Collection of information Supporting judgements Making decisions Good assessment unfocused directionless potentially dangerous practice Processing information ie Synthesising Analysing ID: 644020
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CHALLENGES AND OPPORTUNITIES FOR CRITICAL ANALYSIS IN ASSESSMENTSlide2
Collection of
information
Supporting judgements
Making decisions
Good assessment:
unfocused, directionless, potentially dangerous practice
Processing information, i.e.
Synthesising
Analysing
Evaluating
ConcludingSlide3
WHAT IS THE ASSESSMENT FOR?
Provide
an understanding of why the assessment is being done and what you’re expecting to get out of it (- your aims and objectives).
Be specific about the child’s needsBe clear about the consequences or risks if the child’s needs are not metSlide4
WHAT IS THE STORY?
Demonstrate
an understanding of the family’s history and context
Include an account of what you don’t know yet
Adopt an open mind and questioning approach – uncertainty Slide5
WHAT DOES THE STORY MEAN?
Show your working out ( - assessment tools)
Make sure the assessment is structured in such a way that the recommendations follow on clearly from the information obtained
Be succinct, concise and relevant
?
?Slide6
WHAT NEEDS TO HAPPEN?
Be clear about your concerns and the reasons behind your concernsMake explicit the underpinning knowledge and evidence that have informed your argument and decisions
Be clear about whether judgements are based on your own observations or research evidence, or both
Be clear about the short- and long-term
risks for the child if identified needs are not metSlide7
HOW WILL WE KNOW WE ARE MAKING PROGRESS?
Outcomes and changes should be visibleSlide8Slide9
VALUES - Balance of rights and needs; awareness of discrimination
REASONING SKILLS – critical reflection; appraisal of risks and benefitsEMOTIONAL WISDOM – emotional impact of work on self and othersPRACTICE WISDOM – wisdom-informed skills from day-to-day experience and trainingFORMAL KNOWLEDGE – law, theories, policies, procedures, research evidence Slide10
SKILLS AND ATTRIBUTES
curiosity
open-mindedness manage uncertainty and not knowing
question one’s own as well as others’ assumptions hypothesise self-awareness
observation skills problem-solving skills
synthesise and evaluate information from a range of sources creativity present one’s thoughts clearly, both verbally and in writing Slide11
TYPES OF INFORMATION THAT
INFORM ASSESSMENT
Vivid rather than dullConcrete rather than abstract
Emotional-laden rather than neutral
Recent rather than in the past
First impressionsSlide12Slide13Slide14Slide15
videoSlide16
INTUITION:
‘Immediate
apprehension/insight without reasoning’. ANALYSIS: ‘The resolution or breaking up of anything complex into various simple elements’.
(Oxford English Dictionary)‘Examination of an issue, problem, topic or situation that goes beyond describing it and
includes (one or more of) theories,
thoughts, opinions and judgements’.(Oxford Dictionary of Social Work)Slide17
INTUITIVE THINKING
ANALYTICAL THINKING
Quick
Slow
Reactive
Deliberate
Unconscious
Awareness of thinking
Thinking widely about
a
lot of information
Concentrating on a few key issuesSlide18
TOOLS TO ASSIST IN ANALYSIS
Chronologies
GenogramsCultural review toolCulturagrams
Decision treesCritical decision toolResilience and vulnerability matrixDiscrepancy matrix
Signs of safetySlide19
CULTURAL REVIEW TOOL
What do I know about individuals and families with this particular cultural background or life experience?
Where does my knowledge come from? What prejudices may I hold (positive or negative)? What do I know about/expect of children of these ages, their lives and needs?
What might surprise me about this family and why would it be a surprise? How might this family/parent/children perceive me? How might the assessment and my agency be perceived? What impact might the assessment have on the family's
life? What agency norms and practice do I take with me on an assessment? (For example, thresholds of 'good enough
parenting‘)Slide20
CULTURAGRAMSlide21
What decision is to be made
?
What options are there?What information is needed to help me make the choice?What are the likely/possible consequences of each option?
How probable is each consequence?What are the pros and cons (desirability) of each consequence?The
final decision.DECISION-MAKING TREESlide22Slide23
Critical
Decision
ToolSlide24
Resilience/
Vulnerability
MatrixSlide25
5 types of discrepancy
Informational
: there is contradictory information about a child/parent from different agencies.Interpretative: different conclusions are drawn from the same information by different professionals.Interactive: the parents’ declared intentions are contradicted by actions
.Incongruent: the parental manner or the way they talk about their child is inconsistent, contradictory or incoherent.Instinctual: the worker’s gut feeling suggests that something is wrong but they cannot specify what
.Indications or clues about the existence of such discrepancies can occur at organisational, inter-agency, family and practitioner levels.Slide26
DISCREPANCY MATRIXSlide27
Critical, Analytical And Reflective Thinking In Assessment
Rigorous and systematic thinking; Range of resources and approaches Procedures and toolkits are not a substitute for thinking and
professional judgement; Individual /personal factors can constrain thinking and impact on decision-making;
Systemic factors can damage the ability of the individual practitioner to thinkG
ood supervision can support the development of analytical, critical and reflective thinking in practice