

In addition to the PAMS 3.0 software, a
spiral bound Instruction book,
Knowledge book and
Parent booklet are included with each
pack (see below for more details).
Most of the PAMS 3.0 (Parent
Assessment Manual Software 3.0)
components are detailed below. Almost
every component in PAMS 3.0 can be
printed.

PAMS 3.0 is very well documented.

A spiral bound Instruction Book is
included. This 66 page book is an
excellent reference and guides the
assessor on how to use and apply
PAMS 3.0 during and after clinical
assessments.

35

The Report Manager assists you in

creating a report. Choose between a
Single, Joint or Capacity Reports
(generated as a Microsoft Word
document). The Report Manager
enables you to customise the report by
choosing personalised settings.

Click on images for full size view

A Single Assessment Report

processes and displays assessment
data for one parent. The Report will
include Data tables, a Report
Summary, Worksheet Profiles,
Worksheet Summaries, Observation
Graphs and Targeted Worksheet Skills.

36

A Joint Assessment Report

processes and displays assessment
data for two parents. The Report will
include Data tables, a Report
Summary, Worksheet Profiles,
Worksheet Summaries, Observation
Graphs and Targeted Worksheet Skills.

PAMS Capacity Reports capture

information about a parent's progress
over time. Two types of Capacity
Report are available. These include the
Capacity Update Report and the
Capacity Teaching Report.
The Report will include Data tables, a
Report Summary, Worksheet Profiles,
Worksheet Summaries, Observation
Graphs and Targeted Worksheet Skills.

37

PAMS 3.0 consists of 94

Worksheets which need to be
completed by professionals during
the clinical assessment process. The
PAMS 3.0 software will perform error
checking on all data input into the
worksheets to maintain integrity.

Graphical Summary is produced after

all worksheet data has been entered.
Five different chart types can be
selected.
Single Summaries can be produced for
each parent assessed.
Joint Summaries combine the
assessment of 2 parents (taking the
best score of both) to produce a
graphical summary as a couple.

38

Graphical Profile is produced after all

worksheet data has been entered.
Single Profiles are produced for each
parent assessed.
Joint Profile combines the assessment
of 2 parents to produce a graphical
profile as a couple.

This spiral bound Parent Booklet is to

be completed by the parent. This
booklet provides an alternative method
for the assessment of skills that are
difficult to observe. It is skill specific
rather than exclusively knowledge
based.

The Initial Screening Tool (IST) is to

be completed by the referrer or another
professional who knows the family well.
The assessment domains on the IST
have been condensed into 15 sections,
for ease of completion. IST scores are
useful for making comparisons across
families so that their needs can be
prioritised.

39

All of the PAMS 3.0 skills have been

designed to be clearly observable.
More complex parenting skills can be
assessed in greater detail using
the Observation Form. This data is
then transferred on to the worksheets at
the post-assessment stage.

Observation data (from the Observation

form above) is presented as a Graph at
the click of a button.

40

Pre-birth Assessment
1. Introduction
There are a range of circumstances where social workers may undertake pre-birth
assessments.
The pre-birth assessment will be completed using the Child and Family Assessment
format and be completed within 45 working days (9 working weeks).
2. Planning
Multi-agency planning commences as soon as possible after the pregnancy is confirmed to
plan the assessment.
It needs to be established who will undertake the assessment. It is good practice for
assessments to be co-worked. Other relevant agencies will contribute to the assessment.
The assessment should take place as soon as possible to enable decisions to be made in
good time.
The impact of parental difficulties should be informed by professional advice and
understanding form relevant agencies such as addiction services, disability services and
mental health services etc., who should be involved in the planning of the assessment.
Where English is not the first language, or there are literacy or communication issues this
should be taken into account in the planning stage. The use of an interpreter or advocate
should be considered. Workers need to be aware of any risks to their own safety during
the assessment and these may need to be addressed in supervision.
3. Purpose and Aims of the Assessment
The purpose and aims of the assessment are to undertake a thorough assessment of
individual and family functioning and home circumstances. It is to identify the previous and
current concerns in a family and the familys perception of these.
A further aim is to identify the strengths and positives within the family. The assessment
will assess the potential and ability to maintain changes; identify support networks and
identify risk to the child post birth and other children in the family.
The outcome of the assessment will identify the course of action, for example child in need
plan, child protection plan or legal action.
A referral should be made to the Family Group Conference service at the start of the
assessment process. This is to identify the support network for the child post birth, and
identify any alternative carers in the event that parent(s) cannot provide care.
Additionally, there should also be an early referral to the local childrens centre.
4. Working Agreement
It is good practice to draw up a written agreement between the Childrens Social Work
Service and parents. The agreement should outline the reason for the assessment, its
purpose and aims, how the assessment will be carried out. This should be agreed at the
multi-agency planning meeting at the start of the assessment:

Areas to be covered in the assessment

41

Dates, times, venues of sessions and who will attend each session
How the assessment will be shared and with whom
Expectations of those participating in the assessment
What parents can expect of the Assessor(s)

Parents should be seen alone and as a couple. Extended family members may need to be
contacted. Assessment sessions will normally take place at the family home and local area
office. One of the sessions in the family home should assess the home environment and
preparations made for the baby's arrival.
It should be clearly stated that part of the process will be to liaise with other agencies.
5. Area to be covered
Assessment should follow the guidelines set out for completion of a child and family
assessment.
In addition the following areas should also be addressed:

Individual history of parents, including any offending history;

Assessment of strengths / safeguards
Assessment of risks
Parental understanding of concerns
Practical arrangements for babys care
Capacity for and motivation to change

6. Practicalities in Undertaking the Assessment

The task of completing the work is a joint task and it is recommended co-workers alternate
responsibility for leading and recording the sessions. Levels of experience and expertise
need to be taken into account when planning who will lead a session.
The sessions should be recorded as fully as possible and typed as soon as possible
following the session. Keep all rough notes for future reference as these may be required
in Court.
Both co-workers need to meet with the supervisor jointly to discuss progress with the
assessment and any developments or difficulties. It is important to review the progress of
the assessment mid-way through.
The timescale is 45 days and needs to be adhered to.
7. Dealing with specific situations
Any difficulties which arise during the course of the assessment should be discussed as
soon as possible with your manager. Any early indications of positive change should be
clearly recorded, along with an analysis of the impact and meaning of this.
8. Going Forward
The assessment report should make a clear recommendation about identified risk to the
expected baby, any protective factors and any service required, that would enable the
parent(s) to provide care for the child.
The family plan from the family group conference should be provided to, and considered
within that process. If a decision is taken to hold an Initial Child Protection Conference,
the report (or the conclusion) may be submitted to the conference.
42

This conference should take place 6-8 weeks prior to the estimated due date of the child.
If a decision is taken not to hold a conference then the Team Manager should convene a
meeting to discuss the outcome of the assessment and any future planning, based upon
the family group conference plan where available.
Where the identified risk is deemed to be high and seeking legal advice is recommended,
the case needs to be presented to the Head of Service Decision and Review Panel
(HOSDAR) for consideration. A Local Authority solicitor will be allocated if HOSDAR
agree that the Public Law Outline process is required or care proceedings should be
initiated at birth.
It is the responsibility of the allocated workers to ensure the family, the hospital and all
other professionals are fully aware of the plan for the child post birth, and it is clearly
recorded on Frameworki should the birth happen outside office hours, with unambiguous
language.
If removal at birth is planned the Team Manager should convene a planning meeting with
appropriate hospital staff and police to plan management of the birth and subsequent
removal.

43

Assessment of a perpetrator of child sexual abuse

This can be used where there has been a conviction or allegation.
With the partner/non-abusing parent the assessment focuses on:

Background - this area needs to explore the persons own background, any events or
experiences that in particular may increase their vulnerability.

Relationship history - Explore the current relationship with the offender as well as all
previous relationships. Consider for any emerging patterns.

Childcare history - It is important to explore the persons parenting history. This might
be different for each child if more than one child in the family. Consider attachment in
relation to all the children.

Attitude towards the offence and child protection concerns explore the persons
understanding of the offence and what their view of any associated risk may be. It is
helpful to ascertain their views on child abuse and ability to recognise signs and
indicators of abuse.

Emotional resilience - does the partner have the emotional tools and strength to
protect the child. The strain on the person cannot be ignored. Often they are expected
to supervise all contact between children and the perpetrator and this can cause
additional emotional stress on the family. Their ability to deal with and manage this is
crucial as provides insight into their emotional resilience both now and in the future.

With the perpetrator/offender or alleged perpetrator the areas covered in the

assessment need to include:

Context of the assessment - explain the reason and purpose of the assessment
clearly top all parties. An assessment agreement is helpful that clearly sets out the
reason, purpose, areas to be covered and expectations.

Current circumstances explore the current circumstances including living

arrangements, support networks, finances.

Relevant background information - this needs to include any previous child

protection concerns, criminal history, childhood experiences, and any other significant
events.

Relationship and sexual history - this is a vital part of the process and needs to
include all relationships and patterns of behaviour.

Relationship(s) with his children, the abused child and the childrens needs this
is particularly helpful when looking at risk where the abused child is not the
perpetrators own child or when internet offences is a factor.

His/her account of the allegations/convictions/sexual abuse - Allow the person to

give his/her account in their own words with minimal interruption when they are talking
about the abuse. Once they have done this it is important to explore events that led to

44

the offence and thought processes and what happened after. Is there denial, remorse,
insight displayed by the offender?

His/her response to past supervision/treatment/counselling - If the person has

received treatment previously, consider why this has not worked in preventing further
offending.

Joint interview this is often a very difficult meeting as involves the offender and the
partner/non- abusing parent. It allows for an open discussion about the offence and
observation of responses in the presence of partners. It also allows assessors to
observe dynamics in the relationship and if there is any oppression or controlling
behaviours.

Future wishes/ambitions and view of intervention/services - this area needs to

explore what the offender wants for the future and what they feel their support needs
are.

Analysis and conclusion

It is important to analyse information gathered and responses of both parents when
examining risk of child sexual abuse. The assessment needs to remain child focused.
The conclusion needs to highlight:

The level of risk posed

The partner/non abusing parents strengths and deficits

Any other protective factors

Any recommendations

Lucy Faithful Foundation

The above guidance has been adapted from the Lucy Faithful Foundation model which
uses a two way approach focusing on the perpetrator/offender and risk, but also the
partner/non abusing parent.
Geraldine Smith
Geraldine Smiths Assessing the non-abusing parents ability to protect model also
provides a framework for assessments. The Therapeutic Social Work Team delivers
training in using this model.
Internet Offending
Internet offending is a new area for social work assessments and therefore it is vital to use
research to inform any assessments. Research around internet offending is becoming
more easily available and the Child Abuse Journal provides good insight into resent
research.

45

Some literature can be dated and not easy to interpret into assessments however Child
Sexual Abuse and the Internet: Tackling the New Frontier by Martin Calder provides a
clear focus on the issues and guidance for assessments.
There are also many other publications which can be helpful and the Lucy Faithful
Foundation have an extensive reading list.
In relation to internet offending/accessing child abuse images, in addition to the above
guidance social work assessments need to:

Establish if there is any risk of viewing offender becoming a contact offender. This is
referred to as crossover.

Establish if the offender has used the internet for the purposes of grooming or gaining
access to children.

Lucy Faithful Foundation

This document will be reviewed from September 2014

Review to include:
Addition of section for Person Posing a Risk to a Child
Addition of section for Looked after children longer term
Consideration of whether guidance is required for assessment when next step is
support to be provided in Targeted or Universal services.
Any required updates to disabled child section in light of introduction of Education
Health and Care Plan in September 2014
General review of content

46